Form Six classes: Tie up the loose ends
MRKPublished: Nov 16, 2009 3:27 PM | Updated: Nov 16, 2009 4:00 PM
The current issue of Form Six has been highlighted in major newspapers and warrants some explanation. Let me look at the issue first from the students’ viewpoint and then from the teachers’ (lecturers’) viewpoint.
As a student, it is understandable that there are some issues that have to be ironed out. The first issue is that Form Six students have to stay back till 3.30pm and in some schools even till 4pm. The hours are really long.
Some schools do not have the proper infrastructure needed to allow the students to stay till 4pm. The second issue is that lunch is sometimes not provided in the school canteens and in some instances, even though it is provided, it is not appetising.
Imagine lunch being cooked at 11 in the morning and the students having lunch at 1pm. The food is cold. Sometimes hygiene is not practiced. Students who are hungry are unable to concentrate in class.
The third issue is transportation. Not all students can afford to take the public bus home. Some are really poor. This is an additional cost for the parents besides having to pay for lunch and breakfast.
Now let’s look at the issues one by one. To avoid the confusion of studying hours, all Form Six students can be placed in one school to streamline the studying hours. Currently, some schools allow students to go home at 1.30pm whereas some schools allow students to go home at 4pm for four days.
There is a lot of dissatisfaction among students and the teachers as well because of some loose guidelines by the Majlis Peperiksaan Malaysia. MPM should lay down the conditions and clarify what they intend to do in the next five years.
Long hours can be better utilised by students by preparing for presentations and group discussions. This is what is required to produce students who are creative and innovative and are able to think critically.
The government’s policy of creating students who are on par with the matriculation students is something that all of us have to respect. Any policy that is implemented requires a minimum of five years to see the results. This is just the first year. Give it due time and the problems will be overcome.
To overcome the problem of food, schools should better prepare themselves to cater for their Form Six students. Parent-Teacher Associations can help in subsidising lunch for the students.
The school concerned must make sure that students are given a proper lunch. This can be done if the teachers and students have their lunch together. A ‘1Canteen’ policy should be practiced in schools.
In terms of transportation, students should be given a discount card if they take the public bus. Currently, only students taking the trains are given a discount. Why not extend this much-neded discount to buses as well?
Looking at it from the teachers’ viewpoint, MPM has gone on a road show for some time now and they have explained to the teachers what Form Six entails. Some of the ‘goodies’ given to the teachers who intend to teach Form Six were a promotion from the present grade they are in.
Teachers who are on the DG 41 scale will be promoted to DG44 in five years. They only teach 16 periods per week and they have minimum marking because of their class size. Some schools have only five students in a Lower Six class.
This is far outcry from normal teachers who have to wait for 10 years for a grade promotion. They teach between 28 to 30 periods per week in a crowded classroom. In terms of co-curricular activities, the Form Six teachers also oversee activities carried out by the students.
Bur some teachers are hardly present during these activities. The non-Form Six teachers are not only teacher advisors, but they are the ones planning for the students and guiding them every week.
The Form Six ‘goodies’ sounded really promising and many accepted the offer without giving it a second thought. Then came the implementation stage. Teachers were still not sure of what was expected of them. Some schools implemented the guidelines set forth by the MPM strictly. Some schools were still in a fix.
Then, MPM gave the teachers two weeks to accept or reject the offer. At this stage, most of them accepted the offer knowing very well what they were getting into. Once the offer letter came, teachers started comparing how one school implemented the guidelines compared to another.
Of course, the one that required the minimum input gained popularity. Schools were implementing working hours according to their whims and fancies.
Currently, Form Six teachers are beginning to take the upper hand in deciding what they will do with the students after 2pm in the afternoon. Some teachers refuse to let the students go for lunch in the hope that they (the teachers) can go home earlier.
There are many loose ends to be tied up. For a start, MPM should come out with a circular and not just a guideline for Form Six teachers. Teachers should be given a second option with the new circular. If we are to produce a world-class mentality, teachers should be at the forefront.
There are many dedicated teachers out there and I respect them. But for those who only seek monetary gains and less work, I think it is time you left the profession.
As a student, it is understandable that there are some issues that have to be ironed out. The first issue is that Form Six students have to stay back till 3.30pm and in some schools even till 4pm. The hours are really long.
Some schools do not have the proper infrastructure needed to allow the students to stay till 4pm. The second issue is that lunch is sometimes not provided in the school canteens and in some instances, even though it is provided, it is not appetising.
Imagine lunch being cooked at 11 in the morning and the students having lunch at 1pm. The food is cold. Sometimes hygiene is not practiced. Students who are hungry are unable to concentrate in class.
The third issue is transportation. Not all students can afford to take the public bus home. Some are really poor. This is an additional cost for the parents besides having to pay for lunch and breakfast.
Now let’s look at the issues one by one. To avoid the confusion of studying hours, all Form Six students can be placed in one school to streamline the studying hours. Currently, some schools allow students to go home at 1.30pm whereas some schools allow students to go home at 4pm for four days.
There is a lot of dissatisfaction among students and the teachers as well because of some loose guidelines by the Majlis Peperiksaan Malaysia. MPM should lay down the conditions and clarify what they intend to do in the next five years.
Long hours can be better utilised by students by preparing for presentations and group discussions. This is what is required to produce students who are creative and innovative and are able to think critically.
The government’s policy of creating students who are on par with the matriculation students is something that all of us have to respect. Any policy that is implemented requires a minimum of five years to see the results. This is just the first year. Give it due time and the problems will be overcome.
To overcome the problem of food, schools should better prepare themselves to cater for their Form Six students. Parent-Teacher Associations can help in subsidising lunch for the students.
The school concerned must make sure that students are given a proper lunch. This can be done if the teachers and students have their lunch together. A ‘1Canteen’ policy should be practiced in schools.
In terms of transportation, students should be given a discount card if they take the public bus. Currently, only students taking the trains are given a discount. Why not extend this much-neded discount to buses as well?
Looking at it from the teachers’ viewpoint, MPM has gone on a road show for some time now and they have explained to the teachers what Form Six entails. Some of the ‘goodies’ given to the teachers who intend to teach Form Six were a promotion from the present grade they are in.
Teachers who are on the DG 41 scale will be promoted to DG44 in five years. They only teach 16 periods per week and they have minimum marking because of their class size. Some schools have only five students in a Lower Six class.
This is far outcry from normal teachers who have to wait for 10 years for a grade promotion. They teach between 28 to 30 periods per week in a crowded classroom. In terms of co-curricular activities, the Form Six teachers also oversee activities carried out by the students.
Bur some teachers are hardly present during these activities. The non-Form Six teachers are not only teacher advisors, but they are the ones planning for the students and guiding them every week.
The Form Six ‘goodies’ sounded really promising and many accepted the offer without giving it a second thought. Then came the implementation stage. Teachers were still not sure of what was expected of them. Some schools implemented the guidelines set forth by the MPM strictly. Some schools were still in a fix.
Then, MPM gave the teachers two weeks to accept or reject the offer. At this stage, most of them accepted the offer knowing very well what they were getting into. Once the offer letter came, teachers started comparing how one school implemented the guidelines compared to another.
Of course, the one that required the minimum input gained popularity. Schools were implementing working hours according to their whims and fancies.
Currently, Form Six teachers are beginning to take the upper hand in deciding what they will do with the students after 2pm in the afternoon. Some teachers refuse to let the students go for lunch in the hope that they (the teachers) can go home earlier.
There are many loose ends to be tied up. For a start, MPM should come out with a circular and not just a guideline for Form Six teachers. Teachers should be given a second option with the new circular. If we are to produce a world-class mentality, teachers should be at the forefront.
There are many dedicated teachers out there and I respect them. But for those who only seek monetary gains and less work, I think it is time you left the profession.
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