Words of wisdom from Mrs Kok, Principal of Woodlands Ring Secondary School
TEACH LESS, LEARN MORE
1) REMEMBER why you teach
2) REFLECT
3) RECONSIDER "how I can teach better"
4) WHY teach
5) WHAT to teach
6) HOW to teach
Teach the child before you teach the subject.
Saturday, March 23, 2013
Friday, March 1, 2013
Week 1 Reflection (Observation Week)
The first week of Practicum was purely observation of lessons. It's interesting to see how different teachers have different styles of teaching the class and from there i get to pick up different aspects of what makes a teacher special and unique. This helped me to think about what kind of teacher I want to be when i become a full-fledged beginning teacher later this year. Here are some learning points I've picked up based on my observations.
#DAY 3
Miss Siti 4E3 Chemistry: Classroom management
1) Establishing rules and routines: disciplinary measures/reinforcement in place for students who did not complete their tasks or homework.
2) Getting students to write down their answers on the whiteboard before teacher evaluates the students answers and correct/ clear any misconceptions. (Killing two birds with one stone) This is good alternative instead of checking students answers one by one.
Janay LSS Physics: Assessment
1) Use of peer assessment activity on scientific communication to get students to understand how their work are being evaluated.
#DAY 4
Mr. Yap Physics Class: Pedagogical approach
1) The use of Star Wars video and bell jar with vacuum pump was used to illustrate the concept of sound not being able to be transmitted through vacuum.
2) Mr. Yap uses e-book to complement students textbook and uses it to guide the students on the key points in the textbook. The use of ICT.
3) Mr. Yap attempts to give relevant and at times real life examples to students - making connections.
Mrs Whelan Chemistry Lab Class + Demonstration: Pedagogical Approach
1) Recap with the class the different apparatus in the laboratory together with actual apparatus (beaker {approximate}, burette {accurate}, measuring cylinder, pipette {exact}, conical flask, gas syringe)
2) Test students understanding through self test and textbook exercises.
3) Underlining examples of gases with respect to density and solubility.
4) Captivate students' attention by doing an experiment on gases hydrogen and oxygen - to excite the students.
Mrs Oh Mei Ting LSS Physics 1E2: Classroom Management and Pedagogical Approach
1) Establish rule and regulation in class. E.g. If students did not bring worksheet or complete task beforehand, he/she will have to face the consequence by punishments (e.g. Standing up during class).
2) Mrs. Oh has a fierce, serious and firm demeanor.
3) Mrs. Oh gives clue like stating the first letter of the word to give the students an idea of what answers she wants from her students. Helps to get the students worked up in getting the answers through random or intelligent guesses.
4) Class dynamics and interaction by getting them to compete in their own row.
5) Make your die activity for winning rows.
#DAY 5
Mdm Rehanna 3N6 Chemistry
1) Started off with supplementary worksheet.
2) Scaffolding the question by guiding the students with visuals.
3) for every question, provide the student bite size breakdown of information. Break it down and simplify it so that the students understand the question.
Mr Felix Yeoh 2T7 Physics: Classroom Management/ Classroom Design
1) Give students chances but do not go overboard when they abuse the system.
2) Students who fail to complete homework/ task punished by standing at the back of the class and given a stern warning.
3) Class U shape formation
4) Simplify the complex terminologies in passage by providing helping sentences and making it into a separate activity.
#DAY 3
Miss Siti 4E3 Chemistry: Classroom management
1) Establishing rules and routines: disciplinary measures/reinforcement in place for students who did not complete their tasks or homework.
2) Getting students to write down their answers on the whiteboard before teacher evaluates the students answers and correct/ clear any misconceptions. (Killing two birds with one stone) This is good alternative instead of checking students answers one by one.
Janay LSS Physics: Assessment
1) Use of peer assessment activity on scientific communication to get students to understand how their work are being evaluated.
#DAY 4
Mr. Yap Physics Class: Pedagogical approach
1) The use of Star Wars video and bell jar with vacuum pump was used to illustrate the concept of sound not being able to be transmitted through vacuum.
2) Mr. Yap uses e-book to complement students textbook and uses it to guide the students on the key points in the textbook. The use of ICT.
3) Mr. Yap attempts to give relevant and at times real life examples to students - making connections.
Mrs Whelan Chemistry Lab Class + Demonstration: Pedagogical Approach
1) Recap with the class the different apparatus in the laboratory together with actual apparatus (beaker {approximate}, burette {accurate}, measuring cylinder, pipette {exact}, conical flask, gas syringe)
2) Test students understanding through self test and textbook exercises.
3) Underlining examples of gases with respect to density and solubility.
4) Captivate students' attention by doing an experiment on gases hydrogen and oxygen - to excite the students.
Mrs Oh Mei Ting LSS Physics 1E2: Classroom Management and Pedagogical Approach
1) Establish rule and regulation in class. E.g. If students did not bring worksheet or complete task beforehand, he/she will have to face the consequence by punishments (e.g. Standing up during class).
2) Mrs. Oh has a fierce, serious and firm demeanor.
3) Mrs. Oh gives clue like stating the first letter of the word to give the students an idea of what answers she wants from her students. Helps to get the students worked up in getting the answers through random or intelligent guesses.
4) Class dynamics and interaction by getting them to compete in their own row.
5) Make your die activity for winning rows.
#DAY 5
Mdm Rehanna 3N6 Chemistry
1) Started off with supplementary worksheet.
2) Scaffolding the question by guiding the students with visuals.
3) for every question, provide the student bite size breakdown of information. Break it down and simplify it so that the students understand the question.
Mr Felix Yeoh 2T7 Physics: Classroom Management/ Classroom Design
1) Give students chances but do not go overboard when they abuse the system.
2) Students who fail to complete homework/ task punished by standing at the back of the class and given a stern warning.
3) Class U shape formation
4) Simplify the complex terminologies in passage by providing helping sentences and making it into a separate activity.
Wednesday, September 5, 2012
The history as to "Why i teach?"
It's odd how NIE lecturers (and some of my peers) like to ask this question as a form of "ice-breaker".
To be frankly honest, i have no idea why i teach. I know deep down inside, I would end up in the education sector. But before i move on to that, perhaps i could indulge you with some of the "teaching" moments i had back when i was younger.
This intention to want to teach went all the way back to my primary school. I remember very vividly that I once had a good friend by the name of Azman who wasn't very academically strong. We were close friends and me, being sympathetic, would like to help my friend with his schoolwork.
So I told him that I would like to help him out with schoolwork before school starts (that year i was in PM session. PM session means that my classes only starts in the afternoon till 6 odd). But, unfortunately, he didn't appeared. I remember then, I was at the school canteen, waiting and hoping he would reach school early. That, i think, was my first step towards teaching.
Teaching, especially in front of a class, is like putting up a show. To put up a show requires a bit of acting skill and courage. I picked up public speaking and i thoroughly enjoyed talking and presenting my work in front of the class - just like how teachers do it. I got better as i progressed on from Secondary school all the way till my university days.
One reason as to why i teach is because i want to help people, share my knowledge and hopefully enlighten them with the newfound knowledge they just obtained through my lessons. When i was polytechnic student, I found out how difficult programming was to my peers. So i met up with the School's Academic Director and proposed a programming clinic. I conducted the clinic almost every Saturday morning. The number of students who turned up for the clinic can be as small as 3-6 people but the whole idea of being able to help was just fulfilling. I enjoyed myself there and then.
When i was a undergraduate at National University of Singapore, i volunteered at Raffles Museum of Biodiversity Research as a Museum Gallery Tour Guide and also signed up for Part-time Teaching Assistant for two modules. My experiences as a tour guide and TA then really helped me gave a head start of what it is like to actually "teach" or be talking to a relative big group of students (at least 10).
I suppose this short story has kinda provided two reasons as to why i teach.
1) To try help my students be better individuals.
2) To impart my skills and knowledge which I’ve gained over the past years
There is a third reason as to why i teach. And that is to understand myself better so that I can work towards self betterment. By teaching someone, i reflect on my actions - the way i present myself, the way i present my information, how did i articulate and etc. From there i learn to think of ways to improve my delivery of the lesson.
Teaching also taught me values - empathy, patience and resilience. I have to empathize with my students who are clueless about what is going on. The way i felt before i gain that knowledge. I learn to be patient when I teach as certain concepts may not be too easy for some of my students to understand. I also learn to be resilient and just brave through any adversities that comes with teaching (be it waking up early in the morning or losing sleep to prepare for class or just not having personal time for myself).
All of these helped in my self development. And i'm grateful for that.
So i suppose that's it. I teach because:
1) To try help my students be better individuals.
2) To impart my skills and knowledge which I’ve gained over the past years.
3) To understand myself better so that I can work towards self betterment.
To be frankly honest, i have no idea why i teach. I know deep down inside, I would end up in the education sector. But before i move on to that, perhaps i could indulge you with some of the "teaching" moments i had back when i was younger.
This intention to want to teach went all the way back to my primary school. I remember very vividly that I once had a good friend by the name of Azman who wasn't very academically strong. We were close friends and me, being sympathetic, would like to help my friend with his schoolwork.
So I told him that I would like to help him out with schoolwork before school starts (that year i was in PM session. PM session means that my classes only starts in the afternoon till 6 odd). But, unfortunately, he didn't appeared. I remember then, I was at the school canteen, waiting and hoping he would reach school early. That, i think, was my first step towards teaching.
Teaching, especially in front of a class, is like putting up a show. To put up a show requires a bit of acting skill and courage. I picked up public speaking and i thoroughly enjoyed talking and presenting my work in front of the class - just like how teachers do it. I got better as i progressed on from Secondary school all the way till my university days.
One reason as to why i teach is because i want to help people, share my knowledge and hopefully enlighten them with the newfound knowledge they just obtained through my lessons. When i was polytechnic student, I found out how difficult programming was to my peers. So i met up with the School's Academic Director and proposed a programming clinic. I conducted the clinic almost every Saturday morning. The number of students who turned up for the clinic can be as small as 3-6 people but the whole idea of being able to help was just fulfilling. I enjoyed myself there and then.
When i was a undergraduate at National University of Singapore, i volunteered at Raffles Museum of Biodiversity Research as a Museum Gallery Tour Guide and also signed up for Part-time Teaching Assistant for two modules. My experiences as a tour guide and TA then really helped me gave a head start of what it is like to actually "teach" or be talking to a relative big group of students (at least 10).
I suppose this short story has kinda provided two reasons as to why i teach.
1) To try help my students be better individuals.
2) To impart my skills and knowledge which I’ve gained over the past years
There is a third reason as to why i teach. And that is to understand myself better so that I can work towards self betterment. By teaching someone, i reflect on my actions - the way i present myself, the way i present my information, how did i articulate and etc. From there i learn to think of ways to improve my delivery of the lesson.
Teaching also taught me values - empathy, patience and resilience. I have to empathize with my students who are clueless about what is going on. The way i felt before i gain that knowledge. I learn to be patient when I teach as certain concepts may not be too easy for some of my students to understand. I also learn to be resilient and just brave through any adversities that comes with teaching (be it waking up early in the morning or losing sleep to prepare for class or just not having personal time for myself).
All of these helped in my self development. And i'm grateful for that.
So i suppose that's it. I teach because:
1) To try help my students be better individuals.
2) To impart my skills and knowledge which I’ve gained over the past years.
3) To understand myself better so that I can work towards self betterment.
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