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SCMP Reporter

Teachers at so-called  band-three schools are doing an excellent job
I am writing in response to Sam Chow's letter 'Non-performing secondary schools should be closed down or privatised' (Education Post, September 27)  and I am afraid I cannot agree with his stance.
Mr Chow believes that funds for those schools - in reality secondary schools which take band-three  primary school students (SSTB3PSS) - should be discontinued if they are 'voted down' by parents. The issue here is not 'cost-effectiveness' but  hinges on the efforts made by teachers of SSTB3PSS.
I do not name these schools 'band-three'  schools as there are no such schools. Schools themselves have no banding, but the students they take in are 'banded'.
A SSTB3PSS can do an excellent job,  'add value' to their students and still continue to be a SSTB3PSS, whereas a SSTB1PSS can  underperform and remain a SSTB1PSS.
What most of the public do not see is the contribution made by teachers in STB3PSS.
Firstly, at least a third of the students in STB3PSS come from  less-privileged families whose  incomes fall below the poverty line.  STB3PSS are also allocated many students with special education needs (SEN).
Therefore, teachers in STB3PSS have to teach much more competently in a more challenging classroom. They need to have at least diversified pedagogy, such as the use of 'mastery learning' and the ability to cater for students with greater learning differences as well as SEN students, in order to make sure that children are learning.
Secondly, teachers need excellent classroom management in these more challenging classrooms.
Thirdly, most of the teachers in STB3PSS stay there 11 hours a day as there is much more for them to do compared with teachers from STB1PSS. They do much more counselling, as well as participating in preventive measures such as camps co-run with the police.
If these dedicated teachers are asked to leave their jobs because of the misconception that they do not 'perform' as well as their STB1PSS counterparts, that would be extremely unfair.
KANE K. LEE, Mid-Levels
Enlist friends to help  in practising English
Last week, when Chief Executive Donald Tsang Yam-kuen  met some students in Chai Wan, one  complained that she had no opportunity to practise English due to the mother-tongue education policy. Now I want to give her some advice.
She can make a tacit agreement with her good friends - whenever they meet in school, they can speak English. Then she can practise the language. Indeed, English teachers can form two groups in school: a Chinese group and an English group. Students can choose to join  either group.
Students joining the English group have to speak English outside the classroom with same-group members. Chinese-group students can speak Chinese. Students should be allowed to swap groups
This grouping of students can legitimise English-group students to speak English outside the classroom. These students  would no longer be afraid of being laughed at because they are simply following the school speaking rule when they practise the language.
I think if 10 per cent  of students speak English outside the classroom in a mediocre secondary school, it is already a great success.
In Singapore, the Chinese Singaporeans can speak English with  other ethnic Chinese. Hong Kong students must practise the  language if they want to improve their English.
WING CHEUNG, Sha Tin
Bureau on thin ice with unqualified NETs
The government takes a grave risk in appointing unqualified NETs in schools ('39pc of primary Nets not qualified', Education Post, July 12).
Overseas selection procedures for teacher training can be quite stringent and the training rigorous. There are many hours of observed lessons both by professionals from the training institute and school professionals. Not everyone who applies is selected and not everyone who begins a  course passes.
In some countries, graduating then means a year's satisfactory probationary teaching practise to be eligible for teacher registration. At some stage,  the prospective teacher usually requires police clearance to ensure that they have no prior convictions. It is quite possible that applicants who fail overseas selection procedures, and/or training, can apply and be appointed as NET teachers in Hong Kong.
It was reported after all that 39 per cent  of primary NETs are not qualified and some had never taught anywhere. Obviously they are keen to do the job (in Hong Kong) but some are not so keen to do the training, or perhaps didn't pass the criteria in their home countries.
These 'teachers' can be in sole charge of classes, placed in positions as advisers to local English teachers, and seen as mentors and role models.
The Education Bureau  would have  trouble defending  its position should  a case of professional misconduct be brought before the courts against one of these unqualified teachers.
I think  the bureau is keen to fill a quota, but in doing so could place children in harm's way, particularly where there is no lengthy history of successful professional performance.
GRANT DYKES, Tung Chung



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