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Nation of Pakistan
Proliferation of private schools in Pakistan has
harmed the state owned schools alarmingly.
Education in public schools has extinct and they
have turned into ghost schools. The route cause
is not the administration or teachers but the mindset of public that a paid item is
always high in quality, has been developed for last two decades.
If parents are alive, make a living and are not oblivious of childrens future, it is
considered their parental obligation to send their children to any but at least
private school. any denotes the quality of not necessarily being qualitative but
quantitative in terms of fees structure. This attitude is same as customers
attitude towards products which have high price tags are believed to be
qualitative.
After denationalization in 1990s the rapid increase of 69% in the number of
private schools in 1999-2008. The private sector was catering to the educational
needs of about 6 million and then 12 million children in 2000 and 2007-08
respectively, the number of teachers also doubled. But it did not keep pace with
Pakistans literacy rate 43.9 percent in 1998, 57 percent in 2009, 58 percent in
2012, and according to UNESCO it is still 55 percent in 2015 for which it stands
at 160th in the world.
It will not of course keep pace because it does not offer education for all but
actually education under the hammer, and being professed the quality
education, which needs to be vetted.
Curriculum is well designed but it is not well implemented. Courses are in English
and as it is not first language and not spoken widely here, therefore rot learning
is practiced. Extra/co-curricular activities do serve as eye candies and then just
euphoria for the children and result in lavishing and sometimes lasciviousness.
The teachers appointment is claimed to be on merit, as opposed to government
schools where teachers are recruited on the basis of what they contributed in
elections to the winning party and will keep on serving in polling stations in
future for the party. In private schools teachers with average 13.5 years of
education are appointed who never dare to bargain with masters in private
school. Why do such schools compromise on teachers qualification? Purpose is
to exploit their ordeal which made them opt for a job with less than minimum
wage rate Rs.13000 instead of continuing education.
Being too much merit conscious not only do the schools interview the candidate
but parents must also prove to be well-educated & well-mannered in interview.
Are we going back to Middle Ages when in Europe the only children that were
able to attend school were the sons of wealthy, aristocrat families before 1852?
The merit, private schools purport does not reflect in evaluation and assessment;
Taking admission in private school is not only means to end but the parents have
to access the tutor who would make a difference in childrens results as well.
Tutors assist the student (whom they tutor) in the same way as a printed guide in
govt. schools exam, I have seen my friend forging a students answer sheet and
giving him good grades in assessing the schools exam copies, and making a
difference. In this way education is being sold.
Concept of stick fear and drill has been replaced by motivation and
recapitulation, but motivational techniques actually motivate for not to be
motivated in acquiring knowledge and embolden them in enjoying the bought
life and obtain a degree.
Mostly the teacher in private school is not even allowed to scold or punish the
pupil as it will discourage him (from the mischief he has been doing), you find
heads offices bulging with parents; mothers teach the teaching staff the recent
vogue with teamed up dresses, shoes and accessories, grumbling about
teachers attitudeso meticulous about the money they spend! The person at
helm of affairs frowns and admonishes the teacher and with the nightmare of
again standing guilty at trial s/he makes the pupil apple of his/her eye that s/he
has ever been reckless at treatment.
Having profit making a goal private schools focus is customer satisfaction and
they never condone the laborer who displease or repulse the customer.
Both, parents and students are well versed that one who is compelled to work on
a meager salary should never dare turn harsh on the payers (students).
Eventually brats succeed in buying degree and being waited on gone were the
days when teachers were waited on in exchange of the knowledge they
imparted; knowledge was priceless those days.
Instead of being extravagant heed could be taken in the prosperous era of
government schools. If parents had scrutinized the teachers behavior,
curriculum, evaluation and assessment, the government schools would not be
devoid of teachers and education in Pakistan.
References
Institute of Social and Policy Sciences. (2010). Private Sector Education in
Pakistan, Mapping and Musing. Retrieved from
http://www.aserpakistan.org
http://www.dawn.com/2011/10/09/private-schools-profit-making-machines
http://www.siasat.pk/forum/showthread.php?241706-Literacy-Rates-inPakistan-1947-2014&s=e8d9e4eb1af25e46909d566585cfa48f
https://www.google.com/search?
q=literacy+rate+of+pakistan&cad=b&biw=1425&bih=608&dpr=0.9&clie
nt=opera&cad=cbv&sei=BWC_VfTtOKjvywOjhYJw#
https://www.pkrevenue.com/budget.../sindh-budget-20152016government-em...
Sumber http://www.edarticle.com/article/2016/private-schooling-andextravagant-nation-pakistan.php
serves no real purpose. It neither improves memory nor cognitive skills. Regular
practice sessions help to better grasp the concepts and ideas that help in
acquiring sound knowledge.
Doing away with exams
No matter how beneficial the process most students prefer not to give the
cumulative exams in the final year and the decisions is wholeheartedly
supported by the administration of a college because it means less work for
them. Grading the students and correcting the scripts is another responsibility
many would not like to take. Sometimes the final exams are made optional for
students who are interested in it as a reward for the good performance in the
semester. However students miss out the fact that both good and weak students
stand to gain by the process. The revision work and preparation had been
designed in the best interests of the students.
Grades over knowledge
Often the fact that the cumulative exams dont consist of a sizeable chunk of the
final exam and hence dont affect the grades makes many students immune to
the pressure of preparation. It keeps them stay away from crucial preparation
which can otherwise benefit them. Education has become mechanical and all
that most students can think of is getting good grades. The application of
acquired knowledge in daily life is important but students rarely have time for
that. Examinations help not only gauge the amount of knowledge but also work
out the deficiency areas and making them strong. Problems and questions help
to make out the amount of knowledge gathered and how strong the base is for
further studying.
Work after final review
The process of grade submission does not allow enough time for reviewing the
final exams. Students dont show enough interest in meeting with the professors
following the exams and undermine the references and letters of
recommendations that professors are capable of. They are simply happy with the
grades and how it can help in moving into the wide job market ahead. The
knowledge after the review remains incomplete and the students are too busy to
pay attention to that. Exams create a stress among students which contributes
to their aversion for it. The amount of knowledge gained becomes negligible in
front of the stress of good grades because they are highly necessary for bagging
good jobs.
Running the last lap
College life is the last lap before entering the professional one wherein
perseverance, time management, determination and motivation are important
qualities that you will need to show later on. Exams and the preparation before
that prepare you for the challenges in life not just knowledge-wise but also in
terms of behavior. Controlling situations beyond your capacity with the help of
acquired knowledge is something that you learn and practice here before the
actual implementation. Escape from tests saves you from hard work that aids in
character building and overcoming weaknesses which paves the way for future
success. Stimulation of the thought process is important and what better way
than answering difficult questions based on real life applications.
Sumber http://www.edarticle.com/article/2005/importance-test-and-examinationcollege-level.php
Effective Teaching
A student spends most of her productive waking hours in school. Thus, teachers
play a pivotal role in her life. It is very important for a teacher to assess the
needs of her students. A comfortable and congenial environment is very
important for effective teaching and learning. Students will feel motivated to
learn only if they understand the significance of what they are learning. A
teacher knows that all the knowledge imparted in school, according to the
prescribed syllabus, may not directly fulfill the needs of each of her students.
However, through her teaching, she can create the need, the urge to learn by
connecting the theoretical with the practical i.e. interlinking the knowledge that
she wants to impart with the day-to-day relevance of such knowledge.
It is very important for a teacher to plan her lessons in advance. However,
sticking to the plan to the core is not advisable. There should be enough scope in
her lesson plan to incorporate changes that make teaching and learning more
effective. A teacher, who is prepared, is confident. She comes across as someone
who is sure of what she is doing and this creates a degree of trust between the
students and the teacher. If I am interested in the topic that I am teaching,
students will also be interested. People naturally feel drawn towards people who
are sprightly. Stress is a part of everyones life these days including students.
Thus, it is important for the teacher to be happy, lively and enthusiastic so that
learning becomes interesting.
As a human being I know that it is very difficult for me to pay attention to
something that I am naturally not interested in. The same applies to students.
Lessons can be made interesting by involving the students in the learning
process. They shouldnt be passive listeners. Regular questioning and inviting
suggestions and opinions from them, forces them to concentrate. The teacher
can quote famous personalities, use examples from popular T.V. programmes,
movies, books etc. Creative association between the lesson and popular media
captivates the attention of students and helps in retention. The students should
know that the teacher has put in a lot of effort to make her lesson interesting.
Students respect teachers who do that and try their best to please them by being
more efficient themselves.
Students dont like it if they are expected to acquire a whole lot of new skills to
understand what is being taught. While delivering her lesson, a teacher should
be able to utilize the existing skills of her students to the optimum. She should
understand that new skills can be acquired only gradually with a lot of hand
holding. Also, children shouldnt be insulted if they dont know the things that the
teacher thought they knew. Everyone deserves to be treated with respect. Just
because a teacher is older than her students does not authorize her to be rude
and insensitive towards her students. So a teacher should try her best to be
likeable and approachable. It is only when you give respect that you get respect.
And If I as a teacher get respect, then, I will also feel motivated to be a good
teacher.
I know it is not possible to be a perfect human being. Also, it is very difficult to be
around perfectionists. When a teacher acknowledges some of her shortcomings,
mistakes and choices she made in life and shares her own school life
experiences, children feel more comfortable with her. They feel less pressurized.
So the aim of a teacher should not to be to become perfect but be someone who
is human, humane and wants to make a positive difference in the lives of her
students.
Sumber http://www.edarticle.com/article/2004/effective-teaching.php
memorize and recall things easily. Kinesthetic learners learn by doing. They want to be
active all the time. My experience of assessing the different types of learners in my
classroom has indeed been an interesting one. I feel that it is very easy to classify some
learners whereas it is extremely difficult to classify the others. The visual learners stare
at me all the time while I am teaching. They draw flowcharts and maps in their
notebooks. They enjoy watching PowerPoint presentations and short videos.
The auditory learners listen to me very carefully. They are disturbed by sounds in the
corridor, the playground etc. They enjoy participating in group discussions. They could
memorize things very easily. The kinesthetic learners are hyper active. They dont like
sitting at one place for more than five minutes. Unless they are allowed to express
themselves in some way in the class, they become very restless. Some of them even
start day dreaming. They like learning through games and other activities. I feel that It is
easiest to find the kinesthetic learners. However, there are many students who display
the learning traits of both visual and auditory learners. The auditory learners can be
taught easily by using traditional teaching methodologies. They are the conventional
type (Indian) of learners. The visual learners improvise the teachers lessons on their
own. They make mind maps, flowcharts, web-charts and drawings in their notebooks to
understand whatever the teacher says in class. But kinesthetic learners are different. My
knowledge about the various types of learners has helped me in a lot of ways. Earlier I
didnt know what to do with the kinesthetic learners. They seemed to be disinterested.
They were easily distracted and disturbed everyone in the classroom.
After assessing the types of learners in my classroom, I realized that there must be
something in my lesson to facilitate learning for every kind of learner. I introduce a
lesson by using PowerPoint presentations, short videos and photographs for the visual
learners. I recapitulate the content shown through the audio-visual media by explanation
and questioning for the auditory learners. I ask children to draw something related to the
lesson and make a flow chart about the theme for the kinesthetic learners.
While
teaching the lesson, I allow the kinesthetic learners to express their opinions freely. I ask
developing questions for the benefit of the auditory learners and I move around in the
classroom for the benefit of the visual and kinesthetic learners. I also ensure that there is
at least one group activity related to the lesson, so that the children learn through peer
interaction. Recapitulation questions are also asked to capture the attention of the
auditory and kinesthetic learners. I make optimum use of the blackboard while teaching
for the visual learners. I also plan the post lesson assignments according to the needs of
various types of learners. The visual learners are encouraged to get pictures related to
the lessons, the auditory learners are encouraged to gather information about the central
theme of the lesson and the kinesthetic learners are encouraged to interpret and
analyze the lessons.
My knowledge of the different types of learners has also helped me plan the seating
arrangement of the class. I ensure that the auditory learners sit at a place where there is
minimum noise or disturbance. The visual learners have been seated in the front rows so
that they can see the teacher and the blackboard. The kinesthetic learners have been
seated in places where free movement is possible. This has made the classroom
environment very comfortable. I think it is very important for a teacher to assess how
every child in her classroom wants to be taught. Traditional teaching methodologies need
to be improvised regularly to address the needs of different types of learners. Every child
is gifted. It is the job of a teacher to bring out the best in her students. Sumber
http://www.edarticle.com/article/2003/significance-identifying-different-typeslearners.php
suggest that bullying is different from aggression. Tepetas et al. (2010) cites
Olweus (1993) who states that, "There is a general agreement that for a behavior
to be considered bullying, it must have three elements: It must be intended to
harm, it must be repetitive, and a difference of power--physical, social, or other-must exist between the bully and the victim" (p. 1675). With current teacherchild ratios in an early childhood environment I cannot fathom how this adult
perception of the word could even have a place. Teachers as a team are aware of
a child's patterns of behaviour and address them through positive guidance.
Farrell (1999) reiterates this point as she states that, "In early childhood
education, however, we note a relative paucity of research into bullying using the
nomenclature of the bully and the bullied or victim. Perhaps a different lexicon is
used by early childhood teachers to provide descriptors of the deleterious
attitudes and behaviours which others may describe as bullying" (p. 43).
Drewery & Bird (2007) suggest that bullies are,"people who intentionally harm
another person, are not fully developed in social role-taking, that they do not
realise how extremely harmful their actions are to another person" (p. 195). I
would consider this to be the case during post preschool development,
otherwise, we would be labeling a child who bites, snatches toys, pushes, or not
being able to keep his hands to himself, as a bully. Intent is the key word for me
in that definition and I do not think that children in their early years have yet
developed that cognitive function to that particular level. Aggression is a
different issue and we all have to deal with it in some form or another during our
working day. Strategies that we use to deal with inappropriate behaviour need to
be consistently applied by a teaching team. Boundaries are then automatically
established and a social awareness around those boundaries begin to develop.
That is why ongoing PD is also vital to keep up the momentum of our own
reflective practice. A programme like 'The Incredible Years' is one such behaviour
management programme that I can think of offhand that offers strategies for us
to take back to our own environment, and to apply them as we see fit. The
foundation before applying any strategies is to build a strong relationship with
the child in question for these strategies to be effective.
Not enough research has surfaced around bullying in preschools in comparison to
what has been established in this topic regarding older children. Alsaker &
Ngele (2008) have conducted studies that suggest bullying does occur in
preschools and offer examples of day care centres in Norway, Switzerland, and
United States. They also state that,"we still need more precise knowledge
concerning the similarities in bullying between younger and older children, the
impact that bullying and victimization has on younger children's well-being, and
the stability of the roles before and during the transition to elementary school"
(p. 230). Once again we are getting into lexical semantics around the word
bullying. The demarcation for me between aggression in preschool and bullying
at school is a more developed social mindset during the school stage when there
is intent to victimize. I do feel that this intent is beyond the cognitive capability
of preschool children and once again state that social skills and understanding
are still in a developmental stage. The behaviour in preschool could be the
precursor to bullying that sets in with intent at a later stage, but that doesn't
mean that we label a child a 'bully' right from preschool. This is where we as
preschool teachers play such a defining role in our behaviour management
strategies. Offering positive guidance based on a centre's policy, as well as one's
own pedagogical beliefs, further strengthens my stance of a necessity to have
100% qualified staff at a centre that cover acceptable ratios.
In conclusion, I request my fellow colleagues in the ECE profession to not get too
caught up with semantics by applying the word 'bully' with reference to a child in
the early years. Let them learn their social skills through trial and error, as well
as role modeling and guidance from us. This will enable them to build on their
foundation towards a greater social awareness in their school years. Sure, some
may turn out to be bullies in the future, but to stigmatise them from the start
does not offer them any positive guidance towards a better social understanding.
Sumber
http://www.edarticle.com/article/1999/bullying-misnomer-preschoolterminology.php
I can still remember the day I walked into my first class as a student at AUT in
Auckland. Initially I thought that it was the wrong class and actually walked out
and asked someone if it was the midwifery section. When I walked in again I did
feel a touch out of place but sat down and took a deep breath. It turned out that I
was one of two men in a class of over a hundred women. The only reason I didn't
recognise the other guy was because he had long hair and got a bit lost in the
crowd. As I settled into life in the campus as a male ECE student I got to know
most of the women in my class and have to say that they were extremely
welcoming. After a while I didn't feel awkward or out of place at all and didn't
think of myself as anyone different.
What helped me a lot was having an excellent Associate Teacher during my very
first practicum. To continiue in this profession it was important for me to
generally feel accepted as a team member and this teacher was extremely
supportive and encouraging. What also helped as far as I was concerned was the
support that I received from a number of lecturers at AUT and at the end of Year
One I finally felt that I was on my way and would continue to pursue a career in
early childhood education. I was also introduced to a group of men in the
profession who are part of a support network for male teachers in New Zealand,
known as EC-MENz. I did find it comforting to know that I could discuss any
apprehensions with other men in the profession.
Another aspect that I had to get used to was a constant enquiry by people to
whom I was introduced as to why I wanted to be an early childhood teacher.
Although a number of them offered a positive response some couldn't resist
reminding me of an old and questionable case of child abuse by an early
childhood teacher many years ago. With that mindset it is no wonder that a
number of men are apprehensive about entering this profession that is still
balanced in favour of women. I do, however, feel that the social mindset has
improved with regard to men entering the early childhood profession. To quote
the Chief Executive of the Early Childhood Council, Peter Reynolds who refers to
ECE teaching as one of the most gender segregated, "Such segregation would
not be tolerated in law or medicine. It is ridiculous that it exists in a sector that
has the fundamentally important job of nurturing our youngest of children" (Early
Childhood Council).
I have often wondered why more men, especially young men setting out to find a
career in life, do not consider becoming an early childhood teacher. To some
extent one can say it's because of the nurturing aspect that is associated with
young children which has historically been looked upon as a female role. As a
preference some parents possibly look upon caregivers as female and don't
make that connection if a male is involved in nurturing their child in an early
childhood environment. Nevertheless, I often wonder why the government has
never promoted its support for male early childhood teachers as they have for
women in the police force. Based on her own research Dr Sarah Farquhar of
http://www.edarticle.com/article/1989/men-early-childhood-
student. Teachers dont have to sit after school to complete various time consuming tasks
because the digital system has finished most of their work already..
Teachers and students are connected with each other throughout the academic years. If one of
them fails to generate positive results, there is a greater chance students will perform badly.
Therefore, it is important for the teaching staff to put their 100% efforts on each and every
student or else they will not be able to perform well in class. The digital system is helping
teachers to enjoy a well-managed and organized class ambiance resulting in outstanding
student productivity throughout the academic years.
Sumber
http://www.edarticle.com/article/1985/why-teachers-need-smart-andeffective-administration-tool.php