Addressing the writings of the students
takes more time than not doing it: time that is subtracted from working other
concepts of the subject, time that is added to the workload of teachers
(writing guides, answer models, a correction criteria, and lists of exam
questions, as well as time to thoroughly read the works of the students, and
make accurate observations in order to improve them). However, ultimately, a
part of the teaching job is reduced, since putting together this materials is
done during one school year, but can be used in many others, reducing future
class preparation time, and giving the teachers systematized teaching tools. It
is also true that fewer curriculum contents are discussed, although
(paradoxically?) students learn more as a whole, because writing and reading
suddenly appear in the curriculum, and because this impacts and improves the
learning of the former.
Regardless, teaching
reading and writing help the students, but demands a workload that does not
exist if this task is overlooked, and takes time from teaching other topics.
These are two problems that make us review the hours of students and teachers,
the number of students per class, and the objectives of their education. These
are two problems -of a political, administrative, educational and academic
nature- that relate to the definition of what type of university we want, what
type of students we want to educate, and if we are really willing to take
charge of their education.
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