Discrete good

"The key to wisdom in these circumstances is to make the distinction between discrete good and systemic good. When you are in the grip of a big, complex mess, you have the power to do discrete good but probably not systemic good."

The fallacy of Plannng
Dr Daniel Kahneman, Thinking, Fast and Slow.

I remembered being struck by these words when I first read it in an article, and have since adopt it among my favourite quotations.

I remembered another one that someone quoted an old chinese saying many years ago, that It is better to light a candle than curse the darkness.

And in that, whatever the complex mess, one can do what one can within the circumference of one's situation. How big the circumference is not the issue.

==================================================
Over these past 4 weeks (i didnt quite realise its only 4 weeks), I have set 4 tests, 2 graded exercise, one exam, vetted 8 test/exam papers, marked a total of 13 sets of tests/graded exercise, each set 39 kids.

Do i mind? Actually no. I was the one that set the tempo and schedule for everyone. The issue is not how many tests/graded exercise. My students didnt complain, especially if the tests were reasonable, to help consolidate concepts, help defined what they know or didnt know, and help them strengthened their weakness. And it helps teachers to diagnose and adjust their teaching strategies. And my colleagues didnt complain. I was impressed by the team work, and willingness to learn. Hard work never kills anyone. In fact when the attitude is right, and grounded on true concern, people worked harder, are more genuine, and students are motivated to work, because teachers set the correct tone.

I am against results focused outcome, but I am fully supportive of ensuring students do learn. I am against being seen as a result-churning teacher, but do want to prove the point that a concept grounded-pedagogigcally sound-distinctly differentiated for each child teaching strategy must work. Whilst I detest a system that is focused on examinations, actually I am in favour of national examinations. That is an objective standard to measure if students meet the required standard. And that is important. Also, it measures cumulative knowledge, skills and techniques.

It is also a good way of reflecting on one's teaching approach. People who complain about the quality of students, should consider why they are teachers. If you only want to teach or can only teach good students, then .....i leave this as an open-ended question.  

The psle score of my present kids range from 190 -210. We are still running this marathon...and i hope the lessons learnt about themselves in the process of this journey will remain with them for a long time. As for the outcome, I believe, one will reap according to what one sow.

The joy of teaching is to see that spark in thinking, that 'click' as the concepts fall into place; that jubilation when the student overcome a personal learning obstacle.....

I had the good fortune of teaching in a school with an excellent principal for ten years when there were no IP schools. All students faced national examinations, but there is a consistency over the school years, and teachers did have the liberty to teach in a variety of ways, and introduce programs. It was never a drill and drill process.

As I mentioned in my previous post, system and school are separate entities. Blaming system is a way of avoiding personal responsibility. The Principal had clear educational values, and this was clearly translated down. In those ten years, I took my kids to sit in a court case and visit the Parliament for English lessons. When its time for debate lessons, all students in the class debate. Not just the best speakers. And in math, we had games, projects, competition training for fun. Never for results. In fact, many of the journal tasks I designed came from those days where i had so many ideas, but not the time to carry them out, or when i did, it was in much smaller scale. Then for non academic aspect, there was work experience program, job shadowing, including visits to hotels to see how the culinary section operates...and many many more programs, all simple and at little cost.  I was very fortunate. I had the space and liberty to carry out and learn how the students learn. And there was no work review. No one would dream of using these means to chalk up personal points. We did it because we love our kids. That was more than enough motivation. And pay was low.

And we did very well for exams. Focused on conceptual learning. Not drilling. I remembered my Principal saying, about ranking results, those numbers are beneath us. What a leader! Many events that i observed recently reminded me of her again.  I really was very fortunate to have worked under her.

================================================
The present education system is indeed a complex mess. Examination which many blamed, is not the root cause of the problem.

 I only hope there will be a better generation of educators who will not be engaged in rhetorics about the education system, but would look at the historical perspectives of the education system, and evaluate what has led to this complex mess.

Statistics in its myriad rampant application to measure 'position', 'reward linked key performance indicators' 'reputation' have built a soul-less system, with undiscernible avarice cultivated in the noble platform of education. Statistics declare success (or failure). All students of statistics should also know, that, statistics lie. And they do more than lie, when they are used as justification of couched intents of individuals. But 'system' is a convenient camouflage.

Thankfully, whilst the suffocating tentacles of the powers that be in the form of 'system' seem prevalent (blaming system is safe isnt it?), one still see quite a few good hearts, and minds, dedicated, and principled, and that is truly an encouragement and an impetus to keep one's ideals going. 

We are not alone. Lets continue to do discrete good. :D