Why Classroom Learning Is Not Enough And What Parents Must Start Doing 

As a teacher, I don’t write this to shift blame — I write this to shed light. Every term, I face rising complaints from parents about their child’s academic performance, especially in Mathematics. What many don’t realize is this: learning doesn’t stop at the classroom door. If we want better outcomes for our children, we must understand the limits of classroom teaching — and the role every parent must play beyond school hours.

As a teacher, particularly one who teaches Mathematics, I’ve come to realize something many parents either overlook or misunderstand — classroom learning alone is not enough. And until this truth is accepted and acted upon, many pupils will continue to struggle, not because they are dull, but because the effort needed beyond the classroom is simply not there.

Every day, I do my best in class. I explain, I demonstrate, I guide, I encourage. But as much as I teach with everything I have, I am not with the children when they leave school. I cannot follow them home. I cannot sit with them through their evening routines or monitor what they do with their free time. Yet, this is where the real work often happens — or doesn’t happen.

Many parents come to complain: “My child is not improving,” “He doesn’t understand Mathematics,” “She keeps failing tests.” These concerns are valid. But what many parents don’t understand is that learning doesn’t begin and end in the classroom. The best teacher in the world cannot produce outstanding results if the child is not being supported and held accountable outside school. A 30–40-minute lesson cannot magically transform into excellence without practice, revision, and reinforcement at home.

Just recently, one of my pupils won a Mathematics competition. During an informal conversation, I asked her what helped her succeed. Her answer wasn’t “my school” or “my classroom teacher” — she said it was due to personal study, home research, and extra tutoring from her parents. She told me she never limits herself to what was taught in class. That response stayed with me because it revealed a mindset and a structure that too many pupils lack.

I’ve also noticed a troubling trend. Some parents allow their children unlimited access to mobile phones and digital distractions after school. Instead of using the time to revise or solve more problems, they are busy watching videos or playing games. And then when the child fails, it’s the teacher who gets blamed. It’s unfair. A teacher’s job is to teach for understanding, but if the foundation is weak and nothing is done to strengthen it at home, frustration is inevitable — both for the child and the teacher.

Education is not about expensive schools or fancy uniforms. It is about strategy, discipline, and support. A child in a local school who is encouraged to read, revise, ask questions, and practice regularly can outperform a child in an elite school who does none of those things. It is not the name of the school that produces excellence — it is what happens before and after the bell rings.

As pupils move up the academic ladder, they carry with them whatever they’ve learned — or failed to learn — in previous years. A weak foundation in lower classes creates bigger challenges later. And yet, that’s when parents begin to panic. But by then, the gaps are wide, and catching up is hard.

It’s time we accept this simple truth: classroom learning is only one part of the journey. The rest is shaped by the learner’s effort and the environment at home. Parents must wake up and realize they are partners in this process, not spectators. If a child is to truly succeed, learning must continue beyond the classroom walls.

By Uduogu Sunday, Educator & Mathematics Teacher