It's a new beginning for me at a brand new school. The school culture is a rather open and sharing one. The staff there all get along very well. I'm glad to have found such nice colleagues. I'm sure we will continue to work very well together.
Although I am currently teaching a new level- P1, I am happy in the sense that I could learn new things. I find that I am able to have time to concentrate on preparing my lessons and find resources. I think that's a really great thing. To be able to more efficiently teach.
I feel that P1s are like blank pieces of paper. You see them entering school with much to learn. Teachers are the ink. They learn every day from us. I'm happy to see them grow from strength to strength.
Sunday, January 24, 2010
Friday, November 27, 2009
Session 2
Language learning does not occur as a result of the transmission of facts about language or from a succession of rote memorization drills. It is the result of opportunities for meaningful interaction with others in the target language. Therefore, lecturing and recitation may not be the most appropriate modes of language use in the second language classroom. Teachers need to move toward more richly interactive language use. The teachers have to know what and when to teach before coming into the class.
Conditions should be organized to have a good and successful teaching and learning atmosphere in schools. Teachers should have the appropriate qualifications to teach the language.
There are many factors that influence the academic success and motivation of students. Social cognitive theory contends that individuals learn and perform based upon a triadic reciprocity of personal factors, behavior, and the environment (Bandura, 1986).
Personal factors such as beliefs, behaviors, and the environment equally influence one another. Existing literature suggests that highly motivated students may attain more academic success (Grolnick & Kurowski, 1999; Grolnlick & Ryan, 1989; Grolnick, Ryan, & Deci, 1991); Grolnick & Slowiaczek, 1994). Thus, parenting practices that influence or teach adaptive motivational and achievement outcomes are an aspect of a student’s success that are in need of consideration.
Conditions should be organized to have a good and successful teaching and learning atmosphere in schools. Teachers should have the appropriate qualifications to teach the language.
There are many factors that influence the academic success and motivation of students. Social cognitive theory contends that individuals learn and perform based upon a triadic reciprocity of personal factors, behavior, and the environment (Bandura, 1986).
Personal factors such as beliefs, behaviors, and the environment equally influence one another. Existing literature suggests that highly motivated students may attain more academic success (Grolnick & Kurowski, 1999; Grolnlick & Ryan, 1989; Grolnick, Ryan, & Deci, 1991); Grolnick & Slowiaczek, 1994). Thus, parenting practices that influence or teach adaptive motivational and achievement outcomes are an aspect of a student’s success that are in need of consideration.
Wednesday, November 25, 2009
Session 3
Learning journey- trip to Australia
Our Trip to Australia:
• Pupils interacted with pupils from 2 schools in Australia which are known for their Philosophy for Children programme (P4C)
• Pupils attended P4C lessons together with their Australian buddies. There, they learnt the techniques on raising questions and understanding the community of inquiry
Our Objectives:
• To provide the pupils with the experiential learning experience
• To increase the awareness of Singapore in relation to its global context
• To deepen the pupils’ commitment and rootedness to Singapore
• Pupils interacted with pupils from 2 schools in Australia which are known for their Philosophy for Children programme (P4C)
• Pupils attended P4C lessons together with their Australian buddies. There, they learnt the techniques on raising questions and understanding the community of inquiry
Our Objectives:
• To provide the pupils with the experiential learning experience
• To increase the awareness of Singapore in relation to its global context
• To deepen the pupils’ commitment and rootedness to Singapore
Pre-session
Use of technology
Learning is unique
• Learning needs vary with individuals
• The use of technology should enable learners to achieve equity in learning opportunities
Learning is seamless
• Learning should not be limited to the classroom
• Learners should be empowered to expand their learning opportunities anywhere, anytime
Learning is relevant
• Quality learning occurs when connections between curriculum and the real world are made
• Learners should develop a global perspective of the world
Learning is unique
• Learning needs vary with individuals
• The use of technology should enable learners to achieve equity in learning opportunities
Learning is seamless
• Learning should not be limited to the classroom
• Learners should be empowered to expand their learning opportunities anywhere, anytime
Learning is relevant
• Quality learning occurs when connections between curriculum and the real world are made
• Learners should develop a global perspective of the world
Session 3- Learning Environment
Cooperative learning makes learning more enjoyable for children…
children will gain in social skills, attitudes and ability to cultivate interpersonal relationships, including getting along with others who are different from them ethnically, culturally and socially.
Cooperative Learning:
Group effort
Use social skills
Peer interaction
Accomplish common goals
Because many primary students experience difficulty acquiring literacy through various methods during formal instruction, and are so highly motivated to engage in social play, it is important to explore opportunities for students to connect with literacy as they eagerly engage in playful activities.
(Pickett, 2002)
In their play, they weave knowledge of home and school, of child and official curriculum to create a hybrid culture. In this context, no child is a disadvantaged learner; each child brings valuable life experiences and expertise to contribute to the creation of a dynamic, shared reality.
(Pickett, 2002)
The new initiatives in improving instruction in Singapore schools require more active student engagement, independent thinking and inquiry. The desired outcomes of education include personal and societal goals- that our children should learn to “share and put others first” and “be able to build friendships with others”.
children will gain in social skills, attitudes and ability to cultivate interpersonal relationships, including getting along with others who are different from them ethnically, culturally and socially.
Cooperative Learning:
Group effort
Use social skills
Peer interaction
Accomplish common goals
Because many primary students experience difficulty acquiring literacy through various methods during formal instruction, and are so highly motivated to engage in social play, it is important to explore opportunities for students to connect with literacy as they eagerly engage in playful activities.
(Pickett, 2002)
In their play, they weave knowledge of home and school, of child and official curriculum to create a hybrid culture. In this context, no child is a disadvantaged learner; each child brings valuable life experiences and expertise to contribute to the creation of a dynamic, shared reality.
(Pickett, 2002)
The new initiatives in improving instruction in Singapore schools require more active student engagement, independent thinking and inquiry. The desired outcomes of education include personal and societal goals- that our children should learn to “share and put others first” and “be able to build friendships with others”.
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