Is it possible to have the shadow person in the Opposition ask the Minister of Education at the next sitting of Parliament about these registration and other fees such as PTA fee, student data system fee, security fee (imagine that) etc which public and assisted secondary schools are charging pupils in SVG?
It appears according to The Education Act Cap 202 of the Revised Laws of St Vincent and the Grenadines 2009, Act no 34 of 2006 that as per Section 16 some of these fees are illegal. The Education Act makes it clear that any costs for “specialised services” and “other items” charged to students “MUST” be specified by the Minister of Education and Gazetted.
We need to know if these specialised and other fees these schools are charging are approved by the Minister and Gazetted. I propose (subject to correction) that they aren’t as empirical evidence suggests that.
If the school is sourcing ties and PE shirts etc for pupils to use it is fine for the school to pass these costs, without profit, onto students as parents would have had to buy them from private entities anyway but all operational costs charged are illegal if not gazetted.
We need an answer to this question or we may have to sort it via the courts namely – Jane Doe – V – XYZ School, The Minister of Education, The Chief Education Officer and The Attorney General.
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
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!
In a previous article, and much to the annoyance of several colleagues, I shared with readers 5 ways in which I think we fail our students. I listed absenteeism; tardiness; malingering; lethargic engagement; and lack of effective planning and preparation among the behaviours that thwart the academic success of our students. In this article, as promised, I share 5 more ways in which we fail our students.
1. Deficiencies in Subject Matter Knowledge
Some teachers do demonstrate significant gaps in their knowledge base. This is perhaps true for only a small minority. However, the idea that teachers do not know much about the subjects they teach should be quite disconcerting. The dearth of knowledge may be as a result of poor pre-service preparation and failure to keep abreast with new developments in the discipline. Out-of-field teaching, i.e., the practice of deploying teachers to teach subject areas in which they have little or no expertise, is also quite common. Further, given the dynamic nature of knowledge, it is reasonable to expect gaps to emerge from time to time. However, it becomes problematic when teachers do little or nothing to correct these deficiencies.
2. Failure to Learn from Best Practices and Exemplary Models of Teaching
Good teachers, it is often said, begin with emulating their own teachers. This suggests that one could learn from the environment in which they are expected to grow professionally. Growth also comes from reflecting on one’s own practice with a view to seeking ways to constantly improve. Another path to improvement is marked by researching best practices and exemplary models that one could adapt to one’s own context. However, many of our teachers ignore such practices. As a result, their performance in the classroom is often devoid of any effective pedagogy.
3. Absence of Creativity and Resourcefulness
Teachers do encounter challenges in our quest to promote student success. These challenges do call on us to demonstrate creativity and resourcefulness. Sometime we have to step out of the confines of the classroom, the curriculum and even the rules, for the benefit of our students. This may be seen as going beyond the “wall of duty”. Every so often, in teaching and learning, situations arise that test our capacity to be creative and resourceful. A positive response to such circumstances, more often than not, redounds to the good of our students. Unfortunately, many of us are not prepared to be stretched and we allow precious potential teaching moments to slip by.
4. Demonstrating Lack of Empathy and Compassion
I have heard students referred to some of us as “cold”. This is more than a slang used to describe a hard task master and strict disciplinarian. The term is also used to define teachers who show little or no empathy and compassion for the students under their care. Being an effective teacher involves much more than teaching students to excel in their studies. It also involves making a positive impact on their very souls. This requires a certain level of sensitivity to their socio-emotional needs. It also calls for a demonstrable acknowledgment of their essence as human beings. In short, empathy and compassion for our students are vitally necessary for students’ growth and development throughout life. It appears as if some teachers do not even begin to understand and accept this point.
5. Staying on the Job despite Hatred for the Job
Some teachers hate teaching! However, they are stuck with the job since it’s a steady source of income no matter how small the salary. Should something better come along, such teachers would make a hasty exit. Teaching calls for passion, drive, discipline and commitment. Many of our teachers lack these qualities. This is evident in many of the behaviours highlighted in these articles. There are many recalcitrant teachers in the service only “marking time”. Meanwhile, their students suffer. Ronnie Thwaites, the Minister of Education in Jamaica, recently issued an impassioned plea for such teachers in that country to, “Go!” In St. Vincent a similar call from the authorities is necessary. Teachers who hate the job, for whatever reasons, should do themselves and their students a favour and just quit.
While the academic success of our students is dependent on a wide array of connected factors, I strongly contend that teachers and our behaviours are the most critical. Teachers are expected to teach! This involves doing everything within one’s capabilities to ensure that all of our students are successful.
Whenever students fail to learn, it means that teachers failed to teach. This statement may be platitudinous but it is nonetheless true. Currently, there are too many failing students in our schools. As teachers, we cannot and must not absolve ourselves of the blame for this situation.
First published in the Week End Searchlight of March 20, 2015
I strongly hold the view that teachers are solely responsible for the academic success of the students in their charge. This is a position I have adopted during more than three decades as a classroom practitioner with a penchant for research and reflection. During this time, I have observed and interacted with the good, the bad and the indifferent colleague in our classrooms. While the vast majority of us make a great effort to ensure the academic success of our students, there are those in the “stubborn minority” who do the exact opposite. These teachers fail our students. In this brief article, I wish to share five ways in which they do so.
Absenteeism among teachers is rife throughout the system. It is not unusual to have as much as 10-20% of a given staff out for the day, the entire day, every day. I challenge any school in this country that could boast of 100% teacher attendance on a consistent basis. If there is any, it is extremely rare.
Teachers fail to “show up” for a variety of reasons. These may include illness, personal business, workshops, and meetings, all of which are “legitimate”. There are also those who simply fail to show. Consider what this means for a school and classroom when even the smallest number of teachers are absent on a regular basis.
Compounding the issue of absenteeism is that of tardiness. Several teachers arrive to school late. In some schools, there are teachers who “stroll” in long after the first bell, prayers, assembly and roll-call. They are hardly ever present to participate in the traditional routines that signal the commencement of each school day.
At some institutions, chaos ensues and persists at the beginning of each day as some principals struggle to establish order in the wake of absent and tardy teachers. Indeed, I do believe that some students see no need to be there on time since “Miss” or “Sir will not be there!
This, for me, is perhaps the most annoying practice of all, malingering. Teachers are present but they “choose” not to attend to their classes in a timely manner. Instead of reporting to class, these teachers sit around and gossip in the staffroom; they huddle in small groups in the office; they stand around on the corridor or some other place; they pause on their way to class and take time to make or take a phone call, invariably on their Smartphones. Some even find the slightest of reasons to return to the staffroom and just linger until the bell rings to signal a change of session. One can only imagine the enormous amount instructional time that goes to waste as a result the annoying practice of malingering.
4. Lethargic engagement
This is another way of saying that some teachers are lackadaisical. They go into the classroom and do little or nothing to effectively engage their students. They may scrawl something on the chalkboard then sit as their charges “take charge”. Some of them turn their backs to the class and attempt to fill the board with “notes”. They may even sit at the teacher’s desk as one half of the class crowd around them while the rest are left up to their own devices. Indeed, casual observation often reveals a teacher who refuses to or is unable to connect with the students under her care. It appears to be the result of lethargy. Hence, I refer to such behaviour as “lethargic engagement”.
5. Lack of effective planning and preparation
The best lessons are the result of extensive planning and preparation. Unfortunately, this point has been lost on many of our teachers. Unprepared lessons end abruptly or go long over the stipulated time. The objectives, if any, are never ever achieved. The classes tend to lack focus and both teacher and students show little or no enthusiasm during the session. Although it is a requirement that teachers write lesson plans, quite a number of them fail to do so. Instead they appear to be guided by “old notes” in their possession. Or, they move from chapter to chapter in a slavish commitment to a prescribed text. In the end, very little is accomplished and our students suffer the harmful consequences
The essential role of the teacher in students’ academic success cannot be over emphasized. Unfortunately, there exist a significant number of colleagues throughout the system who engage in behaviours and practices that negate our mission as educators. I have touched on a few. In a subsequent article I propose to examine five other sets of behaviours among colleagues that are responsible for the failure of so many students to achieve academic success.
First published in the Mid Week Searchlight of March 17, 2015
There is no agreement on what makes a person a good teacher. However, it is widely perceived that good teachers are a rare species indeed. Students, parents, and the wider community tend to lament on what they see as the absence of good teachers, and good role models in the nations’ classroom today.
Recently, I came across an article online in which the writer identifies certain observable characteristics of a good teacher. I would like to share them with you.
A good teacher
• possesses good knowledge of subject area
• constantly engages in learning
• has an abundance of energy
• collaborates with other teachers
• possesses knowledge of child development
• respects children and parents while still authoritative
• possesses a sense of humour
• wants to teach; sees teaching as a lifestyle, not a job
• cares about children even after they have left school
• shows passion for teaching
• makes effort to differentiate the curriculum to challenge every student
• seeks outside resources and integrates them into the curriculum
• sets high standards for self and students
• ensures that students are engaged
• gets students excited about learning
• causes eyes to light up when teaching (kindles this passion even when tired or burned out)
• is regularly named by students as one of their best teacher.
After several years as a teacher I often wonder if I do measure up. It is not easy being a good teacher. However, we must keep on trying. Perhaps, someday a stranger would walk up to you and say, “Hi, I remember you! You were one of my best teachers!.” I look forward to that day.