Nipped in the Bud

Summary: A new partnership between DSH and district-wide teacher training colleges presents an opportunity for DSH to improve the quality (and type) of training teachers get even before they enter the classroom for the first time.

Imagine a factory that manufactures teachers and places them in schools. At the government school level, these are called teacher training colleges, or DIETs (the District Institute of Education and Teaching).

Current DSH efforts focus on working with teachers who have already been placed (and theoretically trained). However, so long as the manufacturing facility remains unchanged, teachers will continue to be inadequately trained, and the need for interventions like DSH will remain. And many nonprofits would prefer to run themselves out of business, meaning solve the problem they set out to solve so that they become redundant.

Now, being adequately trained does not directly correlate with more training. Currently, teachers in the field are required to have at least 20 days of in service training per year, and trainings often occur while school is in session. These trainings are not only ineffective, but are also actually detrimental, taking teachers out of the classroom without providing a viable substitute.

To improve the quality of training these teachers get even before they first set foot into the classroom, DSH is intervening in pre-service trainings through a recent partnership with DIETs in twelve districts. Through this program, lecturers at these DIETs will use DSH videos to demonstrate effective teaching practices in an actual classroom setting. Furthermore, the teachers-to-be can use the lessons to improve their own subject matter knowledge (especially English).

This program presents a fundamentally different way of using DSH lessons. Instead of mediating the video, lecturers will lead a discussion analyzing the lesson from different pedagogical perspectives. In this way, both lecturers (many of whom have little or no actual teaching experience) and teachers-to-be will benefit.

I truly appreciate the versatility of our content and the noble goal of this initiative. However, my observations in the field have also told me that knowledge and ability of teachers is only half the battle; the rest lies in motivation, or lack thereof.

I am hopeful, if skeptical, about our current ability to influence the latter. Two observations from the DSH-led two-day training held for selected lecturers inform my opinion: (1) The first day, scheduled to begin at 10 am, did not commence until well past 11 am, and (2) The best-ranked session of the entire training was a singing energizing activity.