Mentor was not precisely the career Mr Olatunji Agboola had actually planned for himself. With a preliminary aspiration to study Mass Interaction or Law, his journey into education began after his uncle, a speaker in education, convinced him to study English Education at the University of Ibadan. What started as an unwilling option quickly ended up being a calling that has shaped his life and profession for two decades.
Agboola did not simply total his degree; he mastered it, finishing with what was, at the time, the best lead to the Department of English. He started teaching in 2006, even before finishing his NYSC, and has since constructed a career spanning class teaching, journalism, publishing, administration and school management.
Although he left teaching two times to explore other expert experiences, he eventually went back to education, bringing with him lessons from his time as a reporter and editor. Today, he serves as Head of College at New Hall International School, Lekki, where he stays concentrated on discipline, academic excellence and producing excellent results.
In this edition of My Mentor Life, Agboola speaks to Temitope Kareem about his unexpected journey into education, why he kept returning to mentor after exploring other careers, the value of discipline, the student who challenged him to prove his ability as a teacher, and why he thinks instructors must have a more powerful voice in academic policy-making.
His story is also a reflection on the lots of roles teachers play beyond delivering lessons. From arriving at school before his students to comprehending their individual needs and reacting to obstacles outside the classroom, Agboola’s experience reveals that teaching requires both expert proficiency and a real commitment to the wellbeing of learners.
Temitope Kareem(TK): How did you become a teacher? Olatunji Agboola (OA): I wished to study Mass Communication or Law. Regrettably, the Mass Interaction admission did not begin time, so my uncle, who was a speaker in Education, persuaded me to study Education. I might not withstand his suggestions, so I got admission to study English Education at the University of Ibadan.
When I got to the university, I was doing very well, so I decided to finish the degree with the hope of going for Law later on. Ultimately, I made an extremely strong degree result and had the best result in the Department of English at that time.
I left the university to start teaching instantly in 2006, even before my NYSC.
TK: What did you think mentor would resemble and how incorrect were you?
OA: I believed education would not be that successful, however I was wrong. I discovered that if you are good, you could make a lot money and you would be a force to consider.
Two times, I left mentor for a few months, only to come back. Not since I was refraining from doing other jobs well, but I discovered that whatever I must do, it needs to be in line with education.
I went into journalism and publishing as an editor, however I came back. Today, I still do things associated to journalism and publishing, however they are in line with education.
TK: Stroll us through your side of the classroom. What does a typical day appear like for you?
OA: First, as a teacher, I constantly arrive at school before my students. This helps me to organize the class according to what I have studied about each of them the previous day. I also ensure they all arrive into my hands, so I can keep them settled and make their day productive.
I likewise use the time to examine their projects to see if they were done and attend to their concerns if I require to see other subject teachers on behalf of any of them.
Later on, my day begins. I evaluate what I taught formerly, check my lesson strategies, confirm my teaching aids, and so on, in order to have an efficient class session.
I am also on responsibility whether my name is there or not. This is what I still do till today, even as a principal. I am used to it.
TK: What is the hardest part of this job no one discuss?
OA: There are numerous hard parts of the teaching task. Nevertheless, discipline is the most vital element of mentor.
Getting the children to do well is the easiest up until now, supplied that you have mastered the techniques that work for you. But getting them to stay disciplined and understand the borders that help them be successful is a significant obligation.
For me, discipline is the platform for academic success. Without discipline, even the very best teaching approaches may not produce the wanted results.
TK: Tell us about the minute that changed how you teach permanently.
OA: Hmmmm. I was threatened by an associate when I was to teach Year 12 students in the school for the very first time as an instructor. She almost informed me in a personnel conference that those specific Year 12 students were my products from Year 7 and that if they stopped working, it meant that I was not an excellent instructor.
The set was filled with kids who were academically challenged. I accepted the challenge, created my methods that I carefully implemented, and I taped 100 per cent.
That experience taught me that often, the expectations put on you can become the motivation to prove what is possible. It also strengthened my belief that with the ideal methods, commitment and discipline, students can achieve more than people expect of them.
TK: If you could return to your very first day as an instructor, what would you tell yourself?
OA: I have been an enthusiastic instructor from my very first day in the classroom. The desire to teach was there from that moment till now.
I do not believe I would tell my more youthful self to do anything differently since that interest has continued to drive me throughout my mentor journey.
TK: Have you ever wanted to stop? What occurred– what made you remain?
OA: I gave up twice. Yes, because then I felt I required other experiences outside teaching that would eventually help me to be better as an instructor. I initially worked as a reporter and later as an editor.
When I ultimately came back to teaching fully, those experiences actually assisted. They gave me point of views and skills that I was able to bring into education and use to end up being a better instructor and expert.
So, although I left mentor two times, I would not state those durations were lost. They became part of the experiences that formed the teacher I am today.
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TK: What does the education system get basically wrong about instructors?
OA: Our instructional system fails our teachers by not carrying them along in policy-making.
Our policies are being made by non-actors and given to actors to carry out. This is why we have problems in our instructional system today.
A number of the problems ought to have been resolved at the policy solution level. I can provide many circumstances.
Educators are the ones working straight with students and handling the truths of the class every day. Their experiences ought to therefore be considered when policies that affect education are being established.
TK: If you had five minutes with a policy maker, what would you say?
OA: Involve teachers in formulating instructional policies.
TK: Has this job affected your life outside the class?
OA: Well, obviously and in numerous ways.
Mentor has affected the method I see individuals, scenarios and duties. Over the years, the occupation has actually shaped my outlook and the way I relate with people.
Even now that I am in school management, a number of the lessons I discovered as a class teacher continue to influence how I approach my duties.
TK: What’s the trainee story you’ll carry with you for the rest of your life?
OA: Hmm, there are lots of stories, but this one actually hit me.
I got in a class in SS3 for an English lesson on a Monday early morning. I began with my regular entry behaviour, only to discover that a person of my tallest trainees in class was weeping.
I was frightened and dropped my marker. He carefully whispered to me that his mom had actually packed out of the house that early morning.
I was touched. I eventually got closer to him and he made his paper ultimately.
That experience reminded me that students do not constantly enter into the classroom with only scholastic requirements. Often, they are carrying personal and household obstacles that can affect their knowing. As teachers, we require to be sensitive adequate to recognise those minutes and support our students beyond the lesson itself.
TK: Has this job impacted your life outside the classroom?
OA: Mentor has actually affected my life in many methods. For many years, the occupation has actually ended up being a significant part of who I am and how I approach responsibilities.
The experiences I have actually acquired from dealing with students, teachers and moms and dads have actually shaped my understanding of individuals and enhanced my sense of obligation.
Even outside the class, I discover myself using the discipline, persistence and sense of function that mentor has instilled in me.
TK: What do you desire your students to keep in mind about you, 20 years from now?
OA: I want to be kept in mind for not enduring things that are not good for kids.
I want my students to keep in mind that I was intentional about securing their interests, assisting them towards what is right and making sure that they had the discipline and environment essential to progress individuals.
TK: In one sentence, how would you explain your teaching life?
OA: It has been fulfilling, from a regular class teacher to now being a principal at a very young age.