Teacher strikes and related symptomatic causal factors of non-performance in schools are merely the tip of the iceberg.
Teacher strikes and related symptomatic causal factors of non-performance in schools are merely the tip of the iceberg.
The underlying factors need to be identified and nipped in the bud. Here are some of the problems:
l Schools no longer reflect the virtues and values that homes should have and pupils are distracted and have time to commit misdemeanours;
l There is a lack of school psychological services to help pupils deal with developmentrelated and social issues;
l Socioeconomic factors resulting from parental unemployment leave many learners without the basic equipment they need;
l Teacher competence could be suspect - while many do have in-depth knowledge of their subject matter their elucidation of concepts could be defective;
l My view is that teachers could be doing more talking, with pupils being mere passengers of the didactic train; and
l Feeder schools should be better equipped to lay proper literacy and numeracy foundations, and to pass on to secondary schools pupils more prepared to deal with secondary school challenges.
Importantly, parents need to be more involved as support systems.
The creation of a a friendlier more interactive parent, teacher and pupil learning environment is recommended from the foundation phase.
To those pupils who passed congratulations and to those who did not, better luck next time.
Benjamin Seitisho,
Phuthaditjhaba
Problems schools must solve
Teacher strikes and related symptomatic causal factors of non-performance in schools are merely the tip of the iceberg.
Teacher strikes and related symptomatic causal factors of non-performance in schools are merely the tip of the iceberg.
The underlying factors need to be identified and nipped in the bud. Here are some of the problems:
l Schools no longer reflect the virtues and values that homes should have and pupils are distracted and have time to commit misdemeanours;
l There is a lack of school psychological services to help pupils deal with developmentrelated and social issues;
l Socioeconomic factors resulting from parental unemployment leave many learners without the basic equipment they need;
l Teacher competence could be suspect - while many do have in-depth knowledge of their subject matter their elucidation of concepts could be defective;
l My view is that teachers could be doing more talking, with pupils being mere passengers of the didactic train; and
l Feeder schools should be better equipped to lay proper literacy and numeracy foundations, and to pass on to secondary schools pupils more prepared to deal with secondary school challenges.
Importantly, parents need to be more involved as support systems.
The creation of a a friendlier more interactive parent, teacher and pupil learning environment is recommended from the foundation phase.
To those pupils who passed congratulations and to those who did not, better luck next time.
Benjamin Seitisho,
Phuthaditjhaba