Edwin Goh
Key point: Courses for teachers need to relate theory to practice. This involves an effort on the part of both the lecturers and the curse members.
When I was a young school inspector for English, one day I was summoned by a principal to observe one of his teachers. The principal had been unhappy with the teacher’s performance for a long time and had seen him abroad to attend a course but, when the teacher returned, there was no improvement in his teaching.
After watching the teacher conduct an uninspiring lesson, I asked thee anxious-looking young man what he had learned while abroad. He said he’d a very good time in the country, enjoying the scenery, sampling the rich artistic and architectural heritage of the nation, and meeting the friendsly people.
“But what about the course?” I insisted. “Didn’t you learn anything from the course that you could use to improve your teaching?” “No,” he replied. “I learned absolutely nothing useful. It was all a bunch of theory. Besides, I was very busy with all my new friends, and there were so many sights to visit in such a short time.”
“Well,” I said sternly. “I’m going to come back to observe you again in two weeks’ time. I strongly suggest that in the meantime you look through all the books, papers, and lecture notes from your course and see if you can use them to put together a good lesson.”
Unhappily, rather than promising to improve, he tried to threaten me, saying that he would use his influence with the powers that be to take revenge against me. I left him with an angry, worried look on his face. Two weeks later the lesson was no better, but the formerly unpleasant teacher was now smiling. “I don’t see why you’re smiling,” I said reproachfully. “Don’t you realize that today’s lesson was no improvement?” “Yes, I realize that,” he replied. “And I’m sorry for letting the students down. But the reason why I’m smiling is that I finally understood what my real calling in life. So, I’ve decided to resign from teaching and become a travel agent instead.”
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