Learning crisis isn’t student failure, it’s pedagogical failure — and it’s fixable
Teachers are not indifferent; they are constrained. Yet even within limitations, certain practices make a difference; slowing instructional pace without guilt, modelling thinking aloud, using peer observation to share strategies, identifying one learning barrier before labelling a child. When teachers are trusted as professionals, pedagogy improves.
Teachers are not indifferent; they are constrained. Yet even within limitations, certain practices make a difference; slowing instructional pace without guilt, modelling thinking aloud, using peer observation to share strategies, identifying one learning barrier before labelling a child. When teachers are trusted as professionals, pedagogy improves.
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