[etni] Re: Fw: The upcoming Lit. program
- From: "Adele P. Raemer " <raemer@xxxxxxxxxxx>
- To: <ask@xxxxxxxx>, "'Etni'" <etni@xxxxxxxxxxxxx>
- Date: Thu, 11 Jun 2009 08:13:15 +0300
Dear Esther (and anyone else who is interested)
Please see my comments in the body of the email - I will write in CAPS - NOT
because I am shouting or trying to be disrespectful, just so that my answer
can be clearly differentiated, since color will not transfer through the
ETNI monitor, I think.
>
> Excellent question!
> I've another couple to add:
>
> 1- Does ANYBODY "upstairs" care that this program will result in far fewer
> pupils passing the 4 pt. Bagrut exam ???Yoohooo, up there in ivory
towers--
> in "development towns," unlike Givatyim; Hertzaliya Pituach etc., our
pupils
> cannot afford English chugim ........I corresponded with an anonymous
participant in the HOTS hishtalmut this
year, who like myself, has taught weak four pointers for many years. She was
almost killed by criticism with remarks like,"Well, if they won't pass, then
they shouldn't be doing the four point bagrut exam in any case!" when she
mentioned our legitimate concern. This literature program (she wrote me) is
primarily geared to good five pointers and she has no idea how this program
can be implemented successfully in weak 4 point classes. This is extrememly
discouraging to the many teachers here in Israel who only through "blood,
sweat and tears" get pupils safely through the 4 point exam.
ADELE'S RESPONSE: _I_ DO _NOT_ LIVE IN AN IROVY TOWER, AND I AM VERY WELL
AWARE OF THE DIFFICULTIES OF STUDENTS IN THE PERIPHERIES. I PARTICIPATED IN
THE PILOT PROGRAM WITH A VERY BORDERLINE 4-5 GROUP. YES - SOME KIDS DROPPED
DOWN TO 4 POINTS TOWRDS THE END - BUT YOU WILL BE SURPRISED TO HEAR WHICH
ONES: IT WAS THE ONES WHO COULD NOT BE BOTHERED TO DO THE WORK! THE WEAKER
KIDS ACTUALLY MADE IT THROUGH WITH FLYING COLORS, AND DO YOU WANT TO KNOW
WHY? ANY KID WHO DOES ALL THE WORK (WE DID THE LOG) GETS A WONDERFUL GRADE!
MUCH BETTER THAN THEY WOULD HAVE GOTTEN ON A REGULAR F EXAM - AND BELIEVE ME
- THEY EARNED IT! THEY WORKED THEIR TUCHESSES OFF!
I AM SORRY YOU (Esther) WERE NOT PRESENT IN YOUR SCHOOL WHEN I CAME TO TALK
ABOUT THE LITERATURE PROGRAM - I THINK IT WOULD HAVE GIVEN YOU AN
OPPORTUNITY TO SEE WHAT IT IS REALLY ABOUT, THAT IT REALLY IS DOABLE - AND
PEOPLE WHO TAUGHT LIERATURE PROPERLY ALL ALONG FIND THAT NOT ONLY DOES IT
NOT GIVE THEM A LOT MORE WORK (AS MANY PEOPLE ARE WORRRIED ABOUT) BUT IT
GIVES THEM A CONVENIENT FRAMEWORK IN WHICH TO ORGANIZE THEIR TEACHING MORE
EFFECTIVELY AND EFFICIENTLY. AND ONCE THEY HAVE DONE THE HARD WORK, IN
FUTURE YEARS ALL THEY NEED TO DO IS TWEAK IT! THEY NEED NOT WRITE IT AGAIN
EACH YEAR IF THEY DO NOT WANT TO. I HOPE YOU TAKE THE OPPORTUNITY TO ATTEND
YOUR REGIONAL CONFERENCE IN AUGUST - YOU WILL GET A LOT OF INFORMATION
THERE, AND I WILL BE IN THE FIELD AND READY TO HELP DURING THE SCHOOL YEAR.
(ooo! I can stop CAPS locking now; The following is still me .....I thought
I would be writing interspersed but it was only the one quote in the
beginning - forgive me for not retyping the above) One of the best things
about what teachers come out of this program with is an updating/refreshing
/upgrading of methodological skills - and this has been told to me by
veteran teachers who have been in the field as well as teachers just out of
teachers' colleges! Another wonderful thing that has come out of this is
that Judy got the funding to update our programs, allot money for more
teacher training and enrichment INCLUDING counselors that go to the schools,
sit with the teachers, help them plan and can come in to see lessons and
guide even more. I do not remember a program that has gotten English
teachers so much training and support in the field! (And I have been
teaching for almost 30 years.)
Some of the complaints have come from the fact that things within the
program have been changing. This is a problem with any new program - and if
the Steering Committee had been MORE top down, and NOT taken into account
all of the feedback that they have been asking for from the teachers, things
might have been clearer For example, "personal response" would have stayed
in (it was removed at the request of the instructors who saw that it was
highly misunderstood and was a way to allow for a trimming down of the
program, which teachers had asked for). The pieces on the 5 AND 4 point
program would have been announced long ago - because the committee would
have simply chosen then - instead, they are building the literature program
after taking into consideration the recommendations that they asked teachers
to send in (over the Ministry site AND in each and every program that took
place this year). The questions for the different level tests would have
been finalized long ago, and all of this would have demanded much less time
from the committee. But THEN teachers would have been complaining that the
Steering Committee do not listen to them! Well, you know what? Democracy
takes TIME! So we can't have it both ways! The Steering Committee listens
VERY carefully, and have taken into account the feedback that participants
and instructors have given from the course. Constructive criticism is always
welcome! Bashing to take out frustrations gets no one nowhere fast!
Let's just say that this, too, was a pilot year. Rather than all the
complaining and bashing and criticizing, how about working TOGETHER to make
this program WORK - because it is in ALL of our best interests ESPECIALLY
our students'! I have seen with my own eyes, as a counselor, that there are
schools who have stopped teaching literature since it was removed from the
test, because they are "too busy teaching the modules". Oy!
Since this thread began yesterday, a number of teachers have written to me
personally (from the courses I have given) and said that they want to write
to the list, showing the "other" side... about the positive things THEY got
out of the program and the benefits they are reaping/expect to reap in the
classroom with their students, but they are wary to do so for fear of being
sent insulting remarks, or getting in trouble with the Irgun because they
were not supposed to have participated in the training program! Now what
does that say about us, as a "supportive" mailing list and group of
colleagues? This was what gave me the impetus to stop sitting on my hands,
biting my tongue and write this.
Regarding the Irgun issue I really do not "get it". I feel we are being
taken hostage! Since when does a teachers' union dictate a national
curriculum? Since when does a teachers' union dictate what courses teachers
are allowed to participate in for their own professional enrichment
(intellectual as well as monetary... to get a gmul with grade). You can take
a pottery course, but you can't take a course to help you improve your
teaching practices? Now that makes sense! (NOT!) (Yes.. then I WAS shouting
;)
Now if the Irgun wants to discuss the conditions under which we TEACH, and
if they want to demand more money for our very hard work, THAT is a
different kettle of fish! But what is being done now is misguided,
ineffective and counterproductive for all. Where are the intelligent, sane
voices of the Irgun English teachers, who should be getting Erez accurate
information about what needs to be done (improve our teaching conditions)
and what does NOT have to be done (stifle our professional enrichment and
our students' right to a well rounded education that includes literature -
as it has supposed to have done all along)? I would be happy to speak to
him... but I am Histadrut.
That's enough for me - I have too much work waiting for me - but THIS, I
felt, was really important.
All the best
Adele
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