Masking the reality in the classrooms

Dec 19, 2017 Letters

Dear Editor,
During the August Term 2017, a group of Grade 1 pupils (30 pupils per teacher) was exposed to a single composition topic for the entire term. The same topic appeared on the Annual Examination test paper and most of the pupils did exceedingly well, with many scoring 90 – 100%.
In fact for some pupils their highest score was for composition writing.
One term later, first term Grade 2 (the just concluded End of Term Test) those outstanding scores for composition writing came tumbling down for many pupils. A large percentage of parents and pupils are disappointed and frustrated.
This observation was brought to the head teacher’s attention and without reviewing a single Grade 2 test script or without a single supporting fact, the most learned head teacher concluded that the reason for the pupils’ disheartening performance is the Grade 2 teachers’ lack of composition teaching techniques .
The Grade 2 teachers could have done just what was done in the previous level (go with the flow ) to obtain records showing high pupils and class performance . Why worry about how the pupils will cope or perform at the National Grade Two Assessment? Why even mention the observation? Why try to find out how the papers were marked in the previous term , when it seems as if the current practice of one topic per term is supported by the head teacher and the easiest way to explain any sudden drop in performance is to blame the Grade 2 teachers?
What an excellent way to improve the pupils literacy performance and be rewarded with a high score on your End of term Appraisal .
How many times have you heard the saying, “I just have a short time left on this job and I don’t want anyone or anything to upset my gratuity package?” There should be no room for such selfishness in the teaching profession.
Concerned teacher

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