Chalk Talk

TODAY, we started our five-day training at the National Institute of Education at the huge Nangyan Technological University in Singapore, and I would like to share some interesting insights from today’s equally interesting lecture of Ma’am Veronica, a principal of a secondary school.

• Knowledge and skills are to be given equal weight; that means teachers must endeavor to provide balance to both components in the teaching and learning process, and not focus primarily on content teaching. It must be noted that content teaching is not complete teaching–teaching should focus on practical skills. The “teacher” who does everything for the class is not a teacher, and given that style, learning does not really take place.
• In teaching, soft skills must also be given special focus. The heart should not be left out in the performance of a teacher’s duty. By giving importance to the soft skills, teachers commit to developing positive self-concept in their learners. Therefore, a teacher should always find time for direct interaction between him/her and the students, and this doesn’t have to be their contact time in class. This interaction goes beyond that “expected” duty. Therefore, teachers can never be replaced by technology–a teacher’s physical presence is already an amazing experience for the students.
• We have to get rid of recognizing students who top in class, in the batch, in the subject. Now this is a bit contradictory to what we have been practicing back home. There are awards ceremonies for students who did exceptionally well. Some experts discourage this practice, because it only leaves out those who are “believed to have performed poorly” just because their marks are not impressive. I want to believe that this bold move would be hard to embrace. But like what our speaker said, everyone wants to be recognized for his/her efforts so that person may develop confidence. And to make this possible, the teacher should be able to set targets for each student, and whatever accomplishment the student makes should be duly commended. This is quite tiring to do, but considering that everyone in class actually performs, then there’s no reason for the teacher to focus on rewarding achievements only of those who “topped the class”. This is a wonderful idea; it is highly applicable to our school setting. Personally, I believe that grades do not really measure everything. Short leaps and lower jumps should be rewarded.
• Shifts in system should be done carefully. Our speaker gave us the acronym KISS, and I think it’s worth considering by curriculum and policy makers. What does KISS mean?

K–What should we K E E P ? Well, the system we are replacing is not a bad system after all. It would not have been implemented if it did not have good points. So in our attempt to change it, we should keep the good points. Everyone wants to do them, after all. Keep them, because they yielded good results.

I–What should we I N I T I A T E ? That we always find loopholes in existing systems is a biting reality. Remember that we want to keep our students’ future secure, so investing in what may be considered novel yet beneficial must be the concern of every person involved in effecting change in schools. The world constantly changes, and to stick to old school is a crime.

S–What should we S H A R P E N ? The old system may be defective, but there is no perfect system. There are weak points, but they may not be entirely weak. They may only need strengthening. Someone said do not simply throw away something because you think it does not favor you. Looking at it more seriously, you should be able to identify which aspects of the system need emphasis. Who knows we may not change it at all!

S–What should we S T O P ? Now this one has got to be the most amazing in the curriculum. Whatever is undesirable in the system should be totally eliminated. It may only add up to wastage. Get rid of it and move on!

• And because I really abhor teachers who resist changes, I want to emphasize this last point: Do not resist all the time, because when you resist changes aimed at improving what we do in schools, then you are being unfair to your students. Resisting means sticking to old practice and directly violating what experts try to advance in the world of teaching. Instead of frowning over what your superiors want you to perform (and because they are also following orders, IYKWIM), reflect on why there has to be change. Suspend your judgment, and remember, be fair to your students!

I will share more insights as the training progresses! I am off to dinner!