Every year at this time the perennial bugbear of what to do with students awaiting the results of the SEA rears its head, posing a grave dilemma for both teachers and parents. The burn-out syndrome pervades since the stress that preceded the exam no longer prevails. Everyone relaxes. The fervour and compulsion with which "lessons" were previously undertaken die a sudden death, and almost immediately laxity and idleness step in.
It is during this time of freedom when supervision is lifted, equally at home and at school, that the latent seeds of indiscipline that might have been sown earlier begin to burgeon. Many of these students would have already reached puberty and with hormones beginning to run riot, it is inevitable that they would be tempted to try out what they see on cable television, Internet and their cell phones, often with dire consequences. It has not been unheard of that girls have entered secondary schools pregnant.
The devil always finds mischief for idle hands. Males gravitate towards the malls, arcades and even the blocks, often experimenting with illicit substances, using the foulest of language and engaging in unacceptable behaviour.
To obviate such pernicious outcomes, structures must be put in place whereby post SEA students could be involved in meaningful and interesting activities which do not rigidly accentuate the academics but which can keep them enthusiastic and purposeful. Where previously the aesthetics might have been promulgated mainly for examination purposes, it can now be structured so that the students could be engaged in a more enjoyable way in creative expression, handicraft, embroidery, home economics, "pot" agriculture and music, to name a few.
(A few years ago when I taught and mentored SEA students before I fell gravely ill and was forced to give it up, the children continued to return. How they enjoyed making collages, planting their own seasoning herbs, Pat choi and bodi, and the boys even wanted to do the embroidery, some doing it even neater than the girls!)
Can one imagine what excellence and self-actualisation in these areas could do for those students, especially if there is an "Open Week" during which displays of the work done and inter-school competitions could take place? The respective PTAs must be actively involved in this effort.
Religious education, be it ecumenical or denominational, must be another area of focus, since generally, its instruction is haphazardly, if at all done in some schools. T&T is blessed with many religions, the followers of which, I am almost certain, are only too willing to come to the schools to minister to their young "flocks."
An effective programme could be carried out with the collaboration and supervision of the principal and staff. With all that is happening around us today, isn't it imperative that our children should be exposed to religious and spiritual education as much as possible?
Yet another area where our SEA students might have been minimally involved is sports/athletics. The old adage goes, "Where there's a will, there's a way." Could not the Ministry of Education and the Ministry of Sports come together to facilitate, encourage and promote competence and prowess in the various relevant disciplines?
The culture and climate of the secondary school differ greatly from what obtains in the primary school, and many a first-formers suffer a culture shock, but not for long. It is no wonder that the sweet, well-behaved child who only in May wrote the SEA exam has become a loud, impudent secondary school student by November of the very year! Is it anybody's guess that this happens?
"Education is a continuum from the cradle to the grave" not compartmentalised as some would have us believe. Is it not possible therefore, that arrangements between primary and secondary principals and personnel from the School Supervisory Districts be made to effectuate a smooth and easy transition for those students entering secondary school for the first time?
Career Guidance, even at this level, could never be amiss. Invitations could be written by the students themselves to various organisations requesting information/advice via lectures, demonstrations/films/field trips on relevant topics and interests. The valuable insight and exposure to the world of work cannot be premature or overestimated, and students could also be actively involved in the planning and staging of these meetings and programmes.
It is a known fact for many years that several graduates from primary school have not acquired the basic reading skills which militate their being functionally literate in their adult life if effective intervention is not undertaken.
This can be an ideal time for these students to be reviewed and assessed by way of the Informal Reading Inventory, and appropriate remediation initiated and implemented. These students could then enter secondary school confident in their ability to read and comprehend what they read, thus making learning enjoyable and meaningful.
Young people know intuitively who is genuinely concerned and who is not, who really cares and who does not. They almost all want to be taught the right things, to be corrected and guided in the right direction. They need to be praised, appreciated, to be accepted and to feel a sense of self-esteem, achievement and belonging. They want to be listened to.
Yet we continue to fail them, deny them and deprive them of positive role models and exemplary behaviours. Our sins of omission and our irresponsibility are glaring, multitudinous.
When will we adults provide our children with the opportunity to grow and develop into disciplined, well-rounded and responsible members of society? Our children are the product of heredity and the environment, and we can only get out of them what we put in. How much, or what are we really putting in?
Remember, they will be the leaders and teachers of tomorrow, of generations to come and the direction our lives take will be dictated by the decisions they make and take.
Eva David-Swain
Coalmine, Sangre Grande