Metta School Reviews

1. It has come to a point whereby you just end up having zero patience left working with SOME colleagues that have no EQ and/or produce work quality that obviously has no/ minimal effort. These people are part of the reason why other teachers have no work-life balance in that year or the subsequent years, because they are the ones who need to clear up their mess, to make sure students are not losing out. 2. Quality starts with standards, your standards shape the staff. You expect less, you get less. The management also super weird "If you do this for your student, you can't expect the next form teacher to do the same thing." (OH YES WE CAN. WE WANT MAINTENANCE RIGHT?) But ironically, if the previous form teacher does not do a proper job, it naturally becomes the next form teacher's responsibility to work on all the areas for improvement. (if you really care for the student, you will naturally want to help the kid in any way possible within that one year instead of letting him/ her be). So here comes the question. Why is the management blaming/ questioning the more 'effort teachers' for the high turnover rate and asking them to lower the expectation of their work quality, instead of spending that time and effort to teach those teachers who really need help, in terms of both work quality and basic work etiquette?

Observations indicate instances of casual racism, which contribute to a pervasive sense of discomfort and hostility. This includes a teacher making casual remarks about a student from a minority race being involved in a gang. There are daily occurrences of a teacher shouting at students and using derogatory names. Teachers also frequently speak loudly in languages other than the official language during meetings, which is disrespectful and contributes to a feeling of being outcasted. Reports made to ROs regarding these issues have not resulted in discernible action.