Teachers must pay attention to a child’s background
Mar 15, 2011
MANY times we have moved on the busy Kampala streets and one of the disheartening sights has been the poor, dirty, mercy-seeking young faces, totally scorched by the razing sun.
TEACHERS PLATFORM
MANY times we have moved on the busy Kampala streets and one of the disheartening sights has been the poor, dirty, mercy-seeking young faces, totally scorched by the razing sun.
Hands stretched out for stipends on which to live, they always fill the narrow, dusty, pedestrian pavements.
It does not matter whatever the cause is; what matters is the future these kids are making out of the harsh and demanding lifestyle they are leading.
For Ugandans, the implication is a drawback towards development. Making an effort to sweep them off the streets and putting them under a collective custody would not be a bother, but giving them a desirable education holds a greater essence.
A child brought up under such harsh conditions cannot learn at the same pace as their counterparts in better conditions of living. Their brains are pre-occupied with brutal considerations of how to make their ends meet. Their psycho-social behaviour is extremely hard to shape to the required standard. Some of these children have been placed in schools by caring individuals and non-governmental organisations. This is where another scuffle can arise if the teacher fails to understand the child’s background. This, therefore, is an appeal to all teacher educators. Our student teachers are likely to meet such children in schools when they go out for school practice or when they qualify to teach in the field.
To assist the students handle such children effectively in and out of the classroom, greater attention must be geared towards the component of child study. Students must desist from making a mere write-up of a child study report only to fill their teaching files with information. Rather, child study must be a practicum where a student gives unquestionable evidence about his findings with appropriate therapies suggested towards the child’s better learning. After-all, child study marks the beginning of research in the problems pertaining to education.
If need be, teachers’ colleges within the vicinity of children’s rehabilitation centres should not hesitate sending their students for school practice in such schools. The tutors and students will definitely be privileged to have such an exciting experience working with children of difficult and varying backgrounds.
Robinah Nazziwa, tutor at Buloba
Primary Teachers College,
Kampala
MANY times we have moved on the busy Kampala streets and one of the disheartening sights has been the poor, dirty, mercy-seeking young faces, totally scorched by the razing sun.
Hands stretched out for stipends on which to live, they always fill the narrow, dusty, pedestrian pavements.
It does not matter whatever the cause is; what matters is the future these kids are making out of the harsh and demanding lifestyle they are leading.
For Ugandans, the implication is a drawback towards development. Making an effort to sweep them off the streets and putting them under a collective custody would not be a bother, but giving them a desirable education holds a greater essence.
A child brought up under such harsh conditions cannot learn at the same pace as their counterparts in better conditions of living. Their brains are pre-occupied with brutal considerations of how to make their ends meet. Their psycho-social behaviour is extremely hard to shape to the required standard. Some of these children have been placed in schools by caring individuals and non-governmental organisations. This is where another scuffle can arise if the teacher fails to understand the child’s background. This, therefore, is an appeal to all teacher educators. Our student teachers are likely to meet such children in schools when they go out for school practice or when they qualify to teach in the field.
To assist the students handle such children effectively in and out of the classroom, greater attention must be geared towards the component of child study. Students must desist from making a mere write-up of a child study report only to fill their teaching files with information. Rather, child study must be a practicum where a student gives unquestionable evidence about his findings with appropriate therapies suggested towards the child’s better learning. After-all, child study marks the beginning of research in the problems pertaining to education.
If need be, teachers’ colleges within the vicinity of children’s rehabilitation centres should not hesitate sending their students for school practice in such schools. The tutors and students will definitely be privileged to have such an exciting experience working with children of difficult and varying backgrounds.
Robinah Nazziwa, tutor at Buloba
Primary Teachers College,
Kampala