5 August 2009
When will we ever learn
Posted by DAVID BC TAN under: Malaysian schools .
I didn’t want to be knocking our education system or the good teachers who are trying to make a difference, but then I caught this article in the STAR.
When will we ever learn
by Jacqueline Pereira
They say a teacher’s job is never done, but our columnist tells why she is done with teaching.
I NEVER wanted to be a teacher. Looking back now, it was a short, five-year career stint that began with a deliberately badly done entrance exam and a sulky monosyllabic interview.
I categorically stated that I did not want to teach. Yet I was accepted.
In the beginning, it all went well. The teacher training process was unexpectedly engaging. From tennis to trekking, English Literature and lesson planning, every day was an absorbing learning experience.
The assignments, though many, were creative and thought-provoking. Even better, we were located in the middle of Kuala Lumpur. With the thriving distractions the city offered in the late 1980s, college life was a party that did not end for two-and-a-half years.
Nevertheless, that first semester, my mates and I worked really hard at our coursework. All outings were put on hold while, in our cramped hostel rooms, we concentrated on passing our exams.
That was until we sat for the first paper. We simply couldn’t believe our luck. It was easy, and in the following semesters we wised up.We would sneak back into our hostels at 7am after another disco-crawl, then shower, change and dash into the halls to sit for our exams. And we graduated at the top of our class.
Thus, with armfuls of ideas, renewed enthusiasm and misguided (as I would find out later) idealism, the first few terms in a real school were very satisfying.
The makeshift library at the back of the classroom actually attracted students to read. The speak-English-only day saw students hesitantly trying out new words with their limited vocabulary. And I had a growing collection of gifts – stickers and used erasers.
So, despite not wanting to be a teacher, I greatly enjoyed the process of imparting knowledge to receptive young minds, testing their capabilities and truly appreciating the progress these students made by the end of each school year.
The teaching stint also presented me with opportunities to be creative and to experiment with teaching methods and tools to enhance the students’ learning experience.
Yet, eventually, all good intentions faded.
For a start, 80% of my coursemates could hardly speak English, let alone complete their assignments without help.
(Read the rest here)
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