My Teaching Philosophy

I believe that every student is a unique and valuable individual who should be given the opportunity to explore and learn in their own way. Each student brings their own experiences, strengths, and perspectives to the classroom, and it is our duty as educators to nurture and support their individual learning journeys.

Teachers leave a life-long impact on every student that passes through their classrooms. Everyone remembers a good teacher, and unfortunately, everyone remembers a bad teacher as well. As educators, we should strive to be the kind of teachers who are remembered for the positive influence we have on our students' lives. Our goal should be to inspire, motivate, and guide our students towards their fullest potential.

I believe that educators working with children must have a strong understanding of child development. For instance, small muscle skills—developed through activities like cutting, pasting, stringing beads, and drawing—are essential for helping children differentiate between textures like soft and hard. Similarly, foundational math concepts like addition and subtraction require hands-on experiences, such as counting objects, sorting them, and physically adding or removing items. These activities foster logical thinking and prepare children to grasp abstract concepts in subjects like mathematics as they grow.

I believe creating a welcoming and safe learning environment is important. Students should feel secure and motivated to learn in a space that feels like a home away from home. This environment fosters trust and encourages students to take risks and engage deeply with the material.

I believe instructional materials and resources are essential tools in the teaching process. Teaching without these tools is an educational disservice. Effective use of instructional materials enhances understanding and retention, making learning more engaging and accessible for all students.

I believe in the power of peer tutoring and student-led learning. Students often learn best by teaching and making presentations to their peers. This approach not only reinforces their own understanding but also builds confidence and communication skills.

I believe technology plays an essential role in modern education as it has the power and ability to transform teaching and learning, making us better educators and students. I believe integrating technology into the classroom can provide interactive and personalized learning experiences, access a wealth of resources, and prepare students for a technologically advanced world. Embracing technology helps us stay current and innovative in our teaching and learning practices.

I believe that teachers should see their students as their own children or family. We should want for them what we want for our own children. Our minds will not be at rest until they achieve their milestones. This perspective fosters a deep sense of responsibility and care, ensuring that we are fully committed to our students’ success and well-being.

I believe teachers have a profound responsibility to make the world a better place. We shape the minds and values of future generations, and through our teaching, we can instill a sense of responsibility, empathy, and curiosity in our students.

I firmly believe that toddlers and preschoolers are capable of reading and writing. Early childhood is a critical period for literacy development, and we must seize this opportunity to teach them to sound, blend, segment, read, and write. By catching them young, we lay a strong foundation for their future academic success.

 

Education

  • Ph.D. in Curriculum and Instruction (in progress) – Old Dominion University, Norfolk, Virginia

  • M.Ed. in Early Childhood and Primary Education – Kwara State University, Malete, Nigeria

  • Postgraduate Diploma in Education (P.G.D.E.) – National Teachers’ Institute, Kaduna, Nigeria

  • Higher National Diploma (H.N.D., B.Sc. equivalent) in Business Administration – Kwara State Polytechnic, Nigeria

  • Ordinary National Diploma (O.N.D., Associate Degree equivalent) in Business Studies – Kwara State Polytechnic, Nigeria

Background

Mujibat Akorede, originally from Nigeria, began her career in education in 1999 as a classroom teacher. Over the years, she has served as a class teacher, supervisor, school administrator, and educational consultant. In 2006, she founded D-Light Schools in Nigeria, which has grown into a thriving institution serving over 400 students with more than 70 staff across daycare, nursery, primary, and secondary levels.

Her academic journey began with a degree in Business Administration from Kwara State Polytechnic. She later transitioned into education, earning a Postgraduate Diploma in Education (PGDE) from the National Teachers’ Institute in Kaduna, and a Master’s degree in Early Childhood Education from Kwara State University, Malete. Mujibat is currently pursuing her Ph.D. in Curriculum and Instruction, with a specialization in Early Childhood and Literacy Education, at Old Dominion University in the United States, where she also serves as a Graduate Teaching Assistant.

Her work spans teacher training, literacy development, and curriculum design, with a strong focus on systematic phonics instruction to expand children’s access to reading. Mujibat has authored several children’s books, including Foundation Phonics and Foundation Cursive Writing, and has developed online certificate courses for teachers, alongside organizing the Early Years Educators’ Conference (EYECON) in Nigeria.

Her professional and research interests center on childhood studies, creative learning, literacy development, and empowering educators and parents to create meaningful learning opportunities for all children.

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