Trying to improve the quality of education – be it in a school or a cluster or an entire system – can be full of \’land-mines\’ exploding unexpectedly, leaving you with confusion all around you. Here are the top ten \’confusion\’ land-mines:
- It is only when I teach that children will learn, isn\’t it?
- Don\’t we have to guide children and show them the way?
- I\’m not biased, am I?
- Can all children really learn?
- We can\’t teach different children different things in the same classroom, can we?
- If only the teachers started working, wouldn\’t all problems of school education be solved?
- If I turned out OK, how can there be much wrong with the education system?
- If children start thinking by themselves and \’constructing\’ their own knowledge, what is the role of (and the need for) the teacher?
- If we don\’t discipline children and correct their \’errors\’, won\’t they turn out bad?
- Isn\’t the curriculum the same as the textbook that has to be \’covered\’?
- In-service teacher training workshops can transform teachers, isn\’t it?
- Testing is the best and the only way to find out if children have learnt anything, isn\’t it?
- If one\’s education doesn\’t help one get a job, what good is it?
- Researchers and academics know best about classroom processes, don\’t they?
Actually the list is longer than ten – pick out your own top ten! (You can include ones that are not here)
Also, who\’s the one confused? You, or the others? And is there anything that can be done?