Letter of the Day | Can we get teaching right?

THE EDITOR, Madam:

Recently, many principals from the secondary schools, particularly the non-traditional ones, have been lamenting the fact that students are leaving primary schools not being functionally literate. A principal of a high school disclosed that 70 per cent of grade-seven students were operating way below the prescribed grade level. These students are not ready to acquire secondary education.

The principal of another high school also expressed dissatisfaction, emphasising that his institution is faced with the same challenges and suggested that students, regardless of the developmental age, should remain at the primary level until such skill sets are achieved. This seems a bit hard; however, it is the harsh reality. Having being invited to conduct a staff development session at a particular institution, I have firsthand experience of a principal’s frustration in having a cohort of students who were placed at the institution, via the national examination, who are not ready. Raw data showed that approximately 80 per cent of boys and 60 per cent of girls were operating below the prescribed grade level in core subject disciplines such as mathematics and literacy, which is a cause for concern.

‘Blame game’ is certainly not the answer, this is a national issue which should be everybody’s business. I have questions for which I am seeking answers. Will we ever get it right where can say we have achieved at least 85 per cent literacy rate? Is it possible for students to access secondary education operating below the prescribed grade level? Are educators utilising the same approach over and over again, expecting different results? Is teaching being done solely for coverage, rather than understanding? How can we engage this 21st-century learner to develop and maintain interest to acquire potent literacy and numeracy skills, which are deemed important?

As a child growing up in rural Jamaica, a common vernacular was, ‘You cannot use a one-size-fits-all approach’. This means that all learners are unique and possess varying learning styles and preferences. Students at a particular grade level with varying abilities should not be given the same materials such as instructions, content and assessment; hence, these components must be explicit, precise, and cater to individual needs.

If Jamaica is to get it right, to be able to compete with its Caribbean counterparts and, by extension, global competitors, the education system must be restructured and reformed. Best practices must be explored for the common good of all stakeholders, especially the clients who will be directly affected.

I honestly believe that a viable approach that is worth exploring to alleviate the challenges experience is differentiated instructions. I am cognizant of the fact that such comes with in depth planning and a lot of work. Let us understand that teaching should be done for effective learning, rather than concentrating on bookish content.

GILLIAN CAMPBELL

Lecturer, Department

of Education

The Mico University College

gillian.campbell0107

@gmail.com