The consequences of cramming
The question is, how did cram schools, which originally played a remedial role, reach a status that parallels ordinary schools today, sometimes even overtaking them in importance? What pitfalls and ill effects are involved?
"The junior-high-school habit of attending supplementary classes for each subject will be carried through high school and college," Hsu Yueh-o warns. There are serious aftereffects to cram school study: in the long term, the habit of studying key points organized by others, though relatively easy, intangibly results in a loss of training in digesting, integrating and organizing knowledge through self-study. At the same time, supplementary education is often limited to mechanical, repetitive drills: rather than spending a great deal of time striving to gain a few more points, it is better to master the basic concepts, then use one's time for exploring, thinking and application. Only then can one truly boost one's own abilities. Nowadays, with "dumbing down" of university education and poor study habits and skills among graduate students, Hsu believes the cram-school culture can hardly absolve itself of blame.
The current fashion for taking composition classes at cram school is also worth discussing. Writers and scholars agree that such composition classes are not only ineffective, but systematic models also harm students' ability to express thoughts and sentiments.
An anecdote: one year the composition subject for an exam was trees. The grader found that, in a batch of 50 test papers, 38 people had written about an old banyan tree at their grandfather's house, most compositions involving storytelling under the tree. Another year the topic was loss; that time, surprisingly, more than 30,000 test candidates wrote about grief felt when their grandmother passed away, resulting in scores on the low side.
By the very nature of education, learning is an exploratory process. Chou Li-yu brings up the theories of Swiss developmental psychologist Jean Piaget, explaining that, due to differences in the basic framework of different people's assimilation of knowledge, children learn on their own rather than being taught by others. Thus, reserving enough time in advance for student-teacher dialog and analysis is the true spirit of learning. But cram schools offer direct, accelerated learning models, greatly reducing the scope for such interaction. Moreover, with high scores as their only goal, cram schools are overly utilitarian and superficial, degrading study into a mere tool.
Does it matter how much we learn?
"With children so dependent on supplementary education, school administrators should not only blame cram schools, but also look at themselves in the mirror," says Chou, offering another perspective. Normalized education does not conflict with educational advancement, she maintains, and the key to correcting the social ill of cram school study lies in the school campuses. This is particularly so with regard to professional education, where the responsibility rests on the school and the teachers.
As for students who cannot understand what their teacher is teaching, there are many reasons behind this. Differences in student achievement within a class can be excessive, possibly due to the normal class grouping adopted by junior high schools nowadays. Within a class, a bimodal pattern is commonly found: teachers usually teach at an intermediate level, resulting in the students at the two extremes not benefiting. If schools can offset this by split-group teaching and after-school remedial education, or even give split-group exams according to level of ability, then they will be unlikely to end up with underachieving students facing the choice of either attending cram school or being forced to give up.
Again, regarding exams, daily testing has become the norm on high school campuses nowadays. First, whether or not they cause students to lose their appetite for learning, their original purpose of tests is to serve as a checkup. However, when teachers are busy giving exams all day, they are unable to help students discover their weaknesses in comprehension. Those with good native intelligence will perhaps break past the barrier by themselves, but most students will keep trying without making progress. The purpose of exams is not achieved, instead becoming just a tool for determining students' aptitude.
With teachers going through the motions of teaching while ignoring how much their students have learned, National Alliance of Parents Associations president Hsiao Hui-yin has for years advocated a new concept that teachers have obligations toward both parents and students, destroying the traditional notion that education is a conscious undertaking and one has a responsibility only toward oneself.
For instance, one chemistry teacher who heard that many students were taking supplementary science classes asked, "Is my teaching that bad?" Feeling ashamed, the teacher called back all of his students, using the time after class to go over the lecture again and give his students individual instruction.
"If educational reform can train school teachers to be this responsible and passionate, cram school would have no selling points to tout," Prudence Chou sighs.
The spread of the cram-school culture reflects a variety of psychological, social and educational problems, and the pros and cons vary according to person and motive, so there is no single solution. It would be best if the fleeting years of youth could be free of cram school, but with internal anxiety of educational reform and external pressure to attend cram school, how to determine their own needs and make the choice to swim against the tide has become an unavoidable topic for parents and students.
"Coming here is the happiest time of my otherwise-mundane high-school senior experience. Thank you for sharing your life experiences," declares a message on the cram school's bulletin board. Some address the teacher as "Dad," another calls him "a grown-up friend worthy of respect." Some people said that they had suffered through studying before, but now that they know how to study their grades are skyrocketing.
Perhaps if we can find helpful teachers and cram schools that can provide hope for our course of study, the sense of frustration with having to use supplementary education would vanish into thin air.