The Children Living in the Distant Regions Needed to Have Teachers Who are Better Trained, the Distant Region Schools Should NOT be a “Training Field” for Teachers

The government really needs to RE-THINK the policies on placing the inexperienced instructors into the distant-region schools, because the students need teachers who are more experienced to teach them there, from the Front Page Sections, translated…

The legislative department’s “plan for development of education in the distant region schools” mentioned the items of signing of contracts, increased benefits, reducing the paperwork, and free or reduced rents for the dormitories, this “cocktail’ policy may be prescribed for the politics, and is very much enticing, but, the considerations were from the angle of the benefits of the school teachers mostly, they’re treating the distant schools as a training field for instructors, and totally neglected the students’ right of an education.

The issues of the less-experienced instructors, the surrogate teachers being populated, and are clearly, less experienced in teaching, this is very unprofessional.  The teachers who taught at these distant region schools may not be unpassionate, or not focused on work, but, the core issues of the quality of education being provided, is the focus of the teachers’ teaching manuals.

The first-time instructor, upon arriving to the school, whether or not they worked in the offices, or in class, they’d all needed to, readapt themselves to the environment, to the systems of organization, and they’d needed to spend long hours to prepare the lesson plans, to hold parent-teacher conferences………for a first timer, they may be very hardworking, but, they may not be able to, get everything done in time.

In a fully developed system as a first-time instructor started teaching, there would be enough personnel, with the right amounts of training, with the support from the senior teachers and peers.  On the contrary, the teachers with the experiences still needed the time, to get familiarized with the environment locally, but, in the classes, s/he can only, rely on past experiences and trainings, and the daily classroom management done well, the instructor will have the mind to spend on developing new measure to teach, and be able to pass the methods of teacher to those who came after, leading the students to get a broader perspective of life, and the instructor’s dedication to her/his work, can put the local areas on the map, creating multiple winners.

The education of the citizens is the education of the relays of instructors, the lower grade level instructors hadn’t set the foundations right for the students, and in the upper grades, the instructors can only, do the reteaching, to help the students catch up…and the students, fall behind, way before the competitions started.

Many years ago, the Gate’s Foundation proved, that better education means better teachers: an outstanding instructor, in a low-income region, can in a year’s time, help the students increase their skills level by a year and a half, and yet, a teacher who couldn’t teach, in a high-income region, can only manage to get the students half way to where they’re supposed to be in a year’s worth of teaching.

The quality of education lies strictly on the instructor, the policies should consider transferring the excellent instructors to the distant regions to help pass the torch, to teach the students well, to leave a good example, to improve the quality of education; and as teacher arrived for the first time they’d needed to work in the larger scale schools first to accumulate experiences, to get the support in their areas of teaching, and, as they become more experienced in teaching, then, to transfer to the distant-region schools to teach.  And yet, the current policy is sending the inexperienced instructors to the distant regions, this is doing what’s exactly opposite of what should be done.

So, there’s that problem of seniority, I suppose, because you’d been teaching longer, therefore, you would be able to choose where you go to teach, and, most teachers who’d been teaching for a period of time, probably wouldn’t want to go to the distant-region schools, because those locations didn’t have enough resources, and the already experienced teachers needed to work twice or three times as hard, to bring the same quality of education to the local students, compared to how much work they’d needed to put in, to teach the city kids, and so, naturally, only those new teachers would be assigned to the distant region schools, but the distant region schools are in need to better-trained instructors, those who had a couple of years in teaching experiences.