Webmaster and Blogger Corner

All these new demands make sense in their own terms. The problem is that teachers’ working conditions have remained largely unchanged. It is true that most teachers now get some preparation time, but it is nowhere near enough. In most provinces in recent years teachers have bargained, and in a few cases even gone on strike, for preparation time. On average they have won at most a half-hour a day in the elementary grades and one class period a day in the high schools. And even these times are being cut back. In one Winnipeg school division, teachers are now allowed one preparation period a day for half the year but none at all for the rest. In Ontario, the provincial government in 1998 announced reductions in teachers’ preparation time while at the same time increasing class sizes.Teaching is far more than standing up in front of a class of driveway gates students and telling them something, but even a lecture needs careful preparation. A lecturer has to think carefully about what he or she wants to say, about how to organize the lecture around a few key points, about what details to include and what to omit, about how to keep the audience interested and alert, about how to introduce and wrap up the topic, and about a wide variety of other details. Few of us can stand up and deliver a lecture impromptu. We have to think carefully about what we want to say and how we want to say it. Other teaching methods take even more preparation. For example, to organize group work involves far more than simply forming students into groups and turning them loose. Materials have to be prepared, group assignments have to be planned, possible problems have to be anticipated. A film or a video, if it is to be more than a time-filler, has to be previewed and assessed for its teaching potential. What purpose will it serve? How will the teacher check that students understand it? What backup exercises and activities are needed? How will students be led to think about what they watch rather than simply absorbing—or ignoring—it?

So-called informal or child-centred teaching is in reality very formal indeed. If it is to be more than busywork, it needs a high degree of organization, but in a way that is often not obvious to a casual observer. It resembles a hockey game where we admire the skill and speed of the players, without ever thinking about the long hours of conditioning, coaching, training and game-planning that went into the final performance.

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