<TABLE cellSpacing=0 cellPadding=0 width="100%" border=0><TBODY><TR>Jan 31, 2009
REVAMPING PRIMARY EDUCATION
</TR><!-- headline one : start --><TR>Change attitude towards discipline
</TR><!-- headline one : end --><!-- show image if available --></TBODY></TABLE>
<!-- START OF : div id="storytext"--><!-- more than 4 paragraphs -->THE Ministry of Education has taken the first steps towards moulding what it hopes will be a more creative, critical-thinking generation of new students with vital life skills, as reported on Wednesday ('Big revamp of primary education on the cards').
It may be timely too for the ministry to revisit the issue of school discipline, and how the mindsets of educators in this area may undo much of what they want to achieve in future schools.
Discipline has always been integral in educating pupils to become responsible, resilient and resourceful individuals. But discipline in schools today remains largely unchanged because of an innate urge among educators to control students rather than elicit their respect for authority.
Much of the challenge may lie in a school's disciplinary measures, while another significant culprit is poor educator-student communication. In the end, the success of any form of discipline must stem from educators' motives, because children see through the fa�ade.
Rules must be obeyed, but they are meant to ensure that the education system works at the best level. They should never be intended to protect educators' convenience, or worse, their egos as educators. When a student is punished for smoking in school, for example, he needs to understand the punishment, not as a consequence of his action, but as a reminder that it is just not right to smoke. A stroke of the cane or a put-down may remind him who is in charge, but it may not change his mind about the undesirable consequences of smoking.
Schools are pressured to meet key performance indicators. Sometimes in this pursuit, educators lose touch with the essence of their vocation, which is to impart knowledge and values. Every teacher insists his assignment take priority. When these demands are not met, what follow are put-down lectures, unrealistic extended deadlines and discipline when all else fails. What is communicated is that the teachers are in control, and students' failure to submit assignments is due to incompetence, or worse, open defiance of authority.
Why do some students speak fondly of some teachers and enjoy their subjects? One, they know their teachers genuinely care for them, and not just their deadlines. Two, these teachers are excellent communicators, not only of their subject content, but also, more importantly, in how they bring out the best in their students. When teachers keep these goals in sight, time and patience will get the better of even the most incorrigible student. And any discipline along the way becomes more of a life lesson than a mere deterrent.
People naturally respect authority, because they do not feel controlled but give respect freely to those who care for them. Discipline in schools should take on that mantra. Raymond Koh
REVAMPING PRIMARY EDUCATION
</TR><!-- headline one : start --><TR>Change attitude towards discipline
</TR><!-- headline one : end --><!-- show image if available --></TBODY></TABLE>
<!-- START OF : div id="storytext"--><!-- more than 4 paragraphs -->THE Ministry of Education has taken the first steps towards moulding what it hopes will be a more creative, critical-thinking generation of new students with vital life skills, as reported on Wednesday ('Big revamp of primary education on the cards').
It may be timely too for the ministry to revisit the issue of school discipline, and how the mindsets of educators in this area may undo much of what they want to achieve in future schools.
Discipline has always been integral in educating pupils to become responsible, resilient and resourceful individuals. But discipline in schools today remains largely unchanged because of an innate urge among educators to control students rather than elicit their respect for authority.
Much of the challenge may lie in a school's disciplinary measures, while another significant culprit is poor educator-student communication. In the end, the success of any form of discipline must stem from educators' motives, because children see through the fa�ade.
Rules must be obeyed, but they are meant to ensure that the education system works at the best level. They should never be intended to protect educators' convenience, or worse, their egos as educators. When a student is punished for smoking in school, for example, he needs to understand the punishment, not as a consequence of his action, but as a reminder that it is just not right to smoke. A stroke of the cane or a put-down may remind him who is in charge, but it may not change his mind about the undesirable consequences of smoking.
Schools are pressured to meet key performance indicators. Sometimes in this pursuit, educators lose touch with the essence of their vocation, which is to impart knowledge and values. Every teacher insists his assignment take priority. When these demands are not met, what follow are put-down lectures, unrealistic extended deadlines and discipline when all else fails. What is communicated is that the teachers are in control, and students' failure to submit assignments is due to incompetence, or worse, open defiance of authority.
Why do some students speak fondly of some teachers and enjoy their subjects? One, they know their teachers genuinely care for them, and not just their deadlines. Two, these teachers are excellent communicators, not only of their subject content, but also, more importantly, in how they bring out the best in their students. When teachers keep these goals in sight, time and patience will get the better of even the most incorrigible student. And any discipline along the way becomes more of a life lesson than a mere deterrent.
People naturally respect authority, because they do not feel controlled but give respect freely to those who care for them. Discipline in schools should take on that mantra. Raymond Koh
