PRIMARY SCHOOL EDUCATION - PROPOSALS FOR CHANGE

In the wake of the latest PISA test results, it would be said that the Serbian education is tapping into place. Namely, all these years we were somewhere in the other half of the country according to the results.

PROBLEM - CONTENTS OF TEACHING COURSES

Contents of the subjects are not reduced for years, they just require to be increased. The main problem with today's teaching is that we will continue to "run" superficially through cities and do not have time to delve deeper into any topic.

SOLUTION OF THE PROBLEM

The outcomes that a student needs to know at the end of primary school should be realistic so that what is being processed is truly processed through different forms of work and different methods. The correct way of working is recommended, which in current conditions, cannot be organized in the regular teaching of the older classes. That is why we provide thematic teachers with sometimes, sporadically and in the future, solitary examples in the older grades of primary school. Also, the contents of our courses are so extensive that there is no time to go into detail, analyze topics, debate, discuss topics. On the contrary, it very often contains a simple shift time, so we really only have time to surface swipe with one content on another. The current solution may also be to plan for students to study related subjects (physics-mathematics-technical; chemistry-biology) for some day, therefore natural or social sciences languages-geography-history) and that informatics, art and music follow other materials through the activities of their subjects. You need to exclude electives from the program (drawing, painting, sculpting; choir and orchestra; daily life in the past) as they only increase loved hours that are already too heavy for children. When it comes to continuing and civic, is it really necessary for students at the age of 12 to study this subject? Are these subjects really important in the same place as their mother tongue and math? A durable solution is that classes take place in the mornings, and in the afternoon children have sections and sports through which different skills and projects will be developed. The number of compulsory subjects should be reduced, and thus the number of classes will be reduced. It would be good if there is only one elective in one school year, and it changes according to the possibilities (from learning foreign languages, to household, robotics, chess, etc.).

PROBLEM - QUALITY OF TEACHER WORK

We are aware that in most of our schools (and not just schools) there is a balancing act. Some work, others don't, but that's why they all have the same boards. I think it is very unfair that those who work still hold the enthusiasm (which is really needed), but that the school will not have a system that recognizes the quality work of the other. On the other hand, we are fully aware that our work is public and that everyone in the school knows to a greater extent who is working, it just needs to be recorded somewhere and recorded institutionally.

SOLUTION OF THE PROBLEM

For each teacher there should be a space (networked) for setting up a work CV (portfolio). enrolled its activities during the year. The headmaster and the pedagogical service were obliged to regularly monitor how that teacher worked and what he had progressed, ie. whether the portfolio data is correct. Those who hold the title of pedagogical advisor (and others) should also see the height of the board, not just the mandatory one - set it apart from other colleagues. Neighboring Croatia has for several years unsuccessfully managed to separate the salaries of beginners from teachers with vocations and the difference is not negligible. Why not just learn from the experience of other countries? Another indicator would be electronic surveys of students and parents on teacher work. Surveys would have to be very accurate in order to get quality indicators of one's work. Surveys and their results would only be known to the principal and the pedagogical service, who in that case would be tasked with talking to teachers who did not perform well, giving them encouragement and encouragement in their work, and if the work situation fails and I fail to reduce their pay. Surveys should be conducted at least once a semester, in order to see the continuity of work. The third indicators of teachers' quality of work are the initial test at the beginning of the year (which they do not evaluate) and which they could give to work in the IT cabinet. The questions were from a database (which included questions and assignments based on the results for a particular grade), where each student would receive a different combination of questions and work online. The student's success in certain subjects and his or her test test would be compared and tested.

PROBLEM - DIRECTOR

Činjenica je da se na mesta direktora postavljaju ljudi koji i ne treba da budu na tom položaju, zato što ni u toku svog veka nisu imali neka postignuća, zato što su postavljeni po nekoj drugoj liniji, a ne po sposobnostima koje poseduju.
Drugi problem sa direktorima je to što se opuste posle jednog, drugog, trećeg… mandata i ponašaju kao da na tim mestima treba da ostanu doživotno.

SOLUTION OF THE PROBLEM

It is necessary to have very strong criteria for choosing a principal: to have truly exceptional achievements, in order to know that they value the work of their teachers. The license that principals should have should also require them to have knowledge of methodology, law, teamwork, school organization. How will a principal who has never gone to competitions, for example, know that he values ​​the work of his teachers? How would he know that he valued working on projects, writing textbooks, attending international conferences, if he did not have similar experience? So we need capable, eloquent people who have a sense of teamwork and who will foster team spirit in their collectives, not the other way around. Only the best from the collective to place in this place. Make high demands that a director has to fulfill.

Principles should hold a maximum of TWO MANDATES in that position. If the President of the United States can adhere to the same principle, why couldn't our small and large directors?

PROBLEM - EMPLOYMENT - TECHNOLOGICAL SURPLUSES

Many schools score technological surpluses. The social status of the teacher, his marital status, whether or not he has children, etc. are also included in the scoring. I think that such a scoring list is discriminatory, and it is a private matter for each individual whether he or she wants to have a partner, children, etc.

SOLUTION OF THE PROBLEM

Each teacher should be admitted for one year until August 31st. And the only criteria for staying in employment should be his achievement during the year. So if we theoretically have two teachers - one who outsources his job and the other who works enthusiastically, their work should be seen through work CVs, student and parent surveys, activities in and out of school ... So let's get that teacher in action! Does a colleague who has two more years to retirement really need to spend those two years “vegetating” in the department? He still receives a salary, not a pension. Or we have a young colleague who works hard, works, but is worthless to him, because his colleague even has 30 or more points for an internship without work. Is that fair?

The only thing to value someone is what he did during that year and score it in the event of redundancy.

If we were realistic and we excluded those who do their jobs poorly from education, there would be plenty of work for those who do the best they can. In that case, wages could also be higher without actually increasing their volume.

PROBLEM - PROFESSIONAL TRAINING

The fact is that teachers are reluctant to attend seminars and most go to them only to get some points (!?) And they do not even know why they need these points. How are these teachers different from the children who are learning to grade and not to gain knowledge?

SOLUTION OF THE PROBLEM

Seminars need not be compulsory. Let them go who wants and who needs to learn something new. Those attending the seminar, however, should have an obligation to justify the director with the money spent by giving an example of the use of the knowledge acquired. And only then, obtaining a certificate should be highly valued (verifiable use can again be done through student surveys, work CVs, monitoring teacher work, evidence to add to your work CV). Others who do not want to go should not do so because it is a waste of money.

PROBLEM-COMPETITIONS

Every year we have the same dilemma: participate in competitions or not? The questions in the competitions either deal with unnecessary factual information, or are material that is not addressed at school at all. Some societies have a monopoly on how the tests will be evaluated, so let's say from history that a student knows 98-100% to get a diploma in a republican competition, for example, in physics, 60% of the correct answers for a diploma are enough. In doing so, we get the picture that students competing in social subjects are discouraged and demotivated because they are not the same requirements for graduation.

SOLUTION OF THE PROBLEM

To create a standard of points, ie the same criterion for achievement of placements, that will apply for the award of diplomas in any subject, so that all subjects have the same treatment. We teachers will not have to explain to children why it is more difficult, for example, to earn a degree in history (requires 96-100% for a degree) than for example in physics (requires 60-100% for a degree). The tasks given should be in the function of the outcomes we expect students to achieve at an advanced level, not in the lowest category in the learning-memory process.

PROBLEM - PUPILS WITH LOWER ACHIEVEMENTS (IOP1, IOP2)

The number of students we can assist with through individual education programs is increasing year by year, and no one wants to talk about the problem. Such students include those who have a health problem, and children from socially unstimulative backgrounds, and since we do not have a uniform criteria and all others who receive poor grades during the school year. I think every child is entitled to an adequate education in which they will have a chance to advance. Will my non-defective student, who I do not know how to help because I am not a defectologist, and given various worksheets, assignments, etc., be able to thrive in this harsh system of education? Would it be more useful for some of them to spend some of their time learning the skills they can take care of themselves tomorrow? Can these school facilities help such students? Can listening help them without understanding integrals, chemical formulas, lessons on microorganisms, bourgeois revolutions or planets? And do we who are not expert need discuss this at all? Should parents decide on this? What if they are subjective, what if they are embarrassed, what if everyone wants their child to go to work at school, what if the parents are from a similar non-stimulative environment ...? What if parents decided on their child's diagnosis and treatment ... Isn't that the same? We teachers are not proficient in working with our disabled children, and we are required to do so, and any opposition is viewed as dogma. Would you give your dentist a brain surgery? Well, he's not skilled at that kind of work either.

SOLUTION OF THE PROBLEM

We have experts who are invited to speak their minds. These are defectologists who are left aside when we need them most. Their help at every school would be welcome. Tim, the board of defectologists could handle the monitoring of children in need of help and for those children where full-time education would help them to advance and recommend. Children who cannot advance through full-time education deserve better treatment (physiotherapy exercises, speech therapy, practical work, and training for an occupation that will allow them to integrate equally into society rather than learning formulas, definitions, and content they do not understand). Since their development requires socialization, they would be part of the department, the collective in the skills development classes (physical, technical, fine arts…), as well as in the classes of the department head. In doing so, these children would also have the right to progress and a more humane relationship with the society, which genuinely cares about their real needs, not just satisfying the form.

Everyone has the right to an adequate education!

You had the opportunity to read the first part of the text by author Vera Isailovic. Expect her to see some more problems next week and suggestions on how they can be resolved.

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