Persistence is what makes the impossible possible, the possible likely, and the likely definite. – Robert Half
such a powerful quote & so meaningful
Sunday, February 27, 2011
quote for the day
just read this from a blogger's entry
Thursday, February 24, 2011
evolving & reflection
attended a symposium @ SOTA last week to understand their curriculum,
to attending a seminar for Arts & Music teachers by STAR.
STAR was started early last year, together with PESTA and also PERI for the primary school pupils.
SOTA
- one of the basic requirements to get into SOTA is to make sure that you qualify for the express stream, and also prove to the panel that you can you offer during the audition
- its not easy as they only take in 200 students per year
- interesting conversation during the Q&A: a primary 6 student asked whether is there any CCA in SOTA. The answer was NO. WHY? reason being that everything is build into the curriculum, so that students are actually exposed to the 'CCA' but in a fixed timetable.
-typical school hours for the SOTA students -> 8-5pm
- Dance students - > 8-9/10pm, as the students need to cool down their body with the help of a physiotherapist
- sharing thoughts by the Visual Arts Presenter: SOTA do not send their students for SYF competitions. They do not see any need in it........SOTA is very different from the mainstream schools.
- I found out that SOTA is under the charge of MICA
STAR
- a new academy for Art and Music teachers, where support will be provided for them, and to provided training that will enable the teachers to be a even better teacher
- sharing of thoughts
-providing support
-training
-overseas cultural exchange programme
-masterclasses
-changing of ideas, and most importantly
-Community of Practice
COP
- exchange of ideas, peer support, discussion, reflection etc... ...
think it is going to be a HUGE thing as the principal of STAR was giving quite a number of examples on how to create a COP group.
-I will try to find out more about COP, and its impact on us\
to be continued....
to attending a seminar for Arts & Music teachers by STAR.
STAR was started early last year, together with PESTA and also PERI for the primary school pupils.
SOTA
- one of the basic requirements to get into SOTA is to make sure that you qualify for the express stream, and also prove to the panel that you can you offer during the audition
- its not easy as they only take in 200 students per year
- interesting conversation during the Q&A: a primary 6 student asked whether is there any CCA in SOTA. The answer was NO. WHY? reason being that everything is build into the curriculum, so that students are actually exposed to the 'CCA' but in a fixed timetable.
-typical school hours for the SOTA students -> 8-5pm
- Dance students - > 8-9/10pm, as the students need to cool down their body with the help of a physiotherapist
- sharing thoughts by the Visual Arts Presenter: SOTA do not send their students for SYF competitions. They do not see any need in it........SOTA is very different from the mainstream schools.
- I found out that SOTA is under the charge of MICA
STAR
- a new academy for Art and Music teachers, where support will be provided for them, and to provided training that will enable the teachers to be a even better teacher
- sharing of thoughts
-providing support
-training
-overseas cultural exchange programme
-masterclasses
-changing of ideas, and most importantly
-Community of Practice
COP
- exchange of ideas, peer support, discussion, reflection etc... ...
think it is going to be a HUGE thing as the principal of STAR was giving quite a number of examples on how to create a COP group.
-I will try to find out more about COP, and its impact on us\
to be continued....
Friday, February 18, 2011
attended a symposium at SOTA just now after my form class' learning journey.
This symposium is an eye-opener,not just for me as a educator, but also from the eyes of a parent.
it was a huge turnout and the principal of Sota, Mrs Rebecca Chee gave a very good introduction about the school, it's curriculum and how the timetable is like.
the cut off point, the requirement to enter...
ok, will update when I reach home, as my iPhone batt is running low....
Sent from my iPhone
Monday, February 14, 2011
term 1 week 6
How can one define the meaning of a good teacher.
or should the question be rephrase differently?
What is the meaning of good?
For the past few weeks, i wondered to myself whether am i too harsh or too strict with my students, especially my form class.
Do i have too high a expectation from them? Or am i trying to build in some form of structure, discipline and routine for them?
setting a routine for them is essential and important.
*to be continue...*
Attended a Focus Group Discussion on EBS this past Wednesday.
CPDD is trying to come up with ways to find out whether has the textbook been a success or is there any need to edit the textbook.
EBS, a subject for the Sec 3 & 4 Normal Technical students came about after it was revised from the old subject, which was EOA.
The 2 subjects are specially created for the NT students, in view of how Singapore's economy was progressing, which sector was needed to drive the economy, and where is Singapore's economy and workforce heading to.
the moment anything is printed, it can be considered as 'old press'. For the EBS' textbook, where the students are learning so much about retail, travel and tourism and hospitality, the textbook can be considered as 'passe'.
The table that i was assigned to came up with many ideas. It was really great meeting teachers from other schools and they were very forth-coming with their ideas and lessons.
back to the question: Should the textbook be edited? If yes, WHY. If no, WHY? What should be kept, bin out, should more examples be given for certain topics.... etc
One of the main suggestions given is that EBS teachers from schools should have a hand in creating and updating the textbook. Reason being that teachers know what works and what will not work from the ground level.
*to be continue later....*
or should the question be rephrase differently?
What is the meaning of good?
For the past few weeks, i wondered to myself whether am i too harsh or too strict with my students, especially my form class.
Do i have too high a expectation from them? Or am i trying to build in some form of structure, discipline and routine for them?
setting a routine for them is essential and important.
*to be continue...*
Attended a Focus Group Discussion on EBS this past Wednesday.
CPDD is trying to come up with ways to find out whether has the textbook been a success or is there any need to edit the textbook.
EBS, a subject for the Sec 3 & 4 Normal Technical students came about after it was revised from the old subject, which was EOA.
The 2 subjects are specially created for the NT students, in view of how Singapore's economy was progressing, which sector was needed to drive the economy, and where is Singapore's economy and workforce heading to.
the moment anything is printed, it can be considered as 'old press'. For the EBS' textbook, where the students are learning so much about retail, travel and tourism and hospitality, the textbook can be considered as 'passe'.
The table that i was assigned to came up with many ideas. It was really great meeting teachers from other schools and they were very forth-coming with their ideas and lessons.
back to the question: Should the textbook be edited? If yes, WHY. If no, WHY? What should be kept, bin out, should more examples be given for certain topics.... etc
One of the main suggestions given is that EBS teachers from schools should have a hand in creating and updating the textbook. Reason being that teachers know what works and what will not work from the ground level.
*to be continue later....*
Sunday, February 13, 2011
term 1 week 5
A relatively short week, but filled with excitements.
attended the ACD meeting where the main focus was on our department's Action Plan (AP).
Trying to digest the AP, to understand it from the perspective of all the different units can be quite challenging. Getting all the teachers to understand the AP, to work towards the SAME goal/target is another major challenge.
Anna presented and did a very good job in sharing the AP with the whole department. Although it was quite a handful, I believe that everyone who was there that day was able to understand.
Coming up with the AP was a whole different matter. Anna and I sat down together a couple of times, and we cracked our heads and brains trying to decipher everything. Anna had already work out some of it, and I was there trying to look at it from another perspective. We thought that it will be good to make it as simple as possible, as clear as possible, so that everyone in the department will be able to understand.
We looked at the old AP, and tried to incorporate new values, goals and targets into the AP.
It has not been an easy task, but Anna held the fort and she managed to complete it.
For now, we just need to make sure that everyone in the department shares the SAME VISION and work towards it.
attended the ACD meeting where the main focus was on our department's Action Plan (AP).
Trying to digest the AP, to understand it from the perspective of all the different units can be quite challenging. Getting all the teachers to understand the AP, to work towards the SAME goal/target is another major challenge.
Anna presented and did a very good job in sharing the AP with the whole department. Although it was quite a handful, I believe that everyone who was there that day was able to understand.
Coming up with the AP was a whole different matter. Anna and I sat down together a couple of times, and we cracked our heads and brains trying to decipher everything. Anna had already work out some of it, and I was there trying to look at it from another perspective. We thought that it will be good to make it as simple as possible, as clear as possible, so that everyone in the department will be able to understand.
We looked at the old AP, and tried to incorporate new values, goals and targets into the AP.
It has not been an easy task, but Anna held the fort and she managed to complete it.
For now, we just need to make sure that everyone in the department shares the SAME VISION and work towards it.
Thursday, February 10, 2011
Wednesday, February 9, 2011
a very delayed post - term 1 week 4
What kind of advise can we give our students? And how do we know whether are we giving them the 'correct' advise?
the above questions actually set me pondering. Pondering what kind of advise to give to my ex-students and how do we know set them on the 'correct' path in life?
if you notice, the word CORRECT is being quoted.
What we may think is 'correct or right' for them, may not be what they, the students think. Not what their parents think. Not what other teachers think. And of course, not what their friends think.
2 ex-students recently called me up and told me that they are thinking of applying for the NAFA-MOE music programme. For an instant, i was shock, in disbelief, which turned to happiness and after which, came the WHY.
Why was I in shock?
- I didnt think that my ex-students will be choosing and considering this path to take
Why was I in disbelief?
- I refused to believe that they would want to consider taking this path, and they are NOT the first few ex-students of mine to go along this route.
- An ex-student who graduated 2 years back, who took O-level music in 2008. She was one of the top students in our school who took 10 subjects. If I am not wrong, I think she was the only student that I know who took 10 subjects. She had the opportunity to go to a top JC in the east, but she went to NAFA to pursue music. And why did she choose to do that? When I asked her, she gave me a very practical piece of advise. Her main reason? Traveling to the school in the east will take up too much of her time and she believe that it can be put to much better use.
- another student dropped O-level music at the end of her sec 3, but she went on to pursue the NAFA-MOE music programme after her Olevels.
Why was I happy?
- They were my 3rd batch of students whom I taught music to. It was not a easy journey, but it was something very memorable.
and the most important question, is WHY?
after i gotten over my shock, my next question to the two of them was WHY?
1. Why do you want to take up this path?
2. What are the risks of going along this path?
3. Are you ready to be bonded for the next 9 years of your life?
4. What will you do if you are not selected for the scheme?
5. How will you deal with the students when you become a teacher?
6. Are you sure that you will not break your bond?
7. Will you be interested in pursuing a degree in future?
8. Have you spoken to other students who have chosen this path?
9. How will you react if you need to teach an additional subject when you are posted out to the schools?
10. Why do you not want to continue your education in the JC?
11. Have you spoken to other teachers? (to the ex-student who was from another school in the same cluster)
12. What did your parents say?
There were many other questions that i threw at them over the phone, and which i expected them to answer me on the spot.
My main concern as a teacher, or as a capacity of a ex-teacher (since i do not teach them anymore) is, AM I GIVING THEM THE CORRECT ADVISE?
Are they ready to commit the next 9 years of their lives?
Their interview was on the 31st Jan.
I wished them the very best, and of course, I hope that they know what they will be in for.
Fast forward to the 8th Feb., they needed me urgently to fill up a testimonial form for them by Friday, the 11th. They needed this form urgently as MOE is trying to arrange for their NAFA music audition.
Keeping my fingers, hands & legs crossed *feeling very stress for them too*
the above questions actually set me pondering. Pondering what kind of advise to give to my ex-students and how do we know set them on the 'correct' path in life?
if you notice, the word CORRECT is being quoted.
What we may think is 'correct or right' for them, may not be what they, the students think. Not what their parents think. Not what other teachers think. And of course, not what their friends think.
2 ex-students recently called me up and told me that they are thinking of applying for the NAFA-MOE music programme. For an instant, i was shock, in disbelief, which turned to happiness and after which, came the WHY.
Why was I in shock?
- I didnt think that my ex-students will be choosing and considering this path to take
Why was I in disbelief?
- I refused to believe that they would want to consider taking this path, and they are NOT the first few ex-students of mine to go along this route.
- An ex-student who graduated 2 years back, who took O-level music in 2008. She was one of the top students in our school who took 10 subjects. If I am not wrong, I think she was the only student that I know who took 10 subjects. She had the opportunity to go to a top JC in the east, but she went to NAFA to pursue music. And why did she choose to do that? When I asked her, she gave me a very practical piece of advise. Her main reason? Traveling to the school in the east will take up too much of her time and she believe that it can be put to much better use.
- another student dropped O-level music at the end of her sec 3, but she went on to pursue the NAFA-MOE music programme after her Olevels.
Why was I happy?
- They were my 3rd batch of students whom I taught music to. It was not a easy journey, but it was something very memorable.
and the most important question, is WHY?
after i gotten over my shock, my next question to the two of them was WHY?
1. Why do you want to take up this path?
2. What are the risks of going along this path?
3. Are you ready to be bonded for the next 9 years of your life?
4. What will you do if you are not selected for the scheme?
5. How will you deal with the students when you become a teacher?
6. Are you sure that you will not break your bond?
7. Will you be interested in pursuing a degree in future?
8. Have you spoken to other students who have chosen this path?
9. How will you react if you need to teach an additional subject when you are posted out to the schools?
10. Why do you not want to continue your education in the JC?
11. Have you spoken to other teachers? (to the ex-student who was from another school in the same cluster)
12. What did your parents say?
There were many other questions that i threw at them over the phone, and which i expected them to answer me on the spot.
My main concern as a teacher, or as a capacity of a ex-teacher (since i do not teach them anymore) is, AM I GIVING THEM THE CORRECT ADVISE?
Are they ready to commit the next 9 years of their lives?
Their interview was on the 31st Jan.
I wished them the very best, and of course, I hope that they know what they will be in for.
Fast forward to the 8th Feb., they needed me urgently to fill up a testimonial form for them by Friday, the 11th. They needed this form urgently as MOE is trying to arrange for their NAFA music audition.
Keeping my fingers, hands & legs crossed *feeling very stress for them too*
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