And the reason given for the above neglect is that "teaching is a demanding job". This is because it is not true teachers only work from 7am - 2pm but definitely longer than that and it is not true that teachers can take on long holidays during the school holidays, they still have to come to school for meetings, plannings and so on.
It seems oxymoron when a teacher who is also a parent cannot even teach her own children. There are many other working parents out there, who are juggling work and parenthood, some with equally demanding careers if not more. If we could readily point fingers at some parents for our children underperformance in education, what can we say about parents who are teachers, and who are supposedly having the skills to teach. Now, the teacher parent says, "it is not the same teaching your own kids and other people's kids." But of course, this is only one example that I came across. Most of my teacher friends have well-educated children.
Are we to blame all parents for our Malay children low performance in mathematics, or at least analyse another possible cause - ie. the missing algebra - teachers and their teaching instruction, the T & T of things.
When I had to choose a primary school for my kid, I met with the principal of my intended school, and his first question is "Is your child able to read?" He went on to say that if your child is not reading by the time he comes to my school, he will struggle.
Now, now, now, what is he hinting at? What is the purpose of going to school, in the first place? Isn't it to give my child an education?
A colleague who is a professor said that "it is to get educated", and I do agree. But in real life and in Singapore's schools, we want children who come to primary one to be school-ready, to be well-prepared and are less forgiving if the child comes to school not knowing his ABCs and 123s.
The role of schools these days is not of educating the child, it seems, but of making the life of teachers easier teaching well-prepared kids and the status of the principals elevated because their students are achieving better all because some parents have fully prepared and educated their children at home, or paying exorbitant fees to private operators for pre-primary preparatory programs. But not all parents can afford the fees. And for some parents, who is like the teacher above, do at times find it a struggle to be working and then coming home and teaching their own kids. Now, if she, an educated parent, because she is a trained teacher but also has problems nurturing her own children, how do you make sense of all other parents especially those who are low income, low education, untrained in teacher training, lack many skills - parenting included, lack know-how to teach their children and/or struggling to make ends meet? Don't these parents find it a bigger struggle to teach their children at home?
Children in Finland attend school only at age 7 but they are ahead in Singapore as the top performing school systems in the world and the reason being, Finland recruit only the top 10% of graduates as compared to 30% in Singapore to become teachers and most have a master qualification (McKinsey,2007). The status of teaching and teacher is equitable to that of a doctor or lawyer and therefore qualified personnel are willing and want to be teachers in Finland.
I believe MOE and NIE are working towards growing a bigger pool of master-qualified teachers in years to come, but I'm more concerned about our preschools - the Malay- and mosque-based typed which I can safely say have very few highly qualified T and T. I do wonder what are the criterias for teacher recruitment and selection in our Malay- and mosque-based kindys as well as the teaching instructions in these schools?
We need quality and qualified teachers/principals in our preschools. We need teachers who think about their teaching - having the right skills and metacognition in teaching the right pedagogy of early childhood maths. And as much as we feel that our Malay children feel lowly and anxious about doing maths, do our preschool teachers also feel the same way when they teach maths? Do our teachers have maths-anxiety when it comes to teaching maths?
I recommend reading Constance Kamii
Teachers need more knowledge of how children learn maths and many of her articles about how the young minds process numbers and think about numbers, and how teachers (or parents) should try to understand the way our young process maths and number, and therefore teachers need the skills, knowledge, pedagogy and metacognition of mathematical learning and thinking. And I have to reiterate this, as most community leaders think that maths is about practice, practice, practice but in the early years, it's about logical thinking. And Constance Kamii clearly expound teachers nurturing logical thinking to their students. How is it done? Well, teachers, you need to read to find out! Solving Maths Problems: The Confidence Factor by Ng Swee Fong
believes that teachers' confidence factor in maths will also influence the way they teach mathematics. If teachers themselves express high anxiety in solving maths, they may be doing a disservice to their students. Though the research is with primary teachers, it is applicable to all teachers. If some primary teachers have confidence issues, what's more preschool teachers - trained or untrained in early childhood education? What's more parents - with high education or low - since most of us are not trained teachers in the first place.Another paper of interest to our community leaders should be the following "Do Chinese and Malay students report different ways of studying mathematics?" and therefore, if there are different ways of studying, should teachers have different ways and strategies of teaching the maths espcially if the Chinese kids get it, and the Malay kids don't. When the Malay kids don't, can we stop to think that perhaps we need to teach another way so that they get it. Again, T and T?
Get it?
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