The Cat Dies on the First Day Noureddine Boutahar

An idiom is a linguistic magician, conjuring figurative wonders that transcend the literal. Shaped by the environment of their origin, these idioms carry captivating stories within them.

My friend Driss Eladouany recently posted the Moroccan idiom "The cat dies on the first day" on his Facebook page. Intrigued, I delved into its layers of meaning, realizing its depth and cultural significance. This idiom weaves back to a tale from the Moroccan countryside, a story with myriad versions each echoing the same timeless message and meaning.

Now, allow me to encapsulate the essence of the story for you:           

In the heart of the Moroccan rural area, a young man's wedding night culminated in a vibrant celebration filled with joyous dances and delectable feasts. Post-wedding, the bride gracefully transitioned into her daily routine, which included the heartwarming task of preparing breakfast for her husband before he set out to toil in the fields. Amid the fragrance of freshly steeped tea and warm ‘Harcha’ bread, a cat emerged, its meows echoing through the room. The newlywed youth, seeking to assert his authority, shooed away the persistent feline. Yet, the cat remained undeterred, its presence a challenge to his newly established dominance. In a fit of anger, he struck the innocent creature with a fatal blow.

Later, when questioned about his actions, the young man explained that he sought to establish an example for his wife, a stark reminder of the obedience expected of her. His harsh punishment served as a clear warning against defiance.

The idiom 'The cat dies on the first day' finds its echo in various English equivalents, such as 'show your true colors from the outset,' 'start as you mean to go,' 'establish a strong start,' and 'commence with the end in mind.' Yet, delving into the origins, circumstances, and the rich tapestry of tradition and culture that birthed this idiom reveals a depth that sets it apart. These English counterparts, while close, may lose their true resonance without the awareness of the unique story, tradition, and cultural nuances that define 'The cat dies on the first day.' In understanding its roots, we unlock a richer appreciation for the wisdom encapsulated in this captivating expression.

Hence, the idiom "The cat dies on the first day" surfaces as a haunting testament to the oppressive patriarchal norms that once gripped Moroccan society. Rooted in a bygone era, the tale serves as a poignant reminder of the historical status of Moroccan women—a time when they were not just subjugated but also unfairly vilified and accused of various perceived wrongs.

Idioms, in general, serve as vibrant snapshots of the rich tapestry of a language, capturing the essence of a people's environment, life, history, and culture. Rooted in the very spirit and emotions of native speakers, these linguistic gems forge an intimate connection with the historical backdrop, economic dynamics, geographical nuances, and customs of a society. In essence, idioms are not just linguistic expressions; they are windows into the soul of a language, offering profound insights into the collective experience of a community.

The Moroccan idiom 'The cat dies on the first day' unravels a cautionary tale embedded in tradition, revealing enduring lessons of power dynamics and societal expectations. Through idioms, we catch a glimpse of timeless virtues that transcend language and time.

In Defence of Teachers Noureddine Boutahar

In recent times, an unsettling trend has emerged, casting a shadow upon the noble profession of teaching and eroding the integrity of educators. Detractors paint a portrait of teachers as indolent, indifferent, and driven solely by financial motives. These allegations not only lack merit but are also a distortion of reality.

Teachers, like guardians of an educational sanctum, strive for dignity, justice, and equality. Their mission transcends the boundaries of a classroom, reaching towards a vision of a Moroccan society where public schools stand as bastions of quality education and equal opportunities for all.

Teachers, akin to luminaries guiding the path from ignorance to enlightenment, go beyond the mere dissemination of facts. They toil tirelessly to nurture critical thinking and creativity in their students, sowing the seeds of ethical values grounded in justice and responsibility.

Beyond the classroom, teachers are architects of societal and economic progress. They not only elevate the standard of education and prepare students for the challenges of the job market but also actively participate in sculpting a generation of innovative and educated youth, poised to drive economic development.

Teachers, serving as exemplars of outstanding citizenship, distinguish themselves through remarkable ethical conduct. They stand out as individuals demonstrating an unparalleled commitment to integrity and are among those least prone to corruption. Not only do teachers exhibit unblemished moral character, but they are also among the least likely to engage in tax evasions. Furthermore, their steadfast adherence to legal norms surpasses that of the general populace with respect to laws and rules. By embodying these virtues, teachers go beyond the mere transmission of knowledge, becoming pillars of ethical strength that fortify the very foundation of a just and law-abiding community. 

Regrettably, in our society, teachers find themselves unfairly caricatured, labeled as miserly individuals fixated solely on strikes, protests, and salary increments. Yet, it is these very educators who have earned prestigious awards for excellence in teaching on the global stage. Their dedication surpasses the superficial criticisms, reflecting a commitment to shaping not only the minds of students but also the future of our nation.

Today's ongoing teacher strikes are indicative of enduring frustration and a loss of confidence in the ineffective and failing reforms, much like those of 1985 and 2003. Today, these educators are not asking for opulence; rather, they seek fair compensation to execute their responsibilities with utmost effectiveness. Their plea centers around securing reasonable working conditions, providing the fertile ground necessary for the cultivation of their noble profession.

In the lively dance of education, teachers are the choreographers, twirling through criticism with grace. Let's give a standing ovation to these maestros of inspiration, orchestrating a future filled with boundless potential!

 

Secrets to Educational Triumph! Noureddine Boutahar

In my exploration of successful education systems across the globe, encompassing countries like Finland, Singapore, Germany, and Iceland, a consistent theme emerges: success isn't just a happy accident; it's the result of deliberate and strategic brilliance. These nations have artfully crafted a mosaic of practices and values, working in perfect harmony to yield extraordinary educational achievements.

A cornerstone of these successful systems is the emphasis on having high-quality educators. Teachers within these systems typically come from esteemed colleges and universities, a deliberate choice aimed at ensuring a sustained high standard of pedagogical expertise. Recognizing the pivotal role educators play, these successful systems go the extra mile to ensure fair compensation, acknowledging the significant contribution teachers make in shaping the future generation.

Moreover, these cultures place an undeniably significant value on education, recognizing it not merely as a means to personal development but as a crucial tool for broader economic advancement. This societal mindset fosters a deep-seated commitment to the pursuit of educational excellence.

In these systems, equality stands as a guiding principle, with nearly all students attending public schools, effectively minimizing the disparities that often characterize the schism between private and public education. Complementing this commitment to equality are the deliberately small class sizes, averaging around 20 students. Furthermore, up to three teachers may be present in a class, with one dedicated specifically to assisting struggling students, thereby providing personalized support.

An additional testament to the commitment to nurturing relationships is the prolonged interaction between teachers and students. Teachers often remain with the same group of students for up to five years, ensuring a sense of continuity and familiarity. This extended relationship allows teachers to intimately understand the strengths and weaknesses of each student, contributing to a more tailored and effective learning experience.

Formal education in these countries takes a departure from conventional practices by commencing at the age of seven. This intentional delay allows ample time for play and exploration during a child's formative years, recognizing the importance of holistic development beyond academic pursuits.

Another distinctive feature is the limited emphasis on testing, with formal exams deferred until the age of 16. This aligns with a pivotal juncture where students undergo assessments to guide their career or college choices. This intentional approach alleviates the pressure of testing, providing students with the freedom to develop holistically without the burden of excessive assessments.

The well-designed and balanced daily schedules in these systems, extending from 8:00 to 14:30 with a 30-minute lunch break, lay the foundation for an optimal learning environment. Firstly, they promote active involvement in extracurricular activities and the pursuit of personal interests, contributing to a more comprehensive and enriching educational experience. Secondly, by preventing students from spending the entire day at school, the schedules mitigate the risk of developing a disdain for the learning environment, preventing it from turning into a snoozy, prison-like scene that nobody wants to be in.

Streamlining education programs and curricula is a hallmark of these successful systems. By concentrating on essential subjects, knowledge, and skills while minimizing unnecessary complexities and workload for students, these systems guarantee a well-rounded and meaningful education.

Last but not least, the commitment to state support for teachers in these successful systems is palpable through various initiatives that ensure favorable working conditions. For instance, comprehensive professional development programs are offered to educators, equipping them with the latest teaching methodologies and tools. Additionally, the provision of modern classroom resources, such as interactive technology and up-to-date textbooks, exemplifies the dedication to supplying teachers with the necessary materials to facilitate effective learning environments.

In stark contrast to our education systems that commodify and devalue teachers, successful and ideal educational systems recognize the profound significance of quality educators, equal opportunities, and a holistic approach to student development. Without these key elements, our dream of a successful and nurturing educational environment for the future is just a whimsical fantasy. Without genuine reform, we will persist in passing the blame like a game of hot potato, tossing responsibility between us until the day when everything inevitably crumbles!

AI is Teachers' New Bud Noureddine Boutahar

In the realm of education, there exist three distinct groups of teachers: some who find comfort in the familiarity of their established routines, some who display hesitation when it comes to embracing the unknown, and individuals like myself, who possess a natural inclination for exploring innovative approaches. These distinctions become particularly evident in the context of incorporating Artificial Intelligence (AI) into education, which is not only indispensable but also timesaving and transformative.

First of all, AI has become an indispensable part of our lives, permeating various aspects of society and reshaping our methods of work, communication, interaction with technology, as well as teaching and learning. Those who resist it today are just mirroring the mindset of the small-minded Internet Luddites from the early days of this millennium. Like it or not, Artificial Intelligence is poised to assume a central role in the field of education because it is increasingly recognized as a transformative force that can enhance teaching efficacy and learning outcomes. In education, AI plays an inexorably imperative role, rendering resistance akin to tilting at windmills and ultimately anchoring us to the past.

Secondly, AI offers vast transformative potential for language education. It stands to enhance its efficiency and effectiveness, providing language teachers with powerful tools to create more engaging and successful learning lessons for their students. AI algorithms can revolutionize teaching and learning by enabling personalized and adaptive instruction. Besides, AI-powered tools can offer instant feedback on various language aspects like pronunciation, grammar, and vocabulary, allowing students to address their weaknesses in real time. Moreover, AI can provide a wealth of resources, for both teachers and students, such as interactive language applications, chatbots, and language translation services, which make language learning more engaging and accessible. It also has the capability to collect and analyze vast amounts of data, helping teachers identify learning styles and adjust their teaching methods accordingly. Overall, and to echo George Couros, AI will not replace great teachers but it will make them more transformational.

Thirdly, AI has the potential to both save time for teachers and alleviate their time constraints. It can aid teachers in saving time by providing services like summarizing lengthy content and generating video transcripts in the blink of an eye. It can create level-relevant tests, games, and exercises in a split second. Moreover, it can adjust the formality, tone, and style of written content immediately, and address individual student requirements instantly and free teachers from the 'one size fits all' model. Additionally, AI can make lesson planning more efficient by offering the most up-to-date and insightful methods and strategies available in no time.  It can also offer thought-provoking discussion prompts for both discussions and written assignments in a heartbeat, enhancing the overall teaching experience. Is there anything on Earth that could possibly top this? Isn't it absolutely worth giving it a shot.

Fourthly, in a constantly evolving world, marked by shifting trends and evolving societal norms, it is imperative for educators to acknowledge that times change, and consequently, people change as well. To remain effective and relevant in their roles, educators should avoid isolating themselves from embracing tools and practices that have become ubiquitous in the wider community like AI. AI is increasingly asserting its influence and is poised to take the lead in the field of education, without a shadow of doubt. So, any teacher who hesitates to leverage its power is essentially failing to adapt. Any teacher who is reluctant to play students at their own game is fundamentally refusing to change. In Charles Darwin’s words, “It is not the strongest of the species that survives, nor the most intelligent; it is the one most responsive to change.” Therefore, the ability to adapt and stay current is not merely a choice but a necessity for educators seeking to excel in their profession.

In a nutshell, AI has become the must-have superhero in the world of language teaching, swooping in to create a super fun, super accessible, and super flexible educational experience. It's a win-win for teachers and students, making learning a blast!

Desperate and Angry, Moroccan Teachers React: Noureddine Boutahar

Poor students! They are trapped in an oscillation, back and forth like a pendulum between home and school. This daily commute has become a routine part of their life all due to the justified strikes by their teachers. These strikes are a result of the pigheaded Education Minister's misguided devotion to his failing Fundamental System, treating it like a treasured relic. 

In response, teachers have decided to go on strike to voice their complaints after years of unparalleled patience and false façade peace. But why, you ask? Well, it's quite simple: The darn mountain put in all that effort, and what do we get? A measly, pathetic mouse, as the Arabic saying goes. 

Teachers have finally had their fill of the government's ingenious reforms in the educational system. The government, in its boundless wisdom, decided to take a bulldozer to the existing educational system. They went all out and tore it down completely with this baleful Fundamental System.

On the other side, educators, in their stubborn insistence on having a well-functioning system, have the audacity to demand better working conditions, fair pay, and resources for their students. Is it too much? Are they asking for the moon?

For decades, these educators have been making sacrifices they see as acts of dedication, willingly offering extra hours, extending their efforts beyond their job descriptions, assuming additional responsibilities to enhance their institutions, and even dipping into their personal resources to procure teaching materials, from pens and beyond. Unfortunately, those in positions of authority have misinterpreted these acts of commitment as signs of submission and vulnerability. The government took an inch for every mile the teachers gave it.

Initially, the Fundamental System was implemented discreetly and fell significantly short of teachers' expectations. It also entailed an increased workload for teachers, provided no salary raises, and introduced an extensive list of punitive measures that seem more fitting for dealing with bandits than dedicated educators! Moreover, it slapped teachers with a whopping 38 percent increase in income taxes. In addition, extra responsibilities were added to teachers' already demanding roles, making their workload even more overwhelming. Furthermore, the system made the already challenging path to career promotion even more torturous, to put it mildly. Lastly, and to add insult to injury, the system provided salary increases to administrators, while leaving teachers out in the cold!

This shows that our government has a very different vision for reform, one that avoids tackling the root issues and devising creative approaches to fix an education system in shambles. One such vision involves applying a fresh coat of paint, labeling it as 'reform,' and hoping that everyone will be fooled. The other is embracing an attitude dripping with arrogance, provocation, and intimidation instead of trying to put out the fire of a heated battle. Another one is unabashedly churning out one infuriating memorandum after another in record time, adding fuel to the blazing fire of discontent.

For surely, in the minister’s pursuit of his educational utopia, he decided to fly solo. This decision is set to cause a meteoric rise in discontent among the educators. The reckless wasting of invaluable instructional time will be elevated to an art form, and the utter ruination of the futures of those despairing students from humble backgrounds will be the crown jewel in Ben Moussa’s grand opus.

In conclusion, we can only hope for a collective awakening of conscience regarding the ongoing crisis in the Moroccan education system. It is crucial to prevent further damage to our own national interests. However, it is noteworthy that this is a pivotal moment for reform, and seizing this opportunity is very imperative. Failure to do so could have undesirable repercussions for generations to come.

Seven Reasons to Avoid Translation when Teaching English. Noureddine Boutahar

Videos of teachers teaching English in Arabic have been mushrooming in large quantities since the closure of schools in March 2020 due to COVID-19. Many teachers built on a self-made theory that translation is the magic formula for students to improve their English language skills and to succeed in their studies. The word for word translations made my hackles rise so badly that I decided to write this post as a reaction to all the disservice some teachers are doing the Moroccan learners of English.

First, many people think only a knowledge of two languages is sufficient enough to teach one -- or both. This is not true because, on the one hand, there is no perfect one-to-one correspondence between languages, as linguists tell us, and if this were true, Google could do the job of language teachers. On the other hand, knowledge of a language is not sufficient to teach it because real teachers have special abilities to integrate their knowledge of the language with teaching strategies, techniques, and skills to structure an environment conducive to effective and sustainable learning instead of resorting to way-out methods like translation. As Bloomfield puts it: “Translation into the native language is bound to mislead the learner, because the semantic units of different languages do not match and because the student under the practiced stimulus of the native form is almost certain to forget the foreign one.”

Second, many people confine language learning to word recognition and resort to translation as a shortcut to save time and effort. However, language is more than words and vocabulary, and translation is not enough for learners to completely comprehend what they are reading for example. In addition to word polysemy, very often what is implied or left unsaid is as important as what is said because language is loaded with culture and carries more than words. Thus, learners need to develop necessary analytical skills and reading strategies and not the misconception that effective reading requires translation and comprehension of every single word.

Third, heavy emphasis on translation makes students “too examination-conscious.” and thus encourages a memorization approach to learning. This memorization approach does not facilitate the acquisition of practical skills, values, and attitudes in learners at all, nor does it help to meet the long-term objectives of learning foreign languages. It merely concentrates on passing of national examinations by students and, thus, exacerbates the “certificate syndrome” which is one of the most notorious features of our adopted education system. 

Fourth, translation does not do students any service, but rather renders them lazy language learners, dependent on teachers’ spoon-feeding. We all know from experience that students do not suddenly become active and independent on their own; it is teachers’ attitude towards learning and their teaching style that make all the difference. Too often, ordinary teachers make students dependent on them, while artisan ones allow students to be independent and critical thinkers. Besides, mollycoddling students with translations and similar crutches will certainly encourage them to take advantage of it and do as little as possible to get by knowing that teachers are there to provide whatever help they need at school. So, they never try to learn to fly on their own and may have a disadvantage for life.

Fifth, translation deprives students from thinking in the target language. Students who are used to translating every single word become less confident in their ability to make hypotheses about how language works. Their mind stops trying to guess or use language learning strategies to enable them to take responsibility for their own learning.  So, they “examine the target language through the grammar and lexis of their native language”. Also, translation makes learners less confident in their ability to communicate in the target language although communication is one of the main objectives of foreign language learning. What is even worse is that these students get stuck writing the simplest thing in English and ask for help to translate every single word and idea from Arabic into English.  As Arthur W. Chickering and Zelda F. Gamson put it, "Learning is not a spectator sport. Students do not learn much just by sitting in class listening to teachers, memorizing prepackaged assignments, and spitting out answers.”

Sixth, teachers who emphasize translation make bad use of class time which is one of the few opportunities many students have to hear and practice English. Our students rarely have a chance to use English outside the classroom, and depriving them of the opportunity to use it in class will only demotivate especially those whose objectives go beyond the walls of school. Also, Moroccan students often expect English classes to be fun and hope to have funny teachers who integrate games and role-plays into their classrooms so they can play with English and do not want a Grammar Translation drill sergeant who disregards the productive use of the opportunities given by the classroom.

Seventh, I wonder whether translation could help achieve the following objectives described in the Moroccan Pedagogical Guidelines?

1. To develop the communication competencies necessary for a variety of real-life purposes.

2. To develop knowledge and sub-skills necessary for a variety of real-life purposes.

3. To develop study skills leading to learner autonomy.

4. To develop the intellectual abilities of the learner.

5. To develop cross-cultural communication competency.

6. To enhance the learner’s awareness of, and reflection upon, global issues.

7. To reinforce values pertaining to character, civility, and citizenship.

That said, I have to admit that translation can sometimes save lives provided that it is not adopted as the main approach to teaching and learning English. I concur with using translation, for example, when visuals like PowerPoint and realia and teaching techniques like paraphrasing and clarifications all fail. However, we should always bear in mind Atkinson's caveat that “Every second spent using L1 is a second not spent using English!”

Social Networking in Education Noureddine Boutahar

The internet has its good, bad, and ugly face. Social networking is undeniably a double-edged sword that should be used carefully and wisely so that students can draw educational benefits from it. So, because our students come to class with a fairly good knowledge and interest in social technology, we need to raise their awareness to its advantages and drawbacks.

However, some people would argue that social networking is just another classroom add-on like the blackboard, the whiteboard, the CD-player, and all the material that we flood our schools with. Yet, there exist many legitimate concerns about the use of social networking for educational purposes.

First, many people are not prepared for it and may get hurt by these sites. Such harm may come from the disclosure of private personal information. This can result in blackmail, sexual harassment, defamation of character, and all kinds of internet bullying.

Second, there is the problem of addiction. Many young people spend too much time at their computers doing nothing but IAM-ing and playing games. This may have a detrimental effect on students’ health as well as distract them from their studies.

Third, young people may gain access to pornographic material. This might harm them psychologically and push them to act out what they see and become sexual deviants. 

However, because computers and the internet have become an integral part of most students’ lives, many students today come to school prior knowledge of internet use. So if we deprive them of such a great learning tool while almost everyone is using it at home, we may feel belatedly sorry that we have shortchanged them and have stifled them and limited their horizons. We need to introduce these young people to the good flip side of social networking because it will serve them to learn.

Social networking helps students exchange information and ideas with peers, other students, and teachers, locally and abroad. It is a powerful tool to learn from different sources because “the best thinking comes from many not one” . It provides the learner with opportunity to select the information, compare it and thus make knowledge acquisition easier and greater.

Also, this tool makes it easy for young people to connect, socialize, and make friends with people their age and like-mind from all the four corners of the earth. It is a way to promote global learning connections between students worldwide so as to learn about other diverse cultures without having to cross the borders. This way, students will, hopefully, dispel misconceptions and develop understanding of others and respect differences.

Besides, in social networking most of the information there is cost effective or at no cost at all.  No need to travel long distances to get information. No need to buy expensive books. Everything is only a click away. It can also help defeat the cruelty of material shortage in many countries, especially the third world. One or a couple of computers in the classroom – or at school – can make up for a whole library. It’s a great tool to narrow the divide between the haves and the have-nots.

The best-selling point of social networking for me is its ubiquitous aspect. The widespread use of technology and the omnipresence of the internet have made social networking part of almost every young man’s day. Wikis, blogs, micro-blogging, and other social technology tools have become the interest of the new generation in the remotest parts of the world. Added to this is the fact that wireless and satellite connection is spreading in leaps and bounds and it will soon make these tools much more affordable and add to their universality and pervasiveness.

Micro-blogging, for example, has made life easier for many students. They can write very short paragraphs, comments, messages etc without being forced to slave away at pages without having much to say. It is also an effective way to communicate with teachers and other students in short texts. It, then, saves time and energy and relieves from the anxiety of having to write a lot. 

Our responsibility, then, as teachers is to facilitate the way our students use social networking. We need to show them the good, the bad, and the ugly face of social networking. We ought to teach young people how to use it wisely, ethically, and responsibly. We need to trust them though we have to check from time to time.

Also, fortunately enough, most micro-blogging tools today provide us with options to have some control on the users. We can, for example, control who can get in Twitter with our group and who can’t, if we want to do so.

More, teachers ought to plan in advance and work out all the details of the activity so that students get focused and stay on the teachers’ page. Unprepared teachers lose track of what they are doing and give students the opportunity to misuse the tools.

Eventually, since social networking is imposing itself as a necessary tool in our classrooms we need to get prepared for it. We need to believe that it is like every man-made tool in today’s world; it has two sides. It’s like our cars, our TV, our guns, our cell-phone, and so forth. We have to use them, not overuse or misuse them, or let them use us.