Episode Transcript
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[00:01:04] Speaker B: Foreign.
[00:01:10] Speaker C: Good morning Trinidad and Tobago. 20 minutes after the hour of 8 o'.
[00:01:13] Speaker D: Clock.
[00:01:13] Speaker C: Well 819 and some seconds as we get set to chat with the NPTA Speaks. And this morning we have the National Education Officer, Mr. Felix Brown. Welcome back to Freedom. Good morning Sir.
[00:01:25] Speaker D: Good morning Mr. D.P.
[00:01:26] Speaker C: and of course welcome back to the segment the NPTA Speaks. So I will as we start this week's edition of the NPTA Speaks, I will allow you, Mr. Brown to share any insights or any thoughts that you would like to share with us this morning before we get into our regular discussions. And I would like the issues I would want to raise with you. So if there's anything that you'd like to share with the wider public, now is the time. I'll allow you to share with us your thoughts, anything going forward with the npta, your plans.
[00:02:01] Speaker D: Okay.
Well as we in July, August vacation, you know, things would have slowed down school wise but meetings are still, we are still hold, you know, holding meetings and discussion on bringing about certain programs, on working with different stakeholders, especially we working with the ttps pasco planning a youth forum upcoming. Youth forum. So we are at this time engaging different stakeholders, you know, for the benefit of our youth, our children.
So look out in September, any new term, different things will be rolled out.
[00:02:47] Speaker C: All right. And that's the reason why I posed that question because you mentioned Java vacation. So I mean the students on vacation now.
[00:02:53] Speaker D: Yes.
[00:02:53] Speaker C: School opens on what date? The 7th.
[00:02:55] Speaker D: Yes, 7th of September.
[00:02:57] Speaker C: So they have a little week into September.
[00:02:58] Speaker D: Yeah.
[00:02:59] Speaker C: That makes up there is it eight or nine to get this time? I think it was about nine weeks or eight weeks.
[00:03:03] Speaker D: Yeah.
[00:03:03] Speaker C: The school goes on the 10th of July 10th.
[00:03:06] Speaker D: So yeah, that's, that's nine.
Let's see three.
[00:03:11] Speaker C: Yeah. I think about. Yeah roughly about eight to nine, almost nine weeks home. So I'm happy to know that the NPTA didn't take a rest or a sabbatical as it was. So I didn't even realize that you all were still holding meetings, you all still engaging stakeholders, you know any updates that you can provide for us so far in terms of some of these meetings you had. If you want to share some of the initiatives you all plan to roll out for the September term.
[00:03:32] Speaker D: Well as I mentioned, well there's different regions, you know, there's eight regions. So we have like the Ministry of Education has learned the CAT program. So we planning on how do we bring across that understanding to parents or with this new system with the separate where instead of we just have one test on scad we have different project type of assessment going that will add to your contribute to your marks, your SCA marks. So these are the workshops we, you know we plan to host and to bring those awareness to our parents. So of course more from the ministry we're in discussion so things like that. So when I mentioned stakeholders is the moe.
[00:04:20] Speaker C: How is the MOE buying into this initiative a wonderful initiative? I mean Walter talked about it a couple weeks ago and even last week. How was the ministry buying into this narrative?
[00:04:28] Speaker D: No, well, well it's a ministry initiative.
[00:04:32] Speaker C: It came from them?
[00:04:33] Speaker D: Yes. From them, Yes.
[00:04:35] Speaker C: I always thought it was the other way around. Thank you very much Education officer for sharing that. So it's an initiative from the ministry. So they're going to look at how far back are we going from infancy coming up?
[00:04:45] Speaker D: No, it's from standard three.
[00:04:47] Speaker C: So from standard three.
[00:04:48] Speaker D: So the cohort of students going to write SCA next year they would not be so affected. But those who in standard tree from this term going from this term going forward.
[00:04:59] Speaker C: So that is already in England.
[00:05:01] Speaker D: Yes. So I think the ministry is engaging with different stakeholders of course and feedback so more will be, you know, as it goes along. We want to bring more information and awareness to parents on that.
[00:05:13] Speaker C: This is great. This is, this is. Listen, so we looking at. Not just because I think if I can't remember how many subjects we were tested on in our time during common entrance you could remember when you did se were we tested on just science
[00:05:31] Speaker D: and social studies Was any major There was more? Yeah, there's more.
[00:05:35] Speaker C: No, I think it went down to
[00:05:37] Speaker D: just math, English and creative Writing.
[00:05:39] Speaker C: Creative Writing?
[00:05:40] Speaker D: Yes.
[00:05:42] Speaker C: So just Math, English and Creative Writing.
Determine whether you are ready for secondaries or high academic, academically strong the secondary environment because of your creative Writing skills and your math and English.
[00:05:59] Speaker D: Yes.
[00:05:59] Speaker C: So the other subjects there wasn't.
[00:06:02] Speaker D: Well, it's part of the curriculum.
[00:06:06] Speaker C: No, but I'm saying. But you're not tested on that.
[00:06:08] Speaker D: No, no. However, you know, some of the subject I may add would have, you know, make up part of your curriculum. So like your social studies, your, your science, some of the comprehension, let's say the passages may have, you know, connected to what you may have learned in your social studies science, you know, throughout your, the primary school.
So.
Wow.
[00:06:34] Speaker C: Yeah, because I think in our time we had, we, we had subjects. We get a recess or a break and we had to go back and finish off common entrance. It was early in the morning.
[00:06:42] Speaker D: Right.
[00:06:42] Speaker C: And by lunchtime it done.
[00:06:43] Speaker D: Right.
[00:06:44] Speaker C: That's the same process now.
[00:06:46] Speaker D: Yes. So you creative writer. Yes. So you do creative writing, math and the language arts.
Yeah.
[00:06:55] Speaker C: All right, cool, cool. And you are saying now the MOE has initiated, has initiated this process of looking at students from the cohort of Standard 3. So once you enter Standard 3 from Standard 2, we start looking at your grades and your marks leading up to standard five, leading up to the SC examination.
[00:07:18] Speaker D: Well, not quite looking at the grade. So what they are doing is that they are.
You're going to do something like a profile. So you, you will be given certain tasks to complete and by standard 5 those marks will contribute to your SCA in 30% to your overall mark.
You know, so it's a ongoing process where. Yes, profile. So you is not actually looking in standard tree your marks but the subjects and different things that is being being taught.
Right. It will add to your profile when you come to standard five, if you understand what I'm saying. So it's, it's, it's a work in progress.
[00:08:08] Speaker C: Do you think this one, do you think this would, this would greatly help because the pressure is still on.
[00:08:13] Speaker D: Right.
[00:08:13] Speaker C: Because I, I think, I think when I spoke with the President the idea was to take that mounted pressure off of the 11, 12 and 13 year olds.
[00:08:23] Speaker D: Yes.
[00:08:24] Speaker C: As early as 10, some mini videos at 10 sitting sea. But if you're graded so they're paying attention to your mark, it makes up so much. 30%.
[00:08:32] Speaker D: Yes, at least 30%.
[00:08:33] Speaker C: At least 30% of your will be calculated.
So then if you get next 30, I get six data.
[00:08:39] Speaker D: Yeah, something like that. But it's not a new concept. It had it, we had that before. You know, there was different concerns, you know, in terms of fairness and stuff like that.
But it was here before where for example creative writing children would have Gone through the entire writing process and then at the end, they present their final piece for marking by the teacher or supervise.
Someone from the ministry will come taking your book, give you a mark, and it will add. So it's not a new process, it's just a revamp process now that aims to take the pressure. And also, you know, I think because of this, the Ministry of Education recognized that, you know, churn multiple intelligence.
So.
And to make sure the curriculum is more integrated.
[00:09:38] Speaker C: All right, so as it relates to those things, I love the idea and I'm happy that the MOE is looking at it. It's finally bearing fruit, and we should see it inked before this session starts in September. Yeah, that'll be real cool. Now, let's talk about the. The July, August vacation. Holidays. I mean, we well into it. Yes, I am in. I am somewhat enjoying it. Relative calm on the nation roads. You know, I, I not going to school, but I enjoy not having to have a rush to pick up no children in school. I just pressure.
[00:10:07] Speaker A: Yeah.
[00:10:08] Speaker C: You know, because I mean, students traveling these days, sometimes your parents don't. They don't have a choice.
[00:10:15] Speaker D: Yes.
[00:10:15] Speaker C: I tell my kids every day all, they're lucky all their parents can't pick all you up. You know, even though they want to travel, they want that experience.
What is the npt? What's your position in terms of allowing parents, you know, kind of loosening the rope, you know, letting go that belt a little bit and traveling, Allowing your children to travel?
[00:10:36] Speaker D: Well, safeguarding is always, you know, your main concern, the safety of your child.
[00:10:40] Speaker C: Right.
[00:10:41] Speaker D: So I, I don't know. You. You could, I mean, you will know, depends on the area you live in. Okay. And how comfortable you are with it. I know mothers very, you know, apprehensive to like allowing their girl child to be traveling, things like that.
A father might say, okay, let's take a chance. You know, I'm one of the father. I will say take a chance. Yeah, I did, you know, me too.
[00:11:04] Speaker C: Me too.
[00:11:04] Speaker D: But no, no, no.
[00:11:07] Speaker C: But you see, the thing about it is that we are raising young men. Do you, do you know where Henry Sheet is in Port of Spain?
[00:11:12] Speaker D: Yes.
[00:11:12] Speaker C: You know where Henry Sheet. How long it took you before you
[00:11:14] Speaker D: know where Henry street was a young, young.
[00:11:18] Speaker C: There we go.
[00:11:18] Speaker E: Yeah.
[00:11:20] Speaker C: Were you a. A child when time to buy your school books and dad goes, was it a mommy or daddy alone or they go and handle it and bring it home to you. Did they carry you with you?
[00:11:32] Speaker D: Yeah, sometimes they carry. Sometimes I, they carry me. But Most of the time it's either my father or my mother, but they do. Yeah.
[00:11:41] Speaker C: I never had the privilege of my father taking me for school supplies.
Oh, N E V E R in bold letters, underlined four times in red. Never had that experience of my. But I had the experience and I'm very grateful to my mother for taking me and my sister to. During the the Java vacation. It was a staple event.
[00:12:00] Speaker B: Yeah.
[00:12:00] Speaker C: Coming into Port of Spain, going to the various boxers on Queen street, hitting a chicken and chips place. I was the staple. You're looking for the chicken and chips after you drink lunch, you know, sitting down in the restaurant and eating and getting your school supplies and stuff like that. And I learned at a very early age the streets of Port of Spain.
[00:12:18] Speaker D: Right.
[00:12:19] Speaker C: You know, understanding how to travel because father didn't bring any hand drop yet I had to travel and come into Port of Spain. So I mean, you have a point.
[00:12:29] Speaker D: Yes. On that point, I just want to expand that, you know, because in this July, August Holly vacation, that is one way that you can communicate with your student. Not just going to buy books. You mentioned buying books. But what about taking your child to work to see how you function? I know in Trinidad that it might be some difficulties. Depends on where you work. But to see your, you know, for your child to get that firsthand experience of what adulthood look like, decisions you have to make, you know, that that could be a possibility too. And to communicate with your child, I've learned I have with my father once or twice during when I was younger he took me. He was a sales manager. So he took me one day to work and I see he have to travel all the Trinidad and Tobago opening delivering. And I'm helping them. I'm happy. And yes, I learned Trinidad and Tobago. I learned driving skills.
I understand how he thinks. Sometimes there's a disconnect. So that's a way too you could communicate with your child.
[00:13:33] Speaker C: How do you think it's important for parents to use the Java vacation as it relates to their children today?
[00:13:38] Speaker D: Yes, as expanding on that point in communication because, you know, China different now as we are in the age of technology and screen time where they said the average is usually seven to eight hours children spend on screen every day. And during the summertime it spiked to 10 to 11 hours. So, you know, late nights and stuff like that. So communication is a skill. This is time where that, you know, you have to kind of combat that. How do we combat that is by actively having more conversation.
I went the president I our general sec and our first VP went to Pittsburgh. We had a national, the US national PTA convention up there. And one of the workshop was titled are teens Lazy? And the presenter there said no, they're not lazy. They're born into a world of convenience, technology, information. Are there tips? They're easy, it's easy to be entertained. So what the person was suggesting and a 10 year old also joined in on that, that presentation is not just banning the phone or saying no social media or no, but actually carving out time out of that.
So for example, instead of saying how long you spend on TikTok today, say what was the funniest video? And have that conversation, that type of conversation with your child.
[00:15:13] Speaker C: Wow.
[00:15:15] Speaker D: So you, you, you kind of and in personal experience with me as well, sometimes you have to go into these children will, you know, if you want to effectively communicate with them and pull them out and pull it and bridge that gap between our parents and our child. You know there's different ways like that. Also I want to add, you know, you have to know your child. This is a time for reflection. Okay. This is the time I know my child. You get your report book, I need to do lessons, bring them up to screen. Maybe they're struggling in mathematics or whatever subject.
Also time to you know, look at camps to teach a new skill. Maybe try arts or pan. You know I know the ministries, some of them have free vocation program.
And also to maybe those who are transitioning there's new camps where helping students who transitioning into that secondary school and maybe not just the standard five to the form ones but maybe the form two who really have not settled in school. So some students suffer greatly from lack of content. Confident. So there are a lot of camps also where they could learn those soft skills. Confident. Building you know, leadership skills, things like that. So this is things that I encourage parents to, to reflect, know your child. What area do they need help with and just engage them.
Wow.
[00:16:39] Speaker C: You know I, I, I mean I look at my, my children recently and I have them in chores now. Serious, I'm not even playing.
I watch to see how lazy my child is be hungry. And I said to them listen, they had this thing, I didn't use the dishes so I not washing it. I wash it what I use.
So I say well then use the phone that you buy and the PS and the television that you pay for. If you didn't pay for it and it's not yours, then don't use it it right? But daddy, I say that but daddy, you, I say well if your philosophy and concept is I go to the kitchen to wash up the dishes because I want to make a sandwich, but I only washing what I use, I have a problem with that.
Me washing your clothes, I didn't wear it right. And you got to give me the TV and put on my phone. But I do have your phone. I say, no, that's my phone too. Because I bought that phone recently for you with my money. What money? You had.
So he's watching me and I use this as a teaching moment. Are you selfish? Are you understanding how life is right? So if you didn't pay for it, then you have no authorization over it. It's loaned to you. So I want it back now, right? And he couldn't.
Icd icd it felt like he was starting to twitch because without him, my friends. I say, well, tell your friends bye bye.
[00:18:05] Speaker D: Right?
[00:18:05] Speaker C: Because you went in the kitchen and you just wash up the pan and the pot that you use and what happened to the rest? Additions.
[00:18:09] Speaker D: Yes.
[00:18:10] Speaker C: So I mean we had to look for every moment not to quarrel, pull a belt and shout what happened to you? No, no, no. I not even vex with you.
I gonna treat you just the way you want to function.
I go on because I've been telling you that's not the correct way. So here's what the fact that it didn't register in your head because I had to treat you the same way you're thinking. So once it starts to affect you right. I believe you're gonna understand where it coming from.
[00:18:39] Speaker E: So.
[00:18:40] Speaker C: And any big one had some meltdown. And I said to him, I said, listen, I need you to get up.
Not telling all of my business on the radio, only listening to David Maria. But this is real life solution situations their parents, I sure plenty parents could attest to this. I'm gonna tell your children go and be the name brush you did.
So I said to myself, but daddy. I say hey, hey, hey, hey, hey. If I tell you to do something, I don't care whether you're sable daddy, but. And I didn't ask you that. I simply gave you an instruction.
So I called him up privately inside because his mother was dealing. I could come.
You are going to reach a stage. Are you a big brother or a little brother? You say I'm the big brother. How about you and your little brother traveling and you give him an instruction because you're watching him and you say, hey, hey. You pull him back.
Why would you do that? Because you know what he said? Because I know better say There you go. Right. So as a parent, are you my age?
Do I not know better if I tell you to do something, have I not proven over the 15 or 16 years that you're on this planet since you know me, have I not known better than you? Yes, daddy. So if I tell you something I do, it's not a negotiable thing. I'm not negotiating with you. I say I'm not going to beat you. Me hate and you ain't telling nothing, right? But if you refuse, take my cell phone and put it down. And you see that computer come over that game?
Yes, I saw a complete change in his attitude.
So it tell it told me Felix, that conversation.
Yes, you might, you know, on a semi adult level I see that reaching you because you won this.
[00:20:18] Speaker D: That's the motivation.
[00:20:20] Speaker C: Now people might say, but why are you motivating your children? Are we not motivated by our salary to work?
[00:20:27] Speaker D: Yes.
[00:20:29] Speaker C: So is it wrong to pay our children?
Some people say bribing them.
You buy a PS5 for the night and if he do work good this week, he'll get to play PS5. What is wrong with that? Felix? Is that a bad thing to take? Tell your children
[00:20:46] Speaker D: it's not a bad thing, but sometimes it goes as that far because how much are you see you want to eventually lead them that internally intrinsically they should able to want to do it.
So you have to kind of guide it to that place where you know, it moves from those type of motivation to in, you know, internal motivation where they themselves want to achieve something. And that's what as a parent, as I try to do with my children, I start off with simple thing. I will give you this chores, you do this. I will give, you know, some money to buy some snack. But after, just like you, I move it to area of responsibility.
Because you see being on social media, they believe that they know everything.
You know, they have it on their finger. But they have not have the lived experience which we have.
And that kind of conversation and communication is what we need.
We really need as parents to communicate especially in this, this I my children hate to hear when I say what's wrong with this Gen Z? And they, they were like, y' all don't understand, you know, we don't understand them. So there's always some battle so the conversation.
And I love to sometimes when like my daughter, she may be looking at something and I just pick on it and I go in the conversation and act like devil advocate just not to be miserable, but to bring out a holistic kind of thinking. Don't look at things one way, look at another way. Not just your point of view, but the other point of view. And then make your decision, have all your facts.
So things like that. We need these strategies that we need as parents in this time, as in parenting in this time.
[00:22:35] Speaker C: Now in our days, we went outside and played tree hole. During the August, the July, August vacation.
I was.
I really like toy cars. We used to go in the dirt and be building roads and tracks by the neighbors.
[00:22:51] Speaker D: Right.
[00:22:52] Speaker C: We go in and pick mango.
We making slingshots and we outside whole day your mother telling you whole day you outside, you ain't come inside to do nothing. When you come inside, you're smelling like the whole road and all kind of a canal.
Now it's a little dangerous depending on where you, where you exist even to have your children play with your neighbor's children because some little squabble the neighbor want to fight you.
Sometimes these things happen according to the communities and areas you live in. So in order to protect your children from. And protect you from anxiety because for some reason to send your child in his shop now we grow into it as normal things.
Mothers today, they're so protective of their boys and girl children and rightfully so.
[00:23:35] Speaker D: Yes, rightfully, rightfully.
[00:23:37] Speaker C: Depending on the area you live in. You know, I get all of that.
But you could be living in Westmoron and sending a child outside and somebody pass and pick them up the same way. You know, it might be a shooting incident. But I say all of that to say this.
I look at my children and others and I realize it's not just in my household. They wake up in the morning, well after lessons and whatever they had to do earlier. So they're into the vacation now. I leave here.
They play game if you give them a chance, whole day. And there's this group they're on the group calls and they in this virtual reality world and they're playing.
[00:24:13] Speaker D: Yes.
[00:24:13] Speaker C: And they're interacting. Sometimes it's just audio, sometimes they're on video and they're watching each other and they're playing and who Avatar there. And I am looking.
The younger one has his group, the older one have his group and they just having a blast. I say, guys come right? Make a run. I tell them I said let me go my barbershop yesterday. Now they want to go ahead. But daddy, we had to go now. And I'm watching me done Daddy be going back home now. I said, well no, I want to go and do this.
And I'm saying, what do you mean? You want to go home all day? Come and go to Alifather, Let me make a turn. You know, they say, all right, reluctantly they went. But the thing is, they're excited to just go.
Where are they going? Outside. Breeze in, pal.
They're on this phone and they're happy with their friends. They're not even worrying to go in the zoo.
They can't ride to the beach and relax. Them just get up and die is their comfort.
[00:25:01] Speaker D: Yes, it is.
Same thing with my son. A laptop, a phone and a game on. How could these three. How are you focusing on these three things together?
So I realized he's talking to his friend here because through the game, that friend don't have a headphone or something.
[00:25:20] Speaker C: Right.
[00:25:20] Speaker D: So you have to communicate with your phone.
[00:25:22] Speaker E: Right?
[00:25:23] Speaker D: Yeah. And then they're looking at moves here. A YouTube thing playing on the. On the laptop.
[00:25:28] Speaker C: Yeah.
[00:25:28] Speaker D: And then they play in the game because they.
[00:25:30] Speaker C: And they.
[00:25:31] Speaker D: So they form. They find ways to form these community, you know, these communities. But as a parent, I sometimes have to sit in to see, you know, because sometimes I don't know what inappropriate or whatever. So you still have to monitor. Sometimes just drop in.
[00:25:46] Speaker C: Sometimes I just do it periodically.
[00:25:48] Speaker D: Yes. Drop in and say, what? What?
[00:25:51] Speaker C: Yeah, I do it all the time. Once I'm home after work. I do it all the time. But the thing about it is they not lying. We really in a different era when it comes to the July, August vacation, holidays. I mean, some parents are privileged enough to take up their children and travel overseas.
[00:26:04] Speaker D: Yes.
[00:26:05] Speaker C: And take them on a vacation. Others. Hey, if you can't afford it. I just look at it this way, Felix.
They're safe. They're inside, they're playing the game. Yeah. They're beasting it.
[00:26:17] Speaker D: Yes. Well, that's game, eh?
So what about the child? Because sometimes the safety. Talking about what are they looking. That will influence their mind as well in your house.
So that's another way. That's why we come back to communication, to know you understand.
What are you looking at? What are you listening? Because there's, let's say a girl child. She may not be on. On game. You're talking about the boys. But she might be on Tick Tock. And then, you know, the algorithm will pick up. So she might want what's something.
[00:26:49] Speaker C: One video.
[00:26:50] Speaker D: One video. And then you're flooding.
[00:26:53] Speaker C: You're flooded with videos along that same narrative until you change it. I tried it already. I changed it.
[00:26:59] Speaker D: Yeah.
[00:26:59] Speaker C: I typing something else.
[00:27:01] Speaker D: Right.
[00:27:01] Speaker C: And I started watching down this particular line. And then I realized I get in a certain algorithm on that line now. Exactly. So I changed it a bit.
[00:27:09] Speaker D: And sometimes you have to look at your child because sometimes you find in different mood and stuff and you like why. But then not linking it that because you spend eight hours on that chain and the algorithm that it affects your mind that sometimes because there's different some children, they can't take on all these and the information and become a negative and they have a negative outlook. So some might be looking all these things that happen in the world. Is the world a better place? You have to know your child and as your job as a parent now take them out conversation, turn it around, give them tips you can't spend. You know, you give them the reality how you're being real with your your child. So you have to always be on point as a parent. Even in the vacation, even you safe at home.
But still, but still you can try
[00:28:07] Speaker B: your best to safeguard your children as much as they want.
But your children have to live in the real world and you will not always be there to protect them.
So if you have the opportunity to teach your children how to travel, how
[00:28:21] Speaker E: to find their way home on their
[00:28:22] Speaker B: own, then that's something you should do. Because you never know when there's an emergency and these children may have to do that without you.
So it's better they prepare than they're not prepared. So when you have the time, do it. Teach your children how to get a maxi, teach them how to jump in a taxi, teach them how to reach home so that in if something happened, they could do it.
[00:28:45] Speaker C: Oh, you're convincing mom to do that, buddy.
[00:28:49] Speaker F: To you and your guest question, you're saying starting from standard tree.
In my days when I went to school, I skipped standard TR. I went straight to standard 4.
So how would that affect a student if that's still the case now, how will that affect a student in terms of making up grades for the sea if they still position and they still do that.
[00:29:15] Speaker C: That's a good point. I mean it are real children skip class. They're so well academically inclined that the teacher felt that you know what? They don't need to. They could go to the higher class one time. So they skip standard 3 and went to standard 4 or they skipped standard 4 and went to 5. Given the fact that this new proposed inked MOU is about to be enacted, how is it going to affect the grade? The 30% ask from Standard 3 all the way to Standard 5. If they skip A class Would it affect it? Have the ministry looked at it?
[00:29:51] Speaker D: No. Well, the implementation of is starting standard three this term so remember in the end it's, it's the. The. Your profile will be in standard five the final presentation will be five but
[00:30:05] Speaker C: he's saying over the three year between the standard three to five that three year period you're being marked right Your profile or your marks are being tallied but if you miss, if you go through standard three where they did so well they skip you to standard five and you didn't do standard for.
[00:30:19] Speaker D: For. Okay, let me correct so as they're implementing it this. The standard tree now will not be marked the standard tree now will be fully in the system in the next three years. Okay you understand?
[00:30:34] Speaker C: Yeah, Rollout kind of thing.
[00:30:36] Speaker D: Yeah so they will be prepping now the sanditry now so when they in five if the system would have been effect so they will know what to look out for what's profile and stuff like that so it's not concern. Right they would not be marking at this point in standard tree.
[00:30:52] Speaker C: Hello, Good morning.
[00:30:54] Speaker E: Good morning gentlemen. I. I know you guys are not in the government implementing this foolishness and I know I am a well known strong supporter of the UNC and I'm a strong supporter of Dr. Dawlat but I think he's going dead wrong here. He needs to consult with some child psychologists we would have done a little bit of child psychology in our teacher's diploma and now it's a whole degree you have to do.
Yeah, I don't know he would have done the diploma too so I'm saying that if you consult with some child psychologists because. And then you don't even have to, you can read, there's lots of stuff to read.
You really wouldn't want to take mark from last year that might be 80% and this year the child is clocking 99 and you want to bring him down to 90 when somebody who is clocking was clocking 91 last year and clocking 91 now so his 91 is going up against your 99 but he's beating you so I'm saying this whole thing is a bag of foolishness.
There's no way for me to get on to Dr. Dowlat but I just want to point out that you need to take this mark that is at the end because that is the mark that is the capability, that is the performance that you are taking to the secondary school.
You only need to do these kind of markings from prior projects and whatnot exams when the child or adult is a mature person and can deal with that kind of thing. While you are going through these stages of childhood, you should not be penalized for falling behind a little bit. You should be getting your mark that you get when you are ready to leave and step into secondary school. That's my point of view on that as a teacher of long experience and in private lessons at all levels. Thank you.
[00:32:57] Speaker C: You know what about on the final mark? The child was performing well all the time. But on that final day the child is so nervous that her mental brain drained. Something happened, they panicked, they got anxiety and they didn't get a good grade. But then you say well how you score so low but you was performing so well. So it goes both ways. You know if you want to grade them on the final grade it happened. I know some. Have you ever witnessed Dorabasa, Trace and Felix where people are in a state of bewilderment. Oh this child didn't pass to the first choice but it was performing so well. And how you get it so low? Nah, they cheat here. But the child of themselves probably suffered some kind of anxiety during the exam.
You know if I write in a paper I remember her writing an English paper and can remember the spell wasn't and don't. I was like don't. It's remember you're under pressure.
[00:33:50] Speaker D: Yes.
[00:33:50] Speaker C: So your response.
[00:33:54] Speaker D: Yes. It happens A lot of children exam anxiety is a real thing for them.
So in the SCA which is a high stake, you know it's a public everybody what school you pass for. You know the pressure. They're not even studying the second, the third or your fourth choice. You always the first choice and sometimes that child himself. You know that anxiousness for parent and child now with the cat there's more will be shared publicly as the time go on. Right. I know there's a lot of question on it. So as I'm going to correct this cohort in standard three just to be sure is when we roll out. So teachers will be on workshops, parents will be in educated on it, what to expect and they will be at the final end. Now the this supposed to help them take off some of the anxiety because some of your profile marks. Right. You know it. It contribute part of your marks is it it kind of aimed to take off that kind of anxiety.
You know where everything is based on that the scd.
[00:35:06] Speaker C: Okay. You know well at least that's the good out of it.
[00:35:08] Speaker E: Yeah.
[00:35:08] Speaker C: Any final thoughts Felix before we depart from the NPTA speaks this morning. I want to thank you again for coming in and holding it down for the president. Walter sure. You made him proud.
[00:35:18] Speaker A: Yes.
[00:35:18] Speaker D: Well, my final thing, as you know the NPTA we about the welfare of the students, welfare of the parents, the child, bridging that, that, that communication, bridging the community, school child, different stakeholders and always saying, I would say communicate more with your child, know your child, have it as a reflection during this travel and you move to suit.
[00:35:45] Speaker C: Thank you very much, Felix. We look forward to another exciting edition of the NPTA Speaks come next week. Wednesday godspeare Live.
[00:35:51] Speaker A: The best insight, instant feedback, accountability, the all new Talk Radio Freedom 106.5.
