Through the eyes of an educator: An understanding of the perspectives on education and training by a senior teacher in Jamaica.
Some of the issues regularly presented when discussing an individual’s perspective on education and training are learning challenges which typically include mental challenges, limited teaching materials and insufficient classroom infrastructure. However, one significant area that must be considered when assessing student learning is the issue of overcrowding in schools and by extension the classroom stated Mrs. Judith Hewitt a Guidance Counselor and senior educator at a technical high school in Westmoreland. Mrs. Hewitt defines learning as a relatively permanent change in behavior that occurs through experience. However, this learning experience she lamented may be impaired when overcrowding produce effects such as: regular class disruptions, lack of individual attention for students and poor academic achievement. Mrs. Hewitt stated that for many teachers overcrowding affects their ability to execute teaching strategies effectively and diagnose and address learning disorders improperly.
Teachers she stated find it difficult to impart knowledge and maintain effective class control. It is believed noted Mrs. Hewitt that the teacher is the driving force of the classroom and resources are identified through him/her. However, there is a measure of inconsistency in the technical skills level and expertise of some employees at educational institutions that contributes to the problem of overcrowding and its impact on the learning process. The quality of input versus output she stated is fairly satisfactory given the constraints, but there is clearly room for improvement. The contribution of institutional output is presently being rated between 64% and 71% based on the analysis where the utilization of human and technical resources is not monitored through the institution’s information system she concurred.
Mrs. Hewitt stated that the human resource is the most important element in the learning institution. The schools non-commitment to on-going institutional, curriculum and instructional development she says affords for an ineffective teaching/learning process that lack productivity awareness and skills. The educator believes the pride which students take in their work is a necessary prerequisite for success in satisfying their craving for a career on a sustainable basis. However, she stated that from a survey conducted at her school, students feel that they are not empowered and are not given recognition for productivity improvements. The students she says feel that they have the authority to make sound decisions, however, the school’s administration is beyond all doubt not properly oriented to coach them in dealing with the issues of overcrowding and how it impact on their educational advancement. Feedback from teachers advised Mrs. Hewitt, reveals that they believe the school’s administration is reluctant to listen to their problems and concerns and feels opportunities exist to make their school more effective. It is for this reason she remarked, why there is a high level of staff turnover in institutions of learning that does not practice job rotation and cross training to build confidence.
According to Mrs. Hewitt, many of the students who are faced with overwhelming issues may feel despondent or exploited and their behavior tends to be hostile or apathetic. This could imply that teachers do not try to find out if this lack of discipline has an underlying problem. However, she stated that having a good relationship in the classroom may be one reason why the students are not bothered by the situation. Good relationships in the classroom she stresses, build positive self image; and students with positive self image tend to be superior in achievement and always aspire to be self actualized. Mrs. Hewitt also mentioned that the unstable environment in which schools now operate has caused teachers to wonder if it really makes sense staying with an institution that is not proactive in its approach for growth. High incidents of shirking she stated causes loss of productive manpower and productive time and the wheels of change moves slowly. However, Mrs. Hewitt believes that immediate change to work procedures can only happen if the school is in charge of the process.
The education system she says promotes participative learning as is evident by the Ministry’s motto ‘every child can learn, every child must learn’. “The reality is that the situation of overcrowding does not augur well for total development of the students”, cited Mrs. Hewitt. Overcrowding for the student causes stress, inattention, and exhaustion that lead to indiscipline where the child becomes ill-tempered and despondent. Mrs. Hewitt cited that every school has to face the realities of the effect of the performance of their students and the impact it has on the institution; however, when students’ morale and sense of belonging is reduced, there are more concerns about getting ahead. Schools, chuckled Mrs. Hewitt, currently operate in a hostile environment and should make every effort to ensure their operations are efficient and effective. The obvious strength in the institution’s policies and objectives she contends, can impact greatly on its human resources where teachers are motivated and properly guided through continuous empowerment and total quality management principles designed to make the institution more productive. Any change in the objectives of the institution, and the use of quality improvement tools will lead to the revitalization of the institution.
Mrs. Hewitt asserts that a fundamental transformation of educational institutions will lead to students becoming more efficient; and the school needs to take a more aggressive stand as it relates to improving educational standards, adapting to a universal minimum student teacher ratio, restructuring the current regulatory and academic framework, and increasing the value of knowledge imparted to students – thereby creating goodwill. Mrs. Hewitt stated that in preparing for the future schools need to look at long term structural transformation in order to meet the challenges and commitments to students. She noted that education generally opens students’ views to understand and appreciate issues from a wider perspective – it introduces new ideas, new insights and new approaches that facilitate better career outlook and more effective decision making abilities.
The more the level of educational attainment the more potential the student has as a source for competitive advantage stressed Mrs. Hewitt. Accordingly, creating an environment of diversity can be of immense benefits to educational institutions. To reap this benefit however, institutions stated Mrs. Hewitt, must improve upon their teaching standards, and enhance the classroom and school environment to invite an atmosphere of creative tension as is a practiced phenomenon in educational institutions. She cautioned, however, that a proactive approach to stemming the impact that overcrowding has on the development of the students and the burden it causes for the teachers bust be instituted. She recommends that a forecast of enrollment be considered for all educational institutions and the school administration adheres to the forecast. Schools she says should be placed on a shift basis that will allow for better student/teacher ratio which will improve technical skills level and reduce the slope of the learning curve.
Teachers she stated find it difficult to impart knowledge and maintain effective class control. It is believed noted Mrs. Hewitt that the teacher is the driving force of the classroom and resources are identified through him/her. However, there is a measure of inconsistency in the technical skills level and expertise of some employees at educational institutions that contributes to the problem of overcrowding and its impact on the learning process. The quality of input versus output she stated is fairly satisfactory given the constraints, but there is clearly room for improvement. The contribution of institutional output is presently being rated between 64% and 71% based on the analysis where the utilization of human and technical resources is not monitored through the institution’s information system she concurred.
Mrs. Hewitt stated that the human resource is the most important element in the learning institution. The schools non-commitment to on-going institutional, curriculum and instructional development she says affords for an ineffective teaching/learning process that lack productivity awareness and skills. The educator believes the pride which students take in their work is a necessary prerequisite for success in satisfying their craving for a career on a sustainable basis. However, she stated that from a survey conducted at her school, students feel that they are not empowered and are not given recognition for productivity improvements. The students she says feel that they have the authority to make sound decisions, however, the school’s administration is beyond all doubt not properly oriented to coach them in dealing with the issues of overcrowding and how it impact on their educational advancement. Feedback from teachers advised Mrs. Hewitt, reveals that they believe the school’s administration is reluctant to listen to their problems and concerns and feels opportunities exist to make their school more effective. It is for this reason she remarked, why there is a high level of staff turnover in institutions of learning that does not practice job rotation and cross training to build confidence.
According to Mrs. Hewitt, many of the students who are faced with overwhelming issues may feel despondent or exploited and their behavior tends to be hostile or apathetic. This could imply that teachers do not try to find out if this lack of discipline has an underlying problem. However, she stated that having a good relationship in the classroom may be one reason why the students are not bothered by the situation. Good relationships in the classroom she stresses, build positive self image; and students with positive self image tend to be superior in achievement and always aspire to be self actualized. Mrs. Hewitt also mentioned that the unstable environment in which schools now operate has caused teachers to wonder if it really makes sense staying with an institution that is not proactive in its approach for growth. High incidents of shirking she stated causes loss of productive manpower and productive time and the wheels of change moves slowly. However, Mrs. Hewitt believes that immediate change to work procedures can only happen if the school is in charge of the process.
The education system she says promotes participative learning as is evident by the Ministry’s motto ‘every child can learn, every child must learn’. “The reality is that the situation of overcrowding does not augur well for total development of the students”, cited Mrs. Hewitt. Overcrowding for the student causes stress, inattention, and exhaustion that lead to indiscipline where the child becomes ill-tempered and despondent. Mrs. Hewitt cited that every school has to face the realities of the effect of the performance of their students and the impact it has on the institution; however, when students’ morale and sense of belonging is reduced, there are more concerns about getting ahead. Schools, chuckled Mrs. Hewitt, currently operate in a hostile environment and should make every effort to ensure their operations are efficient and effective. The obvious strength in the institution’s policies and objectives she contends, can impact greatly on its human resources where teachers are motivated and properly guided through continuous empowerment and total quality management principles designed to make the institution more productive. Any change in the objectives of the institution, and the use of quality improvement tools will lead to the revitalization of the institution.
Mrs. Hewitt asserts that a fundamental transformation of educational institutions will lead to students becoming more efficient; and the school needs to take a more aggressive stand as it relates to improving educational standards, adapting to a universal minimum student teacher ratio, restructuring the current regulatory and academic framework, and increasing the value of knowledge imparted to students – thereby creating goodwill. Mrs. Hewitt stated that in preparing for the future schools need to look at long term structural transformation in order to meet the challenges and commitments to students. She noted that education generally opens students’ views to understand and appreciate issues from a wider perspective – it introduces new ideas, new insights and new approaches that facilitate better career outlook and more effective decision making abilities.
The more the level of educational attainment the more potential the student has as a source for competitive advantage stressed Mrs. Hewitt. Accordingly, creating an environment of diversity can be of immense benefits to educational institutions. To reap this benefit however, institutions stated Mrs. Hewitt, must improve upon their teaching standards, and enhance the classroom and school environment to invite an atmosphere of creative tension as is a practiced phenomenon in educational institutions. She cautioned, however, that a proactive approach to stemming the impact that overcrowding has on the development of the students and the burden it causes for the teachers bust be instituted. She recommends that a forecast of enrollment be considered for all educational institutions and the school administration adheres to the forecast. Schools she says should be placed on a shift basis that will allow for better student/teacher ratio which will improve technical skills level and reduce the slope of the learning curve.
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