🍎 Are teachers overworked? (feat. Minister for Education Chan Chun Sing) | Roundtable EP1 Part 1 Singapore Teachers: Workload, Rewards, and Challenges

 This YouTube transcript from Mothership's "Roundtable" features a discussion with Singapore's Minister for Education and teachers, exploring various aspects of the teaching profession. The conversation begins by examining the motivations for entering education and the rewarding experiences teachers encounter. It then shifts to the daily realities of a teacher's workload, encompassing administrative tasks, lesson preparation, and the significant burden of marking. The participants also discuss the importance of relationship building with students, the challenges of varying class sizes, and the potential of technology to alleviate teacher workload. Furthermore, the dialogue touches upon the value of co-curricular activities and the ongoing efforts to recognize diverse student talents beyond academics. Finally, the discussion considers the complexities of class sizes and the strategic allocation of teaching resources in Singapore's education system.

Briefing Document: Roundtable Discussion on Teachers' Workload in Singapore

Source: Excerpts from "Are teachers overworked? (feat. Minister for Education Chan Chun Sing) | Roundtable EP1 Part 1" (Mothership)

Date: [Implied - likely recent]

Overview:

This briefing document summarizes the key themes and important ideas discussed in the Mothership Roundtable featuring Singapore's Minister for Education, Chan Chun Sing, and several teachers. The conversation centers around the question of whether teachers in Singapore are overworked, delving into the multifaceted nature of their roles, the challenges they face, and potential solutions being explored. The discussion highlights the deep commitment and passion of educators while acknowledging the significant demands placed upon them.

Main Themes and Important Ideas:

1. Motivations and Rewards of Teaching:

• Intrinsic Calling: Several participants emphasized that teaching was a deliberate and deeply desired career path. The Minister himself stated, "I must say I'm quite single-minded because that was the only thing I want to do."
• Impact on Students: The most rewarding aspect of teaching is seeing students grow and develop. One teacher shared, "what really bring me to school every morning is the smiling faces on the children." Another highlighted the long-term impact: "Till today my student actually still visit my home...and now I give [red packets] to their children."
• Making a Difference: Even those who didn't initially plan to teach found profound meaning in the work. One teacher recounted, "...despite all the complaints that she's had all the markings and everything it just takes that few moments where she will share about this particular child that she had trouble with and who wrote her a letter in appreciation. It's like that's what I crave this is meaning."
• Beyond Academics: Teachers find satisfaction in seeing students excel in non-academic areas as well. One teacher shared a powerful moment observing a "weaker student on the parade ground" demonstrating strong skills and discipline.

2. The Multifaceted Role of a Teacher:

• Beyond Instruction: The discussion made it clear that teaching involves far more than just delivering lessons. A teacher described their day, starting with "morning assembly we have to take attendance...attack their parents" if students are missing, emphasizing the crucial role of ensuring student well-being and safety.
• Relationship Building: Establishing trust and rapport with students, especially those with higher needs, is fundamental. "I think especially for the higher needs student stent without that trust that that relationship the teaching and learning can even start."
• Social Workers and Psychologists: Teachers often take on roles beyond academics, acting as "social workers...psychologists...parents sometimes...bus drivers...part-time lifeguard."
• Administrative Burden: Teachers spend significant time on administrative tasks and preparation: "in between lessons you either catch up on admin or you are prepping for the next lesson and of course marking is always a b Bell."

3. The Challenges of Teacher Workload:

• Marking Overload: The sheer volume of marking was consistently raised as a significant burden. The initial anecdote about "marking 40 scripts for one class and you have multiple classes versus marking 30" highlighted this concern.
• Decision Fatigue: The constant need to make judgments, especially in subjective subjects like English, leads to exhaustion. "Teachers um face a lot of decision fatigue go make decision make every moment make and marketing is one of those things where I'm spending so much time deciding every line how should I is this...appropriate so it's very tiring."
• Emotional Exhaustion: Dealing with student needs and the pressures of the job can be emotionally draining. One teacher mentioned needing "eye time out" after marking only a few scripts due to the "emotionally and and exhausting decision fatigue."
• Parental Expectations: While most parents are supportive, some can be "very aggressive," adding to the stress faced by teachers and school leaders.

4. Addressing Teacher Workload and Enhancing Effectiveness:

• Leveraging Technology (ICT & SLS): There is a focus on using technology to alleviate some of the administrative and marking burdens. The Minister mentioned that "our MOE has invested lots of money into our student learning Space Systems which aims to alleviate the amount of work that our teachers have to make."
• AI and Personalized Learning: The potential of AI to assist with tasks like identifying learning levels and providing tailored questions was discussed as a way to move towards a "class size of one."
• Specialized Support Roles: The importance of Allied Educators and Special Education Needs Officers in supporting teachers was highlighted. The desire for "more" of these roles was expressed, along with the need for "quality" training for these specialists.
• Rethinking Class Size: While many believe smaller class sizes are beneficial, the discussion revealed that the ideal class size is not a simple equation. Factors like student dynamics and learning needs play a crucial role. One teacher's experience with a class of six being "one of the most difficult to teach" contrasted with a more engaging larger class.
• Focus on Quality over Quantity: The Minister emphasized that while the school population is decreasing, the focus is on maintaining a "relatively stable" proportion of "quality teachers." He also noted the importance of an "efficient size of the school" for program quality.
• Complementing Teacher Abilities with Technology: The aim of technology is not to replace teachers but to "complement the abilities of our teachers," freeing them up for "higher order work" like providing meaningful feedback.

5. The Importance of Holistic Education:

• Beyond Academic Credentials: There is a growing recognition that academic achievements alone are not sufficient. The public service is trying to look beyond just credentials when offering scholarships.
• Value of CCAs (Co-Curricular Activities): CCAs are seen as "critical" spaces for students to learn and develop "21st century competencies" like teamwork, leadership, and resilience, even if some parents prioritize academic results above all else ("get your 4 a first").
• Developing "Personal Efficacy": Teachers witness the transformative power of education in building students' self-belief. One teacher shared a touching story of a nephew who, after tutoring, exclaimed he "got first" and had a newfound "light in his eyes."

Quotes:

• Minister Chan Chun Sing on his motivation: "I must say I'm quite single-minded because that was the only thing I want to do."
• Teacher on the rewards of teaching: "what really bring me to school every morning is the smiling faces on the children."
• Teacher on the diverse roles: "if you ask teachers right they will tell you that we are social workers we are psychologists we are the parents sometimes we are the bus drivers."
• Teacher on the burden of marking: "surely marking 40 scripts for one class and you have multiple classes versus marking 30 like let's just choose a arbitary number 30 huge difference wouldn't you be able to say that you will be able to give better feedback be a better teacher to these 30 students compared to 40?"
• Teacher on decision fatigue: "Teachers um face a lot of decision fatigue go make decision make every moment make and marketing is one of those things where I'm spending so much time deciding every line how should I is this appropriate so it's very tiring."
• Minister Chan Chun Sing on technology: "how can we use technology to complement the abilities of our teachers? It's not that our teachers are lazy and don't want to do any work I think all of you want to do impactful work work that really help your children."
• Teacher on the value of CCAs: "CCA is a free open space for them to learn and grow and they built these competen so much more."
• Teacher on a student's effort: "Mr I know I'm not your best student but I done my best and then I looked at the message and I replied if you have done your best who is to say you're not my best student."

Conclusion:

The Roundtable discussion provides valuable insights into the realities of being a teacher in Singapore. While the profession is deeply rewarding and driven by a passion for student development, teachers face significant workload challenges, particularly concerning marking and administrative tasks. The Ministry of Education is exploring various avenues, including technology and specialized support roles, to alleviate these burdens and enhance teaching effectiveness. The conversation also underscores the importance of a holistic education that values not just academic achievements but also the development of essential life skills and personal efficacy through diverse experiences like CCAs. The discussion highlights the ongoing efforts to support teachers in their crucial role of shaping future generations.

The Singaporean Teaching Profession: A Study Guide

Quiz

1. According to Minister Chan Chun Sing, what was a common initial reaction from his family of teachers when he expressed his desire to join the profession, and what did this highlight about their perception of the job?
2. One of the teachers interviewed mentioned transitioning to teaching after working in another sector. What motivated this career change, and what prior skill sets did they believe would contribute to their effectiveness as an educator?
3. Describe at least two non-teaching responsibilities that Singaporean teachers often undertake, as mentioned by the educators in the discussion. Why are these responsibilities considered important?
4. What is "decision fatigue" as it relates to teaching, and how do technological tools like the Student Learning Space (SLS) aim to address this challenge for educators?
5. How do some parents prioritize academic achievements over co-curricular activities (CCAs), and why do the interviewed teachers believe CCAs are crucial for students' development?
6. Share an anecdote from the discussion that illustrates how a teacher's belief in a student can positively impact that student's self-efficacy or achievement.
7. Explain the variation in class sizes in Singaporean primary schools (P1-P6) and the factors that influence these differences, according to the interview.
8. One teacher mentioned feeling "drained" after teaching a class. What aspect of teaching contributed to this feeling, and what comparison did they make to highlight the intensity?
9. What is the government's stance on maintaining teacher numbers even with a declining student population, and what are some considerations regarding the size and quality of schools?
10. How can technology potentially "complement the abilities of our teachers," according to the Minister for Education, and what kind of tasks could these technologies assist with?

Answer Key

1. His family's initial reaction was one of surprise and discouragement, mentioning the heavy workload of marking many scripts. This highlighted their awareness of the demanding nature of the teaching profession in terms of administrative tasks.
2. This individual was motivated by a desire for a more meaningful career, inspired by their wife's experiences as a teacher and the impact she had on students. They believed their prior work experience and skills, even from a non-educational background, could be valuable in teaching.
3. Teachers often take attendance, contact parents of absent students, manage student well-being (addressing issues like a sleeping child), and sometimes act as social workers or even part-time lifeguards. These responsibilities are crucial for ensuring student safety, fostering a supportive learning environment, and building relationships.
4. "Decision fatigue" in teaching refers to the exhaustion that comes from constantly making numerous small decisions throughout the day, such as evaluating student work line by line, especially in subjects like English where there isn't always a single correct answer. SLS aims to alleviate this by automating tasks like identifying grammatical or spelling errors, freeing up teachers for more impactful pedagogical decisions.
5. Some parents prioritize academic results, viewing CCAs as secondary to achieving top grades. However, teachers believe CCAs provide valuable open spaces for students to develop crucial 21st-century competencies like teamwork, leadership, and resilience, and can be an area where non-academically inclined students can excel and build confidence.
6. One teacher recalled a student who said they weren't their best student but had done their best. The teacher replied, "If you have done your best, who is to say you're not my best student?" This acknowledgment and belief in the student's effort boosted the student's self-belief.
7. In P1 and P2, the class size is generally around 30 to facilitate social interaction. For P3 to P6, class sizes vary depending on the students' learning profiles; more independent learners may be in larger classes, while those needing more support might be in classes as small as 1 to 3 or 1 to 6 to allow for personalized attention.
8. Marking many student scripts was described as emotionally and mentally exhausting due to the constant need for evaluation and decision-making. The teacher jokingly compared the experience of one particularly draining class to giving a monologue for an hour and a half, highlighting the lack of student engagement.
9. While the student population is declining, the government aims to maintain a stable proportion of high-quality teacher recruitment. They also recognize that very small schools can affect the quality of educational programs offered, indicating a need to balance class size with overall school viability and resource allocation.
10. Technology can assist with time-consuming but crucial tasks like identifying grammatical and spelling errors in student work. This would free up teachers to focus on higher-order tasks such as providing more in-depth feedback on content, critical thinking, and other aspects of student learning, ultimately enhancing their teaching effectiveness.

Essay Format Questions

1. Drawing on the experiences shared by the educators and Minister Chan Chun Sing, analyze the multifaceted nature of the teaching profession in Singapore, going beyond the traditional perception of simply delivering lessons.
2. Discuss the challenges and rewards of being a teacher in Singapore as highlighted in the roundtable discussion. In your opinion, which aspects seem to have the most significant impact on teacher morale and effectiveness?
3. Evaluate the role of technology in the Singaporean education system, as discussed in the interview. How can technology be leveraged to support teachers and enhance student learning, while also considering potential limitations or challenges?
4. Explore the significance of both academic achievement and holistic development (including CCAs and socio-emotional learning) in the Singaporean education context, as presented by the interview participants. How can educators and parents strike a balance between these two important aspects of a child's education?
5. Considering the perspectives shared on class size and teacher workload, discuss potential strategies that the Ministry of Education could implement to further support teachers and optimize the learning environment for students in Singapore.

Glossary of Key Terms

• CCA (Co-Curricular Activity): Activities outside the regular academic curriculum that provide students with opportunities for personal growth, skill development, and social interaction (e.g., sports clubs, uniformed groups, arts societies).
• Decision Fatigue: The state of mental exhaustion caused by prolonged decision-making, which can negatively impact the quality of subsequent decisions. In teaching, this can arise from the constant need to evaluate and make judgments on student work.
• ICT (Information and Communication Technology): The use of technology for information processing, communication, and learning. In education, ICT tools are used to enhance teaching methodologies and student engagement.
• MOE (Ministry of Education): The government ministry in Singapore responsible for the formulation and implementation of education policies and the administration of the national education system.
• Self-Efficacy: An individual's belief in their own ability to succeed in specific situations or accomplish a task. Teachers play a crucial role in fostering students' self-efficacy.
• SEN Officer (Special Education Needs Officer): A specialist who works within schools to support students with special educational needs, collaborating with teachers and other professionals.
• Allied Educator: Non-teaching professionals in schools who support teachers and students in various capacities, such as learning support, counselling, or student management.
• Student Learning Space (SLS): A national online learning platform in Singapore that provides students with access to digital learning resources and tools, and aims to support teachers in their pedagogical practices and reduce administrative workload.
• 21st Century Competencies: A set of skills and attributes that are considered essential for students to thrive in the modern world, including critical thinking, communication, collaboration, and creativity.
• Class Size of One: A concept referring to personalized learning where instruction and resources are tailored to meet the individual needs and pace of each student, often facilitated by technology.

Frequently Asked Questions about Teaching in Singapore

1. What motivates individuals to join the teaching profession in Singapore?

The motivations for becoming a teacher in Singapore are varied but often stem from a genuine desire to make a positive impact on young lives. For some, like Minister Chan Chun Sing, it was a lifelong ambition driven by the rewarding experience of seeing students grow and develop. Others, like one of the teachers interviewed, were inspired by their own impactful teachers who showed care and belief in them despite academic challenges. A career switch for another teacher was sparked by witnessing his wife's fulfillment in teaching, particularly the moments of student appreciation that provided a deep sense of meaning. The opportunity to interact with students, foster their growth beyond academics, and contribute to shaping future generations are recurring themes.

2. What are some of the key responsibilities and tasks that Singaporean teachers handle daily beyond classroom instruction?

The daily life of a teacher in Singapore extends far beyond simply delivering lessons. It begins with essential administrative tasks like morning assembly attendance and contacting parents of absent students, highlighting the crucial role teachers play in ensuring student safety and well-being. Building relationships and trust, especially with students who have higher needs, is seen as a foundational task before learning can even begin. Teachers also spend time addressing students' immediate needs in the classroom, such as checking on a student who appears unwell, recognizing that issues outside of school can impact their learning. In between lessons, teachers dedicate time to administrative duties and preparing for upcoming classes. Marking student work is a significant and often demanding task. Principals also handle administrative tasks like emails and meetings. Furthermore, teachers often act as social workers, psychologists, and even surrogate parents, addressing a wide range of student needs. Some schools also have specialist roles like Special Education Needs Officers and Allied Educators who support teachers in these areas.

3. How does the Ministry of Education (MOE) in Singapore aim to support teachers and alleviate their workload?

The MOE recognizes the demands placed on teachers and is actively investing in initiatives to support them and alleviate their workload. This includes investing in educational technology tools through the Student Learning Space (SLS) system. The goal is to reduce the time teachers spend on tasks like marking, especially for subjects like English where subjective assessments can lead to "decision fatigue." These technological solutions aim to automate some aspects of assessment, such as grammar and spelling checks in English or adaptive questioning in math and science, freeing up teachers to focus on higher-order feedback and personalized learning experiences. The increasing number of specialist roles within schools, such as Special Education Needs Officers and Allied Educators, also provides crucial support to teachers in catering to diverse student needs.

4. What is the perspective on the importance of academic achievements versus other competencies in Singapore's education system?

While academic achievement is acknowledged as providing a baseline, there is a growing recognition within Singapore's education system of the importance of a broader range of skills and competencies. The emphasis on "21st-century competencies" reflects this shift. Co-curricular activities (CCAs) are seen as critical spaces for students to develop these competencies, such as leadership, teamwork, resilience, and communication skills. However, there remains a societal mindset, particularly among some parents, that prioritizes academic grades above all else. Teachers often face the challenge of convincing parents of the value of CCAs in fostering holistic development, especially for students who may not excel academically but thrive in other areas. The public service, including education, is also trying to look beyond just academic credentials when evaluating potential candidates, although it is acknowledged that there is still progress to be made in fully embracing this broader perspective.

5. What are the considerations and nuances surrounding class sizes in Singaporean schools?

There is a common belief that smaller class sizes automatically lead to better student engagement and outcomes. However, experiences shared in the discussion highlight the complexity of this issue. While a very small class can sometimes be challenging if students are not forthcoming, larger classes can foster richer discussions due to a greater diversity of perspectives. Singapore does not have a standardized class size, particularly at the primary level. For Primary 1 and 2, the class size is around 30 to facilitate the development of social skills. From Primary 3 to 6, class sizes can vary depending on the learning profiles of the students, with some classes having significantly smaller numbers (e.g., 1 to 3 or 1 to 6) to cater to specific learning needs and paces. Ultimately, the decision on how to group students is a daily judgment call based on various factors, including student abilities and the dynamics that can create an engaging learning environment.

6. How do teachers in Singapore experience the emotional and intellectual demands of their profession, particularly concerning tasks like marking?

Teachers in Singapore face significant emotional and intellectual demands. Marking, in particular, is described as a "bane" and a source of "decision fatigue." The need to constantly evaluate and provide feedback, especially in subjective subjects like English, can be emotionally and mentally exhausting. Teachers often reach a point where they need to take breaks from marking to avoid burnout. The feeling of being able to provide more effective and personalized feedback with a smaller number of scripts is acknowledged. The desire to do impactful work that truly helps students learn is a driving force, but time-consuming tasks like extensive marking can detract from this goal. Even without marking, as in the case of a PE teacher, the energy required to engage and teach students can be draining.

7. What are some of the challenges teachers in Singapore face in their interactions with parents?

While the majority of parents are supportive, teachers in Singapore can encounter challenges in their interactions with a minority. This can include parents who are overly eager to provide information to the school, potentially hindering their child's development of independence and responsibility. In more extreme cases, teachers and school leaders may face aggressive behavior from parents. It is highlighted that fostering a collaborative partnership with parents is crucial, but navigating different parenting styles and expectations can be demanding.

8. How do teachers in Singapore find meaning and reward in their work despite the challenges they face?

Despite the considerable challenges, teachers in Singapore find deep meaning and reward in their profession through various avenues. Witnessing the "smiling faces" of children, building strong relationships with students that extend beyond their school years, and seeing students grow and develop both academically and personally are significant sources of fulfillment. Moments where students demonstrate a newfound belief in themselves or express appreciation for their teachers provide powerful validation and reinforce the impact of their work. The ability to make a difference in a child's life and contribute to shaping future generations provides a profound sense of purpose that outweighs the difficulties faced.