Quoted from: http://singcitizen.com/portal/2002/08/
Reminds me of my slightly traumatic experience while relief teaching in 2005...
The day starts at 7.20am. It is the morning assembly and some students are fidgeting while the flag raising ceremony is being observed. The vice-principal has noticed this and makes a point to speak on this after the ceremony. A routine hair-and-attire check is carried out before the students can sit on the parade square for the morning reading session.
Some students start to talk among themselves and the teacher makes them stand up and keep standing. Some others forget to bring their reading material or are lost in their thoughts. The teacher attends to them.
At 7.50am, the teacher follows the class to the classroom where the morning greetings are exchanged and the students settle into their chairs. The first lesson of the day starts. It’s Monday today - a lucky day for teachers because the students are too tired from a weekend of play to fool around. They need some hours to wake out of their lethargy. By mid-morning the teacher’s luck will wear off as the students resume their normal self. Some students are lost in dreamland but as long they they do not disturb the peace in the class, the teacher keeps mum.
It’s only the first period and the students are already taking turns to go to the toilet. They like to go in groups but are restricted to only two students at any one time. The teacher passes to each of them an EXCUSE card which they clip to their shirt pocket.
It’s been ten minutes and these students have yet to return from the toilet. Some others want to visit the toilet but the teacher says to wait till the earlier two return. They finally return five minutes later. Their hair is gelled into spikes which vaguely resemble durian spikes but black ones lah. The teacher has no time to deal with their spiky hairdo as the teacher needs to rush to the next class - there are four consecutive classroom periods before the teacher gets to rest.
The teacher goes into the next class - a secondary four normal academic class. It’s prelim exam this week and some of the students are not at all bothered about the exam. It takes some work before the teacher can get the students to become quiet. There are four repeat students in the class and they are the ones who talk and talk and talk, taking no notice of the teacher. The teacher gives them a pep talk but to no avail. The teacher gets the foursome to stand in the corridor so the class will be quieter. At the end of the two-period lesson, the teacher collects the written work - only about 20 students hand in the work out of a class of 40. The teacher makes it a point to talk to the class’s form teacher about the students’ lackadaisical attitude.
The fourth period is spent in a secondary 3 normal technical class. It’s only mid-morning and the students in this class are restless. Some of them walk around the class much to the chagrin of the teacher who has some trouble keeping a rein on them. Others chat loudly; some shout across the room to other classmates. A few have removed rubber tube protectors from their chairs and are playing with them. One uses these tubes to drum on the desk. The teacher has been spending the last three periods in other normal academic classes and needs to conserve some strength for the rest of the morning so the teacher leaves them alone. There’s too many of these hyperactive chaps for the teacher to handle. It’s a normal technical class, the teacher thinks aloud - no point getting the vice-principal or principal to cane them. They have been caned many times already and think of it as only a slight itch. It always happens that these students are back to their usual nonsense within fifteen minutes of the caning. The period ends.
Ah! A free period at last! Back to the air-conditioned Staff Room to grab a bite and a much needed rest.
The sixth and seventh periods are spent in a secondary 4 normal academic class. A student takes a pot shot at the teacher using a paper bullet. The teacher - alert from years of teaching in a normal academic class - sees him in the act but pretends not to notice. The boy hurls another paper bullet at the back of the teacher; his classmates laugh. The boy basks in the limelight and takes another potshot but the teacher has decided enough is enough and turns around in time to catch the student in the act. The teacher tells the class chairman to keep the class quiet. The teacher tells the culprit to follow along to the principal’s office. The boy pleads ignorance of what he has done. The principal listens to the teacher’s and the boy’s accounts and then canes the boy after he finally admits to the misdeed. The teacher returns to the class to continue the lesson.
It’s the eighth period of the day and this period is spent in a secondary 3 express class but this class is the tail end of the express classes in the school. The students are rowdy and inattentive. Several shoot paper bullets at one another. This year, paper bullets seem to be in vogue at school, along with spiky hairdo and The Dog pencil cases. The teacher is too tired out to go after the errant students. The teacher informs the form teacher about the paper-bullet problem back at the Staff Room when the period ends.
The ninth period is a free period. The teacher is in the Teachers’ Rest Room reading the newspapers. A teacher comes up to him saying a parent is outside wishing to speak to him. The teacher goes out into the corridor. The parents of the student whom the teacher had sent for caning are there with the student. The father of the boy says his son has been suspended from school for a day and wishes to find out what has happened. The teacher asks the boy to speak first. The boy says he actually was aiming at his classmates but the paper bullet missed its mark and hit the teacher. The boy says he shot at his classmates because they had shot at him. The teacher tells his side of the story. The teacher had seen the boy shoot paper bullets at the teacher but didn’t want to blow up the matter.
However, the boy was apparently enjoying the attention of his classmates and the teacher had to catch him red-handed. Luckily, the boy’s father is supportive of the teacher and rebukes his son for his errant behaviour. The teacher tells the boy’s parents not to worry as the teacher will speak to the principal the next day if the principal wants to take further action.
The eleventh period is spent in the school hall. It’s Monday assembly. The students are treated to a mime display by a professional drama group. The teacher is a form teacher to a secondary 1 express class and sits next to the class in the hall. The express class is a world away from the normal academic classes the teacher has been to today. Unfortunately the teacher doesn’t have any periods with this class.
The afternoon is spent marking the students’ written work and planning the next day’s work.
A fresh reminder of the challenges I would have to face soon...
Tuesday, December 16, 2008
Monday, December 15, 2008
冯校长的名言
取自： http://dxcchdbk.blog.sohu.com/21779677.html
100年后，我今天驾了一辆什么样的车，住什么样的屋子，银行里有多少钱，已不再重要，只是，世界可能因为我曾经对一个孩子的生命很重要，而变得美丽。
100年后，我今天驾了一辆什么样的车，住什么样的屋子，银行里有多少钱，已不再重要，只是，世界可能因为我曾经对一个孩子的生命很重要，而变得美丽。
Sunday, November 16, 2008
Imperial Scholars Street
Read(past tense) this funny story by the MM on why Suzhou was chosen to build a joint-venture industrial park....
China had an egalitarian society for many dynasties. Anyone could become a xiucai,ie a scholar, if he studied hard and passed his exams. Many imperial scholars, zhuang4 yuan1, came from the lower strata of society, many were sons of farmers for instance. Once a person became a zhuang yuan, he was highly valued and usually the Emperor was more than happy to marry his daughter off to him.
When these scholars retired, they usually went to enjoy their retirement years in the South where the climate was milder and cooler. One popular destination was Suzhou. As the years went by, more and more former imperial scholars settled and raised their families in Suzhou, so much so that there was a zhuang yuan jie, ie Imperial Scholar Street, in Suzhou. The offspring of these people had good backgrounds and a conducive environment to pursue their studies, hence more and more imperial scholars emerged in Suzhou.
Now, while we have the technology, these people are smart and learn fast. Hence they make good partners.
Now we know why Suzhou was chosen!
China had an egalitarian society for many dynasties. Anyone could become a xiucai,ie a scholar, if he studied hard and passed his exams. Many imperial scholars, zhuang4 yuan1, came from the lower strata of society, many were sons of farmers for instance. Once a person became a zhuang yuan, he was highly valued and usually the Emperor was more than happy to marry his daughter off to him.
When these scholars retired, they usually went to enjoy their retirement years in the South where the climate was milder and cooler. One popular destination was Suzhou. As the years went by, more and more former imperial scholars settled and raised their families in Suzhou, so much so that there was a zhuang yuan jie, ie Imperial Scholar Street, in Suzhou. The offspring of these people had good backgrounds and a conducive environment to pursue their studies, hence more and more imperial scholars emerged in Suzhou.
Now, while we have the technology, these people are smart and learn fast. Hence they make good partners.
Now we know why Suzhou was chosen!
Friday, November 14, 2008
Competitive S'pore, competitive parents
Was talking to my secondary school teacher Ms Chow many weeks back. She shared with me her experience in teaching at a neighbourhood school.
It appears that the class she taught had 5 attention-deficit students. I asked if it was MOE's policy and whether famous schools such as RI would have attention-deficit students in each class as well, her answer was no. The parents chose to enrol them in a normal school. She commented that these students would be able to learn better at a pace more suited to their abilities if they had gone to a special school instead of a normal school. The reason is that they are constantly unable to catch up with the materials presented in class and some of them had really weird habits that would distract the rest of the class. For instance, she had this student who would stand up in the middle of lesson and just walk up to her and go in circles around her. At the same time mumbling "Ms Chow... Ms Chow... Ms Chow..." He's just so weird...the way i see it.
The issue of attention-deficit students not getting the best education suited for them is a very real issue in her school for every class had a few such students. And it is the parents who made the decision to put them in normal schools, for pragmatic reasons. These include the loss of 'face' as the Chinese calls it, imagine telling your relative your child is in a special school, how would your relative think of your child? Especially in this competitive Singaporean society where parents are willing to sacrifice hours to do voluntary work just to get their children into "good" schools such as Nanyang Primary.
The other issue was that parents are scared that their children would lose out if they went to special schools because
1) they would learn slower than their peers
2) in the future when they seek jobs, it would be reflected in their resume that they went to a special school -- this is a potential turnoff for employers
3) the children may develop an inferiority complex and find it difficult to integrate into society in the future.
Hence, nowadays teachers at normal neighbourhood schools also have to handle the added pressure of devising a way to teach these students without somehow holding back the normal students. This certainly makes work tougher.
Well, my personal take is that it is actually for the good of the child, if he has been identified to be attention-deficit, to send him to a special school. The curriculum there has been specially tailored made to suit his needs. It is added pressure for the child if he constantly falls behind in normal school and has to play catch up all the time. And when he doesn't perform well, this translates to additional pressure for the teachers and the parents as well. However, i might not be in the best position to comment since i'm not a parent yet. Perhaps my viewpoint might take 180 degree turn when i do become a parent and understand the various societal stress one has to take in that role.
It appears that the class she taught had 5 attention-deficit students. I asked if it was MOE's policy and whether famous schools such as RI would have attention-deficit students in each class as well, her answer was no. The parents chose to enrol them in a normal school. She commented that these students would be able to learn better at a pace more suited to their abilities if they had gone to a special school instead of a normal school. The reason is that they are constantly unable to catch up with the materials presented in class and some of them had really weird habits that would distract the rest of the class. For instance, she had this student who would stand up in the middle of lesson and just walk up to her and go in circles around her. At the same time mumbling "Ms Chow... Ms Chow... Ms Chow..." He's just so weird...the way i see it.
The issue of attention-deficit students not getting the best education suited for them is a very real issue in her school for every class had a few such students. And it is the parents who made the decision to put them in normal schools, for pragmatic reasons. These include the loss of 'face' as the Chinese calls it, imagine telling your relative your child is in a special school, how would your relative think of your child? Especially in this competitive Singaporean society where parents are willing to sacrifice hours to do voluntary work just to get their children into "good" schools such as Nanyang Primary.
The other issue was that parents are scared that their children would lose out if they went to special schools because
1) they would learn slower than their peers
2) in the future when they seek jobs, it would be reflected in their resume that they went to a special school -- this is a potential turnoff for employers
3) the children may develop an inferiority complex and find it difficult to integrate into society in the future.
Hence, nowadays teachers at normal neighbourhood schools also have to handle the added pressure of devising a way to teach these students without somehow holding back the normal students. This certainly makes work tougher.
Well, my personal take is that it is actually for the good of the child, if he has been identified to be attention-deficit, to send him to a special school. The curriculum there has been specially tailored made to suit his needs. It is added pressure for the child if he constantly falls behind in normal school and has to play catch up all the time. And when he doesn't perform well, this translates to additional pressure for the teachers and the parents as well. However, i might not be in the best position to comment since i'm not a parent yet. Perhaps my viewpoint might take 180 degree turn when i do become a parent and understand the various societal stress one has to take in that role.
Thursday, November 13, 2008
High school musical
This is good...
Quoted from talking cock.com
http://www.talkingcock.com/html/article.php?sid=2668
Quoted from talking cock.com
http://www.talkingcock.com/html/article.php?sid=2668
University donations
The next topic my prof touched on was about university culture.
He graduated from University of Chicago and contrast his undergraduate experience against the one we have at NUS.
A few months back, the Straits Times ran an article on the amount of donation local universities get from alumni. Interestingly, only a mere (get this!) 1% of the alumni donated to the university. My professor was not the least surprised. The question he asked was short and concise -- So, after 3 years in NUS, what do you think you have gotten out of your university experience? Well, seriously not much. And certainly not something you would brag to your friend about when you graduate. Now contrast that to your friends who received an university education in US universities. You can be sure that they can't wait to tell you what an awesome experience they had there. Well well, no surprise why graduates simply discard that letter asking for donation from local universities straight into the trash bin. The only time the school remembers about the student as an individual is when they are asking for donation. On the other hand, my prof immediately flashes out his cheque book when someone from University of Chicago approaches him for donation.
His exact comments were: "Here, take this and do for others what you have done for me!" It was obvious that his experience at University of Chicago had left an impact on him.
Another matter that he took issue with was the system of grading in NUS. He commented that giving someone a B- when he has worked hard, but simply hasn't understood the materials well enough isn't the best way to encourage someone to work harder. He used the module i was taking as an example. In the class, there are 25 students. There are 3 truly exceptional ones, who are a cut above the rest. Meanwhile, the rest are equally good and hard working. Now with the bell curve, 8 of them are definitely going to get a B- for the module, even though they have worked hard. And my prof is sad over this. He said that if he had the chance to really spend time with the student one-on-one for one whole semester and get them to read certain important publications to get them on track in terms of information and some fundamental knowledge on religions and customs, ie the subject matters, he is sure these students would be able to perform as well as those at the top of the class. The issue is: Singaporean students do not have the culture of meeting their prof every week for consultation, in fact, those who do go for consultation are in the minority! Of course, class size is another matter too. In US, size of the class is usually smaller. Hence, sadly, as much as he knows these students are no less bright than any other he came across, he would have to hand out a B-; after telling them repeatedly "i know you have the potential and you can definitely do well if you work harder". Makes him sound like a hypocrite when there is little he can do since the school imbued him with limited discretionary powers.
And while we as undergraduate complained about the heavy workload, the fact of the matter is that we are spending more time doing unnecessary stuffs rather than truly rigorous academic work. In other words, there is definitely a better way to do things and learn more. He cited the honours thesis proposals he received from honours students over the years. According to him, these are students he has seen over the years and are certainly as bright as any he had ever seen. However, when they reached year 4 and submitted their thesis proposals, my prof was appalled by the lack of depth in their argument. Having taught them over the years and knowing that they are capable of more, he was convinced that it couldn't have been the student who was at fault. He concluded that there were inherent problems in our education system that led to this issue occurring year after year. (And him being disappointed year after year, with what was not been done for the students)
However, it looks like things is going to stay this way for quite some time. Changes doesn't seem to be heading our way.
He graduated from University of Chicago and contrast his undergraduate experience against the one we have at NUS.
A few months back, the Straits Times ran an article on the amount of donation local universities get from alumni. Interestingly, only a mere (get this!) 1% of the alumni donated to the university. My professor was not the least surprised. The question he asked was short and concise -- So, after 3 years in NUS, what do you think you have gotten out of your university experience? Well, seriously not much. And certainly not something you would brag to your friend about when you graduate. Now contrast that to your friends who received an university education in US universities. You can be sure that they can't wait to tell you what an awesome experience they had there. Well well, no surprise why graduates simply discard that letter asking for donation from local universities straight into the trash bin. The only time the school remembers about the student as an individual is when they are asking for donation. On the other hand, my prof immediately flashes out his cheque book when someone from University of Chicago approaches him for donation.
His exact comments were: "Here, take this and do for others what you have done for me!" It was obvious that his experience at University of Chicago had left an impact on him.
Another matter that he took issue with was the system of grading in NUS. He commented that giving someone a B- when he has worked hard, but simply hasn't understood the materials well enough isn't the best way to encourage someone to work harder. He used the module i was taking as an example. In the class, there are 25 students. There are 3 truly exceptional ones, who are a cut above the rest. Meanwhile, the rest are equally good and hard working. Now with the bell curve, 8 of them are definitely going to get a B- for the module, even though they have worked hard. And my prof is sad over this. He said that if he had the chance to really spend time with the student one-on-one for one whole semester and get them to read certain important publications to get them on track in terms of information and some fundamental knowledge on religions and customs, ie the subject matters, he is sure these students would be able to perform as well as those at the top of the class. The issue is: Singaporean students do not have the culture of meeting their prof every week for consultation, in fact, those who do go for consultation are in the minority! Of course, class size is another matter too. In US, size of the class is usually smaller. Hence, sadly, as much as he knows these students are no less bright than any other he came across, he would have to hand out a B-; after telling them repeatedly "i know you have the potential and you can definitely do well if you work harder". Makes him sound like a hypocrite when there is little he can do since the school imbued him with limited discretionary powers.
And while we as undergraduate complained about the heavy workload, the fact of the matter is that we are spending more time doing unnecessary stuffs rather than truly rigorous academic work. In other words, there is definitely a better way to do things and learn more. He cited the honours thesis proposals he received from honours students over the years. According to him, these are students he has seen over the years and are certainly as bright as any he had ever seen. However, when they reached year 4 and submitted their thesis proposals, my prof was appalled by the lack of depth in their argument. Having taught them over the years and knowing that they are capable of more, he was convinced that it couldn't have been the student who was at fault. He concluded that there were inherent problems in our education system that led to this issue occurring year after year. (And him being disappointed year after year, with what was not been done for the students)
However, it looks like things is going to stay this way for quite some time. Changes doesn't seem to be heading our way.
Singapore education system
Had a good chat with my history prof on fri.
(Or rather had a good time listening to him voice his opinions)
He commented that if he had been brought up in Singapore, he would probably be selling chicken rice right now; instead of being a history professor at the university. The reason he stated was the rigid and highly stratified education system in Singapore. It is a system that has little tolerance for failure and severely skewed towards academic results.
Since primary school, the people are classified into different types based solely on academic ability. There are the pri 4 streaming, the PSLE, the O level, the A level etc. By the time one reaches university, he would have gone through no less than 4 stages of streaming and classification. Even then, these so-called 'talents' are also differentiated.
The true cream of the crop gets picked up by the government and sent abroad to prestigious universities such as Princeton, Harvard, Yale and Imperial College to name a few. Then, the second best are in USP and the likes in NUS and other local universities. Next, there are those could make it to local universities. Finally, the rest would have either self-finance and go to SIM or less well-known universities abroad.
According to what he said, his attention wasn't focused on his studies until he reached high school, equivalent to JC over here. As such, he didn't exactly score too well when he was in Middle School, ie Secondary school. Now, if we translate that to the Singapore education system, it probably meant that he would have to go to an ITE at the end of sec sch and his path in life pretty much decided there and then. Becoming a professor is almost impossible. But luckily, he was born in the US and he was thankful that the US education system was much more tolerant and allowed him the time and space to pursue his dream when he regained his interest in studies in high school.
Now selling chicken rice and teaching history at a world renowned university are worlds apart, what does this tell us about our education system? What about the many could-have-beens that have been buried by the education system?
(Or rather had a good time listening to him voice his opinions)
He commented that if he had been brought up in Singapore, he would probably be selling chicken rice right now; instead of being a history professor at the university. The reason he stated was the rigid and highly stratified education system in Singapore. It is a system that has little tolerance for failure and severely skewed towards academic results.
Since primary school, the people are classified into different types based solely on academic ability. There are the pri 4 streaming, the PSLE, the O level, the A level etc. By the time one reaches university, he would have gone through no less than 4 stages of streaming and classification. Even then, these so-called 'talents' are also differentiated.
The true cream of the crop gets picked up by the government and sent abroad to prestigious universities such as Princeton, Harvard, Yale and Imperial College to name a few. Then, the second best are in USP and the likes in NUS and other local universities. Next, there are those could make it to local universities. Finally, the rest would have either self-finance and go to SIM or less well-known universities abroad.
According to what he said, his attention wasn't focused on his studies until he reached high school, equivalent to JC over here. As such, he didn't exactly score too well when he was in Middle School, ie Secondary school. Now, if we translate that to the Singapore education system, it probably meant that he would have to go to an ITE at the end of sec sch and his path in life pretty much decided there and then. Becoming a professor is almost impossible. But luckily, he was born in the US and he was thankful that the US education system was much more tolerant and allowed him the time and space to pursue his dream when he regained his interest in studies in high school.
Now selling chicken rice and teaching history at a world renowned university are worlds apart, what does this tell us about our education system? What about the many could-have-beens that have been buried by the education system?
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