An educator’s perspective – Pt 2
by Philbert John
Introduction
In a previous article (published in Midweek SEARCHLIGHT on March 17, 2015) and much to the annoyance of several colleagues, I shared with readers five 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 five more ways in which we fail our students.{{more}}
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 some 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 oneâs 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 oneâs 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.â 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 refer to some of us as “coldâ. This is more than a slang used to describe a hard taskmaster 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 studentsâ 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 itâs 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 timeâ. 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!â In St Vincent and the Grenadines 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.
Conclusion
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 oneâs 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.
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