This February 2026, we are delighted to spotlight Adesokan Dasola Abibat from Nigeria as our Member of the Month. Adesokan’s longstanding dedication to teacher development and her impactful contributions to English language education continue to inspire excellence across our community.
Adesokan Dasola Abibat is a seasoned linguist, author, publisher and registered teacher with over twenty‑five years of professional experience in English language education. A certified TEFL tutor and dedicated teacher educator, she has built a distinguished career centred on improving the quality of English language teaching and learning across Nigeria.
As the CEO of Sophists Publications, a brand she has successfully led for more than 15 years, Adesokan provides consultancy services to schools, develops instructional materials and supports institutional capacity building. She also works as a part‑time Phonics teacher within the private education sector, where she reinforces early literacy through structured, research-informed methodologies.
Throughout her career, Adesokan has organised numerous professional development seminars and training programmes—both face‑to‑face and online—designed to nurture reflective practice, pedagogical innovation and alignment with national education policy. Her passion for holistic development extends to coordinating impactful Children’s Day programmes that foster literacy, creativity and character formation among young learners.
She is an active member of the Association of Nigerian Authors (ANA), Organisation Mondiale pour l'Éducation Préscolaire (OMEP), and the English Language Teachers Association of Nigeria (ELTAN), Oyo State Chapter.
Reflections on the theme of Managing the Lesson
Based on my experience, before preparing lessons, it is essential to diagnose the performance levels of learners and their entry point into the new class, or to do so as a new teacher. This helps us manage the curriculum rather than allowing it to push us into delivering content that learners cannot grasp due to faulty or weak foundations. Diagnostic awareness ensures instruction is responsive, structured, and purposeful.
My certifications in Early Childhood Education (ECE) have further informed my conviction that early literacy is foundational. Where there is a language problem in our schools, we must deliberately focus on strengthening literacy systems. Foundational language competence is not optional; it is the bedrock upon which all other learning is built.
Teachers must also understand when to scaffold their lessons and when to gradually remove that scaffold. Effective scaffolding supports learners within their zone of development, but it must be intentionally withdrawn to prevent overdependence and to cultivate autonomy, confidence, and critical thinking.
Irrespective of where we teach in the world, the quality of our teaching should never be hindered by the perceived quality of the learners we are teaching. Professional responsibility demands that we uphold standards, adapt strategically, and remain solution-oriented.
For continuous upskilling, Adesokan encourages teachers across Africa to make regular use of the British Council’s TeachingEnglish platform, which offers updated resources, research-informed practices and diverse professional development opportunities.