Literature teachers be careful!

Morris Mtisi 
IN the hustle and bustle of sharing and circulating notes and films on Literature set books, teachers must think of the following:

1. Many hundreds of Literature students over the years have been heart-broken by the A-Level final examination result. Some had As or Bs in the rest of subject areas; Divinity, Shona, History, Geography, but picked up Ds and Es, in many cases Os. We all know this sad perennial phenomenon. The question a good Literature teacher must ask is “Why? Is Literature that difficult?” Is it difficult anyway?
2. Where exactly do the wheels come off? In the learning or teaching? In answering this question a high level of honesty and bluntness is required.
4. 3. What skills does the Literature-in-English syllabus seek to develop and test in the learners?
5. Are the above skills (No 3 above) cultivated by volumes of the teacher’s notes, spark notes on the internet and commentaries? Or watching films? Can all these replace the teacher?
6. If Literature among other skills seeks to sharpen critical thinking, how do notes, films and model answers help? Hello Literature teachers! Let us be serious. Do notes, volumes of them handed over from teacher to teacher from school to school help to develop critical thinking?
8. How do notes help a Literature student to be observant, imaginative, judgemental, and reflective; to be critical in thinking, to be sensitive in response and analytical depth? How do notes and films and teacher or commentary-prepared answers help to unlock the individual learner’s power of comprehension and response?
9. Do notes teach students of Literature? How do they? If, the notes by their nature are someone else’s response and perception of issues, (say themes and characters) how does that develop independent thought perception, understanding and judgement?
11. 8. Films fall under what is called Visual Literature where visual literacy is the main teaching point. This involves the understanding and mastery of cinematographic effects which create the persuading mood and atmosphere of the film—how the film director manipulates audience by means of sound effects and visual effects. And how in doing so he may even divert or dilute the purpose of the original playwright.

 

Can you as a teacher teach visual analysis where you enable students to study facial expressions, vocal modulation and body language all which are absent in text book analysis. How many of our teachers are trained or qualified to teach this special genre of Literature? Hello, I am not suggesting watching films is not useful. I am simply saying the use of films can be best done by teachers trained and specialized in Visual Literacy and Analysis. Are you? And do not forget. Our syllabus does not include Visual Literacy / Analysis.

9. Imagine you board a bus to some important destination. As soon as you take your seat you hear the driver asking the following questions:
10. Which way and road do I take from here guys?
12. 2. I have never driven this type of bus…… is it a diesel or petrol bus? …… hey, is it automatic or manual gear-boxed? Anyone on board who can help?
13. Where is the horn button? And how do the lights work at night? Where is the wipers-switch or button?
14. I can’t even see the ignition switch. Do I use a button or keys? Is there anyone who can help me?

 

Possible Answers:
The man asking is not the driver but possibly a joker or hijacker.

1. I would disembark quickly and look for another bus.
2. The ‘driver’ is already involved in an accident before it happens.

Comment: All 3 answers above would suddenly combine to constitute a very normal person.

What must one think when a new curriculum is introduced, new set books in Literature released, and teachers are involved in a communication flurry on social media asking similar questions about the teaching of a learning area in which they are supposed to be experts?

If students knew about the number and type of questions you ask each other on your chat groups, what would they think and do? Food for thought.

I am challenging the whole system of teaching, learning and examining candidates to be serious, sympathetic and empathetic about the learning area, Literature, which has become a dangerous pothole on the road to academic success. The whole machine badly needs repair, overhaul perhaps, and hopefully not replacement.