Under the leadership of the J2-level head for General Paper, the standards established within the department are essentially non-existent. Despite a conspicuously sparse record of having marked just a single assignment since the start of the academic year, she has done nothing about her indolence. ASRGP U rate is non-zero, hovering at 5-8%, proving that the methodology of ASRGP is consistently poor each year.
Reasons for inadequacy:
· Erratic leadership and absence of standard operating procedures (SOPs): During the Term 2 weighted assessments, certain teachers within the department were reportedly permitted to reschedule their assessments to the end of the week on short notice, while others were compelled to sit for theirs at the week’s outset. This inconsistency directly enabled paper leaks, with complete P1 questions circulating among students across different classes. Consequently, students are deprived of authentic timed practice and meaningful feedback.
· Performative benevolence, yet unmistakably patronizing and indolent: One of the J1 classes she taught last year received their Weighted Assessment 3 script DEVIOD of any comments, merely a week before the promotional examinations. Her purported kindness manifests as hollow gestures: asking students to consult her for marked work (as though returning annotated assignments is not the bare minimum). In practice, she does not even mark work during consultations.
Significant incidents:
· She has rationalized and justified marking only one assignment as “not undermarking.”
· She openly declares that she refuses to mark assignments or classwork before her students begin working on them, defeating students morale to even try anyways. She consistently utilises peer marking or self-marking, claiming it is preparation for “University”. Yet, she fails to understand that JC and Uni are fundamentally different: Teachers are obligated to put in effort in their work because this is their MAIN job, while professors are not obligated to put in as much effort because teaching is a SECONDARY job.
· She has accumulated numerous complaints regarding her failure to mark work on teacher feedback surveys. Additionally, it is alleged that a parent personally visited the school to lodge a complaint over her persistent neglect of marking. ·Hearsay from another class, she allegedly reduced a student to tears simply for requesting that their work be marked. She blamed the student for challenging her authority, and consistently denied the student any chance to speak. Notwithstanding this, a male student had sought her for marked assignments, only to be denied every single time without explanation or acknowledgment of her professional obligation.
Worse still, the principal remains complicit in her inertia, systematically disregarding all feedback on her pedagogical shortcomings—or rather, the conspicuous lack thereof.
“If the student fails to learn, the teacher fails to teach”,
The lack of a “heart” to teach, coupled with an unwillingness to listen to feedback , has no doubt rendered time in ASRGP as “nothing but a waste of time”
(seems like the only way to do well in GP in asr is to sign up for tuition, perhaps we could be apart of that >30% A/B rate for ASRGP)
— A concerned student