Yet schooling system is denounced for structuralism, banally plotted by social elites, is pursuing to make young learner submissive working-class in the name of modem man instead of injecting adaptive leadership. It trains our kids to think, write and express in a certain way as the social elites love to instead of freeing their mind, emancipating their thinking and boosting their writing talents. Alongside, the incapacity of schools and inability of pedagogues to implement modern teaching-learning process, teacher-parents utter attention to grade except harmonious development and the inefficiency of mid-level and bottom-level bureaucrats guiding the schools properly are the dominant challenges. Additionally, recent extensive engagement of school-teachers in different political rally, voter listing and opening bank account for students and such several extra teaching activities are escalating work load except accomplishing quality of education.
However, one of the common challenges in the primary school is—lion portion of students cannot read and write properly either in Bengali or in English even after finishing 5 years of primary education. Freehand writing, despite being the core competency of 21 century, many students are struggling to write at least a short paragraph in Bengali or few lines in English on a simple topic. Except attaining magnificent enrolment, quality in primary education is once in the blue moon. Despite dozens of government’s initiatives and frequent policy changes, existing pedagogy could not emancipate students learning potentials; freeing their mind instead it confines them as a frog into a narrow wall where it is substantially alive but psychologically imprisoned.
Except attaining magnificent enrolment, quality in primary education is once in the blue moon.
This piece is sought to answer—why the world-class writing competency is unearned in the primary schools? And what are its encumbering snags? Here are some key discoveries. Firstly—our pedagogy is clichédly lecture-based and the pedagogue and the education policy constantly concentrated on summative assessment that encourages students to memorize text except instilling insights which are unconducive to boost creative, critical and independent thinking, enriching analytical skills and evaluative competency. Secondly—students barely get freedom in the classroom to write whatever they want. Additionally, they are seldom appreciated for their free writing and often vituperated for their mistakes.Thirdly—except frequent copywriting, no effective schooling strategies are conducted in the classroom to boom students’ freehand writing. Pedagogues usually impose a structure of writing with obscure instructions where little kids become afraid of making mistake that conversely cutbacks self-sureness to solve problems independently. Fourthly—the classroom teaching is hardly child-centered and the young learners are not addressed and provoked as the writer. Elsewhere, lack of classification of students based on advance and slow performance and lack of need-based extra support, for those who starts to legged behind, is scarce in the schools due to insufficient time and lack of space, large number of students etcetera. Finally—inside and outside of the classroom, students get fewer opportunity to read additional story books except textbooks that confiscated them into an uninteresting learning world. For too long, writing instruction has been difficult or obscure or irrelevance to practicality with our kids is experienced.
The Bangla languagebased teaching-learning contents on online are very scarce and due to incapacity, many teachers unableto use foreign languagebased materials.
Writing often is taught as detached subject, as a number of discrete skills—thesis sentence, topic sentence, closing sentence etcetera or teach through sequences of prompts, which stimulate interesting ideas but don’t enrich plentiful skill building. Unfortunately, the writing interventions—scaffolding, developed to support struggling students—have been yet few and far between.Unfortunately, learning web is scarce in our academia where everyone shall share their experience, accumulate materials and get support as needed. Except for a few internet-based initiatives, the local network of teachers’ engagement and norms or reciprocity is very vital. The sub-cluster training is good initiative indeed; however, it is not rigorous and holistic due to insufficient number of training, lack of focus on writing workshop, lack of innovation and confiscation with formalism. The Bangla language-based teaching-learning contents on online are very scarce and due to incapacity, many teachers unableto use foreign language-based materials. Elsewhere, having training on a particular subject, many teachers do not execute it in their classroom due to either lack of capacity or lack of performance-oriented organizational culture. Now the question is isn’t it time to reinvent the pedagogy?
The writer is a Fellow of Teach for Bangladesh (TFB). (He can be reached out through the email: firstname.lastname@example.org)