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!
Friday, June 29, 2007
Games!
I found this index for group activities and games today, looks like it's quite a comprehensive site! I love the quotes on the page which talks about games, read this -
Life is like a game of cards. The hand you are dealt is determinism; the way you play it is free will.
- Jawaharlal Nehru
Play for more than you can afford to lose, and you will learn the game.
- Winston Churchill
Once the game is over, the King and the pawn go back in the same box.
- Italian proverb
You can discover more about a person in an hour of play than in a year of conversation.
-Plato
Seek, above all, for a game worth playing.
- Robert S. de Ropp
And my favourite one -
Whatever games are played with us, we must play no games with ourselves.
- Ralph Waldo Emerson
Life is like a game of cards. The hand you are dealt is determinism; the way you play it is free will.
- Jawaharlal Nehru
Play for more than you can afford to lose, and you will learn the game.
- Winston Churchill
Once the game is over, the King and the pawn go back in the same box.
- Italian proverb
You can discover more about a person in an hour of play than in a year of conversation.
-Plato
Seek, above all, for a game worth playing.
- Robert S. de Ropp
And my favourite one -
Whatever games are played with us, we must play no games with ourselves.
- Ralph Waldo Emerson
Thursday, June 28, 2007
Nearing the end of first week...
PE Classes
My beep test lesson for the kids is working really well. Despite their initial complaints about having to run, they easily grew fascinated just be listening to the instructions about the conducting of the test and the different roles they will play. Almost all of them ran the test to the best of their limits, so much so that 2 of them vomitted today from the effort (nothing serious though). There was this boy who ran 2 complete levels alone, determined to get his personal best even though no one in class even went near his record (Level 13.3 for 15m shuttles). I also got to lecture one of the Normal Academic class when the girls did not put in their best effort, berating them for giving up easily and asking them to reflect upon their attitude towards their pursuits.
English
Will be teaching English to my sec 3 class from next week on, sharing half of the lessons each week with the other teacher till she leaves in 5 weeks' time. Thought of starting each lesson with some 'check-in' activity, anything that can motivate them, encourage them, or show them what I expect from them. Like I said, the class seriously need to learn some lessons in values first before any academic learning. They are kids who put their head on the table for the entire lesson and refuses to respond to the teacher right now, and others just refuse to do any sort of work.
Outdoor Activities Club matters
Something new to my portfolio - My HOD just handed over the main handling of the club to me in her absence this semester, so I have to implement stuff, follow up on issues, plan activities and write some proposals too. I just got my weekends burned so that I can follow my kids on kayaking courses (of all places, Changi PASSC...), among other things. Eventually, I also have to examine the conditions of some kayaks passed on to us, think of ways to spend $5k for the club (someone out there might be interested to help on this perhaps?), and decide if it is feasible for the kids to get the NYAA Silver award.
So, loads of things to do. I've been staying in school till late everyday these days to work, think I'll be quite a workaholic in the coming few weeks too. I love my work environment though, the way I placed my books and stuff around me, and the stock of food I have; that really makes the work easier.
My beep test lesson for the kids is working really well. Despite their initial complaints about having to run, they easily grew fascinated just be listening to the instructions about the conducting of the test and the different roles they will play. Almost all of them ran the test to the best of their limits, so much so that 2 of them vomitted today from the effort (nothing serious though). There was this boy who ran 2 complete levels alone, determined to get his personal best even though no one in class even went near his record (Level 13.3 for 15m shuttles). I also got to lecture one of the Normal Academic class when the girls did not put in their best effort, berating them for giving up easily and asking them to reflect upon their attitude towards their pursuits.
English
Will be teaching English to my sec 3 class from next week on, sharing half of the lessons each week with the other teacher till she leaves in 5 weeks' time. Thought of starting each lesson with some 'check-in' activity, anything that can motivate them, encourage them, or show them what I expect from them. Like I said, the class seriously need to learn some lessons in values first before any academic learning. They are kids who put their head on the table for the entire lesson and refuses to respond to the teacher right now, and others just refuse to do any sort of work.
Outdoor Activities Club matters
Something new to my portfolio - My HOD just handed over the main handling of the club to me in her absence this semester, so I have to implement stuff, follow up on issues, plan activities and write some proposals too. I just got my weekends burned so that I can follow my kids on kayaking courses (of all places, Changi PASSC...), among other things. Eventually, I also have to examine the conditions of some kayaks passed on to us, think of ways to spend $5k for the club (someone out there might be interested to help on this perhaps?), and decide if it is feasible for the kids to get the NYAA Silver award.
So, loads of things to do. I've been staying in school till late everyday these days to work, think I'll be quite a workaholic in the coming few weeks too. I love my work environment though, the way I placed my books and stuff around me, and the stock of food I have; that really makes the work easier.
Quote to share
I was flipping through my school's student handbook and I chanced upon this one by Confucius:
“By three methods we may learn wisdom: first by reflection, which is noblest; second, by imitation, which is easiest; and third by experience, which is the bitterest.”
How true! I'm going to share this with my Normal Tech kids and get them to think about which path they are are on in the pursuit of knowledge, compared to what they are currently doing now. If they say that they don't know the answer to either of the questions, then well, that tells us all a lot too doesn't it...
“By three methods we may learn wisdom: first by reflection, which is noblest; second, by imitation, which is easiest; and third by experience, which is the bitterest.”
How true! I'm going to share this with my Normal Tech kids and get them to think about which path they are are on in the pursuit of knowledge, compared to what they are currently doing now. If they say that they don't know the answer to either of the questions, then well, that tells us all a lot too doesn't it...
Tuesday, June 26, 2007
Small bites of the work
Form class - the form teacher is a confirmed Neanderthal man with regards to teaching. His form teacher lesson just gives the class time to talk, and to heck with all the rules and expectations setting stuff. He just grunts out a few instructions that's all. The class lacks discipline and manners, and it is my top priority to correct that before anything.
Teaching of English - The class's current English will leave in week 6 and I'll have to take over then. Meanwhile, I have to work out how to help out in the teaching duties too, if only to let the class get used to me.
Teaching of PE - pretty brainless, because NAPFA testing is the main activity for the term.
Basically in a Normal Technical class, things move at snail's pace because they somehow subscribe to the notion that they should behave like lazy brats and be nagged at. They are the most ignorant bunch (their midyear English paper is a joke) and also the most egoistic and rude students you'll get in school. Teaching content is definitely not the most important thing for them, that can come later. They first need to learn about the values they need to exercise for learning to occur.
Teaching of English - The class's current English will leave in week 6 and I'll have to take over then. Meanwhile, I have to work out how to help out in the teaching duties too, if only to let the class get used to me.
Teaching of PE - pretty brainless, because NAPFA testing is the main activity for the term.
Basically in a Normal Technical class, things move at snail's pace because they somehow subscribe to the notion that they should behave like lazy brats and be nagged at. They are the most ignorant bunch (their midyear English paper is a joke) and also the most egoistic and rude students you'll get in school. Teaching content is definitely not the most important thing for them, that can come later. They first need to learn about the values they need to exercise for learning to occur.
Monday, June 25, 2007
The piano and the bike
Searching Youtube for cool Nike commercials to show kids during lesson breaks, I found this one with Lance Armstrong and...Li Yundi! So what's the connection between a top cyclist and an up-and-coming superstar pianist? Quite a bizarre pairing I must say...
Saturday, June 23, 2007
The start of my career
Days of tumultuous emotions passed with the end of a school seminar and meeting the last 2 days, leaving me to await the start of my teaching career this coming Monday.
First, there was an 'envisioning' seminar for the staff. We basically dissected, discussed and presented about everything in the school's values, vision, philosophy etc, so you can imagine how productive the whole thing was. The first thing the English HOD told me upon our first greetings is to inform me that I will be teaching 3T1 English for the next half year instead of literature, and that effectively soured my mood for the day.
Then my former lit supervisor I did practicum with stood up when one group presented on 'integrity', and basically torched the whole room quiet like a firebrand searing the conscience. She said that we had always blamed the kids on not having such values, but failed to looked at ourselves. In her own words, most of us only regurgitate to students things that they have heard since primary one, and dare us to confess that we had walked into classrooms with the confidence that our lessons will shake the students up and ignite in them a passion like ours.
As always, whenever she said anything, the whole room was quiet as if death had struck one of us unexpectedly, especially when she has jolted us out of the hypocritical optimism and note of cheeriness in the content of our silly presentations. Credits to her for being able to get worked up over issues such as these in the brain-numbing session, for her courage to lambast vehemently everyone in the seminar room, fairly or otherwise.
The day after we have our staff meeting in school; it was insufferable as usual, with the Principal spending plenty of time talking about things that no one needs to know. I found out that I was to be the co-form teacher of the same class that I will be teaching English for.
My problem with that is with the form-teacher - by some coincidence he sat beside me, and when he found out I'm his co-form he immediately told me how I have to 'go hard' on the class, that he will not intervene in any way if I was to punish them, and that they are a terrible bunch generally. He cautioned me against being used by the kids such that the two of us would turn against each other, perhaps because he intuitively know that's probably gonna happen.
Incidentally, he was the idiot I mentioned in a previous post, and he managed to outdo himself right there and then, saying that the school should ban kids from bringing those small fashionable sling bags to school because they don't bring back their textbooks home and bring back their homework to school. Here's a teacher without sense and passion (only thing he has is bad breath, which he inflicted on me whenever he talks) as far as I can see, and it will probably be maddening for me to see him and his ridiculous attitude in action when interacting with the class. It will be a long half year for me. I will do what the school wants me to for this time, but rest assured that I'm not gonna be stuck with this guy in 2008.
English meeting was a breeze in contrast, and I was left with a lot of time to organise the things I lugged back to school. I am placed back at my former table, but this time I made it a lot nicer and homely, shelving a few thick books there as resources, bringing my black kitty beanie and my lizard toy-paperweight to cheer me up, and putting up my poster of the khatsalano to remind me of my dream to carry on kayak-touring.
Familiar environments like these makes me feel comfortable; to sit in the chair that I used to slump into whenever I feel drained by the work, to put things in their usual positions again. I meet a few kids who came back to school for badminton training, and chatting with them made me feel good again about staying on in the school.
I really cannot predict how I'll feel about things eventually; I just hope that I got the energy to last through the bad patches, the cool to back away from difficult situations, and that I can retain a zest for life outside of school, which I failed to retain during my practicum period.
First, there was an 'envisioning' seminar for the staff. We basically dissected, discussed and presented about everything in the school's values, vision, philosophy etc, so you can imagine how productive the whole thing was. The first thing the English HOD told me upon our first greetings is to inform me that I will be teaching 3T1 English for the next half year instead of literature, and that effectively soured my mood for the day.
Then my former lit supervisor I did practicum with stood up when one group presented on 'integrity', and basically torched the whole room quiet like a firebrand searing the conscience. She said that we had always blamed the kids on not having such values, but failed to looked at ourselves. In her own words, most of us only regurgitate to students things that they have heard since primary one, and dare us to confess that we had walked into classrooms with the confidence that our lessons will shake the students up and ignite in them a passion like ours.
As always, whenever she said anything, the whole room was quiet as if death had struck one of us unexpectedly, especially when she has jolted us out of the hypocritical optimism and note of cheeriness in the content of our silly presentations. Credits to her for being able to get worked up over issues such as these in the brain-numbing session, for her courage to lambast vehemently everyone in the seminar room, fairly or otherwise.
The day after we have our staff meeting in school; it was insufferable as usual, with the Principal spending plenty of time talking about things that no one needs to know. I found out that I was to be the co-form teacher of the same class that I will be teaching English for.
My problem with that is with the form-teacher - by some coincidence he sat beside me, and when he found out I'm his co-form he immediately told me how I have to 'go hard' on the class, that he will not intervene in any way if I was to punish them, and that they are a terrible bunch generally. He cautioned me against being used by the kids such that the two of us would turn against each other, perhaps because he intuitively know that's probably gonna happen.
Incidentally, he was the idiot I mentioned in a previous post, and he managed to outdo himself right there and then, saying that the school should ban kids from bringing those small fashionable sling bags to school because they don't bring back their textbooks home and bring back their homework to school. Here's a teacher without sense and passion (only thing he has is bad breath, which he inflicted on me whenever he talks) as far as I can see, and it will probably be maddening for me to see him and his ridiculous attitude in action when interacting with the class. It will be a long half year for me. I will do what the school wants me to for this time, but rest assured that I'm not gonna be stuck with this guy in 2008.
English meeting was a breeze in contrast, and I was left with a lot of time to organise the things I lugged back to school. I am placed back at my former table, but this time I made it a lot nicer and homely, shelving a few thick books there as resources, bringing my black kitty beanie and my lizard toy-paperweight to cheer me up, and putting up my poster of the khatsalano to remind me of my dream to carry on kayak-touring.
Familiar environments like these makes me feel comfortable; to sit in the chair that I used to slump into whenever I feel drained by the work, to put things in their usual positions again. I meet a few kids who came back to school for badminton training, and chatting with them made me feel good again about staying on in the school.
I really cannot predict how I'll feel about things eventually; I just hope that I got the energy to last through the bad patches, the cool to back away from difficult situations, and that I can retain a zest for life outside of school, which I failed to retain during my practicum period.
Wednesday, June 20, 2007
Are PE teachers less skilled these days?
A lecturer during our programme evaluation remarked that PE department heads and teachers have been lamenting that the game skills of the current generation of PE teachers are inferior compared to others in the past. I think this generalisation is pretty true, and I think game skills of future teachers will be around our current cohort's standards too, except for the rare few individuals who are all-rounders and can play different games confidently. Why is this the case?
Singaporean youths do not have time to play
Not many parents are willing to let their kids engage in fun and games on their own with their peers ever since the education system demands that students get good results throughout their schooling life. I think even free time is now structured by the parents, who want their kids to engage in more 'productive' activities like learning some skills formally.
Lack of supportive social environment
Kids do not have the strong support of parents to play after school hours usually, and I think it is hard for them to find peers who can stay back outside of schooling time to play too. It is rare to find schools that actively encourages students to engage in games within the school compound, with many wanting to shoo the kids home. When they are home, it is rare to find parents who have the time and desire to get their kids to be active.
Lack of facilities
Living in densely populated estates makes it hard for people to find space to engage in field games for example. Sport halls booking slots are packed at peak periods, that's what I know.
Early specialisation of skills
Sports people are cultivated mainly due to their involvement with CCAs in schools, which makes them specialists in a particular sport. Unless they find opportunities outside of school to play, that'll probably be the only thing they are good at. It is difficult to acquire excellent skills when new sporting interests are picked up later in life when they are already independent adults.
Although I believe that successful lessons are almost wholly the result of excellent planning and good management skills, PE teachers should ideally have adequate skills to play different games at an intermediate level. Otherwise it can be sad that we cannot inspire students to be all-rounders by showing them how we enjoy all the different things sports have to offer.
Singaporean youths do not have time to play
Not many parents are willing to let their kids engage in fun and games on their own with their peers ever since the education system demands that students get good results throughout their schooling life. I think even free time is now structured by the parents, who want their kids to engage in more 'productive' activities like learning some skills formally.
Lack of supportive social environment
Kids do not have the strong support of parents to play after school hours usually, and I think it is hard for them to find peers who can stay back outside of schooling time to play too. It is rare to find schools that actively encourages students to engage in games within the school compound, with many wanting to shoo the kids home. When they are home, it is rare to find parents who have the time and desire to get their kids to be active.
Lack of facilities
Living in densely populated estates makes it hard for people to find space to engage in field games for example. Sport halls booking slots are packed at peak periods, that's what I know.
Early specialisation of skills
Sports people are cultivated mainly due to their involvement with CCAs in schools, which makes them specialists in a particular sport. Unless they find opportunities outside of school to play, that'll probably be the only thing they are good at. It is difficult to acquire excellent skills when new sporting interests are picked up later in life when they are already independent adults.
Although I believe that successful lessons are almost wholly the result of excellent planning and good management skills, PE teachers should ideally have adequate skills to play different games at an intermediate level. Otherwise it can be sad that we cannot inspire students to be all-rounders by showing them how we enjoy all the different things sports have to offer.
Saturday, June 16, 2007
Nothing much to say...
That's how it is with breaks; I just spend the day doing some (sports) activity, get some low level euphoria, and end the day uneventfully. These sort of days really makes me feel like I should be doing something vaguely productive instead; it is just an inner compulsion of mine la. Work will be coming my way real soon though, from the coming Monday on.
So. Went for polo training yesterday, and had a super late night supper with JB and Roland. I ended up sleeping at 4.30am after watching 2 episodes of 'Heroes', and woke up today in a daze. It was so bad I just had to concuss a while when visiting my Ah Ma watching her make dumplings, and had to drag myself to meet Roland to climb. I thought I wouldn't be able to make it at the rock gym, but I felt good enough to flash quite a few routes others threw at me. That got me excited enough to look forward to next Saturday's session.
Tomorrow it's gonna be badminton and polo training immediately after that. Karen's coming back tomorrow night from diving in Tioman too, will probably pick her up or something.
So. Went for polo training yesterday, and had a super late night supper with JB and Roland. I ended up sleeping at 4.30am after watching 2 episodes of 'Heroes', and woke up today in a daze. It was so bad I just had to concuss a while when visiting my Ah Ma watching her make dumplings, and had to drag myself to meet Roland to climb. I thought I wouldn't be able to make it at the rock gym, but I felt good enough to flash quite a few routes others threw at me. That got me excited enough to look forward to next Saturday's session.
Tomorrow it's gonna be badminton and polo training immediately after that. Karen's coming back tomorrow night from diving in Tioman too, will probably pick her up or something.
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