The proposal to introduce ‘shift schools’ (‘Plan to start evening shifts in state schools’ GDN, February 20) ignited in me another opportunity to have my student teachers debate in favour or against the possibility of shift schools for morning and evening.
It is imperative that their views are shared wide and large as the success of any educational project is tested by those who lead from the front, the teachers.
Out of students who took part in the debate 75 per cent outrightly disagreed with the shift schools expressing concerns like shifts could leave both teachers and students extremely fatigued. Students expressed that shift schools may not be ‘safe’, they could have ‘negative effects’ on academics, ‘morning’ is always best for work and working mothers ‘may not see their children for a long time’. There were 5pc of those who chose to voice both advantages as well as disadvantages of shift schools with a hope that it would be ‘optional’ where students ‘can choose their shifts.’
They felt with time everyone will get used to it. There were 20pc of those who strongly support shift schools by arguing that this will improve the ‘health of educational environment’ by resolving the problem of ‘students being unable to concentrate’, expand ‘employment opportunities’, keep ‘libraries open for longer time giving students more time to study at a quiet place,’ and ‘better class control’. Furthermore, it should be implemented in the ‘nearest time to avoid any problems in the future’.
To the great relief of those who want to take this project further there isn’t in these comments anything far from what has already been explored and worked upon by countries that follow shift system. With right efforts we can find the trails of best practices in this direction and customise or adapt them further to suit our own dynamics.