The Sunday News
Charles Dube
WORKING in a safe and clean environment motivates learners. There is no effective learning when learners sit on damaged chairs and write on desks with rough surfaces. There is discomfort when learners use classrooms with no window panes especially when it is windy or on a rainy day. Schools infrastructure should be protected from damage. Learners should have a sense of belonging to their respective schools so as to protect all that is there for their own use and generations to come.
When all this is in order, there is no doubt that productive learning will take place. Parents and guardians, make sure that you monitor the progress of your children as they move from one stage to the other. If a child or learner is not doing well enough as she or he progresses in the different stages of learning, that is real, that will not just disappear overnight. Many learners do not work hard or put much effort in the early stages of learning in the vain hope that they will catch up with time.
But time flies, and the learners continue to sink in their performances. There comes a time of separating men from the boys. Certain subject combinations come into play and learners have to be separated by their abilities. Through previous performances it is clear that some learners cannot cope with commercials subjects, Mathematics, and pure Sciences as they go on with their studies hence they are advised to pursue other paths, maybe with practical subjects bias. There comes a clash of interests then, with the school suggesting which way the learner should take.
On the other hand, the parent and the learner want the other route. Learners are moving schools at the moment because there has been a misunderstanding on the choice of subjects to be taken. Schools are aware that with the advent of the new curriculum learners have the final say as to which subjects they want to do. It is not a secret that most of the learners who decided to move schools have not worked hard to withstand the pressure associated with a Science biased curriculum, as an example.
Learners cannot just decide to take up Science or commercial subjects when their performance is on the lower end of the scale. This is not to suggest that they cannot improve as most mature with age. Some are slow learners and improve with time. This is an undeniable fact. No learner is incapable of achieving something in life. Some learners who are academically challenged usually excel in practical subjects. However, as a nation we still have that old mindset where people looked down upon practical subjects in preference of white collar jobs.
Learners doing practical subjects like wood work, fashion and fabrics and metal work were scorned. People were obsessed with office work they thought offered higher financially rewards rather than outdoor work. Working out in the fields or farms was associated with people of little education. Back then so called F2 schools which emphasised on practical subjects were shunned with parents preferring to send their children to F1 schools which were mainly academic.
Teachers encourage learners to study and read widely. The new curriculum’s demands encourage learners to be knowledgeable in many areas. It is not enough for learners to stick to book knowledge they acquire in class only but should research to add to that knowledge acquired from text books. Well researched learners produce good work. Proficiency in subjects like English Language is very essential in learning as it runs across the curriculum.
Many subjects are taught in English and for learners to understand concepts they should understand that language of communication. The same applies to other subjects taught in whatever languages. Science learners should not be discouraged when spotted reading novels written in English.
Learners need to be taught to use appropriate language in all subjects. Various subjects have specific language which relates purely to them. Literature has its own terms which when used fully explain what is under discussion. Use of general language in literature does not help bring out literary answers hence they become weak. The same applies to other subjects, be it Sciences or any other. They have their own language which is used thereof. There should be no fear that learners will fail another subject because of language interference.
Learners have the potential to do up to more than 10 subjects and pass all of them. It is improper to instil fear among the students, stopping them from reading other literature not related to a particular subject. Learners need to be taught to understand subjects they learn and use relevant and appropriate language. Inappropriate language leads to weak answers, so learners, guard against that.
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