Educationalists Want Teacher Back to the Classroom

Arnold Zweers, 
translated from: Wegener Dagbladen, 16 april 2002

Tack has to be radically changed in education. The computer may remain, but has to give up its dominant role at school. The teacher must prominently return to the classroom, returning as a model figure. Also, the schools must become smaller and more 'personal', in order that students and teachers will know each other better.

This is the message from a group experts, educationalists, philosophers and psychologists, who yesterday presented the report  Vitally learning; Plea for a Turn in Education. 

'Education has become too technocratic,' said psychologist Jan van Spaendonck from Deventer (NL), one of the members of the 'think tank of twelve'. His opinion is that many teachers drop out because they no longer have pleasure doing their work. They feel they can no longer get their chance, like a proper fidget. Their knowledge seems to have become irrelevant. Everything turns on the computer. It is there where students gather their knowledge and data, preferably far out of reach of the teacher. 

Schools with teachers who stay 'too long' in the classroom get disadvantages if the schools inspectorate observes this 'archaic' behavior. Students have to perform their education themselves. OK, says Van Spaendonk, but we have overshot. 

Caspar Govaart of the Thomas More Academy, another participant in the plea for a turn:

'The dropped out teachers are not concerned with their pay. They are changed into process managers. This does not give satisfaction. 
In our report, the actual education system with its elementary stage and the self-study stage are completely slated. It creates people who matbe perfectly fit into our achievement- and know-how-society, but who have a lack of cultural, psychological and philosophical insight.'

Merely peering at a computer screen is not sufficient, says Govaart. 

'Every adult remembers one or two former teachers who made a big impression on the, by their personality and narratives.'

That impression cannot fade away and has an enormous value, says the report. 

Also the economy may profit from an approach which is more directed to the individual. The educational power of the school has to be reinforced. Teachers should work less hours - not 26, but 23 per week as is average in Europe - but they should spend that time within the classroom. A lot of tasks which are not directly connected with teaching should be left over to assistants. So, the teacher will have more satisfaction in his work.

What also ad to stop is the avalanche or orders from The Hague [= the government]. These commands are often dictated by political drifting, so schools are again and again burdened with new orders. Schools must regain far more freedom to educate in their own way. Standard methods and teacher-proof material has to be exiled. Away with govenment's pedagogy!