- Alice Otondi outlines strategies teachers can use to keep candidate classes focused and disciplined during Third Term.
- She emphasises academic engagement, close supervision and early support as learners prepare for their final examinations.
- Poor management, Otondi warns, can contribute to indiscipline, examination anxiety and declining academic performance.
The third term is a very important period for a candidate class because it is usually the final stage of preparation before national or school examinations. During this period, learners may experience pressure, anxiety, excitement, or loss of concentration. Effective management and containment of the class therefore require teachers to maintain discipline while also supporting learners academically, emotionally, and socially.
One important strategy is to establish clear rules and routines. Candidates should understand what is expected of them regarding attendance, punctuality, classroom behaviour, homework, and participation. Rules should be applied fairly and consistently so that learners understand the consequences of irresponsible behaviour.
Another effective strategy is to keep candidates academically engaged. Teachers should use revision exercises, past examination papers, quizzes, discussions, and group work to maintain learners’ concentration. Lessons should be well planned and varied to reduce boredom and unnecessary disruptions. Regular assignments and tests can also help learners remain focused on their academic goals.
Teachers should also identify struggling learners early. Continuous assessment and regular tests can reveal areas where individual learners need additional support. Such learners can be assisted through remedial lessons, individual consultations, peer support, or additional revision exercises. Early intervention can prevent academic difficulties from becoming overwhelming as examinations approach.
Close supervision and monitoring are equally important. Teachers should be alert to lateness, absenteeism, unnecessary movement, noise, bullying, and other forms of misconduct. Minor disciplinary problems should be addressed promptly before they develop into serious issues. At the same time, discipline should be corrective rather than humiliating, helping learners understand the importance of responsible behaviour.
Motivation, counselling and parental involvement
Motivation and counselling should also form part of third-term management. Candidates may feel anxious because of the approaching examinations. Teachers can encourage them by recognising improvement, setting achievable targets, and reminding them of the importance of consistent effort. Learners who show signs of serious academic or emotional difficulty should be referred for appropriate guidance and counselling.
Involving parents and guardians can further strengthen the management of the candidate class. Parents should be informed about persistent absenteeism, poor performance, or behavioural concerns. Regular communication between teachers and parents makes it easier to identify problems early and provide consistent support to the learner.
A well-organised revision programme is another essential strategy. Teachers should prepare a realistic revision timetable that covers the required syllabus and provides enough time for practice and correction. Mock examinations and timed exercises can familiarise candidates with examination conditions. Results should then be analysed so that weak areas can be revised before the final examinations.
Dangers of ignoring these strategies
Ignoring these strategies can have serious consequences for both learners and the school. Poor discipline may increase, resulting in noise, absenteeism, lateness, conflict among learners, and disruption of lessons. If small disciplinary problems are ignored, they may develop into more serious behavioural challenges.
Another danger is declining academic performance. Without proper revision, regular assessment, and support for struggling learners, candidates may enter examinations with major gaps in their knowledge. This can lead to poor examination results and failure to achieve their academic goals.
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Failure to provide motivation and counselling may also increase examination anxiety, stress, discouragement, and loss of confidence. Some learners may give up on their studies or become easily influenced by negative peer groups, further affecting their discipline, concentration, and academic performance.
By Alice Otondi
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