Key to producing dynamic, competitive students
I OFTEN note with intrigue, interest and concern the differences between my nieces and nephews who attended private schools compared with those at the same levels in public schools. I put them in the first category (Group A).
They have unending questions on just about everything adults say about anything in an articulate and self-assured manner that belies their tender years.
In tandem with the aforementioned, the ability to convey cogent arguments about current affairs is displayed to the occasional astonishment of adults present, including yours truly.
Comparatively, my nieces and nephews in the second category (Group B) are a passive lot.
In spite of enjoying similar levels of academic excellence with those in the first group, they seem reluctant to convey their views and when prodded to do so, pale in comparison when it comes to presenting ideas and concepts, even though their knowledge of the subject matter, proficiency in English and exposure to international domains seem on a par with their cousins.
Furthermore, both groups have identical sort of parents: highlyeducated, successful, articulate, holding stressful jobs but still managing to find quality time for their kids. Hence, although the oasis of peace they present to us adults is sometimes a blessing, their apparent lack of confidence in presenting or questioning opinions is worrisome.
Their parents, attuned to this and obviously concerned, joined me in mulling over reasons for the different scenarios given above.
All other things being equal, could it be, we wondered, due to differences in the curriculum or in the approach of the teachers themselves?
Answers were sought from each group separately. Group A kids were naturally uninhibited in their observations and opinions, while with Group B, coaxing was required.
Responses from Group A reveal the teaching style of the private school to be rather Socratic in nature. They are expected to be well-read in the subject matter assigned by teachers, which ensures that they can present critical perspectives on the topic to the class.
A comfortable non-threatening atmosphere is encouraged, allowing students to grapple with the daily influx of information. Their classes also seem to be very much student-centred, with the teacher assuming the role of a facilitator who encourages discussion of topics.
Conversely, the pressure is on Group B members to rephrase or to regurgitate information.
The success in doing so supposedly reflects their understanding of the material presented by their teacher.
Despite prior instructions to students to review topics before the next class, enforcement of this expectation appears to be lax. Teacher-talk predominates due to the lack of student involvement in discussions.
Divergent views are either dismissed or suppressed.
Aside from all this, many classes are confined to textbook exercises. There appears to be little substantive intellectual discussion between teacher and student on any topic.
Finally, whereas homework for Group A members occasionally consist of gathering data from outside sources, homework for Group B members is confined to their textbook. This means Group A is given the opportunity to apply classroom knowledge to the real world while improving their communication abilities.
In my opinion, the Group A scenario is more likely to produce the kind of graduates the government desires: articulate, dynamic, competitive and possessing critical-thinking skills. It is important to emphasise that this article is not suggesting that private schools and teachers are necessarily better than those in public schools.
Rather, it is to provide a glimpse of two contexts, and to remind teachers of what they can do, and must do, even if they are in zinc-roofed schools.
In conjunction with the aforementioned, there has been much talk in the media about improving the quality of teaching. I believe our teachers are capable of meeting the challenge.
It is time, however, for the authorities to boost their status with regard to salary and better support. To teachers in public and private schools who have been engaged in more dynamic teaching approaches, I salute you. Regular comments, however, about the poor quality of graduates reminds us that there is still much to be done.