Opinion / WhatsApp Updates
'Extra lessons are the engine behind good results in Zim' - WhatsApp update
23 Apr 2014 at 11:34hrs | Views
11:44am, 23 Apr - +263 7* *** ****: Extra lessons are the engine behind good results in Zimbabwe.
Conventional lessons are marred with impediments deliberately created to harass and frustrate teachers. For example,so many peripheral and irrelevant teacher centred records are piled on them, subjects to be taught are split and increased e.g. 12 at pry and supervision has resulted in some poor school heads trying to settle scores against each other (in district team supervision) with weird demands thereby frustrating the shop floor practitioners who spend most of the time with the children.
Most of those wayward heads think a good record keeper is a good teacher. Consequently,most teachers concentrate on perfecting the records to please the 'zealots'.
Marks are normally manufactured skillfully and the 30 minutes visitors chuckle in appreciation and produce colourful narrative reports. On the contrary,in extra lessons teachers have quality time with the pupils they love so much.They usually team up and capitalise on their areas of specialisation at colleges.
Teachers each other's capabilities better than some heads claim.That way children enjoy the best articulation and development of concepts without involvement of peripheral records l consider to be not only irrelevant but unrealistic too.
To cap it all, the reason why most dignitaries either hire specialists teachers or send them abroad is out of the realisation that the conventional system is run like a funeral parlour in order to maintain the gap between the elite and the masses who cannot send their children to elite schools at least.
Even those schools who claim to be performing wonders should have it on record that we have been out there for their children who paid us for our specialised services.We are also unsung claimants of their performances engraved in our records hence double dipping.
Think over this!
Conventional lessons are marred with impediments deliberately created to harass and frustrate teachers. For example,so many peripheral and irrelevant teacher centred records are piled on them, subjects to be taught are split and increased e.g. 12 at pry and supervision has resulted in some poor school heads trying to settle scores against each other (in district team supervision) with weird demands thereby frustrating the shop floor practitioners who spend most of the time with the children.
Most of those wayward heads think a good record keeper is a good teacher. Consequently,most teachers concentrate on perfecting the records to please the 'zealots'.
Marks are normally manufactured skillfully and the 30 minutes visitors chuckle in appreciation and produce colourful narrative reports. On the contrary,in extra lessons teachers have quality time with the pupils they love so much.They usually team up and capitalise on their areas of specialisation at colleges.
Teachers each other's capabilities better than some heads claim.That way children enjoy the best articulation and development of concepts without involvement of peripheral records l consider to be not only irrelevant but unrealistic too.
To cap it all, the reason why most dignitaries either hire specialists teachers or send them abroad is out of the realisation that the conventional system is run like a funeral parlour in order to maintain the gap between the elite and the masses who cannot send their children to elite schools at least.
Even those schools who claim to be performing wonders should have it on record that we have been out there for their children who paid us for our specialised services.We are also unsung claimants of their performances engraved in our records hence double dipping.
Think over this!
Source - byo24News via WhatsApp
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