法情

讓教育回歸基本


教師有“人類靈魂的工程師”之美稱。但是隨著時代的變遷，教育制度的改變，教師的工作已變質，他們不再有時間專注教育學生成為身心靈都健全發展的下一代。

教育部通過各項師訓課程，包括大學文憑班和教育學士課程，讓有興趣加入教育界的人士能透過有效的管道接受培訓，並在培訓結束後，能為國家教育出優良的下一代。但是，許多教師卻無法學以致用，發揮所長，只能日復一日地重複著令人疲憊，並對學生們的學習毫無幫助的瑣碎工作。

有的教師除了教學，還得兼任考試組秘書、科委秘書、校內評估試秘書、家協秘書，再兼制服團體秘書；不是今天開會明天參加培訓，後天寫報告，大後天收費，天天處理校內與學生的瑣碎事務，每天如此“不務正業”，哪還有時間備課與訓練學生參加校內外的比賽？國家盡心盡力地培訓有素質的教師，但教育環境不允許教師貫徹教學理念，一切還是歸於零。

教師的工作時間從早上7時至下午或傍晚。回家後，並不代表工作時間已結束，有者教師因在校工作繁忙而沒時間批改作業或備課，而需要回家“加班”，甚至需要花費時間完成許多瑣碎並毫無意義的文書工作。試問，在這樣工作環境下的教師還能有多餘的時間與精力確保學生們的身，心與靈都得到健全的照顧嗎？我們國家未來主人翁的人格發展能不令人擔憂嗎？
近年，教育部要讓學生們在快樂的環境下學習，成為一個身心都能健全發展的全人。但是，如果學校環境並不允許教育工作者專心教學，當個快樂教師。試問，他們還有能力讓這“快樂學習”的理念成功推行嗎？由於工作的變質，導致現今的教師們只能在課堂內教完課程綱要，並確保所傳授的知識足以應付考試。這只把學生們訓練成考試機器人的教育方法，完全與正規的教育理念背道而馳！

教育部應讓教育回歸基本，凡事考量都以學生的學習為基礎，把任何對學生毫無益處由教師兼任的瑣碎文書工作從簡。據筆者所知，學校裡大部份需要教師們勞心勞肺去準備的資料或報告都對教學與學習進度毫無幫助。既然這樣，那為何不簡化呢？簡化學校的行政安排，簡略不必要的文書工作與減省文件工作，讓教師不需因為這些文書工作而嚴重影響教學，應考慮聘請行政人員，處理校方的行政工作。學校也應有系統地規劃分工，不會出現讓一位教師同時擔當多項職位的情況，而成為名副其實的秘書，虛有其表的教育工作者。除此之外，校方也應儘量減少會議次數和縮短會議時間，讓教師們不會因為會議時間而耽擱工作或造成精神疲勞。

政府應重新檢討現今的教育系統，讓教育回到最初的目的，唯有快樂的教師，才能有快樂的學生！


星洲日報／言路‧作者：薏仁‧ 2011.03.22

還老師教學使命



許多教師讀了薏仁君發表的〈讓教育回歸基本〉（23/3/2011《言路》版）一文後，都會和我一樣，感觸良多！

回想剛開始教書生涯時，大家都雄心萬丈；但如今在老師臉上看到的只剩下疲憊、焦慮、不安，甚至對未來教書生涯充滿恐懼和壓力！是誰造成了老師那麼大的心理壓力？是誰讓全國老師失去那份教學樂趣？
老師最基本的責任在於傳授學生知識，灌輸學生良好品德，但不懂甚麼時候開始，老師的身份卻變了，個個都成了書記，永遠有忙不完的文書工作！

老師們見面的話題不再是教學方法或分享經驗，而是忙著追問各自的報告如何做？文件如何處理？文件如沒處理好，晚上睡也不安，老擔心第二天一早隨時有幾個教育官員或督學到學校，自己又要受到一頓斥責！

每每翻看報紙知道教育部又推行新計劃時，老師無疑又增加多一份壓力，因接踵而來的將是忙不完的文書工作！許多老師們都把時間花用在“完成報告”，已經沒有時間用在學生身上了。

不久前，一個老師跟我說：“教書的日子越來越難過了，接下來還有一大堆新政策，又不知道要老師準備甚麼文件了，我想到都怕啊！”聽到這番話，心裡真的感同身受。原本神聖的教書工作，現在竟然淪落如此，是誰讓教育工作走上了這種地步？

學生的學術和行為表現不正是最實際證明教育的實效嗎？為何只一昧要數據來證明老師的教學成效？

一個個知書識禮的學生難道就比不上那些白紙上造假的數字嗎？



星洲日報／溝通平台‧讀者：一心‧2011.03.30
http://opinions.sinchew-i.com/node/18748

傾聽教師心聲


薏仁君的〈讓教育回歸基本〉一文（23／3／2011《言路》版）一文，道出現代老師所面對的問題，點出教育系統的弱點。

的確，現在教師除了教學之外，還得兼任許多非他們所專長或熟悉的文書與行政方面的工作，尤其是那些身為每一班的精神人物的班主任，不僅得兼任文書或行政的工作，還要在上課時間內向學生收取各類的收費，而且也需登記學生們想訂購的各種讀物，還有太多太多的

瑣碎工作，結果學生學習的時間和教師教學的時間就這樣被剝奪了，使到教師無法專心教學，更因時常要向經濟能力輕差的學生催收遲交的各種費用才可結賬而增添壓力，令心情不佳，身心疲憊，如此的教學環境如何能當個快樂的教師呢？

同時，教育部也時常要教師出外參與培訓或出席會議，許多華小常在面對師資不足的情況下，一旦有教師出外開會或培訓時，在校有空節的教師就會被安排代課，因此而耽擱了批改作業的時間了，以致長期把作業拿回家“超時”工作，而對出外開會的教師來說，其教學計劃也因此而被打亂，而且回來時又需匯報或寫報告的，不只耽誤了教學進度也搞到身心疲憊不堪，又如何能釋放出其教學熱忱和發揮所長呢？

在讓教育回歸基本的課題上，我想提出4點可行的方法如下：

一、聘用助理協助校長與3名副手處理行政工作。為讓教師們有足夠的時間進行教學工作，而不再兼任文書或行政工作，教育部應為校長和其3名副校長各聘一名特別助理協助他們處理文書和行政工作，勿再假手於教師們了。

二、成立一個部門專司收費與販賣部工作。其實教師在課堂上收取各種繳費和售賣各類讀物是十分花費時間和費神的，若要教師專心教學，不再“不務正業”的話，成立這樣的一個部門是勢在必行的。

三、減少教師參加會議次數。學校行政當局應時時提醒自己，教學才是教師的專業，應讓教師們有更多的精力和時間進行教學計劃，因此減少教師參加會議的次數和縮短會議時間是必要的；其中一項可行的方法是先由4位行政人員一起開會，之後根據需要才召見有關的教師來討論或開會，或把會議的結果以白紙黑字公告全體教師會議的決定；如此這般才可減少教師參加會議的次數。

四、由教育部派官員到校給有關的教師培訓。向來教育部都有許多的培訓計劃要老師花費時間、精神和金錢奔波到外去參與培訓課程，結果教師又無法專心教學了；其實教育部並不一定每次都需勞師動眾召集教師出外培訓，有時也可委派官員到每一間學校或同一區的學校去為有關的教師進行培訓，相信在一個官員對幾個教師的培訓計劃下，可取得更有效的成果。
希望政府能重視教師們的心聲，給教師們安心做回他們的專業是當前急務，否則政府所投入的大筆教育投資只能收事倍功半的成效。



星洲日報／言路‧作者：長工‧2011.03.30
http://opinions.sinchew-i.com/taxonomy/term/10

休闲对语文教师，更是个大问题。人需要打球、看影视、旅游等休闲生活，而最不可缺的是读书。“阅读，横卧在精神生活的门口”，如今是学习型社会，语文教师更不能没有书卷气。缺乏书卷气，教学就会肤浅、浮躁、底气不足。

……疏于读书，是当今语文教学改革和教师专业成长最大的制约因素。

——摘自钱正权《教师的休闲》

没完没了的琐碎文书工作与报告，教师还有时间阅读吗？
在连绵不绝的怨气、怒气和叹气声中，教师还有闲情培养书卷气吗？

回顾旧闻，似乎没多大改变……

Passion of teachers doused by system

May 13, 2010


MY wife is a secondary school teacher, serving to educate the young for more than two decades with full dedication. However, her passion withers as time goes on.
The reasons are:

> Uncomfortable working conditions. She has to share a table with another teacher in the afternoon session. Imagine an area of 90 x 24 ft accommodating more than 100 teachers without air-conditioning. Teachers are sweating not only in the classroom but also in the stuffy staff room. Today, even clerical staff enjoy better working conditions in offices.

> Meetings and co-curricular activities are held on most Saturdays, unlike for other civil servants. I work outstation and am only home during the weekends but weekends are no longer a family day because my poor wife and children have to go to school for activities.

In March, my wife had to go to school for a staff meeting and in-service training on the first Saturday, carry out uniformed society activities on the second Saturday, and attend marching competition on the fourth Saturday. In April, she had to attend the prize-giving day on the second Saturday, gotong-royong on the third Saturday and replacement for Hari Raya holiday on the fourth Saturday.

> Unnecessary clerical work such as filling forms, making data entries, issuing receipts for payment of school fees. Imagine she has to issue four handwritten receipts to each student in her class and record the details of each receipt in various forms.

> Only Maths and Science teachers have been provided with laptops. Teachers who teach other subjects have to buy their own. As there are limited computers in school, teachers at times have to fight to use the computers to meet deadlines.

> Attending courses. Many a time, my wife was directed to attend courses outstation at short notice simply because the letters arrived late at the school. How would you expect a teacher, being a mother and a wife, to just put aside her work in school and leave her family just to attend these courses?
This is only a sneak preview of my wife’s job. When we got married, I thought she would have time to devote to the family. I did not mind that she earns a meagre salary compared with those in the private sector. But it looks like the perception I had that my wife would have more time for the family no longer holds true as she has to spend such long hours in school doing paper work and giving extra classes to examination classes.

She has to stay up at night to mark exercises and test papers. While other civil servants get to enjoy their family days during weekends, why are teachers the exception?


TEACHER’S HUSBAND,
Kuala Lumpur.


http://thestar.com.my/news/story.asp?fi ... &sec=focus

Study on Workload of teachers

June 2, 2010


THE Education Ministry would like to refer to “Passion of teachers doused by system” (The Star, May 13).

The ministry cares for the welfare and safety of teachers and has taken note of complaints that teachers are burdened by extra responsibilities, including administrative and clerical tasks that hinder their main duty of educating students.

In view of the issue, a Special Committee Teachers’ Workload Survey has been formed to study the extra workload handled by teachers nationwide. The special committee has invited teachers, principals, and district and state education officers for their feedback.

At the same time, the ministry is aware that inadequate space in the staff room of large schools is causing discomfort to teachers.

Annually, the Government allocates more than 26% of the national budget for school infrastructure development in its effort to ensure the country’s education system is more holistic, as practised in developed countries.

The school infrastructure development plan needs to be balanced between the academic and social needs of students and teachers.

CORPORATE COMMUNICATIONS UNIT,
Education Ministry.


http://thestar.com.my/news/story.asp?fi ... &sec=focus

Ministry’s survey on workload a further burden on teachers

04 Jun 2010



I REFER to “Study on workload of teachers’ (The Star, June 2). The Education Ministry has formed a special committee to study the extra workload handled by teachers nationwide.

The ministry is aware and concerned that teachers are burdened by extra responsibilities, including administrative and clerical tasks that hinder their main duty of educating students.
Presumably, before any findings and recommendations can be made, a survey in the form of data/information collection will have to be carried out in some schools. Teachers concerned will be asked to answer some questions; some may even be interviewed.

This, ironically, is exactly the “extra workload” teachers are complaining about. Of course, it is understood that data/information collection is an essential part of the problem-solving process.

But, first and foremost, it must be recognised that most of the extra administrative and clerical tasks that teachers have to handle do not originate from their own schools. They are mostly directives from the District Education Office (DEO), State Education Department (SED) and/or the Education Ministry itself (MOE).

The myriad of studies, surveys, reports, projections, proposals, feedback, estimates and plans, etc, conducted, formulated and requisitioned by these “higher authorities” continue to filter down to schools throughout the school year. There seems to be no end to these requests.

They may be for different surveys and studies, but the same basic data/information is always required in addition to the other specifics. And so, teachers are made to furnish this basic data/information again and again.

With all the computer facilities available, why is there not more coordination and better storage and dissemination of basic school data and information at the district, state and national level? Or, are the officials involved taking the easy way out – just get it from the schools (again!)?

This seemingly uncoordinated and chaotic dishing out of directives causes much unhappiness among teachers.
Sometimes, officials in the DEO/SED/MOE are seen to be doing certain surveys, studies or proposals more to justify the relevance of their office rather than to meet the real needs of schools under their charge. No wonder teachers feel that filling in those forms or questionnaires is a sheer waste of their time.
The ministry should clean up its own house by conducting an audit of the work it had been dishing out to schools. Such work should be school-focused and there should be better coordination all round. Redundant and ad-hoc approaches must be avoided.

The Education Ministry should not further “burden” teachers with yet another set of survey questionnaires to find out what is actually “burdening” teachers!



LIONG KAM CHONG,
Seremban.

http://thestar.com.my/news/story.asp?fi ... &sec=focus

Ministry’s survey on teacher’s workload

20 June 2010


Ministry of Education (MOE) would like to thank Liong Kam Chong, from Seremban for his concern through his article, published in THE STAR newspaper dated 04 Jun 2010 on the issue of – “Ministry’s survey on workload a further burden on teachers” pertaining teachers’ work load which are burdening them.

The importance of conducive working environment in any education facility is undeniable. Providing conducive learning and working environmental for all in the school premise is of upmost important and must be advocated. Teachers are no doubt prominent to the growth of the nation and sensitivity to improvement of their welfare will always gain attention from the MOE. Its importance can be discerned in various steps already taken by the MOE to improve teachers’ welfare. The officials at the District Education Office, State Education Department and Ministry Of Education carry accountability responsibilities to monitor the implementation of the education policy. Thus, support and cooperation from all education officials are highly required and welcomed in assisting the implementation of the education policy.

The MOE has formed a special committee that study teachers’ welfare particularly on teachers’ work load and the findings to this study will definitely help the MOE to further improve teachers’ working environment. The committee has outlined suggestions to reduce the teachers’ work load and among the suggestions:

• reduce the number of students per class;
• reduce the number of committees at school level;
• review the number of examinations and test carried out;
• restructure clerical task in school;
• coordinate courses attended by teachers at the Ministry level to avoid overlapping of attendance;
• ensure enough replacement teachers to relieve teachers on maternity leave or attending courses;
• fair work load distribution to all teachers in school and not only to a certain group of teachers;
• two additional clerks in schools of more than 500 students; and
• Award autonomy to schools’ administration to decide involvement in any program organized by other than MOE without being sanction.


http://www.moe.gov.my/?id=168&aid=1100

老师们别淹没在怨气、怒气与叹气声中，请保留精力来“养气”。且听李玉丽老师怎么说……


说说语文老师的“养气”

作者：河北省玉田县第三中学　李玉丽


市场经济决定社会的优胜劣汰，也必然的导致日益激烈的职场竞争。我们语文老师也得不断增强综合实力在竞争中站稳脚跟。在感叹那些名师的卓越风采，羡慕同事的骄人业绩时，你有没有想过与他们的本质差别在那里？是自己的学历？是外在的环境？还是学生？都有，但非本质性的区别。我认为：成就一个优秀语文老师的是他的“气”。

记得宋朝苏辙在《上枢密韩太尉书》中就提到过并论述过养“气”的重要性。“文者气之所形，然文不可以学而能，气可以养而致。孟子曰：我善养吾浩然之气。”

大概意思是说：我以为文章是作者气质、性格的显现，然而文章不是学了就能写好的，气质却可以通过加强修养而得到。孟子说：我善于培养我的浩然正气”。

“文 者气之所形，然文不可以学而能，气可以养而致。”强调了后天的学习和修养。苏辙指出，一方面在于内心的修养，例如孟子善养浩然之气；另一方面依靠客观的阅 历，例如司马迁的“行天下，览四海”。文中，苏辙提出的“文气说”，强调后天实践对文学创作的重要性，丰富和发展了中国古代关于“文气”的文学理论，九百 多年来，这篇佳作一直传诵不衰，深受人们喜爱。

由此，我想到“教者气之所形，然教不可以学而能，气可以养而致。”语文教师更应注意养气。语文老师的“气”是什么呢？

有这样的几幅画面浮现在眼前：时任北师大副校长兼中学语文特级教师程翔，在我市一所重点中学现场讲朱自清的《背影》，听他的课，让人觉的舒服极了，一切的解读以学生的感知为中心。和学生的互动贯穿始终，教师不是明星，不是主宰，只是这节课的普通一员，只是比其他同学站得高些。他的平易近人，幽默到位的点评，点燃一个又一个思想的火花。在场的所有人都浸润在浓浓的亲情之中，尽享美文带来的无尽美感。这是大智慧的表现——幽默、平和。

还有一次，我有幸参与了河北省优质课的评选。我看到来自省内四面八方的诸多年轻教师的 风采。她们有的大方儒雅——就像荷花一样亭亭玉立，静静绽放，不贪图热闹却叫人由衷喜爱和欣赏；有的朴实无华，似路边的野花随处可见，但也不失纯真、自然 的本色；有的像百合花——洁净、肃立。言语干净得没有一点修饰，使人直击事物本质；有的似牡丹般雍容典雅——语言华丽，让人应接不暇。还有的像玫瑰一样， 燃烧着智慧和激情……

还有我们学校的教坛新秀马术霞，若说她有多么精湛的教学艺术，恐怕还谈不上，她没有一些老教师的渊博，也没一些中年教师的经验，但她却取得了让人瞩目的成绩：市级优质课一等奖、市教研员。走进她的课堂，你会发现，她早已把热情变成了热爱，把职业变成事业去做。她了解每一个学生的个性和心情，鼓励的话语、欣赏的眼光总是在她的课堂里流淌。似春风吹过，温暖每个学生的眼睛，似雨露滴落，滋润每一个学生的心田。在她的引导下，学生们把学习语文变成了一种习惯，师生们的口头禅是：在我们的语文学习中……

教坛是盛开的百花园，千姿百态，不胜枚举，各有千秋，但实质又有相同之处——“热爱”，热爱学生，热爱语文，热爱教育。因而才能在课堂上活力四射，成为教坛“奇葩”。

如何培养语文教师的“气”呢？我想仿照先贤苏辙的理论：一方面加强自身修养，一方面增加阅历。具体做法可有：

１、牢固树立献身教育的思想。因为思想决定行动，没有坚定的信念做航标，人生的航船很容易就迷失了。
２、多听课，尤其是名师的课，汲取现场经验，榜样的力量是无穷的。
３、在各种情况下上公开课，“实践出真知”百炼才能成钢。
４、多充电，广泛阅读教育杂志、文学名著。更新教学理念，加深文化底蕴，开拓视野。
５、读万卷书，还要行万里路。也学苏辙广交益友，走进社会生活，真正开拓人生境界。

相信每一位追求卓越的语文教师也会走出属于自己的路，培养出自己独特的气质，在课堂彰显平和、睿智、激情本色，挥洒自如，张弛有度，让我们的学生在和谐愉悦的氛围体验读书和思考的快乐。


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一個個知書識禮的學生難道就比不上那些白紙上造假的數字嗎？


对……难道要培训出“为了做而做，为了考试而考试的学生吗？”
来自内心真正地学习，才会一生受用……
从心里的感动，才会牢记一生。