Unpave my road please

"JOYCELN: As a child, I could never sleep the night before the first day of school. The night before my first day of teaching was no different. I didn’t know what to expect but I knew that I was going to help kids learn, be the best teacher, and make a difference.

At my first staff meeting, the principal screened an image familiar to all new schoolteachers - the Prism. Like a magical crystal ball, the Prism told many things. It could predict how well students entering secondary school with 4 subjects at PSLE would do for the ‘O’ levels. With the Prism, we could evaluate each student’s potential grade in literature based on his/her PSLE grades and then tell if our school had “added value” to the child’s education.

Looking into the Prism, the principal announced that while she was concerned about the various aspects of development - Intellectual, Aesthetic, Moral, and Physical - “This year, our school will focus on the Intellectual.” By this, she meant that as teachers, we should all ensure that we stretched the potential of the students so that they performed “better than expected” at the ‘O’ levels. I noticed in the subsequent years that we never decided to focus on any other aspect of development. There was never an Aesthetic, Moral or Physical year.

The conversations in the staff room educated me considerably about the concerns of teachers.

“Oh, I heard you bought the new condo in Bukit Batok, that’s a good investment…”

“So which piano school are you sending your child to now?”

“Do you want to go buy diamonds with us, we are going to buy diamonds this afternoon.”

In my naïveté, this came as a shock. Why weren’t teachers talking about helping students learn or improving instruction?

And when they WERE talking about improving instruction, it was invariably:

“So what questions do you think will come out for this year’s ‘O’ levels?”

“Yes! Yes! I spotted the right questions!”

“You have to make sure your students write 5 ‘compositions’ and do 5 ‘comprehensions’ this semester.”

And when questions were asked, the answer was inevitably “Can’t change. That’s what the principal wants to see.”

The culture in the staff room was a mix of different groups:
· the Tai-Tais, women who had married well-off husbands, and who admired, respected and competed with each other for their Ferragamo shoes and Louis Vuitton bags.

· the few unmarried men who were mothered by the Tai-Tais as they were regarded as “good” men (i.e. hardworking and honest) but ironically insufficiently compelling marriage material (for why on earth would a functioning, virile, desirable man become a teacher?).

· the married men who usually lived in HDB flats (unlike the Tai-Tais and their non-teacher husbands), who generally kept to themselves.

· the older single women who were diligent in ensuring that all forms are handed in on time and helping students who need extra help get the preferred grades. They were usually more conservatively (and cheaply) dressed, and did not generally interact socially with the Tai-Tais.

· the expatriate teachers who were generally avoided by the other teachers and not expected to do very much because they either could not be trusted to do the work, were too difficult to communicate with, or were too troublesome to work with. And when they got together, they made plain their disdain for Singapore and its school system of which they were a part. Stereotypical as it may sound, those I’d met had invariably come to Singapore either to heal from a broken marriage (in which case, getting involved with a local woman usually came with the package), or had fled an unsuccessful career so they could return home and say, “I spent a few years in the Orient.”

· And the young teachers, bright-eyed and bushytailed, who believed they could make a difference, and who usually started out immensely popular with the students. They organized extra activities which they were not required to do, sat with students for long hours when they had problems, and generally tried to innovate with teaching. The Tai-Tais usually tried to matchmake the young single female teachers with single men they knew, but never the single male teachers. Seasoned teachers generally sat back and placed bets on when the neophytes would eventually burn out.

I didn’t know a single lazy teacher - everyone was extremely hardworking, taking work home, often physically running around as they hurried to different parts of the school. The teachers hardly had time to rest and reflect. It was as if we had been trained to work hard, but not to think."

Excerpted from:
PAVED WITH GOOD INTENTIONS:
How living in New York has illuminated for us the difference between the Singaporean Dream and the Singaporean Plan
By Colin Goh & Joyceln Woo Yen Yen

Singaporeans Exposed: Navigating the Ins and Outs of Globalisation (published to commemorate the 10th Anniversary of the Singapore International Foundation, 2001, Landmark Books)

Heaven (while we are on the topic of how all good intentions lead to hell) help me, but I don't ever ever ever want my school to be like that.