EDITOR: We do the opposite of what needs to be done but expect the results we desire. Our pre-schools, Infant schools, lower secondary schools, children in slow classes, children with special needs, and beginning tertiary students need our best and most qualified and most experienced teachers. Yet we provide them with the least experienced and least qualified teachers. These students need individual attention and should be in smaller classes. Yet their classes tend to be large. The upper school tends to have smaller classes. The consequence of this is our foundation in education is being constructed poorly.

Large classes mean that many students with challenges may not have their needs met. Those with a tendency to deviancy have less opportunity to learn acceptable behaviour. It is known that the dropout rate from the large third forms is high at the secondary school level.

An inspection of secondary schools may show some of our best teachers engaged with small classes preparing students for external exams. The consequence of this is that the other students are elsewhere in overcrowded classes probably “giving trouble.” A more even distribution of students makes schools more manageable. Given the right environment, teachers will teach and manage their classes including counselling and dealing with disciplinary matters at the class level before they escalate.

The even distribution of students in classes makes them more manageable. Without discipline, learning will not occur. Teachers are visionary and can see the aptitude and interest of students and can guide them accordingly. Schools should provide guidance according to what students want to do. While schools should provide an opportunity to learn one or more practical skills, those without the facility can still foster development in the student’s area of interest by allowing them to do research in the area.

Another major problem is attempting to do too much in the limited time available. The timetable needs to be adjusted to guarantee that all students will succeed in English and Math. This may mean more periods and comprehensive reading programs. The future of the students is at stake, and they must be confident that they will succeed and will leave school with self-employable skills. When this is done the students will be less likely to live a life filled with crime and violence.

Anthony G. Stewart