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You never forget your first love, especially when it is violent

 Elena is 16 years old. She is finishing secondary education, and she lives in an environment of domestic violence. In addition to her mother and brother (her father emigrated for work), six more relatives live at home. She has a poor relationship with her aunt and her uncle had beaten her mother. Hence, Elena does not like to be at home, and admits that she goes to parties and drinks alcohol more than once in a week to forget her problems. She had a boyfriend, very jealous and controlling, who would not let her talk to other boys. Despite all this, she says that she has never experienced violence.

Elena’s story is real, but not her name. She is one of the teenagers involved in the program Amor… pero del Bueno, a pilot initiative to prevent dating violence in Mexico, where surveys found that 79% of ninth graders are dating or had been victims of dating violence within the last year. From these young couples:

• 24% had suffered psychological violence
• 17% had suffered physical violence
• 77% had suffered sexual violence

Unfortunately, these percentages are not very different from those of other countries in the region. They are not too far from the conclusions of the overview of violence against women in Latin America, where it is defined as a public health problem and a priority in the Development Agenda post-2015.

Often, experiencing violence in one relationship is the first step in the process of constantly accepting dating violence, which later on is very difficult to revert.  Thus, preventing youth from engaging in this kind of relationships is the starting point towards a solution.

The objective of the program Amor… pero del bueno is to prompt the school community to take on a critical position against gender violence. It also promotes individual and institutional actions aimed at coexisting in an inclusive, respectful, fair, equitable, and non-violent environment.

During the comprehensive 16 sessions of the school program, young people face their own conceptions and prejudices about gender roles, share their emotions, fears and expectations about their relationships, discuss about abuse behaviors (such as cellphone control, jealousy, verbal aggression) and how these may lead to more serious situations. They also question sexist messages in the media and get informed about the resources available in their schools and community.

The program showed that a dynamic methodology based on mutual respect and in which students are heard, motivates young people to participate. In fact, the results of the impact evaluation include a significant reduction in the incidence of psychological violence of both the victim and the aggressor, and also a decrease in the acceptance of sexist stereotypes in dating.

People say that one never forgets the first love. Unfortunately, this is even more certain when it involves dating violence, either physical or psychological. It can affect a person and their decisions for the rest of their life. Let’s talk with our sons and daughters about the stereotypes in gender roles, the faces of gender violence… Let’s talk to them about love… but the good love.

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The teaching profession: Why doesn't it attract the best?

 

We all keep the memory of a special teacher. One who helped us look at mathematics in a different way or who told us fabulous stories of heroes and battles. That teacher who taught us a lesson we wouldn’t forget. Every time I talk about this subject with a colleague or friend it is common to hear a comment like “what a shame, we no longer have teachers like that.” Against which I always try to argue that there are still wonderful teachers, masters of their craft and committed to their mission. My job allows me to see them occasionally. Unfortunately, there are not as many as we wish, and it is not difficult to understand why: You have to be a kind of modern hero to embrace the teaching profession and exercise it in a committed way. This is when we wonder about the working conditions of teachers. This is not a new issue but it seems to require further debate. Let’s take a new look.

The report of Fundacion Compartir uses data from the Great Integrated Household Survey (In Spanish: GEIH) of 2011 showing that monthly teacher salaries are below those of other comparable professional occupations. Well, which are these comparable professional occupations? How much each of them earns? And, how much has this changed in recent years? We looked at the same data source, the GEIH, and its antecedent, the Continuous Household Survey (In Spanish: ECH). This allowed us to extend the analysis as far back as  2001. Also, we took the opportunity to update the results until 2014. Here, a chart that speaks a more than thousand words. http://www.hotels-scanner.us

First, a technical digression is in order. It is worth noting that here we only measure the monthly monetary earnings from the main occupation. We do not take into account non-monetary earnings or extraordinary bonuses, as the study of the Fundacion Compartir does. The results change very little when we take this into account. See this other study for different measurements of earnings per hour, month and year to teachers and other professionals with comparable features.

Now, let’s go to the central message. Teachers are among the lowest-paid professionals in Colombia. It has been this way for several years and it seems this won’t change in the medium term. Then we can ask: Under these conditions, who are those who choose to study to become a teacher? Baron and Bonilla already told us in 2011 that the best students of the SABER 11 tests do not graduate from education programs (Bachelors of Arts degrees). This article provides some newer material on the same.

Nevertheless, with a dose of optimism, one might ask: Do the skills of students pursuing degrees in teaching improve during college? The answer, discussed in detail in this article I wrote with my colleague Felipe Balcazar, is no. On the contrary, their math and reading skills deteriorate in relative terms. We’re not even close to taking the best professionals to our children’s classrooms. The next figure illustrates the situation.

Improving education systems requires faculty improvement. It is necessary to upgrade the conditions of current teachers, and thus, encourage talented young people to consider becoming teachers in the future. To attract themit is necessary to offer a decent, appealing, and meritocratic teaching career. As we said in this other entry, a comprehensive solution is complex and requires action on many fronts and in different time horizons. However, one thing is clear: it is unlikely that anything will change in the teaching profession if we keep maintaining the status quo and low wages without recognized meritocracy.

This article is for everyone to think about what we could do to have more good teachers for our students. These are scarce and those who remain, as I said, are a kind of modern heroes: They work against all odds and because of true vocation. Incentives are practically nonexistent.

And you? How do you think we can change the teaching profession?

5 myths of the educational discourse

Our beliefs and convictions about education and learning affect significantly the options we drive for its improvement. Let’s see if these five common assumptions are true or false.

① You can’t teach an old dog new tricks: the first three years of life determine the development potential and success in life

Without a doubt, the first years of life are the most critical for learning and establishing brain, and they are an important precedent for socio-emotional development. However, new research shows that the human brain is more flexible than once thought. Today we know that we have the ability to develop connections (or synapses) throughout life and, therefore, to learn new things. There is evidence that teenagers are able to learn socio-emotional skills that are essential to identify and regulate their emotions, understand others, show empathy, develop and maintain positive relationships, set goals and make responsible decisions. These skills are essential for employment performance and to successfully integrate into society. Disconnected, a publication of the IDB shows the importance of teaching socio-emotional skills and how these are demanded in the labor market.

② In order to learn, students must repeat and memorize the concepts properly

Memorization is a critical tool of the human brain to store and collect information to be used when required. Furthermore, repetition is a powerful strategy for achieving intellectual, athletic, and musical skills, among others. However, the education systems have overused memorization and repetition as teaching strategies and, in many cases, these methods have replaced critical thinking and in-depth approaches.

The publication The path towards success in mathematics and science: Challenges and Successes in Paraguay (Only available in Spanish, El camino hacia el éxito en matemáticas y ciencias: Desafíos y triunfos en Paraguay) shows the findings of an IDB program that aimed at strengthening critical thinking since preschool and primary.

③ Bad teachers are responsible for poor educational outcomes 

Did you know that, in the best scenario, only an average of 30% of the difference between students who learn more and those who learn less is attributable to the school and the teacher? Research in this area signals that individual, familiar and socioeconomic factors are responsible for at least 70% of these differences.  The kids’ physical and mental health, their IQ, and their family and cultural environment, influence the student’s academic achievement.

Although teachers cannot do everything or be blamed for everything, their effectiveness is key to the success of the education system. For that reason, education policies focus largely on improving the quality and effectiveness of teachers.

④ Girls perform higher in reading and boys, in mathematics

Although  national and international assessments in Latin America and the Caribbean show that girls achieve higher scores in language than boys, and that boys outperform girls in math, test scores from other parts of the world confirm that this is not universal trend. In fact, scores from 23 countries that participated in the Program for International Student Assessment (PISA) do not show gender gaps. Furthermore, in Iceland, Jordan, Malaysia, Qatar and Thailand, girls surpass boys in mathematics. 

The gender-differentiated results do not stem from a genetic or physiological predisposition, but from socialization patterns or cultural biases that encourage and value different skills for each sex. For example, the Technical Note entitled IDB Gender inequality, the hidden curriculum in Chilean textbooks presents evidence on how textbooks, especially in subjects such as math and science, give a different treatment of male and female characters.

⑤ Learning technology is going to improve education

Despite the enormous potential of technology to contribute to student learning, it is not enough on its own. Our research shows that for technology to fulfill its promise, many other factors must be in place such as: qualified teachers, appropriate curricula, an adequate software and a specific frequency of use. Technology is just a tool. The way how this tool is used will determine its effectiveness.

The publication entitled The IDB and technology in education: How to promote effective programs?, shows that the most successful programs are those in which trained teachers or facilitators have participated as guides to show students how to use the technology to boost their learning.

Tell us what other myths you think might affect our strategies to foster learning.

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We use an approach known as "guided imitation" that incorporates two very important principles. First, you will learn a small amount of material so well that it becomes easy for you to reproduce it. This is known as "overlearning." The second principle concerns authenticity. The Spanish you will learn is Spanish as it is really spoken in actual conversations. Things you can really use when you travel and interact with native speakers. Learn more about how our method works.
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After practicing with CD number one, return to the website to reinforce what you have been learning, and then it's back to the CD for more practice. Pretty soon you will have the entire disc mastered and then it's time to move on to CD number two. In Spanish there's a saying. Paso a paso. Step by step.

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