The Straits Times today saw five more letters published on the issue of workload faced by public school teachers. Apart from the debate on Mother Tongue language, I can’t recall to have observed so many letters on an education-centric issue recently.
Not all the letters were supportive of Ms. Quek’s letter though; one was dissenting, which I’ll comment on (it’s at the end of this post).
I’m including the forum page letters here for future reference too. The issue of workload faced by public school teachers is something that’s very close to my heart. And it’s not because I have some kind of axe to grind against the ministry – nothing could be further from the truth. But my stake in this comes from after seeing Ling struggle when she was a full-time teacher herself, and witnessing her tears and the emotional and physical damage wrought on her well-being. In view of those years, I’m fully sympathetic to what those of us who’re teaching in public schools have to face.
OK; onto the letters. This will be a very long post, and the dissenting letter is at the end. Formatted slightly to save space, and relevant parts of letters included only.
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I thought the first letter was possibly the most risque of the lot. The letter writer remarked on something that I wonder if is just quietly muttered under breadth but never really debated upon publicly. In all fairness though, it concerns culture that isn’t unique to the public education service. I once had a colleague in a previous institution I lectured at that the only places where office politics don’t exist is when you’re working in an institution where no one wants to get promoted. No motivation, so no act.
21 May 2010
Care for them if we truly care about education
WITH reference to Ms Aishah Quek’s letter last Saturday (‘Work-life balance? Here’s one day in the life of a teacher’), the Ministry of Education (MOE) should take a hard look at what is happening in schools. In particular, MOE should examine how overzealous principals and management are in exerting undue pressure on the average teacher.
The typical workday routine as related by Ms Aishah is sadly true although individual cases may differ. Teachers who are likely to deny this problem exists belong to two categories.
The first are young and ambitious teachers or heads of department who are being fast-tracked for promotion to principal.
The second group comprises the middle-aged or senior teachers who are hoping to bite the bullet and just make it to the next grade so that they can increase their income and pay for their children’s education and clear their mortgage before retiring.
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James Suresh
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The second letter brought up an interesting point about the issue of performance grades. Is that award supposed to be relative e.g. your performance grade is drawn against a normal distribution, or against non-relative criteria i.e. like when you score a certain mark in an MCQ test?
I don’t think performance grades should be relative. If you meet the mark – heck, if your entire department has done well in whichever job role they’re in – everyone should be awarded the same merit. I’m aware that there might just only be so much bonus or reward funds to distribute in SMEs, but that would be a separate issue. At the very least, recognition should be given.
Difficult for teachers to achieve work-life balance
I REFER to Mr Lim Kim Siang’s letter, “Penalised for trying to be a good mum and teacher”, on Monday. In it, he mentioned how his daughter was assigned “far more responsibilities than the average teacher” when she returned to full-time teaching after her maternity leave. Yet, she was given a lower performance grading.
I believe there is nothing wrong in the school awarding her a lower performance grading. After all, she was out of action for a good six months (four months of paid maternity leave and an additional two months of no-pay leave).
To put it in perspective, someone would have had to shoulder his daughter’s teaching, administrative and co-curricular activity (CCA) duties while she was away for half a year. It is only equitable that she be assessed for the time she was in school, while her colleagues who were hard at work for the full school year should be rated higher, all other things being equal. Imagine the impact on staff morale (just consider the singles and the men) if maternity leave were used to validate an equivalent performance bonus payout.
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Marietta Koh (Mrs)
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The third letter was by the wife of another teacher, who wrote to say that Ms. Quek’s husband’s life was exactly the same as her own spouse’s. She also reiterated another old issue that’s been debated in public spheres before: the abdication of responsibilities from parents towards their children to educators.
It’s a tough lot, teachers
MS AISHAH Quek’s letter, “Work-life balance? Here’s one day in the life of a teacher”, last Saturday struck close to my heart because that is exactly the life my husband leads.
After a typical routine like the one Ms Quek has shared, where can teachers find time for personal or family activities? It is not a matter of not prioritising their time properly or better time management. Teachers simply have no time of their own.
Does the Education Ministry look into the well-being of its teachers or is that the principals’ responsibility?
Even during school holidays, teachers have to attend staff meetings, workshops and courses, as well as remedial and supplementary classes, holiday camps and overseas excursions. They also have to contend with more administrative work and prepare lesson plans.
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Tan Lye Neo (Ms)
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The fourth letter: the parent of a teacher. The letter writer’s concern was wholly pragmatic – how is her daughter going to find a life partner if she has to continue working the kind of hours she does now, much less even think about having children. I shared this letter with Ling, and Ling remarked that before we met, “That was exactly my fear before too.”
Passion for teaching quickly sapped
I AGREE with Ms Aishah Quek’s letter, “Work-life balance? Here’s one day in the life of a teacher”, last Saturday. Her husband is not alone.
The situation is also true for my daughter who is in the teaching profession too. She leaves home at 6.45am, returning at 7.30pm for dinner and continuing her work till midnight, all for a meagre salary. She hardly has any time to be with us or for herself, much less enjoying any kind of work-life balance.
My daughter was full of passion when she started teaching, but under these circumstances, it won’t be long before her passion gets eroded and she suffers from burnout. Any new teacher would be quickly disillusioned and thus leave the profession in search of more fulfilling careers.
My daughter is single and with this routine, how is she going to look for a life partner? A number of my daughter’s teacher friends who have been in the profession for about 10 years are still single, with no plans to get married. With the Government’s push for more families and babies, even if my daughter wanted to support it, she is unable to.
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Chin Sian Yew (Mdm)
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The fifth letter was the one that nearly had me falling off my chair. I shared this one with Ling as well, and she was flabbergasted at the kind of ‘spin’ that was put into it. I think elements of it are debatable and I’ll concede are valid points of arguments, but other parts of it is just nonsensical and demand a response.
A teaching life or a teacher’s lot?
Stressful yes, but not unusual as jobs go
I FIND Ms Aishah Quek’s diary of a teacher’s day last Saturday (‘Work-life balance? Here’s one day in the life of a teacher’) misleading in detailing the lack of a work-life balance for her husband, a teacher.
Using the same diary format as Ms Quek, I would like to explain why.
5am to 6am: Wake up and prepare for school. A lot of people, including students, take only half an hour to prepare for school or work.
Ling will tell you I’m a speed dresser, speed bather, speed reader, and a speed typist. But I can only get ready for work within 30 minutes if I skip my morning scan of emails to see the urgent ones that need immediate attention before I leave for work, skip breakfast, skip the entire routine of briefly scanning news headlines, and assuming if I don’t take any longer than a speed dump in the toilet. 30 minutes is EXACTLY enough if all you do is wake up, rush to the toilet, brush teeth + bath, change into clothes, and rush out of the house. No more.
And how about when you have your own children who’re also preparing for school as well then?
Leave for school at 6am and arrive at 7am. If he needs to take one hour to reach school, Ms Quek’s husband should ask for a transfer to a school nearer home.
Let’s go with the median then, 30 minutes.
30 minutes travel time in morning peak hour traffic even for people like myself who drive is a fetch, unless you’re staying in some low population density place – e.g. you’re not living in Woodlands, Ang Mo Kio, Sengkang, Toa Payoh, Bishan, Clementi, Jurong, Tampines – and not needing to travel along major choke points, e.g. CTE, PIE, Upper Serangoon Road, Lornie Road, Adam Road, Upper Thomson Road.
But we’re supposed to move away from private to public transporation, aren’t we? Let’s go with that then. 30 minutes for you to get to the bus stop, wait for the bus, hope the bus coming still has standing room, wait for the bus to clear the bus stop (alongside other buses trying to get in or leave, and with other vehicles also trying to get to work), bus traveling time, and for you to walk from the bus stop to the school gate itself. You better hope it’s your lucky day.
7am to 7.30am: The ‘guard duty’ he does is usually done by parent volunteers or rotated among teachers, so it is not a daily affair.
7.30am to 1pm: Regular teaching. Teachers do not teach from 7.30am to 1pm at a stretch. They have one or two free periods in between each day.
1 pm to 3.30pm: Prepare for and conduct remedial lessons. Again, this is not an everyday affair as different subject teachers will take turns to conduct remedial lessons.
It’s true that remedial doesn’t run every day. But it’s not as though on the days when teachers don’t have remedial, they have nothing to do. Otherwise Ling would had been coming home during those years every day at 3 pm on non-remedial days.
3.30pm to 5.30 pm: Take charge of co-curricular activities. Again this is usually only once a week for primary schools. For secondary schools, these are usually done by outside coaches or student leaders.
The training might be done by external vendors for the performing CCAs and sports, but teachers have to be physically around still in school and to supervise throughout the sessions. When Ling was handling the choir CCA, she had to be present to supervise each session while the external conductor did the training.
5.30 pm to 6.30pm: Key in remarks on students for mid-term report book. This is required only twice a year, during mid-term and year-end.
6.45 to 7.45pm: Travel home. He should request to teach in a school nearer home to cut travelling time.
When I read the above, the first thing that struck in my mind was a programming analogy. Programming language classes should be, in theory, modularized resource units with low coupling and high cohesion ratings, and can be plugged and inserted into different code environments with little transitions or adjustments required apart from parameter and return value changes.
But teachers are human beings. The letter writer’s whole notion that you should just change school to cut traveling time completely ignores every other humanistic factor that goes into the decision not to change schools.
8.30pm to 1am: Marking books, worksheets and the like. Most homework is marked by students who exchange books and worksheets, with the teacher going through the answers during class time.
Ling’s face turned into one of horror when I told her of the above statement made in the letter. She would only say that clearly, the letter writer isn’t a teacher.
Language teachers, essay answers, anyone?
An exception is for examination papers and compositions, which are marked by teachers. These are usually marked in school during the teachers’ free periods. The daily routine listed by the writer did not include lunch breaks.
Before Hannah, I lost count of the number of times when Ling came home from school 6 pm-ish and said she did not have time for a proper lunch. Her sustenance that day came from biscuits in the staff pantry.
When she was in charge of staff welfare, one of her responsibilities was to buy food for the pantry. And we had to buy baskets of food (biscuits, beverages, instant cup noodles, bundled fruits) from NTUC every week. I remember those days because I had to help her plan to buy the most amount of food each time within her very limited staff welfare budget.
If teachers had time for proper lunches every day without fail, why then was the food so rapidly consumed each week?
Maybe teachers just love Khong Guan biscuits and Maggi cup noodles for lunch. Or maybe there were rats in the pantry, and they nibbled away at the food every day.
While a teacher’s job is stressful, so are other jobs. Having to work long hours is the norm for all jobs now. At least the workload of a teacher’s job is seasonal and there are times when they can relax a little, for example, during the long mid-year and year-end holidays.
I sure would like to see quantifiable evidence that “working long hours is the norm for all jobs now.” If the statistic doesn’t show that 50.1% of jobs around here require you to work well in excess of your stipulated work hours in your employment contract and on a frequent basis, then the letter writer has no basis to make this sweeping generalization.
And mid-year and year-end holidays are really breaks for teachers…? It was crazily difficult trying to find a block of even 4 days where Ling and I could both find free time to go on a break. Why? There were meetings, more meetings, CCA practices, student camps, and staff training for her during those ‘holiday’ breaks.
And the parents who have written to the forum page over the years to ask why schools are running lessons and activities in holidays will also tell you a very different story from what the letter writer has claimed.
So teachers, cheer up, you are not alone, all other jobs are stressful and requires us to work long hours as well.
Tan Lee Hwang (Ms)
That sounds really like the letter writer telling teachers to suck it up because everyone else in her world view is also suffering. So much for the motivation to change situations for the better. The ST discussion board in response to this letter comprise several laughing at the letter’s content and not in a good way, and others asking if Ms. Tan has any clue on what really is going on. A few have remarked that this is a silly letter and should never have saw print.
That aside, I don’t know who Ms. Tan is. Maybe she has got her information from someone who’s lucky enough to work in a school where there is excess manpower resources to handle a lot of these workload-centric issues. But based on what everyone else is saying – the spouses, parents, and ex-teachers themselves – and based on my own friends’ experience who have left the teaching service for good, the letter is just more wrong than right.
But then again, I was never a public school teacher – only married to one and saw first hand what that one had to go through. It hurt Ling, and it in turn hurt me.
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