We could have extended the school year, made a national decision to delay CSEC until next year. We could have but we didn’t. Why? Ask the brilliant minds at the Ministry of Education.
A few years ago a gentleman at a business place asked me, how could students get Grade 1s for English but be unable to speak Standard English. I said, “That’s easy!” I explained to him that English teachers are told to concentrate on content. At times we are allowed to subtract marks for grammar, spelling etc. but that’s an everyday cuss out now. I no longer take away points for poorly written short answer responses. I used to paint books red, point out every error, and make suggestions. It’s the way my teacher’s did it. I wasn’t traumatized. Now? I do things the ‘modern way’. English teachers should not upset students by highlighting all errors, it’s intimidating. So it becomes hard to remember which error you focused on last time and at times children would say, “But Miss I wrote that before.” I would then smile and put it down as human error and reinforce the correction.
Some children don’t read, and many can’t read… so English and ‘notes subject suffer’.
Anyways I am digressing.
Our Fifth Form students are going to come back with lots of Grade 1s. They are going in with passing SBAs and will only do a multiple choice. Every year I have a Form 5 class I relax a bit once all students start scoring 45/60 or above. The lowest should be 40/60. Right now English teachers are simply drilling rules and giving practice. We have stopped focusing on writing exhausting pieces. No one wants to be the teacher who did not give enough practice questions. You see CSEC brings back the same multiple choice questions year after year. The more past papers we hunt down the more likely it is for our students to ace the multiple choice.
I am writing all this to say the next few years when these children from last year and this year go off to colleges, universities and or start working it is all going to be interesting… but who cares.
Our education system was a mess before COVID-19 and the lack of foresight and interest at the Ministry of Education has only made things worse.
Not sure if this makes sense to you… Sometimes my finger is faster than my mind…
I get the sense that some of my colleagues find their current workplace environment to be quite crappy. Whether it’s the classroom, the staff-room or the meeting room, the atmosphere is one of toxicity as it is perpetually contentious. I therefore take this opportunity to share with them some points gleaned from an article that I read about a decade ago. Although it was written for the corporate world, I have taken the liberty to make a few minor adjustments to make it relevant to our situation.
Tobak’s 10 Rules of Management Conflict
1. Stay calm. Never react in anger or blow your stack. If you’re so pissed off that you can’t trust yourself to be calm, then go away and come back when you can. The staff-room, the meeting room or indeed the classroom, is no place for that kind of behaviour, period.
2. Attack the problem, not the person. When you criticize or attack someone personally, you risk burning a bridge. Focus on the real issues at hand.
3. Be open and honest. The second you grit your teeth, cross your arms, and close your mind, you give in to stubborn childish behavior. But if you remain open and keep your wits about you, you’ll manage to do the right thing in a tough situation.
4. Don’t lose perspective. Try to remember that you’re being paid to do a job, not to fight a war. The workplace is about business. You know, clients, customers, products, service, that sort of thing. It’s not about you … or him.
5. Try to be empathetic. Put yourself in her shoes and try to understand her perspective. If you can’t or you’re not sure what it is, then ask; you’re assumptions may be wrong. If she does the same, next thing you know, you have detente.
6. Take the high road. That doesn’t mean be quiet when something needs to be said. It means say it at a time and place and in a manner that’s reasonable and respectful of all present. If you kick yourself afterwards, then you probably didn’t do it right.
7. Have faith in yourself. The workplace is no place for yes-men or yes-women. You were hired for a reason, and it’s not to blindly march along with the pack. If that’s what management wants, you work with a crappy place.
8. Don’t go at it in public. If you do, be prepared to apologize in public and, worst case, be fired or transferred for insubordination. Accomplished leaders, managers and really do not like to be publicly eviscerated. Would you?
9. Then let them have it. As long as you follow the preceding eight rules, then it’s okay to go for it. Just try to be civilized.
10. Disagree and commit. Keeping your mouth shut when you disagree isn’t being a good soldier. But disagreeing, losing the fight, and committing to help the winning plan succeed, now that’s being a good soldier.
As Tobak concludes, following these rules will do wonders for your career. I have made every effort to follow them with some success. As he further astutely points out, If you’re angry at your boss or disagree with management and I add colleagues, and feel the need to speak up, ignore this list at your peril
Note: I share an account by one teacher of how she manages to stay connected with her students during the COVID-19 pandemic and the resulting closure of schools. My colleagues and I have been making use of the same platform, Edmodo. I highly recommend it to those of you who may not have settled yet on how to stay connected. In a future post, I will share my own experience.
P. J. A John\\
Distance Learning: How to Teach in the Time of the Coronavirus
By Alessandra Pallavicini, EFL Teacher and Edmodo Certified Trainer, Italy|March 21st, 2020
These are hard times for schools and for us teachers. Staying at home does not mean rest and relaxation at all, but rather, since families expect instruction and lessons to be carried out even from a distance. The task of a teacher becomes even more difficult as preparing a lesson to do later in class is very different from preparing it, recording it (or instructing live) and then sharing it online.
Luckily for teachers, there is Edmodo! Never before has Edmodo proved so useful for its flexibility. Once a tool in our kit during classroom time or after school, Edmodo takes on a more prominent role, offering the ability to upload various materials, lessons, quizzes, and homework and then share them with students.
As a teacher, once you’ve created your own Edmodo Classes (depending on what subjects you teach and how many different classes you have), you’ll then want to organize your content and communication, making the best use of features such as subgroups and folders. A good rule of thumb is to create an orderly environment. For instance, in an online environment, students are better off responding directly to a teacher’s message rather than creating a post for all classmates to see.
Notes can be used to create announcements, lessons and discussions. Important announcements can then be pinned to ensure that they are easily found. In a Note, you can create a lesson by adding all the necessary information and attaching useful links. You can also create short, simple videos with further explanations which are then attached to the Note for the lesson. This is especially useful if the lesson hasn’t covered all the material or if it is particularly difficult for students. I am creating many of these videos—simple and short and based on the textbook where the topic is explained clearly. Using the comment section, students can ask questions or request further explanations.
In my opinion, sharing your lesson is not enough. We need to engage our students by asking them to answer questions on the topic that is being addressed. And, to make the online learning experience more closely match learning in the classroom, have students comment on each other’s answers. This is important in maintaining, as far as possible, contact between classmates. When my students took part, I was pleasantly surprised by the level of interest and care with which students participated in discussion.
Edmodo also allows you to create Quizzes and Assignments to assess learning progress. A Quiz provides the level of understanding for a topic and therefore allows us to determine overall student understanding so that we can continue moving forward or decide to stop and go over the topic again. And, don’t forget that Quizzes and Assignments can be shared among colleagues so we can help each other with relevant, high-quality learning content.
Lastly, I suggest following the hashtag #bettertogether on Edmodo to find and share good practices with other educators and to feel less alone in these difficult times!
May 06, 2020
While doing some research on the notion of collegiality I came across an interesting article that bears the title of this post. I found it very interesting so I decided to share it here. It was found on the website of The Irish Times and was written in 1996. I could relate to most of the sentiments. I am quite sure that many of my colleagues could too. The piece is a bit lengthy but it’s worth the read. So, here goes!
FORGET about whole school inspections – if you really want to find out how a school is performing all you have to do is check out its staffroom. According to many educators, the overall view of the school that you’ll obtain from this vantage point will be as good as, if not better, than anything gained by sending in a whole team of inspectors.
“The whole culture and ethos of a school and the efficiency of its management is immediately obvious when you enter a staffroom,” says one secondlevel principal.
“You know immediately whether the school is well run, whether its attitude to its students is supportive and encouraging, and whether the teachers enjoy and are on top of their jobs.”
Tell tale signs of poor management include dingy staffrooms where the notices are out off date, the paint is peeling, dirty coffee cups are left unwashed and the carpets are dirty, this principal says.
In some staffrooms the atmosphere is tense and frosty. “I used to teach in a school where there were three groups in the staffroom that didn’t speak to each other and if you spoke to one group, the other groups wouldn’t speak to you, confides a second level teacher in Co Dublin.
“I know of a three teacher school where the principal doesn’t speak to the other two teachers and they communicate by notes which are passed by the pupils,” says a rural teacher.
School discipline is a highly contentious and divisive subject in many staffrooms, according to one teacher. Occasionally, staffroom relationships become so acrimonious they end up in the law courts.
Many teachers can recall staffrooms where certain chairs are the sole preserve of particular members of staff, or where people have their own mugs which newcomers use at their peril. “I’ve often arrived in a new staffroom only to be warned against sitting in certain seats,” says a second level supply teacher.
“In some staffrooms there’s a whole unwritten list of rules and they can be minefields for new teachers,” she adds. It’s easy to imagine that such schools are hierarchical, authoritarian and adopt strict disciplinary codes.
Meanwhile, the likelihood is that if teaching staff are open and welcoming to newcomers – particularly to H.Dip students and part time teachers – their attitudes towards their students will be equally positive.
It’s hard to believe that at the end of the 20th century there are staffrooms in this country where H.Dip students are prevented from sitting with the regular teaching staff. But teachers report that this is the case. Similarly in some schools, new and part time teachers receive no formal introductions to their colleagues.
“Very often you’re thrown in at the deep end – the principal gives you your timetable and points you in the direction of the staffroom – and that’s it,” says Katherine (not her real name) who has spent seven years as a part time teacher in a variety of second level schools.
“In some staffrooms teachers are very unwelcoming to part time teachers of whom there are very many nowadays. Nobody makes an effort to talk to you or asks you how it’s going. It makes the job much more difficult.”
“I’ve been teaching for more than 30 years in both VEC and voluntary sector schools,” says Fergal, a second level teacher. “When I started, staffrooms were small, with few teachers. There was a great intimacy about staffrooms in those days and the older teachers were very supportive of newcomers. We weren’t as unionised then and people gave more to their students, to the school and to each other.”
AMIDST all this talk about staffrooms though, it’s important to remember that they are merely microcosms of our society – walk into any workplace and you’ll almost certainly discover similar occurrences. And as in offices, shops and factories up and down the country, some staffrooms are more sociable than others.
“I’ve found that the mixed staffrooms are the liveliest – people behave differently when members of the opposite sex are about and there’s greater camaraderie. In single sex schools there’s less after school socialising among the staff,” says Katherine.
“I’ve taught in both fee paying and disadvantaged schools. Maybe I was lucky, but in my experience teachers communicate and co operate with each other far more in disadvantaged schools than they do in private schools probably because the problems they face are greater.”
However, according to seasoned observers, it is good management that makes good staffrooms and when a staffroom is good it is so largely because of the efforts of the school principal and the board of management.
“A staffroom should be a place where ideas are flowing, where there’s fun and activity. It’s easy for a young staffroom to be full of verve, but the trick is to keep a middle aged staffroom stimulated,” says Pat O’Connor who is headmaster of St Enda’s Community School, Limerick. “Good staffrooms just don’t happen – like love they have to be worked at.”
Nowadays, a major role of the school principal is people management. It’s inevitable that in large staffrooms containing 60 or 70 teachers groups of like minded people will form. Whether these groups remain open, friendly and positive or become divisive cliques, is largely up to the principal.
“The job of the principal is to note the different groups and bring them all along,” observes Fergal. “Jealousies can surface at staff meetings. Sometimes someone will put forward a contentious motion for debate – but an effective principal will deal with this before the meeting and ensure that the motion either won’t appear or will do so in a diluted form.”
P. John’s Response to Concerns Raised by a Retired Member of SVGTU
I take this opportunity to respond to “Concerned Retired Member” who shared some concerns about the SVG Teachers Union in an article published by The Vincentian on December 06, 2019 under the caption, “Sorry, I must leave”.
Like him/her, I have had some serious problems with the manner in which the SVGTU has been led over the past decade or so. The National Executive, the General Council and the General Membership are all aware of my concerns. I have articulated them at every opportunity and in every forum made available to me by my union. The records will show that, even if they are only in the form of “scrappy minutes and reports” as highlighted by Concerned Retired Member (CRM).
Among the several concerns that I have raised within recent times, is the collective attitude and activities of so-called members in the ilk of CRM. They form part of a backward cabal who seek only the advancement of their personal interests and desires using the union as their primary vehicle to do so. Imagine, therefore, my relief when CRM claims that for the sake of their health, they “must leave”! I say to them, “Thanks, but you must leave now!”
In their piece, CRM opens with an unjustified and unsupported swipe at the president and the rest of the executive. They suggest that somehow the president has her team under some kind of spell rendering them “afraid to speak up”. They further sleazily insinuate that the executive members are only in it for the stipend. The point about it is this, the current executive has been the most productive and successful in the past ten years. For those who, like CRM, are prepared to say otherwise bring your proof and come.
In paragraph 2, CRM poses five questions as follows:
- Are decisions made by the president outside of constituted meetings?
- Do the president and the general secretary want to have all the say, while the other executive members appear dumb?
- Have the original staff been relieved of their regular duties, to the point of frustration?
- Are major financial matters executed without the knowledge of the elected treasurer?
- Do executive members occupy local hotel rooms during regional conferences hosted in SVG, and the union has to foot the bill?
The simple answer to all of these questions is a resounding NO! There is a paper trail for every decision taken by the union. To the extent that CRM may have been successful in raising some doubts in members’ mind, I urge you to visit the office and scrutinize the reports and minutes. In fact, CRM is making some groundless accusations in the form of “questions”. Not only are the accusations groundless some are also libelous. No wonder the missive is published under the inane pseudonym “Concerned retired member”. They lack the gonads to declare their identity even as they appear to be on a quest to destroy the reputation of an organization for which they claim undying love.
The trend continues in the third paragraph, more lies, more innuendos. Contrary to what CRM asserts about the stewards, it is this executive that recently revived the Stewards Council; I am the past executive member “who failed to function”, that I am prepared to concede. However, I am also now one of several advisors working with the membership, at every level, to bring the union back from where leaders in the ilk of CRM were recently taking it.
In that same paragraph, CRM claims that “reports are presented to general meetings with no financial statements”. This is a patent lie! Pertinent financial data have been presented for every meeting that I have attended since this executive took office. There was an issue in the most recently held general meeting where the treasurer did not prepare the usual financial report. He had tendered his resignation a few weeks prior to the meeting. The executive in its wisdom commissioned the auditing firm KDLT to conduct a financial audit. That work was not complete in time for the meeting. So, in the interim the executive presented a summary of the financial status of the union pending the completion of the audit by KDLT.
The irony of this situation is this: The past treasurer is a retired member just like CRM. I have no doubt that they are in close and regular contact with each other. Perhaps, CRM should have consulted with him before penning his diatribe. In the meantime, like many others I await the outcome of the audit. As advisor, I make a call to have the report widely circulated.
I share CRM’s sentiments as expressed in the opening of paragraph 4 of their article. Like them, we are committed to paying our dues to ensure “the continuation of this noble organization”. Unfortunately, we part company when in the succeeding sentences, CRM continues with their groundless and outlandish claims. It seems to me that CRM is probably a long serving member of the union’s leadership with a questionable agenda. Thus, it is probably better for them to leave.
CRM’s missive comes to a dismal end in paragraph 5. They repeat their unwarranted attack on the current executive and inexplicably links their functioning to the state of CRM’s health. Apart from being confusing, the link is a tad unfair. They call for a drastic change! What the public should know is that since taking office the current executive has already implemented significant positive changes and more are underway as reflected in a menu of initiatives undertaken. This short list immediately comes to mind:
- Providing training for all leaders and potential leaders of the union including stewards;
- Reviving the 10 district branches that make up the organization
- Re-organizing and expanding the number of standing committees
- Reviving the once dormant General Council
- Recruiting highly qualified and professional staff in the areas of administration and industrial relations
- Assembling a committee to review and recommend changes to the union’s constitution
- Conducting the first comprehensive forensic financial audit of the union
- Devising new fiscal policies for the financial governance of the union
- Re-engaging the government in negotiations for a new collective agreement
- Modernising the membership cards and expanding the list of entities that provide discounted goods and services to members
- Negotiating a comprehensive insurance programme for teachers that covers life, health, home and vehicle with Beacon Insurance
- Establishing a broad based committee to manage the Union Critical Illness Fund
- Working with Public Service Union (PSU), and the Police Welfare Association (PWA) to devise an approach to the issue of pension reform;
- Hosting in August 2019, one of the most successful and well attended biennial conference of the Caribbean Union of Teachers (CUT)
- Hosting Branch Day as a day of family, fun and festivity;
- Establishing the Wall of Fame that recognises the contribution of past presidents
- Recognizing through an impressive award ceremony, the contribution of long standing retired members
- Convening the first ever All Committees Meeting of the SVGTU
- Improve markedly the public relations and communications programme of the SVGTU
- Successfully began the process of re-branding the SVGTU
Now, this is just a tiny snapshot of the trajectory of the SVGTU since this executive took office. People like CRM should be proud to be a part of it. I am pretty sure that truth be told, the current successes can also be attributed to the work and contribution of retired members. Unfortunately, for reasons unbeknownst to us, some of them have become “vain and bitter”. Thus, many of these changes and progressive initiatives have resulted in the discomfiture of CRM and their backward cabal. Their insipid piece is therefore a half-baked attempt to remain relevant.
CRM and all those they represent, all three of them, must leave! The new and emerging SVGTU will advance without you!
Philbert J. John
The National Student Loan Programme has published a list of names and addresses of persons who have apparently defaulted on student loans over the years. In a press release carried in the Searchlight on Friday July 28, 2017, a number of persons were asked to contact the Ministry of Education by August 31, 2017. While the release did not specifically identify these persons as defaulters, it is generally assumed that they are being summoned to make good on their commitments to the programme.
There were 112 persons named on the published list. It comprised 76 males and 36 females. The listed addresses indicated a spread throughout the entire country. The graphic below shows the distribution according to constituencies. One person’s address was listed as Canada.
The publication of this list has generated quite a lot of discussion on social media. Some person are totally against the move to, as they put it, “name and shame” our young people. Then, there are those who think that it was neecessary to bring attention to what is emerging as an important isssue.
It would be interesting to find out why so many persons have chosen to default on loans granted to them to pursue studies. Is it a question of inability to pay back? Or, is it a question of unwillingness to pay. Whatever the situation, it must be negatively impacting on the sustainability of the National Student Loan Programme.
Most, if not all, of the persons named on the list are gainfully employed right here in St. Vincent and the Grenadines. Others have apparently migrated in search of better opportunities. Whatever the case, they clearly do not consider repayment of their student loan to be high on their list of priorities. It does not matter to them that refusal to pay puts the progammme in jeopardy and stymies the chances of other young people seeking to finance their college and university education.
As a grateful beneficiary of similar student loans in the past, both as a student and as the parent of a student, I am in full support of any measure taken by the authorities to get persons to honour their debts in this regard,
To those who have criticized the publication of the list, I say, stop complaining! If there is anyone whom you know on the list, call them up and urge them to meet their commitments. It is the patriotic thing to do.
Finally, if any of the defaulters are reading this, do the right thing and pay up!
God created sex. Yes, He did! At first, it was intended solely for the purpose of procreation. However, ever since Adam and Eve found out that sex could be had purely for pleasure as well, it has never been the same since then. Now, everyone perhaps save and except for the Thusians, engages in sex mainly for the indescribable ecstasy it brings. Procreation of the race is not even given the slightest consideration.
I recently discovered (to my amazement) that no other group loves sex more than teachers. Both males and females alike, as it turns out, have an insatiable appetite for coitus activities. This urge, if I may call it that, is most intense among unmarried educators, particularly those under the age of forty.
The thing is, sex is so damn sweet we are tempted to do whenever, wherever and with whomever. Fortunately though, this God-given desire; this most precious act is accompanied by a set of rules that are found in the Word of God. Essentially, sex must be between a male and female within the confines of a marriage ordained by God himself. Anything else is deemed sinful and wicked.
Take a look at some verses from the Holy Bible that offer sound instruction about sex.
Exodus 20:14 You shall not commit adultery.Matthew 5:28 But I say to you, That whoever looks on a woman to lust after her has committed adultery with her already in his heart.Romans 8:5 For they that are after the flesh do mind the things of the flesh; but they that are after the Spirit the things of the Spirit.1 Corinthians 6:13 Meats for the belly, and the belly for meats: but God shall destroy both it and them. Now the body is not for fornication, but for the Lord; and the Lord for the body.1 Corinthians 6:18 Flee fornication. Every sin that a man does is without the body; but he that commits fornication sins against his own body.Galatians 5:16 This I say then, Walk in the Spirit, and you shall not fulfill the lust of the flesh.Ephesians 5:3 But fornication, and all uncleanness, or covetousness, let it not be once named among you, as becomes saints;Colossians 3:5 Mortify therefore your members which are on the earth; fornication, uncleanness, inordinate affection, evil concupiscence, and covetousness, which is idolatry:2 Timothy 2:22 Flee also youthful lusts: but follow righteousness, faith, charity, peace, with them that call on the Lord out of a pure heart.Hebrews 13:4 Marriage is honorable in all, and the bed undefiled: but fornicators and adulterers God will judge.1 Peter 1:14 As obedient children, not fashioning yourselves according to the former lusts in your ignorance:1 John 2:16 For all that is in the world, the lust of the flesh, and the lust of the eyes, and the pride of life, is not of the Father, but is of the world.
As a parent, you send your child to school with the reasonable expectation that she would be safe. You expect that the school authorities, teachers and administrators, would do whatever is necessary within the ambit of applicable rules, regulation and laws to ensure that your child is educated in a safe environment. But, lo and behold, your child suffers a grave bodily injury, allegedly, due to the apparent neglect of the said authorities. What do you do? What are your options?
A few weeks ago, a local newspaper reported that a young female student lost sight in on of her eyes after a “one sided” with a male student. This incident is alleged to have occurred in the classroom. It is said that the young lady was struck repeatedly in the right eye, resulting in a complete loss of sight. Subsequent reports revealed that the alleged perpetrator of this heinous act was arrested and charged by the police. Up to the point of writing this, he was on bail and awaiting trial.
This incident, horrible as it is, raises a number of questions in my mind. Apart from the obvious culpability of the offending student and ultimately his parents, what of the school, the teachers, the principal and the authorities? Should they not be held liable for dereliction of duties? What was the school’s role in preventing such an incident from occurring? Can the authorities and all those responsible be sued? What if it were your child, how would you have responded?
In light of the facts as reported in the press, I would like to make a few general observations. A few of our secondary schools are staffed by some delinquent teachers and weak administrators. They often combine to engender a school climate in which declining discipline and disorder become rampant. It is in such a climate that children are allowed to engage in rowdy and violent acts such as the one in question. When grave injury is the suffered by a student, should we not hold teachers and administrators culpable?
If a school cannot instill discipline, what is the point?
I am veteran teacher in the secondary school system. I have given over thirty years of service to our nation’s children. Ever so often though, I have to protest loudly against the mess that we allow to persist. I write today about the growing prevalence of indiscipline and the apparent enthronement thereof.
The appalling conduct of of many students manifest itself in several ways. Among these are:
- chronic late coming;
- unexcused absences;
- refusal to bring required material to class;
- absconding from classes;
- engaging in violent behaviour;
- wanton acts of vandalism;
- disrespect for each other and those in authority;
- open defiance;
- lewd and despicable behaviour.
Sometimes the situation is so terrible that one gets the distinct impression that students “run things”. Furthermore, the despicable conduct is often supported by parents and even the wider community.
Efforts to effectively address the problems associated with indiscipline are often met with resistance, particularly from misguided parents. At times, the response from the competent authorities can at best be describe as apathetic. They often appear unwilling to or incapable of confronting these issues head on. Hence, principals and teachers are all but helpless in the midst of this growing culture of indiscipline in our schools. But, if a school cannot instill discipline, what is the point?
To be sure, there are many decent students who show up. They are regular and punctual; they complete all assigned tasks in pursuit of their education; and above all, they conduct themselves in an appropriate manner at all times. However, our frustration comes from those who are bent on doing the exact opposite. Indeed, they are the ones in charge!
Is it any wonder then, that across the nation that academic performance is barely mediocre? Should we be surprised at the unacceptable rates of class repetition; dropouts and the high levels of failure on tests of basic competencies in literacy and numeracy?
Left as it is, the problem of indiscipline in schools tend to translate into scores of youths, mainly males, who offend the legal system on a regular basis. Indeed, there could well be a direct link between the decline in discipline and what appears to be a growing crime wave, particularly among the youths.
This is a simple plea for us to arrest the problem before it gets further out of control. The schools, the authorities, the parents and and the wider community must get together and carefully examine the situation. We should then collaboratively craft strategies that are designed to stem the decline in discipline and decorum among our young people.