- Shankar Blon

Author

To be chosen to teach in a school would require that the teacher has discipline in the specific subject. But is that enough for a teaching position in an under-tertiary education? Frequent practice in the Nepalese education scene indicates that there is still nothing as obligatory requirement for any pedagogical qualifications for prospective school teachers of English. They are recruited on the basis of their subject knowledge but not a concern is given to their teaching skills. This invalidates what experts recommend: the teachers should not only be expert in their teaching field but also all of them must know the critical answers to the following questions to make instructional education very effective:

1. Whom to teach?
2. Who to teach?
3. What to teach?
4. Where to teach?
5. How to teach?

Background:

This uneasiness runs deep in the Nepalese education system. After years of teaching and learning the language, one is left struggling with a lifelong sense of impairment with regard to their English language skills such as reading, writing, speaking and listening. While all teachers in recognized schools must have degree in education [B.Ed.], most language teachers go to classrooms more equipped to teach content base than to transfer skills of the language of their learners.

The failure in effective learning and teaching activities is partly because these very activities are not meant for practical use, especially the language. English language is known as an important foreign language in Nepal. It is  not the mother tongue. Additional problem of large chunk of out-of-school population coupled with ineffective teaching and learning activities lead to negative attitudes when it comes to master the foreign language despite the efforts by the government. People in Nepal appear very uncomfortable in the case of learning this language. While few teachers have been fully trained and outstanding as well, considerable teachers are not used to teaching in Nepal. Nepalese are also very interested in the global market and doing something as developed countries, hence they are also moving on taking the help to learn English language at present. Similarly, teachers are also aspiring to be trained and become effective teacher. In this way, the English teachers especially are from school level also being aware of teaching and doing their best in the field. They wish to correct their mistakes with great realization.

Aspiring ones to be efficient English speakers has pointed here that many wish to to personify aspirations for a good life. Most of the people in Nepal just say that English speakers can be billionaire in the world. Not only that, all of us believe on name, fame and prestige on it. A case in point, most of the population of country are used to living in the rural area from the very past. There is nothing good condition of education. Even today among places of Nepal’s schools are moving on without convenience of teaching materials. Even they have low cost or non cost materials in their surrounding, they don’t use because most of them are inexperienced. At least urban areas are advanced in everything; where is the status of English teachers and teaching style; are good somehow than rural ones. One thing is that if we are from an educated family; we can actively help our learners. We can also help our learners in our society (neighbourhoods: for example in libraries). Our country's development isn’t far away from being advanced and the teachers’ status is in the schools as well. In this way, we can be pretty sure that English teachers at under-tertiary levels can gradually develop. One day this status will come true also.We have a popular belief that says - no labor hard, no dedicate on work and no passion with something and someone; they cannot do their best. So teachers are actually the best guiders, world's best people and ever active people.


The problem:

The situation of colleges is not good yet. From the commencement, learners are never given a golden chance to be competent with English subject. The foundation of learning in life as formally is considered as Montessori in Nepal. There is also not practical education. How can we predict then English status to be best in upcoming days? We can guess ourselves it’s not impossible but it may afford long time. Despite school level English teachers are trying their best in adopting proven methodologies, there has very little outcomes in language acquisition. On the next, pedagogical inputs are not actively applied in the classrooms. Lack of scientific plans and policies have been the first critical concern whereas no effective application has been another equally important issue to be concerned.

Strategies for effective teaching of skills are also regarded as only to accomplish the prescribed syllabus and to prepare for the ending and to complete summative evaluation. There are very little communicative components in examinations. Therefore; there is a little testing skill. Such content base teaching is not effective in as so far as learners acquiring the language concerned.

The Conclusion:
 
There is an urgent need for English language teaching association to train for untrained and previously nothing learned skills teachers. In other word, if untrained teachers can get a chance to become trained, as a result they may good on it at all. Not only that but also teachers can be good at competence and performance.
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Mr. Shankar Blon is a English Tutor and Moderator at Chatsifieds.com and former ELT Instructor at Cambridge Institute, Kathmandu Branch.

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