Education

This is my  response to the education debates that have been dominating headlines...
==================================================
My first question is, What does education mean to each and every one of us? I have thrown this question to my 403 in our mentoring session before.

What is education? Whose responsibility? Is it couch in a system? What is the purpose of a school? What is the role of teachers? Everyone knows the role of a doctor. What is the role of a teacher? It seems obvious, but if one see the whole myriad of tasks that teachers have to do, often without choice, one really need to ask that question.

If one wants to find some 'panacea', start from the premise. If the premise is not laid down, all the tinkering leads only to confusion. And it starts with stating the role of school, the roles of teachers. Laying down the premise focuses the issues.

===================================================
I remembered some years ago, hearing a lady who was from a prominent school, who holds a senior position in education saying, I dont remember much of my school days except one incident which she went on to relate. It wasnt significant. I only remember, at that moment, I thought how sad.

I was also similarly disturbed by statements from distinguished people saying, they couldnt remember what they learnt, only the activities or kindness from teachers, or their times with their friends. I also thought how sad. Surely, schools should be the place that spur students to want to learn, to want to open the windows of their mind....

Few, there be, though thankfully, there are, of those I know, who remembered some lesson well taught, some teachers upholding integrity, and best of all, those who can say of their schools that imbued the sense of belonging (not branding) and made them feel they are part of a community.

I remembered a friend relating how he learnt trigonometric graphs from his math teacher, how his teacher taught him from the first principles. He lived in a two room flat then, and attended a school, that if ranked, is probably very far from being the top. He said, I come from an unranked school, yet, my teacher built our concepts. He went on to be a great lover of mathematics, a mathematics teacher, a mathematics textbook author. He was talking of  mathematics lesson more than 30 years ago, when all schools had was, chalk and board.

Our experience of education affects how we see roles of schools and teachers. Teachers are often the by products of their education. The key personnel in delivering 'education' are teachers. We are likely to teach the way we are taught, at least for the initial few years. In some cases where we had not gained, we remember not to teach the way we were didnt learn well. Those who see only the imporatnce of winning and scoring as students, well, what would they advocate? Teachers beliefs and experiences drive them.

I have written many a times of my school days, of my alma mater. Indeed, my school was the haven in the tempest of my early years... and my love for learning grew and never abated....

==================================================

In those days where we had so much less materially, we were the richer for it. Those who love to learn, fight for opportunity to learn through adversities especially when family situation may not be favorable. As students, we did housework, took on part-time jobs, those whose parents are hawkers helped their parents, and we forged on, to continue our education.

Not for career path. Not to be somebody. Not to have your future tracked for you because of whatever tiered scholarships.
Because we want to learn. To be educated. Is this imbue in our students? Or are test results continually dangled in front of them?

Many of our forefathers who were successful, did not get fanciful grades in schools. Some didnt even have the chance to go to school. But they were educated. And when they succeeded, many were generous to return to society, and were great philanthropists.

Singapore's education scene is the way it is, is because of the way it had been engineered. Education is equated with success, and success always equated with winning competitions, with attaining to academic success. Who drew the attention? The media?

Amongst the academically able, scholarships is seen as the key to their future, the start of the mapping out of their lives. Is this the purpose of education?

There are people who think because they have scholarships, they would get promoted or should get promoted. And so fast is their promotion, that many of these young who hardly accumulate indispensable teaching experiences are often given decision making positions.

I must be a slow learner. I think I reach a reasonable expertise level about the 8th year of my teaching.

Teaching experience matters? I reserve my views on this.  More accurately, its the accolade that you collect along the way, the number of conferences you present, how 'high the level' of your contribution, how high you score in ranking, what your perceived potential  is, I think, there is a term for it, CEP? From just a mere one or two year's experience, potential can be seen? How long does it take for a apprentice to attain expertise in any craft?

================================================

We have lost alot. Which is so ironic In the old days, many of us became educators for low pay, but we had high ideals.

When I was a trainee teacher, there were principals known so much for their educational values, and so well-loved by the school community. I can recall at least 5 principals, some of whom I have never met before, but their testimony was well known in the education circle. One of them, Mr Cheong Heng Yuen, who turned Pei Cai Secondary school round, and went on to champion the cause of Pastoral Care and Career Guidance when he was the Deputy Director. I remembered attending a meeting with my school Principal, and he would admonish the principals to place the welfare of the students above ranking, above the glory of the school. I respect him for his courage and true convictions.

Pray, how many can one find amongst the present education leaders that have his credentials? What Mr Cheong advocated, was not theory. He carried them out through dedicated years as a teacher, and Principal. He showed it could be done, and it was. Give us more of such true educators whom the young can emulate, whose passion and vision are not generated by authorities on high.

Teachers' pay in Singapore are among the best in the world. Yet, I have heard young teachers expressing they are not well paid, for their ability and work done. And feel their promotion is due. Where is the conviction? Where is the passion? Where are the values?

Were values and character building not a concern in the past? Yes, it was. Thats why Civcs and Moral Education were introduced. I remembered in the first training session in combined schools training. I personally thought the lady leading it was quite good, but the training program in itself, well, the same cannot be said.

When she asked if there were any questions, a teacher put up his hand, and asked bluntly,  When will this program be replaced? She was adept in her reply, and she genuinely did believe that the new program would address some issues. But the teacher was right. From Civics lessons, to Religious Knowledge, to Pastoral Care and Career Guidance, those of us who stayed long enough are natural cynics. The constant is change.True enough, the program was replaced within 5 years?

And each new program cost new resources....who bears the accountability?

================================================

Honestly, I do believe there is now a sincere attempt to address issues. More sincere than any time I have seen and there seem to be alot of soul searching. I have alot of respect for Mr Tharman in particular.But the focus i hope is on the substance, not changing the form.

The structure of the system, examination, modes of grading, 'character building' programs may need some refinement but they may not be the essense of the issue. Though they are cited as the vitals, they may not impact the true substance of education.

There had been so many changes, constant changes....really too many changes. Why introduce further uncertainties? Why not work on what that truly matters?

There is nothing very 'wrong' with PSLE. The main complain has always been directed at the mathematics questions. And as a mathematics teacher I agree, that is a big issue. One cant stress creative problem solving too early because at an inappropriate cognitive stage, it does more damage. I feel very sad hearing students telling me, I cant do math since primary schools.  And how many of the primary school mathematics teachers saw the thinking process themselves?

Being able to solve a problem does not equate critical thinking or problem solving. Is it so unknown that many teach mathematics procedurally?  And that the country ranked well in international mathematics because Singapore's mathematics curriculum has one of the highest correlation with PISA test? And one factor for the success is, the amount of extra hours outside of curriculum put in by students?

How many among the 30000 teaching force read research papers and reports? Or are even remotely interested, or even know of their existence? If teachers dont seek to know more, and take the initiative to learn and understand more of learning theories and address learning issues, then, how can they teach problem solving when they have to be instructed all the time? I have heard teachers who declare they dont like to read. And many who just want to be told what to do. Even at postgraduate level.

================================================
I believe changes must be made, if they are necessary. But is tinkering, without knowing if they are indeed relevant  necessary?

Are there changes that are necessary? Yes. There are some things that truly matters.

Classroom size. Give teachers smaller classes, about 30. Give teachers more teaching time for their subject. Unbelievably, subject time has to compete with co-curricular activites time. Of greater concern is, many teachers are relegated to so many extraneous duties, they hardly have time to focus on their teaching preparation and reflection. In fact this is often the area sacrificed because it cant be seen, it cant be measured. Teaching cannot be reduced to mere content delivery.

Focus teachers on teaching, on content, on pedagogy, on understanding the growth and welfare of children, both cognitive and affective development. Give teachers time and space.

Every teacher should be the role model of character building and values. That is the duty of every teacher. Examinations can be used as a means to build character, integrity, perseverance, resilience, obstacle test. In itself, there is nothing wrong with examinations. What went wrong is the failure of education personnel in their perception of it. There are educational values in examination. Sadly, it is often the school and the educators that miss the mark.

The award chasing to 'brand' school should cease completely. That and the ranking of teachers for 'performance bonus' and promotion had been instrumental in obscuring the focus of education.

Save the expenses of overseas trips. It is an enormous expense. Did I read the headlines that it is never too young to embark on overseas educational trips? At pre-primary? Really? Why not use the money more prudently for the overall core good of the pupil? This is one way of teaching the importance of living within your means.

I remember in my Secondary school days, there was a fund-raising for students who could not afford a certain overseas trip. I remembered then wondering, why are we doing this? if you cant afford to go, dont go. I never applied because I knew I couldnt afford. Why should I be subsidised for what I could not afford? Why is that seen as a deprivation? At 16, I saw it. I couldnt understand why others couldnt. Live within your means. And be content. That is intelligence in itself.

Conduct a longitudinal research and see what real lasting educational values have been attained. How much has been spent on such trips? Both students and education personnel as well. Compile the costs, and account how much educational values are gained? Or lost....

And let research results be more publicly accessible.

===========================================

When parents spent time with their children, they imbue lifelong values.

When teachers spent time with their charges, doing what they are supposed to do, which is to teach and care for them, it would more likely attain to the true substance of education. Then only can the 'utopian' state of every school being a good school be realised. Then the pressure of examinations and the consequences from it would not be viewed as so dire.

Finally, before teachers blame the system for all the lackings, I still say the same, reflect your own responsibility. Soul searching does not start from policy makers. It starts from us as teachers. If you are an educator, it is your responsibility to each kid, whatever the system.

Complaining is not taking responsibility. You choose to be a teacher, be a good teacher.

We owe it to the kids, to help them in their way ahead. Doctors owe it to their patients. No difference for teachers. I can say this, because as a teacher, I take responsibility. Whatever the system, whatever my unhappiness, I place my students first. Over two decades.

=============================================
I hadnt suggest anything new. And all these are obvious.

So is the fact that the Emperor is not wearing clothes...