MP In the wake of continued debate over the quality of the public education system, here is the first of two viewpoints on how Bermuda can improve its education system. Government MP Dale Butler is a former teacher and was principal of St. George's Secondary School and Dellwood (later Northlands) Primary School. Tomorrow, The Royal Gazette will publish the findings of the Board of Education's Education Month community forums held in February.

I had an exciting 22 years in education as a teacher and principal of two schools and now I have a wonderful opportunity to reflect on all the numerous things I did, and the acquisition of two masters degrees and my attendance, as the first Bermudian, at The Principals' Centre at Harvard University.

We have one education system with a couple of thousand children in public education. We have a host of well qualified education officers, principals, teachers, counsellors and home school visitors. We are the envy of the world especially when you look at the amount of money being spent to educate each child. Most parents send their children to school in clean clothes and take pride in sports days and prize givings. Most of our children come to school anticipating great things. We also have numerous people interested in developing a better educational system. If we can get them all together and on the same page we could have the best system in the world.

Everything necessary for success is here so we should be getting the best results. Recent statistics and comments from parents, former Bermuda College vice president Dr. Donald Peters and employers, however, indicate that there are concerns. Literacy is often mentioned but the problem is even greater than that.

Although General Orders placed certain restrictions on our profession, I did speak out and write numerous articles about teacher preparation, discipline, knowledge, academic standards, parents and the "untouchables''.

Preparation On a regular basis principals expressed concern about the lack of adequate teacher training and preparation. Worksheets from American books, written by non-educators, used as busy work in the classroom, and sent home as homework, are often "dumbed-down'' and have no connection with the curriculum teachers who do prepare, with maps, maths manipulatives, social studies folders and science equipment are often met with disruptive students who are half awake.

Teachers soon give up and do less, thus compounding the problem.

At one point in our history, most teachers came from two or three colleges stressing the basics of teaching with two or three methods. All they received was a certificate of completion. Now teachers start with a degree, as a result of passing "the sociology of education'' and the "philosophy of education''.

They are often armed with a few dozen teaching methods but few are mastered, especially maths, science and reading. Just saying this is an "untouchable'' which brings the wrath of the union in defence of its members. But children get confused when there is little or no continuity so we must address this area.

Every teacher today should have a "Teacher Enhancement'' programme for motivating the parents in the classroom. Parents are under a lot of stress and may not know how to instruct and discipline their children. The parents need guidance from teachers and must be prepared to accept it and implement it.

Lesson plans therefore, should clearly state how the teacher will communicate the child's success and needs to the parent. This must be done weekly as compared to the two official report cards which currently go home.

Discipline Most people refer to me as a tough disciplinarian. But those who know me, especially students, knew exactly what to expect when it came to the rules, respect for learning and teachers. I did more hugging, resting my hand on shoulders, counselling and motivating than from using the strap.

Unfortunately, however, we no longer know what to do when it comes to discipline.

If a teacher shouts at a child it is "emotional'' abuse. If they spank it is "physical abuse'' and if they keep them in, it is "social abuse''. If they give "lines'' it is a "human rights abuse''. The principal and teachers therefore have a dilemma. Schools spend so much time trying to find a magic secret that you can lose sight of the academic goals and the children who do want to learn.

This is nonsense. As a community, we should renew our faith in principals and teachers to discipline our children. If such discipline could start at home the schools would have an easier time. We have a history of outstanding teachers who stand out because people remarked on how well they could discipline a class. That discipline started at home and schools were given the absolute authority to do as they saw fit. Teachers are nice people and many have children. Teachers do not abuse children. Teachers must have a presence or they will not be able to teach. Time is very limited and teachers must be allowed to discipline or learning will not take place. The rule of the school must be respected by all parents.

Knowledge I would get rid of all abridged literature books and give every child a paperback from the best seller list. It would be compulsory to cover a minimum of five books per year. It is essential that teachers have a thorough knowledge of the book and be able to compare and contrast it with others.

Vocabulary development and discussions would be a priority. When this happens it is so much easier to answer exam questions. Children who refuse, or are unable because of a learning difficulty would be given additional help or kept behind until it is learned.

It is essential that we have teachers to teach in their own subject area. This is another untouchable. If the post is for a science post do not hire an English teacher who did some science in school. We need good maths, science, social studies and computer teachers or these areas will not improve.

It is a well-known fact that our students do too many subjects and teachers are expected to cover too many objectives. The students end up learning little. This must stop.

There are two areas in education currently being ignored in Bermuda. As the first Bermudian to attend the Marva Colins Westside Preparatory school in Chicago, I was pleased to give workshops all over the Island on her strategies before I then implemented it at St. George's Secondary. It was a very successful academic strategy which helped to build self-esteem without having to have self-esteem programmes.

The second area is the gradeless school where students are mixed regardless of age. I implemented it at St. George's Secondary School and at Northlands. The Primary 1 children who were in class with Primary 6 children went home and stated, "Mom, we have some very dumb, Primary 6 students''. And the Primary 6 students went home saying: "`Mom, we have some very bright Primary 1 students.' Both groups then worked harder to live up to that expectation. It worked and it built self-esteem through academic achievement.

Academic standards Bermudians used to stress the importance of academic standards. 12 out of 20 in a spelling test was never good enough in most homes. Parents and older brothers and sisters would sit you down and go over the words until they were acquired. It was called rote learning but it worked. It worked for secretaries and teachers. Now we have a big problem in our schools with spelling which means it will have an impact on future employment. We must therefore continue to stress the importance of academic achievement and not lower the standards.

Yes, there are children with learning difficulties but their handicap should not prevent the school from setting a high standard. Very often they can reach it if the standard is set.

Can we set standards and stick to them? Can we tell parents what we expect and inform them immediately when they are not met and let them also know what we intend to do about it? No doubt the new initiative of small entry level classes will enable teachers to reach more students and standards should go up. Hopefully good teaching will help. When we lower standards everyone loses.

We have a good Bermuda College but it is not a remedial institution. In order to complete its mandate, it needs students who can think, answer questions, show leadership skills, critically analyse and handle facts. It will therefore be important for counsellors to work closely with children to ensure they take a foreign language and do not drop subjects that will be a prerequisite for specific programmes.

Parents There are a number of children in public schools getting good grades on international exams. There are two main reasons why this happens regardless of the number of "special'' students in the class and sometimes regardless of the behaviour.

Children who live in homes where their parents give two and three word commands cannot cope with the language of the classroom. "Go to bed; come here; eat up; sit down; who is that,'' is no compensation for a conversation with a parent. Secondly, parents who look ahead, and refuse to put a noose around their necks because they are unmarried, or do not have a nice house or a computer but set standards, their children often do well. Schools should have one major fundraiser a term and concentrate on getting parents out to meetings. Parents must respect the school the same way their parents did. When that happens, schools can get on with the job of teaching.

Untouchables If they cannot teach or administrate, help must be given, then they must go.

It is simple as that. The union, as a professional union, and as a former president I said it then, must take a more active stand against laziness and incompetence. This is an untouchable because it makes people angry and it is not "politically correct'' or vote getting to take on the teachers' union or the principals' union. Teachers and principals cannot force children to learn but they can be well prepared, enthusiastic and helpful to children. When the fire is no longer burning they should take a year off or move on.

We need fewer workshops and less paperwork. Principals must spend more time observing teachers teach. Another untouchable! How dare I say that! But I stand on my record and the statistics published by the Ministry of Education and the fact that I passed all of my evaluations as a teacher and principal.

We have principals with a lot of ability but they have been given too much to do: Counsellors, nurses, fathers, mothers, electricians, plumbers etc.

Pay now or pay later. There is much work to be done. We have to keep the country moving and education has to play its role in preparing knowledgeable, and disciplined students.

Dale Butler is currently a director at MEF Ltd. and is also an MP for Warwick East. He is a former teacher and principal in the Government education system.

Dale Butler MP