FREEDOM FOR TEACHERS

Press, Volume XCIII, Issue 27962, 8 May 1956, Page 9

FREEDOM FOR TEACHERS

“Narrowing” Influence Of Inspectors INSTITUTE PRESIDENT’S VIEWS "The Press’* Special Service WELLINGTON, May 7. “The greatest threat that the primary teachers have to their freedom lies in a narrowing by the inspectors of the teachers’ freedom within the classroom,” said the president of the New Zealand Educational Institute (Mr L. J. R. Meek, of Auckland) when he addressed the annual conference in Wellington this morning. “The inspectors adopting the role of an ‘inspired elite’ are not leaving enough room for that liberty that leads to diversity. Honest dissent should be more than tolerated. It should be encouraged. The teachers in our schools should be permitted to seek truth in their own way on matters of controversial classroom practices and techniques,” said Mr Meek. “It is not suggested that teachers should be allowed to do as they please, but rather that they should have their own intellectual honesty and professional integrity respected. “Mr D. G. Ball, recently chief inspector, when retiring from the position of Assistant Director of Education, said: ‘We have to get rid of inspectors as traditionally envisaged.’ This statement was widely applauded by the teachers of New Zealand. Unfortunately, much as we desire this, we have shown by our insistence on assessment in the new scheme of promoting teachers that we are not yet ready for that full professional status which can come only with an education service working without inspectors as we know them traditionally,” said Mr Meek. “But even under our present conditions there is room for a much more liberal attitude by our inspectors. Inspectors are anxious for us to accept the freedom to be forward-looking in education and to adopt modern educational practices. They should also realise that all who look back are not necessarily like Lot’s wife and looking on evil,’’ he said.

“It is desirable that the teacher be allowed to be conservative or traditional provided that he is also honest, competent and conscientious. If the formal teacher teaches well according to his lights and the dictates of his conscience he should not suffer when compared with the less formal teacher also teaching well according to his lights and the dictates of his conscience.

“'fhe 1949 report of the English Ministry of Education reflected a liberal attitude to inspection which could well be copied in New Zealand. It said, ‘lt is an inspectors’ privilege to be able to pass on ideas. He must, of course, make sure that such help is suitable and timely—that the personality of the teacher and the conditions under which he is working are such that he could profitably consider and perhaps adopt some new idea —and that it takes form of advice that can be declined if it does not appeal. It is no part of an inspector’s function to tell any teacher what to do or how to do it, but most teachers welcome new ideas and gladly consider suggestions that might be useful.’ “There is no one right way in edu-

cation but progress and strength come from diversity, the freedom to follow the dictates of his own professional conscience and beliefs is essential for the teacher in the classroom,” said Mr Meek.