Iyanuoluwa Oladipo

How My Lessons Are Structured
My lessons follow a clear, student-centred structure that balances consistency with flexibility, because while every lesson follows a reliable framework, the pace and depth always adapt to the individual learner.
Opening (5–10 minutes) — Review and Connection
I begin every session by briefly revisiting the previous lesson. I ask the student to recall one concept or solve one quick problem from what we covered before. This serves two purposes: it consolidates prior learning and immediately tells me whether the student is ready to progress or needs reinforcement before we move forward.
Introduction (5 minutes) — Setting the Goal
I clearly state what we will cover in the session and why it matters. For maths, context is everything — if a student can see why they are learning something, engagement improves dramatically. I might connect the topic to a real-world application or to something within their school curriculum that they already care about.
Core Teaching (20–25 minutes) — Scaffolded Instruction
This is the heart of the lesson. I introduce new concepts step by step, starting from what the student already knows and building upward. I use worked examples first, then guided practice where I solve alongside the student, and finally independent problems where they attempt questions on their own while I observe. I use digital whiteboards, screen sharing, or shared Google documents depending on what best suits the topic and the student's learning style.
Check for Understanding (5 minutes) — Real-Time Assessment
Rather than waiting until the end, I check understanding mid-lesson by asking the student to explain a step back to me in their own words. This "teach-back" technique quickly reveals whether understanding is genuine or surface-level, and it builds the student's confidence in verbalising mathematical reasoning.
Closing (5 minutes) — Summary and Homework
I close by asking the student to summarise what they learned in one or two sentences. I then assign a small set of practice problems to consolidate the session's content before we meet again, and I preview what the next session will cover so there is continuity and no sense of lessons being disconnected.
Between Sessions
I maintain a brief session log for each student — noting what was covered, what gaps remain, and what the next focus should be. I share this with parents or students as appropriate, which has been something families particularly appreciate.