Dear Editor,
I am deeply saddened when many people say that our nation's teachers are doing nothing. The recent school ranking has indeed drawn the attention of many who blame teachers, say that they are doing nothing, exercise their 'superior intellect', and provide solutions that will never be considered, let alone implemented.
Many are oblivious to what really happens in the classroom, so let me enlighten them. I completed my second year teaching practice in March. At teachers' college, we are taught not to go into the classroom and 'chalk and talk'; rather, you have to be creative and innovative so you can teach students critical thinking skills. In an attempt to apply what I was taught, I used the best methodologies.
I was teaching integrated science to a grade nine class. The lesson topic was 'Electronic Configuration' (EC). I brought across the concept by getting three containers of different sizes — small, medium and large. I had one jug of water. Each container represented a shell and the water in the jug represented electrons. The concept was that not all the electrons can fit on the first shell or energy level of an atom, as the first shell can fit a maximum of two electrons, second shell, eight, third shell, eight, and so forth.
I held up the jug filled with water and asked the students if all the water could fit into the small container. They said no, and explained why. I asked the same question for the other containers and got the same response. So I asked, if I evenly distributed the water among all the containers, would it then hold? Some said yes, and some said no.
So I filled each container and all the water in the jug was used up. I related the activity to the concept of EC and some students grasped it, but some did not. It was not because the lesson was mediocre, but because they were not interested.
Therefore, I am alarmed when those who have no clue say that we are wasting taxpayers' money, that we are doing nothing that individuals need only five CSECs to become a teacher.
It is not the number of CSEC subjects that I have that will give me results, but the passion and love I have for what I do. Additionally, the school ranking is based on a false premise. You cannot use the number of CSEC students who pass to determine if a school is effective. We have students entering high schools who cannot read!
Imagine you as a teacher having to get those students to read, plus getting them to the level to pass the CSEC exams; do you know how much work that is? Are we miracle workers?
I believe that if a student who cannot read starts high school, but upon completion, can do basic Mathematics, English and can read fluently, that is a big accomplishment, even though that student may not be able to pass five or 10 CSEC subjects.
Kenroy Davis
Hyde District, Clark's Town, Trelawny
kenroy.davis20@gmail.com
People who blame teachers have no clue
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I am deeply saddened when many people say that our nation's teachers are doing nothing. The recent school ranking has indeed drawn the attention of many who blame teachers, say that they are doing nothing, exercise their 'superior intellect', and provide solutions that will never be considered, let alone implemented.
Many are oblivious to what really happens in the classroom, so let me enlighten them. I completed my second year teaching practice in March. At teachers' college, we are taught not to go into the classroom and 'chalk and talk'; rather, you have to be creative and innovative so you can teach students critical thinking skills. In an attempt to apply what I was taught, I used the best methodologies.
I was teaching integrated science to a grade nine class. The lesson topic was 'Electronic Configuration' (EC). I brought across the concept by getting three containers of different sizes — small, medium and large. I had one jug of water. Each container represented a shell and the water in the jug represented electrons. The concept was that not all the electrons can fit on the first shell or energy level of an atom, as the first shell can fit a maximum of two electrons, second shell, eight, third shell, eight, and so forth.
I held up the jug filled with water and asked the students if all the water could fit into the small container. They said no, and explained why. I asked the same question for the other containers and got the same response. So I asked, if I evenly distributed the water among all the containers, would it then hold? Some said yes, and some said no.
So I filled each container and all the water in the jug was used up. I related the activity to the concept of EC and some students grasped it, but some did not. It was not because the lesson was mediocre, but because they were not interested.
Therefore, I am alarmed when those who have no clue say that we are wasting taxpayers' money, that we are doing nothing that individuals need only five CSECs to become a teacher.
It is not the number of CSEC subjects that I have that will give me results, but the passion and love I have for what I do. Additionally, the school ranking is based on a false premise. You cannot use the number of CSEC students who pass to determine if a school is effective. We have students entering high schools who cannot read!
Imagine you as a teacher having to get those students to read, plus getting them to the level to pass the CSEC exams; do you know how much work that is? Are we miracle workers?
I believe that if a student who cannot read starts high school, but upon completion, can do basic Mathematics, English and can read fluently, that is a big accomplishment, even though that student may not be able to pass five or 10 CSEC subjects.
Kenroy Davis
Hyde District, Clark's Town, Trelawny
kenroy.davis20@gmail.com
People who blame teachers have no clue
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