The Jamaica Star :: Commentary :: Students short-changing themselves

Elgin Taylor, Freelance Reporter

The Education Regulation stipulates that students in our public schools should get five contact hours of instruction daily. This in essence points to curriculum-based timetabled instruction.

Generally speaking, in the present day system, students do get this allotted time. However, a significant portion of it has nothing to do with the regular curriculum.

Much of this time is taken up in the principal's or the guidance counsellor's office as they try to unravel a myriad of complaints dealing with fights, quarrels, sexual advances, bling apparel and numerous other forms of misdeameanours.

If a decade or two ago the principal's job was seen as being unpredictable, today it is even more so. The job not only functions in a random manner, but it is downright dangerous as well, and the school environment has been equated to a battle zone.

Such was the sentiment expressed by former president of the Jamaica Teachers' Association, Hopeton Henry. In a radio interview just over a year ago, he made the point that going to school was like going to war. The former president is the principal of Seaforth High School in St Thomas.

Loss of precious time

Precious time is being squandered because of the poor behaviour of the students. There are those who have criticised extra classes but, viewed in this context, it is justified. The students need all the time and help they can get.

I must also make reference to the fact that the shift system does not bode well with the instructional time of the students. Under the shift system, students can look forward to an official designation of four hours. However, after making allowance for stoppages due to disciplinary matters, it comes down to far less.

The reality

Students must be made to realise they are hurting their chances of a good education by their unruly behaviour. Students who are well behaved also suffer as a result. It disrupts the classes and confuses the teachers.

Small wonder that these teachers often complain of not having enough time to complete the syllabuses. This later shows in their exam results, be it the Grade Six Achievement Test (GSAT), or Caribbean Secondary Education Certificate (CSEC), though the latter is more pronounced.

In this situation, there is the need for all kinds of interventions and behaviour modification techniques. But one may argue that the teachers have been doing this all these years without much success.

To that I can only say, 'do not dispair, soldier on, and please call to mind the teachers' penchant for stick-to-ittiveness.'