Many of the uprisings caused by the pandemic are, according to their teachers, a burden on students, including private schools, which are weaker than ever. A third of them stated that they had reduced their needs to succeed.
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This is at least one alarm in a survey of 335 teachers by the Federation of Private Education Staff (FPEP-CSQ).
Nearly 50% of teachers fear that their students will not reach common practice goals.
“It simply came to our notice then. We are of the opinion that we are coming back to normal, but the school delay is very real, ”said Mary-Josie Dullair, vice president of the school.
While the results of the first bulletin of the year, which aired in mid – February, did not show a significant decline in academic success, the reality is quite different, she adds, “the standards are not the same.”
To avoid failures
Teachers act in this way, “adjusting to their students’ reality and avoiding too many failures,” explained Federation President Stefan Lapoint.
Reduction of requirements translates into different ways: fewer questions in the exam, lower demand evaluation criteria, lower skills assessed or more time allowed for assessment, report to interviewed teachers.
Academic delays by their students put teachers in a “sensitive” position, MMe Dollar. “There is no one who is proud of having reduced the requirements. People feel bad and they feel professional confusion in the face of this reality, ”she said.
Every day, teachers find that the epidemic has shaken the self-esteem of some students and she explains to help them rebuild this confidence.
For all intents and purposes, many lament the fact that over the past couple of years, the gap between the strongest students and the weakest has widened.
Negative effect of absence
Furthermore, online teaching in private schools has been far from solving all since the outbreak: 61% of teachers feel that student absenteeism due to COVID-19 will have a negative impact on their success. .
Young people now find it very difficult to manage themselves, develop concentration and effective work methods, many teachers note.
“With the epidemic, work and home routines were disrupted; In distance education there is never supervision. Commitment to education is low, ”said Mr. Lapoint.
The federation called for increased resources to help much-needed students in private schools where these resources are “already in short supply” despite “crying needs”.
The Minister of Education, Jean-Franకోois Roberz, announced last year a $ 110 million funding revival plan for academic success, but this is not enough, Mr Lapoint adds. “We need to do more,” he said.
What they said:
“The quality of written and spoken French has dropped a lot since the beginning of the curfew in our case that many students speak French with their families.”
- Teacher, North Shore area of Montreal
“Normally, in February, we went a long way in this regard, but there we had to consolidate some bases that, in general, should be purchased at the beginning of the year.”
- A teacher, Laurentides area
“They are weaker than usual and they find it very difficult to manage themselves, focus on one task for a long time and retain information.”
- Teacher, Montreal area
“My students, especially in the secondary three, are far behind academically and behaviorally. They never really experienced high school. They are always late, they have no equipment.
- A teacher, Monterrey area
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