To my 1E1 PE class, who put up a dismal show for the 2.4km run NAPFA retest
"You think that it is unfair that people have high expectations of you? The day no one expects anything of you, you should be sorry for yourself, because that's when no one bothers whether you live or die. You should feel privileged to have peoples' expectations on you - it means that they care about you, and want you to do well. People in the normal tech classes are often there because no one cares about them or expect anything out of them, that is why they cannot see the point of doing anything."
They are a terrible class, this lot. Smart but most of them lack proper values. They question good intentions, barely show enough respect to others, a few Chinese girls blatantly and viciously discriminate against an Indian girl, have not much discipline or any other positive values or virtues. It is a shame that kids nowadays can turn out like this, and I see it as my mission to make sure they don't turn out to become intelligent and immoral beings.
Tuesday, July 31, 2007
An die Musik
Today was a shitty day. Very shitty. My bosses intend to screw up my timetable big time and asking me to do ridiculous things which are not normally justifiable. It was also the first time that I have to take over English remedial classes for another teacher.
I looked at the crew of students looking at me, not knowing what to expect. I thought I felt a hint of apprehension in the air. Ah what the hell, I can't do miracles, especially not for a subject like English, so I might as well take it slow. I did an impromptu self-introduction exercise with them, told them about the story of how I arrived here standing in front of them teaching English, and went on to explain how I think language learning is like. I think it struck a chord with them when I told them I never speak English to friends till I got to JC, and how I still cannot explain grammar rules technically.
Nearing the end of our session, I heard Bach! Pure unadulterated Bach, on a solo instrument, which I first thought was the horn but later realised was the saxophone (the fellow could run up and down the scales easily, and that will be a bit hard to do on the horn). Methodically, he went through the cello suites from the first prelude of the first suite, pass all the other five movements, on to the next suite. I can't wait for the session to end to discover the musician's identity.
It was a boy in the uniform! He said he only picked up the instrument since sec 1, and 3 years on he actually went out to buy the cello suites on his own accord, and practiced by himself, all alone in an empty classroom. That is simply awesome, to find a kid who can get this passionate in this school.
And I am reminded of this poem by Franz Von Schober, which describes how music, at the most unexpected moment, can lift our spirits.
I looked at the crew of students looking at me, not knowing what to expect. I thought I felt a hint of apprehension in the air. Ah what the hell, I can't do miracles, especially not for a subject like English, so I might as well take it slow. I did an impromptu self-introduction exercise with them, told them about the story of how I arrived here standing in front of them teaching English, and went on to explain how I think language learning is like. I think it struck a chord with them when I told them I never speak English to friends till I got to JC, and how I still cannot explain grammar rules technically.
Nearing the end of our session, I heard Bach! Pure unadulterated Bach, on a solo instrument, which I first thought was the horn but later realised was the saxophone (the fellow could run up and down the scales easily, and that will be a bit hard to do on the horn). Methodically, he went through the cello suites from the first prelude of the first suite, pass all the other five movements, on to the next suite. I can't wait for the session to end to discover the musician's identity.
It was a boy in the uniform! He said he only picked up the instrument since sec 1, and 3 years on he actually went out to buy the cello suites on his own accord, and practiced by himself, all alone in an empty classroom. That is simply awesome, to find a kid who can get this passionate in this school.
And I am reminded of this poem by Franz Von Schober, which describes how music, at the most unexpected moment, can lift our spirits.
An Die Musik
Du holde Kunst, in wieviel grauen Stunden,
Wo mich des Lebens wilder Kreis umstrickt,
Hast du mein Herz zu warmer Lieb entzunden,
Hast mich in eine beßre Welt entrückt!
Oft hat ein Seufzer, deiner Harf' entflossen,
Ein süßer, heiliger Akkord von dir
Den Himmel beßrer Zeiten mir erschlossen,
Du holde Kunst, ich danke dir dafür!
To Music
Oh sacred art, how oft in hours blighted,
While into life's untamed cycle hurled,
Hast thou my heart to warm love reignited
To transport me into a better world!
So often has a sigh from thy harp drifted,
A chord from thee, holy and full of bliss,
A glimpse of better times from heaven lifted.
Thou sacred art, my thanks to thee for this.
Thursday, July 26, 2007
Potential
I took the 2 NA classes for NAPFA 2.4km run retest today.
There's this boy 'S' in the first class who is notorious for his behaviour - talking back and confronting teachers, not complying with instructions, not doing work in class. I argued with him a few times during Practicum too, and rarely can I get him to produce any work for my literature class then. He hangs out with 2 other kids who are only slightly less to deal with; the three often wander around during PE by themselves, or talk together in class. The last NAPFA test, they missed it because they were detained for coming late to school, then went to classroom and slacked while waiting for the rest to return.
This morning, they took the run test for the first time. Amazingly, S went running from the start and never stopped, while his silly friend took a shortcut, tried running backwards, and played the fool. S eventually came back first in the detail with a very respectable time.
Me and the other teacher can't help but urged him on every round, and when he ended the run I went over to commend him on his effort. In the manner of a serious athlete, he said he doesn't as well as before, since he hasn't been running for a long while. I figured that perhaps he used to be in the running team of his primary school.
Might this be the only thing in his life that he is willing to be serious about? Their English teacher once told me that he lost both his parents, and probably have no idea why he should be disciplined or doing anything good in school. How can I help, I wonder.
There's this boy 'S' in the first class who is notorious for his behaviour - talking back and confronting teachers, not complying with instructions, not doing work in class. I argued with him a few times during Practicum too, and rarely can I get him to produce any work for my literature class then. He hangs out with 2 other kids who are only slightly less to deal with; the three often wander around during PE by themselves, or talk together in class. The last NAPFA test, they missed it because they were detained for coming late to school, then went to classroom and slacked while waiting for the rest to return.
This morning, they took the run test for the first time. Amazingly, S went running from the start and never stopped, while his silly friend took a shortcut, tried running backwards, and played the fool. S eventually came back first in the detail with a very respectable time.
Me and the other teacher can't help but urged him on every round, and when he ended the run I went over to commend him on his effort. In the manner of a serious athlete, he said he doesn't as well as before, since he hasn't been running for a long while. I figured that perhaps he used to be in the running team of his primary school.
Might this be the only thing in his life that he is willing to be serious about? Their English teacher once told me that he lost both his parents, and probably have no idea why he should be disciplined or doing anything good in school. How can I help, I wonder.
Monday, July 23, 2007
PE teachers are the busiest teachers
I have been nursing a sore throat since last week, and it has developed into a dry cough and now cough with phlegm there but not coming out. Coupled with a runny nose, it signaled that my allergic symptoms are back again. I actually took time out to call the TCM clinic to try make an appointment again.
Anyway, I recently came to a revelation - PE teachers are the busiest teachers in school, contrary to popular notions that we are all jocks with too much free time and little marking to do. This false belief have always made some teachers jealous and others scornful of us, and frequently lead to the exploitation of PE teachers to do work unrelated to our profession.
Consider this if you are a teacher - how much of your time outside of the classroom is devoted to planning your lessons? Very little I assume. You probably slave a bit over the SOW during the holidays, but after that, with all the resources and lesson plans ready, you can go into class after printing the necessary worksheets etc. Teachers share the SOW planning work load too, so maybe 10-20% of your time is spent here.
Most of us will agree that what really sucks up a teacher's time is doing administrative matters. I do not begrudge the fact that we have to do it, for a lot of the work contributes to students' learning (by organising activities out of the classroom etc) or contribute in making the work environment better (staff activities, training issues etc). A necessary evil really.
If creating programs and organising activities takes up the bulk of work time, then the PE teacher must be the busiest person! No other department can boost of organising so many different varied activities on such a regular basis. Right now, I am arranging/monitoring/supervising programs for TAF club, Sports Education Program activities, Post-Exam activities, ACES day event, NAPFA testing, Cherish and SEM report contribution, just to name those I can remember off the cuff.
So, respect your PE teacher as the ultimate multi-tasker!
Anyway, I recently came to a revelation - PE teachers are the busiest teachers in school, contrary to popular notions that we are all jocks with too much free time and little marking to do. This false belief have always made some teachers jealous and others scornful of us, and frequently lead to the exploitation of PE teachers to do work unrelated to our profession.
Consider this if you are a teacher - how much of your time outside of the classroom is devoted to planning your lessons? Very little I assume. You probably slave a bit over the SOW during the holidays, but after that, with all the resources and lesson plans ready, you can go into class after printing the necessary worksheets etc. Teachers share the SOW planning work load too, so maybe 10-20% of your time is spent here.
Most of us will agree that what really sucks up a teacher's time is doing administrative matters. I do not begrudge the fact that we have to do it, for a lot of the work contributes to students' learning (by organising activities out of the classroom etc) or contribute in making the work environment better (staff activities, training issues etc). A necessary evil really.
If creating programs and organising activities takes up the bulk of work time, then the PE teacher must be the busiest person! No other department can boost of organising so many different varied activities on such a regular basis. Right now, I am arranging/monitoring/supervising programs for TAF club, Sports Education Program activities, Post-Exam activities, ACES day event, NAPFA testing, Cherish and SEM report contribution, just to name those I can remember off the cuff.
So, respect your PE teacher as the ultimate multi-tasker!
Thursday, July 19, 2007
A note on safety
I saw on the news the other day a parliament member talking about how kayaking safety measures are being reviewed, in response to a drowning case a while back when a man who didn't know how to swim drowned after he capsized and he was swimming around before his PFD slipped off him. She mentioned that demarcation area signages will be made more prominent etc, and the newspapers promptly reported her speech too.
Recently, I was made aware that we PE teachers cannot use the hall for wet weather activities during recess during the TAF club sessions, as a kid apparently got a gash on his head while playing there recently. The teacher who told me was baffled by the decision (as was I), as it doesn't seem to us that playing anywhere else will be safer.
What's the connection between the two? In both instances, people of authority devised spurious measures as a knee-jerk reaction to accidents. They know nuts about the incident, probably think it is inevitable in their heart, but still have to put in place some measures to show that steps are being taken to prevent future incidents from occurring. Of course, in many cases, these measures are utterly ridiculous and does nothing to help at all. How does staying within the demarcation area help save that man's life? It's not as if someone at Water venture could get on the water in time to help if the paddlers had stayed within the space, given that the man apparently bobbed below and never appeared again.
Such examples are everywhere and they make me sick - when silly people make useless decisions in the aftermath of an accident only for the sake of show. It seems like in Singapore, everyone in power are anxious to protect themselves against liabilities, that they often lose track of the real objective and instead uses diplomatic responses to avert responsibility.
Recently, I was made aware that we PE teachers cannot use the hall for wet weather activities during recess during the TAF club sessions, as a kid apparently got a gash on his head while playing there recently. The teacher who told me was baffled by the decision (as was I), as it doesn't seem to us that playing anywhere else will be safer.
What's the connection between the two? In both instances, people of authority devised spurious measures as a knee-jerk reaction to accidents. They know nuts about the incident, probably think it is inevitable in their heart, but still have to put in place some measures to show that steps are being taken to prevent future incidents from occurring. Of course, in many cases, these measures are utterly ridiculous and does nothing to help at all. How does staying within the demarcation area help save that man's life? It's not as if someone at Water venture could get on the water in time to help if the paddlers had stayed within the space, given that the man apparently bobbed below and never appeared again.
Such examples are everywhere and they make me sick - when silly people make useless decisions in the aftermath of an accident only for the sake of show. It seems like in Singapore, everyone in power are anxious to protect themselves against liabilities, that they often lose track of the real objective and instead uses diplomatic responses to avert responsibility.
Sunday, July 15, 2007
Monday in an hour's time...
Sunday always leave me somewhat stressed - I wake up with the knowledge that the next day is Monday. Then I have badminton session from 3pm to 5pm, after which I have to make a trip down to NTU immediately for polo training till 10pm. Finally I have to rush back home and straight to bed because there isn't much time to sleep. I look forward to my games but it's all pretty stressful to pack them like this at the tail end of the week. Hardly felt like I rested.
Must I give up any of these?
Must I give up any of these?
Friday, July 13, 2007
Very, very busy...
I am fighting to stay ahead of deadlines, leave adequate time to plan respectable lessons and also do the things I personally want, like carrying through plans for my CCA. I'll definitely have to work late into the night through the weekends this week, and probably skip Sunday's polo training.
Anyway, my birthday was over yesterday, and what a day it was. I was forced by my Principal to go for the convocation in NTU, wear some rridiculous costume, wait for 758 people to shake hands and receive an empty folder from someone I don't know (and don't care to know), before I go up to do that myself. The PE cohort put on its best rowdy behaviour as usual, and clapped loudly for everyone in the cohort when it was our turn; many probably wondered why we had to behave like that, but I felt that it showed our support for each other and pride in our profession.
Then I had to go back school for an EPMS briefing. That's basically the system in which all teaching staff will be evaluated with, and my VP gave us a very convincing talk that clarified many things for us. For example, a D grade doesn't fail a teacher but no bonus is given because bonuses are supposed to be awarded to encourage effort beyond what is expected, and that grade will block promotion for 2-3 years because a teacher who is deemed to just be able to handle that certain amount of work at that level will not be able to take on extra responsibilities required at the next higher grade. It makes a lot of sense, though I think kiasu Singaporeans just cannot stand getting a 'D' for anything, or not get bonuses and promotions when many others do. I have to admit that I will feel bad if I get a 'D' too.
And for the day, I had Swensens for lunch, Sakae Sushi for tea and Thai food at some small restaurant at Compasspoint. A bit too much good food for just a single day, and then tonight I am going Crystal Jade after polo training with the guys - July will feed me very well, and possibly make me quite broke too...
Anyway, my birthday was over yesterday, and what a day it was. I was forced by my Principal to go for the convocation in NTU, wear some rridiculous costume, wait for 758 people to shake hands and receive an empty folder from someone I don't know (and don't care to know), before I go up to do that myself. The PE cohort put on its best rowdy behaviour as usual, and clapped loudly for everyone in the cohort when it was our turn; many probably wondered why we had to behave like that, but I felt that it showed our support for each other and pride in our profession.
Then I had to go back school for an EPMS briefing. That's basically the system in which all teaching staff will be evaluated with, and my VP gave us a very convincing talk that clarified many things for us. For example, a D grade doesn't fail a teacher but no bonus is given because bonuses are supposed to be awarded to encourage effort beyond what is expected, and that grade will block promotion for 2-3 years because a teacher who is deemed to just be able to handle that certain amount of work at that level will not be able to take on extra responsibilities required at the next higher grade. It makes a lot of sense, though I think kiasu Singaporeans just cannot stand getting a 'D' for anything, or not get bonuses and promotions when many others do. I have to admit that I will feel bad if I get a 'D' too.
And for the day, I had Swensens for lunch, Sakae Sushi for tea and Thai food at some small restaurant at Compasspoint. A bit too much good food for just a single day, and then tonight I am going Crystal Jade after polo training with the guys - July will feed me very well, and possibly make me quite broke too...
Tuesday, July 10, 2007
Canteen break contributes to obesity?
I think a lot of schools have this practice of getting overweight students to do some physical activity during recess time to help them lose weight. They are not the only ones who does activities though - lots of boys (esp the lower sec students) will play football, basketball, catching, hide and seek, while the girls largely congregate in the canteen to talk, but perhaps only half of them buy something to eat or drink.
Teachers are always doing more of anything than the students, and none of us eat during recess, usually having our meals after 1.30pm after school ends. On some days, I cycle hard to school, run around prepare my lessons, execute 2 hours of PE lessons, and prepare/teach English too before having some food. If there's really no need to eat during recess, does that means that we are actually encouraging overeating (and eating at irregular hours) by giving them a food break at 10-11am?
Teachers are always doing more of anything than the students, and none of us eat during recess, usually having our meals after 1.30pm after school ends. On some days, I cycle hard to school, run around prepare my lessons, execute 2 hours of PE lessons, and prepare/teach English too before having some food. If there's really no need to eat during recess, does that means that we are actually encouraging overeating (and eating at irregular hours) by giving them a food break at 10-11am?
Monday, July 09, 2007
Sports coaching lesson assessment
Just in case people think that I am terribly biased against paddling coaches from a certain organisation, let me show some simple assessment methods taught in NIE for us to assess a PE lesson.
Quantitative methods- distribution of time
Qualitative - lesson delivery
Qualitative assessment will show that they do have the content, but the teaching is atrocious. Objective of skills are often not clarified, they jump from teaching one skill to another without revealing reason, relevance or relationship, they either say too little or say too much without using keywords, students' expectations (most of the time it means 'having fun') are definitely not met, questions not asked and technique on questioning clearly not understood, feedback non-existent or negative (it often sounds like praise but you can tell the insincerity), and the language used is poor, authoritative, condescending and unbecoming of instructors.
Now, let them try to prove it to me otherwise.
Quantitative methods- distribution of time
- Instructional/management/motor engaged time
Qualitative - lesson delivery
- Appropriate teaching style
- Activity suitability
- Lesson progression
- Selection and reinforcement of learning points
- Quality of demonstration
- Meeting students' need and expectation
- Use of questions for understanding
- Questioning technique
- Type, frequency and quality of feedback.
Qualitative assessment will show that they do have the content, but the teaching is atrocious. Objective of skills are often not clarified, they jump from teaching one skill to another without revealing reason, relevance or relationship, they either say too little or say too much without using keywords, students' expectations (most of the time it means 'having fun') are definitely not met, questions not asked and technique on questioning clearly not understood, feedback non-existent or negative (it often sounds like praise but you can tell the insincerity), and the language used is poor, authoritative, condescending and unbecoming of instructors.
Now, let them try to prove it to me otherwise.
Thursday, July 05, 2007
The dismal paddling class part 2
Finally, the 2 star course was over last Sunday. I went for the class with the kids feeling less outraged because I am resigned to the fact that the school had already wasted money on the course, though the kids probably treasure the memories of the experience fondly all the same.
It really baffles me how hypocritical these coaches can be. In the past, they used to slime instructors on my side, taking the high ground and saying that their courses are safer and are of a higher standard. Yet, safety for them is really just an excuse for poor classroom management and plain laziness to allow full participation of the class (which will require their full attention to supervise.) Take their kayak-to-swimmer rescue practice for example, taught shoddily with a dismissive attitude for the value of the skill, neglecting to explain the basic principles in performing a rescue, and managed unsafely. Kids swim out in a row close together, and boats went to them in swarms weaving around the bobbing human heads. I asked the instructor why they weren't spread out a distance apart, and she said "I told them so, but they just don't listen", and went back to staring at them. They simply can't be bothered to make sure swimmer-kayaker paddle in 'lanes' safely without obstructing or colliding with others at all.
Time wasting is rampant as usual - new instructor who came in to take over another from last week asked the students if they had done rescue practice already, to which the students said yes. Still, she got them to do it one more round all the same, and wasted even more time by asking a pair to do demonstration first. And she barked at the kids to "shut up and just watch", and that's something no proper teacher would say.
They can't be bothered to coach too. Same coach wanted to demonstrated the bow rudder but turned her boat fully with a sweep stroke before putting in the rudder, which got a student to ask what the stroke is for (because she obviously didn't used that to achieve the effect). When I questioned her, she said, "Oh it's not important for them to learn the stroke now, they don't need to understand it fully. They only need to know show the stroke...". I paraphrased for her - "So they just need to go through the motion lah..." She got defensive and started telling me all about how it is only an introduction to the skill at this stage blah blah blah. My fellow colleague on the course feedbacked that to the club manager, who chose to defend his coach by saying the same thing. So they are either dishonest to their ethics as a coach or simply couldn't be bothered to be a good one.
Fed up with their unwillingness to teach, I went around the groups teaching and demonstrating where I can. The manager actually had the cheek to tell me during lunch break that the coaches complained that I have been interfering with their lessons, that I can add on to their teaching perhaps after the session, and that I am disrupting their lesson plans. Coincidentally, all learning stopped very soon after lunch because of the dark foul weather, making the coaches abandon their feeble attempts at instructing. Someone up there must have been listening to me.
It really baffles me how hypocritical these coaches can be. In the past, they used to slime instructors on my side, taking the high ground and saying that their courses are safer and are of a higher standard. Yet, safety for them is really just an excuse for poor classroom management and plain laziness to allow full participation of the class (which will require their full attention to supervise.) Take their kayak-to-swimmer rescue practice for example, taught shoddily with a dismissive attitude for the value of the skill, neglecting to explain the basic principles in performing a rescue, and managed unsafely. Kids swim out in a row close together, and boats went to them in swarms weaving around the bobbing human heads. I asked the instructor why they weren't spread out a distance apart, and she said "I told them so, but they just don't listen", and went back to staring at them. They simply can't be bothered to make sure swimmer-kayaker paddle in 'lanes' safely without obstructing or colliding with others at all.
Time wasting is rampant as usual - new instructor who came in to take over another from last week asked the students if they had done rescue practice already, to which the students said yes. Still, she got them to do it one more round all the same, and wasted even more time by asking a pair to do demonstration first. And she barked at the kids to "shut up and just watch", and that's something no proper teacher would say.
They can't be bothered to coach too. Same coach wanted to demonstrated the bow rudder but turned her boat fully with a sweep stroke before putting in the rudder, which got a student to ask what the stroke is for (because she obviously didn't used that to achieve the effect). When I questioned her, she said, "Oh it's not important for them to learn the stroke now, they don't need to understand it fully. They only need to know show the stroke...". I paraphrased for her - "So they just need to go through the motion lah..." She got defensive and started telling me all about how it is only an introduction to the skill at this stage blah blah blah. My fellow colleague on the course feedbacked that to the club manager, who chose to defend his coach by saying the same thing. So they are either dishonest to their ethics as a coach or simply couldn't be bothered to be a good one.
Fed up with their unwillingness to teach, I went around the groups teaching and demonstrating where I can. The manager actually had the cheek to tell me during lunch break that the coaches complained that I have been interfering with their lessons, that I can add on to their teaching perhaps after the session, and that I am disrupting their lesson plans. Coincidentally, all learning stopped very soon after lunch because of the dark foul weather, making the coaches abandon their feeble attempts at instructing. Someone up there must have been listening to me.
Things come at a price...
My HOD is off for her course already, and wouldn't be back for 4 months. Before she left, she gave each of us in the department a long list of things which she needs us to settle in her absence. I got 2 lists from her, one for duties in the PE department and one for taking charge of Odac in her absence. It was a lengthy meeting then, with me trying hard to take note of the things she mentioned, especially with the accounts.
That was the start of the stress. I hate to have things left undone and waiting to be tied up, so everyday I look at the task list and try to make progress, but I find it hard to finish a proposal or settle a training schedule decisively. There is a multitude of possibilities in these planning, and it is hard to weight all of them, see if they fit into the scheme of things, and also logistically and financially possible. Worse, I loathe to think that my failure to settle them fast might be because I am incapable of making important decisions and the courage to exercise the right to have the final say in things.
I always thought that I am pretty good at handling paperwork because of my impatience to finish things up, but it turns out that settling them might be harder than I thought. I also realised that a leadership position in school requires the appointment holder to be part of many committees, initiatives and taskforces, and the work probably never let up. The workload really goes up with the pay man. It's making me tentative about pursuing the leadership track in MOE already...
That was the start of the stress. I hate to have things left undone and waiting to be tied up, so everyday I look at the task list and try to make progress, but I find it hard to finish a proposal or settle a training schedule decisively. There is a multitude of possibilities in these planning, and it is hard to weight all of them, see if they fit into the scheme of things, and also logistically and financially possible. Worse, I loathe to think that my failure to settle them fast might be because I am incapable of making important decisions and the courage to exercise the right to have the final say in things.
I always thought that I am pretty good at handling paperwork because of my impatience to finish things up, but it turns out that settling them might be harder than I thought. I also realised that a leadership position in school requires the appointment holder to be part of many committees, initiatives and taskforces, and the work probably never let up. The workload really goes up with the pay man. It's making me tentative about pursuing the leadership track in MOE already...
Sunday, July 01, 2007
The sad state of paddling instructions
I had to follow my Odac kids along for their one and two star courses at Changi this weekend, and it was tortuous, to see proud incompetent fools wasting the school's money by giving pathetic paddling instructions. It is sad because this method of teaching is being perpetuated by the sea sports clubs since generations ago and will probably persist unless Water Venture collapses and ceases operation; otherwise these arrogant fools will go on to teach new batches of incompetent coaches who have no idea how poor their coaching is.
I am disagreeable with a hell lot of what they did over the past 2 days, but these are the things that irritates the hell out of me most -
Where is the heart to want to share the passion for paddling, to infect the kids with a love of the water because it is fun? All these people want is to show off their own abilities and status as a coach (I don't know to whom, because to any discerning person, they are all terrible teachers), and probably treat anything else such as the teaching of skills to kids as obligations. Ignorant, arrogant fools!
I am disagreeable with a hell lot of what they did over the past 2 days, but these are the things that irritates the hell out of me most -
- 2 star course spends the entire first day revising 1 star skill - bloody waste of time. And the instructors don't even teach or give feedback, just asking them to show, and largely sitting back. Today 1 star the whole morning was spent on rescue, which was covered yesterday too. The teaching was apparently not over as they were still giving instructions when it should be a practice session, and many things were left unsaid such that the teaching was less than satisfactory.
- Inexplicably, the kids were asked frequently to come back on shore when the instructors want to teach new skills. Why can't they do it on the water? It doesn't even feel like a kayaking course.
- Primitive coaching content - they still teach sculling draw by asking kids to draw 'figure 8' in the water, which is useless and totally different from what the stroke should be like. One star coaches teach climbing in method for rescue when using large touring boats, and wonder why some kids can't do it (this technique is more suitable for low volume crafts).
- Instructor never taught the kids to disembark, kids came in together in a crowd, got pushed sideways by the breaking waves, with the coach in front of them persistently shouting commands (no sense of shame is detected in them for neglecting to teach!).
- This coach finished his one star skill revision with his group and had the kids sit on the beach watch the rest for more than half an hour till it's time to go back.
- Coaches all like to fold their arms, bark out short abrupt lines which gives no pretense to be considered coaching instructions, and does not bother with asking questions for learning.
- Group management takes up most of the time for both courses - for the one star, the coaches each have one kayak which they hold still in shallow water, and got the kids to clamber up one by one to show that they can recover back into the boat during rescue exercises. Effectively, that means that out of 4 hours, the activity time for each kid is 10 minutes of so.
Where is the heart to want to share the passion for paddling, to infect the kids with a love of the water because it is fun? All these people want is to show off their own abilities and status as a coach (I don't know to whom, because to any discerning person, they are all terrible teachers), and probably treat anything else such as the teaching of skills to kids as obligations. Ignorant, arrogant fools!
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