QUANTITY VS QUALITY.

Many of our novice colleagues and other experienced teachers prefer overloading their pupils. They make them fill their copybooks, their notebooks and even their heads with writing and writing. They write long texts, too many examples, activities with the same aim. They draw everything the book contains. They copy the dialogues and tables; they copy very long lists of irregular verbs, vocabulary…. More than 70 % of the content of the book is copied without any adaptation in the learners' copybooks.
Please, don't stuff your pupils' heads with idle nonsense. Do favour quality in your teaching, because if you just fill their heads, they'll be bored and will not follow you. When they do so, you'll walk alone and be lost.
Provide them with quality teaching and offer them the opportunity to learn, practice and process smoothly and objectively. Give them the opportunity to achieve and acquire the sense of achievement and enjoy what they are doing.
You'll be satisfied and your pupils will be competent.


I don't want my son or daughter to be like these in his/her classroom:

http://www.mediafire.com/i/?3zjimdyrjjm

Good luck.

Mohamed07.

Salam!

An interesting topic, in fact.
I do share your view that quality should be given precedence over quantity. No teacher can deny the fact that the more one stuffs the learners' minds with pre-studied or roughly- assumed good knowledge, the more concentration decreases and the farther distant the teacher proves to be from the set objective.
But this doesn't mean that we have to reduce knowledge to be given in a way that explains the learners' incapacity to achieve more.
The learner should be taught at top level but tested at threshold level. Here comes the role of quality vs quantity.
If quantity is proportional to quality, there would be no harm done, above all that while writing, our learners are faced with the the stumbling block of: 'How to call that in English?'

Since our classes are heterogeneous ones, the teacher has to meet the different groups' needs.
Endowed learners should be given the opportunity to show their capacities and achievements and this in turn, will allow average groups to step further in order to better their level.

Meeting excellent learners' needs may well arouse another problem with the poor performance learners, that's why well-studied objectives should be set, lest the result should be the reverse of what would be expected.

At our level, a coordinated preparation should be carried out as to what to teach and what not. Since our pps are supposed to take a written exam, I deem it necessary to give the writing skill more importance than the other ones. Listening and speaking are taking place all time and within the frame of the set objectives, so less or none is to be written
to enhance listening or speaking. If an activity is deemed important, one may well turn it into a written one.

Stimulating the pps' interest in the target language will certainly make them practise outside the classroom and in a more authentic way.
The teachers, as many ones are doing, have to direct their pps' strong will to learn through providing them with useful and educative websites, where they will be able to quench their thirst and feel the sense of achievement.

It would be preferable that teachers agree on what is important and what is irrelevant in the textbooks.
Many teachers are teaching everything and in the order set in the textbooks.
We all fall in this trap due to the lack of anticipation, experience and coordination.
I deem it indispensable to point to what we can omit from our textbooks especially the 4MSY one.

Any answer?
This requires a large participation and a strong will!
Let's analyse, adapt and suggest!

So many thanks for this worth discussing topic!

Salam!