THE EDITOR, Sir:
I find Ronnie Thwaites' exploration of performance-based pay very funny, because we know that non-traditional and upgraded high schools get a higher quantity of low-quality students who are below accepted reading and numeracy levels.
Most of these students are faced with both financial and emotional problems, which have a big impact on how children learn.
Now a teacher, after having planned a lesson to meet every student's learning style, finds out that a particular child has little knowledge and no interest in learning, which are two essentials for the learning process to take place.
No matter what is done, the student still thinks about the label that society has placed on the school he attends and his financial background. In most instances, family members show a lack of interest in such children's learning development.
Why do I need to pass an exam or learn what this teacher is teaching when, at the end of the day, or five years later, I will just be sitting at home, with no job? Whereas teachers in traditional schools barely have to teach because their students are generally more knowledgeable and goal-oriented, with sufficient resources to achieve success, teachers in other schools are less fortunate.
The education minister should make sure that when he starts performance-based pay, he evaluates the resources needed by teachers to achieve the desired results. Many Jamaican schools lack classrooms, and funding to buy materials to make learning fun. They are also affected by apathy from parents and students.