My college is planning to
implement a new set of procedures for the management program once again. It’s
probably the third time that they have changed their way of teaching students.
More class room participation, student-centered and web-based activities and
thought-provoking session among students are encouraged. The intention of doing
all this is good. In case of an effective implementation of this plan, the
results would bring very remarkable results. More proactive students and
critical and creative thinkers can be produced through this program. But the
question is – will this program be effective? I can find myself nodding my head
in a ‘No’ not because I don’t trust the plan but because I don’t trust the
implementation process.
First, this plan does not consider the limitations of the inputs or change agents (in this case, the teachers). The new way of teaching
demands the teachers to be more creative and flexible. In a two-hour period, it
is the responsibility of the teachers to make the class interesting by not just
focusing on the lectures but also making the subject more participative and
interesting. It can be through the introduction of games, use of stories or audio-visual
materials. But not all teachers who are the masters of a particular subject know how to be creative with the delivery. Aren’t we the
ones who learnt in the old ways of teaching? So how can someone expect the
teachers to suddenly come up with new alarming techniques to hold the fleeting attention of students?
While much is being expected from the teachers, effort is not being put into
the training and development of those concerned ones who will actually play a
major role in the delivery and success of the plan.
Second, this plan does not consider the basic characteristics and preference of the recipients of output. For example, I know I should be reading extra books to acquire more knowledge that will help me succeed in my career. Instead, my natural instinct prefers to go out on a movie with a group of friends. There is always a gap between what we want to do and what we ought to do. Considering the age of students majority of them will prefer to do what they want to do rather than what they ought to do. This does not mean they are bad students. It's just that human brains are wired to seek for pleasure and instant gratification. The program focuses too much on what the students ought to do - read more books, do more field visits, engage in more thought-provoking discussions and give more presentations. But what about what the majority of students want to do? Thus, telling them plainly that getting better grades will help you become more successful in life is just not done. What can be the innovative ways to motivate the students to actually work out of their love for doing what they're doing rather than as an obligation to fulfill the college requirement? It is because as long as the attitude of the students are not changed rules are not going to help in bringing real change at all. To attain the intended results one must think creatively to motivate the students. Of course, trust is essential. We trust the students to do their best. But then, it's human nature to find an easy way out. How could the same program be designed in such a way to make the students more excited about and committed towards it?
Third, the motivation part of the change agents are completely ignored. Not every teacher is a social worker who wants to make a big difference in the lives of students. Most are teaching for the sake of earning a living. A lot is expected out of
the teachers. If a student is not original, then make him/her repeat his work
and presentation. But at what cost? Doesn’t repetition mean additional burden
not just for the students but also for the teachers? As a part-time teacher,
why should I come on a Saturday to re-evaluate uninterested students at my own
time and expense? Of course, I want to make a difference in the lives of people
and do a good job. But not this way, not here. I would give my time and attention
to the ones willing to learn but definitely not waste my effort coaxing an
uninterested student. So where is the monetary motivation that would inspire
me or any other teacher to give extra effort? I'm just thinking this from the perspective of an economist. Wouldn’t I rather go to an oldage
home or an orphanage where the recipient of my service is much happier by my
presence instead of the student who resents me making him/her repeat his/her project?
Every great project starts with a great plan, a vision. But in order to achieve the vision one needs to take proper steps and use the right techniques to get there. I have full respect and support for the plan my college management has come up with. However, it fails to consider the characteristics and capabilities of the inputs. It fails to consider basic human psychology and the factors regarding motivation. Any plan cannot be executed unless the tools of execution are in right order and right place. Also people seem to totally ignore that it is humans who make all the difference. I wish the plans of my college management would succeed. But before that wish comes true, I'm yet to see people understanding the importance of developing and motivating the change agents who actually help in making the plans turn into a reality.
