. . . First the infant, mewling and puking . . . and then the whining school-boy, with his satchel and shining morning face, creeping like snail unwillingly to school. – William Shakespeare (As You Like It).
In spite of numerous calls and inducements for me to get involved in the Alexandra saga, I have managed to stay away.
In fact, I will still stay away from any involvement in the hardcore issues involved in “da Pele case, bosey!”
I must admit that I was tempted to write about several issues which went off in my head as I listened to Prime Minister Freundel?Stuart’s Press conference.
I was tempted to talk about his reference to the ‘barbecue pigtail mentality.’
As an educator, I wanted to challenge the implication in his remarks about the disruptive role that athletics and sports play during the second term of the school year. I will still stay away from discussing or venturing a position on who is right or who is wrong.
I will still stay away from whether the position of the Barbados Secondary?Teachers Union (BSTU) was a manifestation of utter intransigence or an example of brilliance in industrial relations practice in Barbados.
I am not joining any debate as to whether the Cabinet committee which BSTU refused to meet was set up by the Prime Minister or whether it was an initiative of the ‘mind’ of the Hon. Ronald Jones.
For sure, it is not my business to discuss the modus operandi of either Mr Jones or our dear Prime Minister who was sure to point out that “Mr Jones had his thoughts and he has his (own)”.
As a secondary school principal myself and as a colleague of Mr Jeffrey Broomes, I should be strategically positioned to venture a view on the issues from a principal’s perspective.
In fact, he refers to me ‘as a brother from another mother’ and I generally return the honours. In fact, they are so convinced that we are alike in many respects that I was fascinated at the thought that it was felt that the ultimate solution was that I should go to Alexandra and Mr Broomes should come to the Garrison.
I must say that I have reservations as to whether this suggestion was to be taken as a compliment, in the light of how the striking teachers are believed to perceive Mr Broomes. Or should I see it as a premonition that ‘they are coming for me next?”.
Either way, I find it quite ludicrous!
So I have chosen safe harbour and the path of least contention.
Both the Prime Minister of Barbados and the president of the National?Union of Public Workers (NUPW) Mr Walter Maloney regretted the involvement of the students in the impasse. It is natural for us to wish that the students were not involved. Those of us who are educational practitioners and who understand the nature of the student-teacher relationship, know that teachers hold a special place in the lives and minds of their students.
On “Teacher-student relationships” according to www.inner.org/education/edu48.htm, the relationship between student and teacher, if it is to be maximally productive, must reflect certain attitudes and commitments of each to the other.
First, the student must respect his or her teacher and hold him in the highest esteem, for this is a necessary prerequisite to accepting his advice. Secondly, the student must trust the teacher’s concern. The student must believe that the teacher always has his or her best interests in mind.
If the student would sense some ulterior motive, some self-interest, or even carelessness in the teacher’s instruction, he or she would not be able to surrender wholeheartedly to the teacher’s advice, and this would make the entire exchange meaningless.
Information in the media indicated active involvement of the students of the Alexandra School in the impasse. While parents have the right, if they choose, to drag their children or wards ‘mewling and puking’ in their arms. On the other hand, teachers can exercise no such liberty. But there is sense in which as long as teachers are involved in any conflict, the students automatically are “set on edge”.
I am a teacher and found myself in situations where my own children insisted that their teacher is always right. Students generally believe in their teachers.
Some explanation must, therefore, be given to the students of the school to help them understand why their education had to be interrupted for 20 days; why that intricate relationship between students and their teachers had to be strained within full view of the public.
The situation was made even worse. Not only was the relationship between teacher and students strained but that with their principal as well. So, unfortunately, the students had to choose between their principal and their teachers. A chasm was opened when the parents appeared, at one point, to be taking sides when all they should have been interested in is their children’s education.
Veteran trade unionist Patrick Frost made the point while BSTU members were picketing outside the Civil Service ministry early in the impasse that education was not just what takes place in the classroom.
He opined that the students would learn that they must defend their rights.
Given the relationship between teachers and their students, it was virtually impossible for an impasse of such magnitude to occur without the students being involved emotionally, psychologically and spiritually. The bond between teachers and their students is almost spiritual. A rupture has been caused within that relationship.
Whatever the ultimate solution might be, counselling, reconciliation and burying the hatchet must be among the corrective measures necessary as we move to the next phase.
Should we fail, the aggrieved Alexandra charges might be found ‘creeping like snails unwillingly to school’ and others might be dragged ‘mewling and puking’ elsewhere.
