NOT TRAINED, NOT A TEACHER

Our children deserve better than to be reduced to guinea pig status, while somebody “experiments on them” to “gain experience”. This is not education, it’s abuse... No one should teach a single day in a school without some level of formal training in teaching skills. Celebrated author, Stephen Covey, in his work Principle-Centred Leadership observes that the laws of nature cannot be violated without negative consequences.  Pedago-gically, the same rule applies.  If one attempts to teach without the appropriate training in pedagogical and related skills, then the consequences will naturally be disastrous. There is no shortcut. If you have not had the required teacher training, then you are not a teacher - university graduate or not. A bright person with a degree is not automatically qualified to teach. Some are good at learning but bad at teaching; good at receiving information but bad at imparting same. There are numerous teachers in the school system who sat under professors who never taught school children a day in their lives. Some untrained graduate, and even non-graduate teachers, may demonstrate a measure of effectiveness, but that should not be a plaster for the sore.

Do I sound like an enemy of the status quo?  Well, there is a part of my philosophy that embraces the famous line from Emerson’s Self-Reliance: “Any man who would be a man, must be a non-conformist”. Problems issue a clarion call for inventory, evaluation and change in approach, methodology and strategy. There are certain serious problems in education, virtually on a global scale.   Lee Rudolph once said, “No one wants a good education.  Everyone wants a good degree”. Similarly, it would seem that everyone wants to be a good teacher (and get good salaries!) but few want good training. Isn’t it rather interesting how a person trained in medicine is called a doctor; one trained in engineering is called an engineer, but one goes to university and returns with a degree in mathematics, physics or agriculture and is called “a teacher” - and a “qualified” one at that! In fact, we don’t even have to go as far as university.  Five “O’ level” passes or two “A levels” and “Sir” or “Miss” is a teacher. And if “Sir” or “Miss” desires to pursue the Teacher’s Diploma or the Dip Ed programme, they must have at least two or three years “experience in teaching”, prior to commencing the studies.

What a messy situation! Our children deserve better than to be reduced to guinea pig status, while somebody  “experiments on them” to “gain experience”. This is not education, it’s abuse.   No one should teach a single day in a school without some level of formal training in teaching skills. Untrained teachers develop inimical styles and methodologies. Then their training programmes seek to dehabituate and deculture them, through a frustrating process of unlearning. Teaching is not merely a profession, it is a sacred call. It is a specialised skill which requires specialised training with continual refreshers, updating and upgrading. It entails art and science. It’s more than chalk and talk. “Sir” or “Miss” is not a sage on the stage, but a guide on the side! They are also mentors, counsellors and confidants. We are aware that there are some effective “crash programmes”, developed and used by principals, school boards, TTUTA and even PTAs in the professional development of teachers. Commendably, the Ministry of Education has also been implementing an increasing number of programmes for both principals and teachers. 

Programmes such as Dip Ed and Bachelor’s and Master’s degrees in education, provide much of the illumination that makes effective educators. The teacher understands the difference between teaching subjects and teaching students.  The studies demand rigorous research, which is extremely vital to pro-active, dynamic and relevant pedagogical work. Good programmes for educators, are also theoretically rigorous with a revolutionary flavour, offering insights into interventions that yield meaningful results.    Moralities, a solid value system and the importance of spirituality, are integral components in the package of holistic education, aimed at fashioning well-rounded, well-adjusted students. Only proper training will expose teachers to modern modes of classroom management, cognitive psychology, vital keys in lesson planning and delivery, academic ambiance, behavioural science, syllogistic reasoning, critical and analytical thinking, teaching aids and initiation tactics, remedial skills, active learning, action research and philosophical and empirical thought. 

Such exposure enables educators to effectively address the challenges faced in the diversity of the gifted child, the above average, the average, the slow learner and the challenged. The trained educator is also outfitted with safeguards against ills pertaining to things such as meritocracy and ethnocentricity. John Ruskin wrote, “All books could be divided into two classes: the books of the hour and the books of all time”.  The books and methodologies of all time would immunise against banalities, while providing stimulating theories and shaping paradigms, which synchronise with reality. They provide the panacea for fulfilling purpose. One noted educator wrote: “Education provides a framework by which to weigh options, seek comparisons, generate creative energy, apply scientific principles, discover patterns, test hypothesis and create concepts and theories useful in solving problems, so we can improve the quality of our lives”. I fully agree. And that’s exactly why, over my twenty-plus years in education I have insisted, we need trained teachers! And I’m sure I’ll find enthusiastic support from Plato, via the fantastic leadership insights in his Republic masterpiece.