The problems teachers face

Aug 02, 2016 Letters

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Dear Editor;
I read with much interest an article published on July 28, 2016 captioned “School dropouts in Guyana…UNICEF initiative aims at root causes” and was perturbed about some of the things mentioned by the Acting Chief Education Officer, Ms. Donna Chapman.
Ms. Chapman said, “There are several assessments; National Grade Two, National Grade Four, which I must remind, was always meant to be diagnostic…then we have Grade Six and Nine Assessments, but although we have all those assessments, where are we at this time?” (End of quote)
This is not a valid reason why children would stay in school. I ask the question, how would having numerous assessments keep children in school? Perhaps the many assessments keep them away since it appears as though teaching and learning in Guyana is no more fun instead it is all about assessments.
In addition Ms. Chapman said that the National Grade Two and Four Assessments were always meant to be diagnostic. If it was always meant for diagnostic purposes why then over the years scores from those two assessments were used as part of the National Grade Six Assessment? This shows clearly that the Ministry of Education has always been contrary to what their policies stipulate. I must say that those assessments will be used for diagnostic purposes with effect from this year only.
Ms. Chapman further mentioned and I quote, “We need to look at the education system. Do we use the data to carry out remedial classes?”
Chapman said that if educators would examine the data, it would show the need for students to take remedial classes. “But are we training our teachers to do that?” (End of quote)
Mr. Editor, the Acting Chief Education Officer, spoke about remedial classes for learners, if educators should examine the data from the National Assessments but I strongly believe that they have no proper measure in place for remedial classes. I must emphasize that a teacher’s salary is not payable and attractive at all.
I can say this on behalf of numerous teachers, should they pay teachers to conduct remedial classes in the afternoons they willingly would do it. There are instances when those in authority would tell teachers to do remedial work during class hours.
This is absurdity to the maximum. Should we analyze data from National Assessments and prepare an action plan to work with, most definitely the weaknesses that need to be addressed may not correlate with the work that needs to be done during class hours. For example, you are teaching a Grade Five class and doing remediation work with learners who can’t read. Most certainly, you will have to teach those children basic letter sounds and blending of letter sounds etc. However, that would not be a part of the Grade Five curriculum. How then can remedial work be done during instructional time? In addition, what teaching/ learning materials does Ms. Chapman have to give teachers to do remedial work – a few markers, cardboards and exercise books that they give over the years?
Is it because teachers don’t do remediation work why children drop out from schools?
Children would drop out from school even at primary level. What is more interesting is that names of learners who are absent for five or more days every month is being submitted to the Ministry of Education and nothing is being done. Also, children would stop going to primary schools after writing the National Grade Six Assessment which would usually be done in the second term of the school year.
I must commend the Minister of Education for the change this year. Hope the National Grade Six Assessment continues to be written in the final term of the school year. Lastly, Ms. Chapman made mention about textbooks. She said, “As you know, for decades we have been distributing exercise books. We’ve reached a stage where we have been distributing text books for core subjects and technical vocational subjects.”
This is indeed factual. For years now they have been distributing exercise books but the fact is, I know of one particular instance where a teacher made requisition for textbooks for a class, because that teacher had inadequate textbooks to distribute to the learners. The entire school year elapsed yet that teacher didn’t receive any text books. That teacher worked with the few that were there in groups with the children. Also, what Ms. Chapman should take note of is that topics that are in the curriculum that need to be delivered cannot be found in textbooks that are given. For example, if you want to teach Roman Numerals in one grade you will find that topic in another grade’s textbook.
Mr. Editor the things that our Acting Chief Education officer mentioned are not reasons for children to be out of schools. They need to review their policies and have adequate resources available to schools that will stimulate learners’ interest and make teaching/learning fun hence, children will stay in school. Not to have one teacher holding a class of 36 learners have to meet the needs of each learner for at least 4 subjects a day and have a plethora of records to complete.
It is very stressful on teachers for a meager salary. Even ” love for the job” will dwindle because of the complications they put teachers through. These officials need to listen to classroom teachers and review certain policies. My resignation letter will be the next letter I will be writing.
Primary School Teacher

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