Good and bad apples

Sunday July 29, 2012
http://thestar.com.my/education/story.asp?file=/2012/7/29/education/11671535&sec=education

LET’S HEAR IT

THESE days, senior teachers are sometimes at the mercy of their younger colleagues who are more IT savvy.

Those who are more “wired” are obviously at an advantage, but seem to lack the patience and are unwilling to share their knowledge and expertise with the older teachers.

Then there are also some teachers who teach non-examination subjects like Physical Education or Civics and will not take on additional chores in schools for they are of the view that undertaking such tasks may only encourage the authorities to load them with more work.

These teachers end up doing only 16 periods per week, while language teachers and those who teach examination classes are doing more than what they can handle. They have about 30 periods per week!

This is unfair. There are also teachers who are asked to teach 10 periods but they are tasked with entering data for the rest of the week.

The data is to keep records of the various programmes and projects, like the e-disiplin, e-nilam and e-data, launched at the school level by the state education departments and the Education Ministry. Jobs like these do not require the services of a teacher and should be handled by a data entry clerk.

In any case, subject teachers still need to key in test scores not once but thrice into their school computers, as required by the respective state or district education authorities.

Library teachers also seem to have it easy; they only have 10 teaching periods a week. But does a teacher need to spend so much time in the library?

This is ridiculous as the allocation of periods for each teacher should be fair and those who draw up the time table should be mindful of the responsibilities that every teacher has.

It is about time that the Ministry comes up with an action plan or Kajian Tindakan, based on the timetable and allocation of duties, as it seems that only teachers who are efficient and capable seem to be repeatedly entrusted with new tasks and projects.

Those who are unable to deliver because of a complete lack of interest or aptitude seem to get away easily.

School inspectors who are on the ground must make it a point to know the good apples from the bad ones in the profession. They must investigate the many injustices that some teachers have to put up, at the expense of their indifferent colleagues.

DEDICATED TEACHER

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