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Opinion / Editorial

If we want to strengthen the school, raise it, not lower the grade point average

If we want to strengthen the school, raise it, not lower the grade point average

A few days after the Government Instruction on lowering the grade point average for students who want to continue high school for teachers, from 7.5 to 6.5, was invited, my former professor of high school pedagogy, now retired, invited me to have a coffee. . As always, he was concerned about school problems. He has not been invited for years, to hold conversations with students, to consult with teachers on the problems of education and teaching, although he has a great experience as a teacher and has published a considerable number of books and scientific articles and methodology If we want to strengthen the school, to raise it, not to lower the average grade for strengthening the school content. When I asked him about this, he replied: "In the conditions that the school has become, the students are no longer listening to their teachers and no longer" rarely "retirees. He started his beautiful teaching profession at the age of 17, wandering in the villages of Librazhd and Kukës, waiting for the "skoda" car "there in the sun and in the rain" as Kadare wrote, to return to his family late Saturday , and retired from the best gymnasiums in Tirana. Away from family, without internet and mobile, without the comforts that the teacher has today, he and his friends gave a good name to the entire Albanian education. His concerns about school affairs seemed right to me and I decided to summarize them as follows. "I read that they are still looking to lower the grade point average for students who want to continue high school for teachers - he started the conversation. And what is done like this? Instead of raising the grade point average for those who want to pursue higher education, to strengthen the school, they do the opposite, lower it. This low average is the reason that has greatly weakened the quality of work in schools. I think the average should be introduced in 9-year-olds for those who want to continue high school. Now shumë asin a lot for massification, but in fact this is degradation. Not every student who finishes 9th grade has to go through high school with the thought "to get a piece of transcript". Life has a lot of space, for everyone, one who can not become a schoolboy, become a worker, farmer, rancher, bricklayer, or any other craftsman. The 9-year-old student, who may have stayed once or twice, and then passes for the sake of reaching the age, takes the bag and leaves to finish high school. With its level, it negatively affects even good students, who want to learn and continue high school. By mixing good students with bad ones, in high schools a kind of egalitarianism is created. The good student falls into sluggishness and sits at the level of the poor student, while the poor finds the easiest forms and ways to reach an average of 6.5. He struggles and raises the average ? actively, taking tithes in e culture and portfolios, even though he has a grade of 4.5 in math and chemistry, we entered the's field of ease to get and go to high school. Our gymnasiums are full of students, where most of them are poor, or very poor. The fictitiousness of the average is promoted at all levels of schooling by the compromise and purchase of the grade. The student who graduates from high school easily gets high school. Then he fights and with plagiarism gets a scientific title and goes and takes the place of a skilled specialist in educational institutions, or in administration. This is why we have so many poor teachers, and so few good professors and scientists. The principle of the school should be that with effort the poor student achieves the best, not find a way to lower the good student to the level of the poor student. There was massification of the school even in my time, but the quality was not affected. The average, was and should remain, the Achilles heel for school. Spiritually, I did not agree, when in the 60's the problem of school revolutionization was raised, introducing the triangle teaching-work-training, because I thought that the quality of school work would decrease. I spoke in an asset against this, but passed it peacefully with only one remark. But still it must be said that then the school compared to today, excelled. The student really, intentionally or unintentionally, did all three, and taught, and worked, and trained. And this not only because for the problems of education a policy of national character was followed, but also because there were trained and very conscious teachers. I have met many students who do not know how to write. When I say this I mean, not only the orthography of writing on paper which is mysebet, but also the ignorance of grammatical and orthographic rules. I read a lot of comments on social media, even from some who consider themselves intellectuals, and it's to put their hands on their heads, by the way all the mistakes they write. I am proud that no student who has gotten out of my hands, makes such mistakes with the writing of the Albanian language. An entire Congress on Language Spelling was held, and not only is it not implemented, but they also try to denigrate it as a communist act. The school has two main elements, writing and reading. If you own both, then you can move forward, reading and processing your thoughts, learning from the experience of others, and so you can do science. In addition to increasing the average, in order to strengthen the content of the school, stronger relations and fairer relations should be established between the teacher and the student. There is democracy, there is tolerance, but there must also be discipline. Not for pedantry either, but ultimately the teacher is the teacher and the student is the learner. Teachers today have lost authority over the land. I have seen teenagers and 9-year-olds not only smoke, but also use banal vocabulary in the presence of the teacher, or beat and scold each other, as if they were in the woods. The student, little or not at all, thinks about the lessons, as he gets them all ready on his cell phone. They even get the state exam theses solved via mobile phone. Therefore, the most capable, dedicated students should go to the teacher, so that when he comes to life he considers the lesson as the most expensive thing. In our time the teacher had created authority through work, imposing it on the student with attractive teaching method, with professional correctness and positive personal example. I say with conviction that then there were no students to know more than the teacher. The damage they are doing to the school today is never fixed within a year, not even ten years. Sami Frashëri said: “If you are going to plant for a year, plant corn and wheat. "If you are going to plant forever, plant education and culture." Finally, I am of the opinion that the content of the work in schools has been severely damaged by altertex. For me, the division of science into three or four mathematics, geography and history, does not bring anything good to scientific education because knowledge must be unified. And how can there be different interpretations of history when it is one. How can there be three geographies, when our homeland is one and whole, from North to South. And where there is room for mathematical interpretations, when the equation is an equation and two and two make only four. This fragmentation of textbooks not only fragmented the knowledge, fostered the links between students and teachers of different schools, but encouraged corruption and mediocrity among the owners who deal with the publication of textbooks. Increasing the amount of textbooks, or auxiliary work in schools, does not bring anything good. Only in school, quantity never returns in quality. Really students get a lot of textbooks, they may even be overloaded with selected appendices and tasks, but they lack in the acquisition of essential knowledge, cabinets, computers, and other necessary methodological materials. The school is strengthened by the student's effort to continuously increase the knowledge and the conscious commitment of the teacher to give the maximum for which they are paid with our taxes