The report on what goes on in Maltese classrooms, issued by the Organisation of Economic Cooperation and Development earlier this week, is a matter of concern. In particular, the education authorities, with the assistance of the Malta Union of Teachers, should delve deep into it and possibly find solutions to the number of problems that were mentioned.

Among other things, the report speaks of a high incidence of verbal abuse and intimidation that is hampering the effectiveness of teaching, a higher than average level of cheating and swearing in Maltese classes and a high prevalence of classroom disturbances, vandalism, absenteeism and morning tardiness.

The fact that nearly one-sixth of the time in class is spent by teachers to maintain order is a clear indication that so much time is wasted when it could be used for better purposes. Knowing that human resources are the basis of our society, and that we need each and every one of us to give his or her contribution to the country’s economy and well-being, means that such a report should be taken seriously if we want to become more competitive.

One question that needs to be asked is whether teachers are receiving the necessary training to learn how to control a class. While it is important that teachers know their subjects well, it is equally vital that they know how to deal with a group of 20-25 students in their class.

This largely depends on one’s character. We all remember teachers who were strict and who managed to control their students just by looking at them. And we all remember others who were weak in their class management and who could never bring their class in order. Students are able to assess teachers’ weakness more than is thought, and once a teacher loses control of a class, then it is hard for him or her to regain his or her authority.

Added to this, the progress in a classroom also depends on the students’ willingness to learn. It is much easier to control a class in which there are students who are eager to do well than one in which the level of attention is hard to come by. Sometimes it takes just one student to disrupt a class.

One other important fact that emerged from the report is that 30 per cent of school principals pointed at teachers’ absenteeism as negatively affecting the progress made in class. Another 14 per cent said that teachers’ tardiness also played a part.

Teachers have every right, like every other worker, to take sick leave, but they should remember that each time they abuse – that is, when they are absent from school for no valid reason – they are first of all causing administration problems, and secondly depriving their students of valuable education time.

There have been occasions when teachers took so much sick leave that they then had to cram their syllabus in the weeks leading up to the examinations, increasing the level of stress on the students at a time when they are supposed to be revising, not learning new topics.

Teachers should also make their lessons as interesting as possible, even making use of new technology that today’s youngsters are so friendly with. Having a teacher talking for 20 minutes at a stretch makes a lesson so boring, and no student can keep up his or her concentration for that long.

Giving lessons that are interesting – more so if they encourage student participation – can make a teacher’s life less difficult in class.