OTROAS PAISES
4. JUSTICIA TRANSICIONAL EN COLOMBIA Y FINES DE LAS SANCIONES A IMPONER
4.2. Fines de las sanciones o penas en la justicia transicional
There are nine themes of teachers’ perceptions of quality teaching. It was revealed that a quality teacher is viewed as someone who:
i) is well-equipped with knowledge of the subject-matter;
ii) develops good teacher-student relationships;
iii) communicates knowledge effectively;
iv) has genuine interest in teaching and students’ learning;
v) makes an effort to improve teaching;
vi) is able to relate theories of classroom learning to practice in the real world;
vii) challenges students’ thinking;
viii) engages in research; and
i) A quality teacher is well-equipped with knowledge of the subject-matter.
Being well-equipped with knowledge of the subject-matter was mentioned by ten of the fifteen teachers. Three aspects were identified: i) knowing the subject-matter, ii) being well-prepared to teach and iii) incorporating extensive materials beyond course requirements.
In knowing the subject-matter, two teachers described how important it is to “know” and
“understand” the course outline, course content and course structure (Lili, li.179-182; Amin, li.166). Meanwhile, three other teachers used the words being “well-versed” (Amin, li.167),
being “competent” (Noor, li.158) and having “sound knowledge” (April, li.73). April
elaborated,
[s]ound knowledge means that [a teacher] has a certain number of years of experience in teaching the subject, as well as working in that subject area (April, li.73-74).
Adda summarised the point succinctly saying,
[t]hey must know what they’re talking about (Adda, li.569).
Three teachers talked about the importance of being well-prepared to teach. With these teachers, having the knowledge only was not enough. One needs to be well-prepared for class to ensure confidence in teaching. The teacher interviewees prepared well by “mastering” the subject first, preparing teaching notes and going over the notes several times in order to
understand what was presented (Adda, li.384), by making sure that the teacher knew “the flow”
of the lecture (Lindan, li. 435) and by making sure that the teacher was competent enough to
deliver a lecture (Noor). Noor described what she meant by “knowledge competency”,
...if some topics or items that I think needs further strengthening, meaning I have to go back and prepare and make sure that we ourselves are good enough and confident enough, and we still competent enough to deliver to
the students, because if you don’t have that then you wouldn’t have
anything to give them. (Noor, li.159-163)
Included in being well-equipped with knowledge is incorporating extensive materials into lesson preparation beyond course requirements. Orked prepared extensive teaching materials in order to keep her students challenged and interested.
The textbook given is actually very brief, and I have assessed the level of
the skills and understanding of the students. I find that they’re actually very good. So, I find my own initiatives. I’ve come up with extra things.
I’m not a (*particular subject) teacher but I try my best... So to me, I think I have given whatever that I can to cultivate their interest and show that they have enough skills to move on (Orked, li. 105-116).
Adda did the same in order to engage students’ interest and to update her materials with more current information.
I go through all the textbooks, read it, and know the important points... I will also include interesting notes... sometimes I go through the internet also... When I get a new (course to teach), I go to senior lecturer first, and ask if she or he has old notes. Then, I look into those notes as well and try to understand, and see what is being taught. And then I will combine it with new things I found in the books or the library. And from that I will actually do the Power Point (Adda, li. 402-411).
The findings from six teachers presented thus far suggest the perception that quality teaching
means delivering knowledge in a ‘neat package’. The teachers felt that knowledge should be
presented to students by the teacher in the most accurate and complete form, if not extensive and interesting. Conversely, there are also perceptions that the students should be responsible for their own learning mentioned by four teachers. Fahrie only covered half of the course syllabus saying, “some parts you didn’t teach, you ask them to look in the book (li. 179-181). Sobrie and Bahar made students explain their answers in problem-solution tasks. Sobrie said,
“they should have the analytical thinking to explain why they get the answer” (Sobrie, li. 473- 474) while Bahar said, “I like to ask questions why” (Bahar, li. 1065).
Luqman encouraged his students to read relevant topics before his lecture so that they would be able to follow lessons better. He described his teaching approaches.
So basically what I do in my lecture is I just give them the skeleton of a particular topic. They have to fill in the flesh by reading the textbook... because in (the course that I teach), we refer to a lot of tables and charts and equations... The students actually have to read and know when they can use
the equations, they can’t just use blindly. And those things I don’t cover in my
lecture. (li. 309-312; li. 335-339)
On one hand, these examples suggest that the burden of seeking or constructing knowledge of the subject-matter is also placed on the students by some teachers. On the other hand, these examples also show different teacher perceptions of how knowledge is constructed between what is written in textbook and those discovered by students themselves in problem-solving activities.
ii) A quality teacher develops good teacher-student relationships.
Developing good teacher-student relationships was mentioned by nine teachers for several reasons. The first reason was to find out from students how they felt about the teaching/learning experiences, mentioned by four teachers. Good teacher-student rapport allowed the teacher to
find out how their students felt about the teacher’s teaching. Noor appreciated the “direct feedback” from students (Noor, li. 905) while Orked liked finding out from the students, “Oh,
the other classes, they don’t have this” (Orked, li. 167). A related reason for developing good teacher-student relationships is that it allowed the teacher to gauge students’ learning progress. According to Noor and Amin, developing rapport with students was important so that the students felt comfortable enough to approach the lecturer if they had learning problems. Amin
used the word “friendly” in describing teacher approachability.
The friendliness means that if I approach to the students, I ask them,
“Okay, can you do this question?” They can sayfreely, “Actually, I don’t understand what you are teaching. Can you please explain more?” (Amin,
li.408-410)
For the same reason, Noor preferred to conduct her own tutorial classes so that, “I can have the avenue to build relationship with students and also can monitor their progress” (Noor, li.958- 959).
Meanwhile, three other teachers saw good teacher student-relationships as an opportunity to educate students with lessons in life, for example, playing one’s role in the community such as to be a better “employee”, a “brother or sister”, a “husband” (April, li. 499) and a “good student” (Mahmud, li. 887), as well as to learn a lifelong skill like mind-mapping as illustrated
in Razak’s position.
My personal idea is that every semester I want find at least one or two (students) that I can help. So, I was able to help two students last semester. One of them was almost going to fail if nothing is being done, which he
didn’t know. So, I got him in and showed him how to do mind-mapping. (Later on), when he came in and shook my hands in full respect, you can see how he valued (my help). That is good enough. I went home feeling very happy. I have done something. (Razak, li. 394-401)
For four teachers, developing good teacher-student relationships is simply to appreciate human connection. April preferred to be called by his first name rather than his academic title (April, li. 599), Fahrie earned herself a term of endearment - “mother” (Fahrie, li. 850), Adda and
Fahrie helped solve students’ personal issues like fees and passport issues (Adda, li. 313; Fahrie, li. 792) while Azlan connected with students by joining them for a drink (Azlan, li.566-
567). Fahrie’s comment is an illustration of how the teacher-student bond helps make teaching/learning a better experience.
All the students they call me mother. I feel less [of] being a stern teacher...
When you’re in class, you have to feel at home as well with the students. Otherwise, you’re in front, and they’re over there. There’s a barrier... you know? And they may not be enjoying your class. Most of all you’re not enjoying teaching them. (Fahrie, li.850-863)
Azlan’s statement exemplifies an honest and open invitation for human connection which he
believed, could help learning.
During break for example I can sit down and have tea with them, and then they can ask questions more openly. You give this sense of sincerity and honesty that you are there to help them (Azlan, li.566-568).
iii) A quality teacher delivers knowledge well.
The third perception of quality teaching is that a quality teacher delivers knowledge well as mentioned by seven teacher interviewees. For Razak, good delivery is associated with communicating knowledge effectively instead of teaching from the book. Razak said that a good lecturer is,
able to think, to find a way... to pass the knowledge in a manner that would assist the students to grab the knowledge. Not just read, read, pass, read. They need to go through additional steps... So, a good lecturer will have to think of a way that can effectively communicate the subject to the students (Razak, li.208-277).
April associated good delivery with classroom teaching that was comprehensive enough so that the students did not have to find answers beyond classroom teaching.
[Q]uality teaching for me [is] you deliver your materials in class and
students understand there and then. That’s quality teaching. Without
students being you know, to review again, revise again many times until
they understand fully what you’re talking about (April, li.88-92).
Good delivery is also associated with structured teaching. The teacher interviewees referred to teaching that is “organised”, “clear”, “point-by-point” (Fahrie, li. 1002) and teaching that
gains students’ attention by “conveying principles clearly, concisely and precisely” (Luqman,
li. 137-138). This perception also includes the view that teaching requires good presentation skills such as having “very good body language” and can “influence their audience” (Mahmud, li. 184-185).
The use of teaching media and teaching tools is an important aspect of good delivery. Three teachers preferred to use Power Point presentations slides to teach for different reasons. One of
the reasons was that Power Point was seen as raising students’ interest. It allowed teachers like Lindan and Fahrie to incorporate pictures, diagrams, audio and video materials in the presentation slides, making teaching “more interesting” (Lindan, li. 457) and “less boring than
having to look at textbook” (Fahrie, li. 501). Animation can also facilitate understanding especially in engineering subjects according to Luqman and April. For instance, in describing a
theoretical principle called “motion linkages” Luqman said,
At times, students have difficulty to actually visualise how a linkage will move. So, if we could... use a computer simulation and show by certain inputs, how the linkage will behave, that will further enhance or further be appreciated by the students, and I believe that might help the learning process (Luqman, li.157-161).
As opposed to using technology in teaching, several other teachers still believed in the effectiveness of using the conventional teaching medium – the whiteboard.
...for my experience,... even if you have a very good multimedia presentation but if you don’t use the whiteboard and write at the front, and
explaining things, it wouldn’t give a good impact to the students in terms
of learning that particular topic... at the end of the day, we still need to explain in our own words and highlight things on the board. (Noor, li.1056-1063)
Reasons for using the whiteboard include to draw “block diagrams” that shows topic overview
and connections between sub-topics (Noor, li. 1069), to show “step-by-step mathematical
calculations” (Mahmud, li. 248-249) and to bring teaching to life with “movements” and
“gestures”(Lindan, li. 444; April, li. 374). Luqman added,
When I use the [whiteboard], I feel more alive. When you use the Power Point, you just stand in the corner and click the button, your motion is almost nil. But when you use the [whiteboard], you’re moving up and down, scribbling here, scribbling there... and that will maybe make your class more alive (Luqman, li. 556-560).
iv) A quality teacher has genuine interest in teaching and in students’ learning. Seven teachers thought having genuine interest in teaching and students’ learning is part of quality teaching. The first group of words associated with genuine interest are “dedication” and a “sense of commitment” which includes “doing extremely thoroughly what you are supposed
976).
Genuine interest in teaching and learning is also associated with a teacher’s “heart”, understood
differently by the teachers. Adda related it to sincerity in teaching saying,
For me, when you are sincere, you will do everything that is in your power to make the best out of your teaching experience. So, you tend to do more, you tend to be proactive, you start to learn more, dig more, you will find your way to help the students because sincerity for me comes from the heart (Adda, li. 239 – 261)
A teacher’s heart relates to feeling concern for students for Razak.
If you are not concerned, your heart is not there, you just go into class for the sake of finishing the syllabus (Razak, li. 375-261).
Orked believed in the importance of having the heart to teach, relating it to having genuine
interest in students’ personal growth.
Personally, I find that teachers must have the heart to teach because to me
that’s the most crucial thing. As an educator, you want your students to excel and do well. I’m open for the students to come and see me, get
further information, explanation. Quality teaching to me, beside teacher must have a good reason to become a teacher, it means this people want to see other people grow (Orked, li. 86-93).
Finally, four teachers - Lili, Eddie, Orked and Fahrie - talked about the importance of giving time for student consultation. For example:
Teaching is about caring and you don’t go just up to 5 o’clock, you know.
You also go a little bit more. Go beyond 5 o’clock. (Fahrie, li.1617-1618)
v) A quality teacher makes an effort to improve teaching
Seven teachers discussed improving teaching as part of quality teaching. They identified six different ways to improve teaching. by visiting other universities (Luqman, li. 464), observing colleagues who are more experienced (Noor, li. 215), talking to other same-subject colleagues (Orked, li. 142), joining professional bodies and connecting with a network of professionals through online forums (Sobrie, li. 224; Eddie, li. 416), and by reading books that provide insights into teaching (April, li. 721). Improving teaching through years of experience was mentioned by three teachers (Noor, li. 214; Orked, li. 127; Lili, li. 1141-1142).
Orked’s comment illustrates, in the context of lesson preparation, how she developed her teaching skills with practice over time.
Researcher: Do you think (preparing for lessons) is difficult since you
don’t have training in teaching?
Teacher: I think, I might still acquire it through practice. But of course
it will be good if I’m given the opportunity to go through
formal training, I think it will be even more effective. But I think so far I have actually got the feel of it… you must have learning objectives, you need to achieve certain things at the end of the class, you need to assess the students to know how well they have understood you. These kinds of things, after a while, you get the feel of it, of what teaching is all about. (Orked, li. 118-128)
Lili’s comment emphasises the teacher’s own initiative to improve his or her own teaching, developing her skills through trial and error.
At first when you first started teaching, of course, lots of things need to be improved. But as time goes by you will learn more during class. You will
also do some experiment, sometimes, “If I teach this way, I can see that this student is improving, their understanding is better”. So based on that,
we improve. Mainly, it’s the initiative from the lecturer itself. (Lili, li. 1140-1145)
The above comments show that these teachers developed their teaching skills by intuition over the course of time. More important to note is that their teaching intuitions, as Orked described, could be aided by formal teacher training.
vi) A quality teacher is able to relate theories in classroom learning with
practice in the real world.
Five teachers talked about the ability to relate teaching/learning materials to practice in the real world. For two teachers, it is important to help students relate classroom learning to industry needs so that the students are able to see the significance and value of what they are learning.
Sometimes when we just depend on the textbook, the students do not understand the significant. Why do they have to learn this topic?(Lindan, li. 131-133)
Bahar’s comment illustrates the importance of being able to apply what is taught and learned in
the classroom to real life needs. He also refers to meaningful learning.
Most Engineering teachers tend to forget that Engineering is not only about numbers but for you to understand what those numbers are and how does it affect our lives. For example, if you are designing a particular equipment and doing some analysis and you’ve got some numbers out of your analysis. So what can we say about those numbers? Is it realistic? Will it mean that it will incur more cost for example? Or will it mean that it will incur environmental impact? Or... do you think that those numbers or those results will be pleased by the management? So in other words, the
meanings of those numbers is I think, more important (Bahar, li.1005- 1022).
Within the contexts of specific teaching areas, four teachers discussed how they helped students apply what is taught in class to what is demanded of them in their future job tasks. Most of these teachers provided examples to help the students relate theory with practice. In the management field, Lindan told her non-IT students that knowledge of computer systems development was relevant to them so that as a management executive, they could understand, “where will you be
involved?”(Lindan, li. 141). In the field of construction work, Sobrie told his students that