Education, Motivation & Classroom Management

Motivation through Team Bonding Games

2009-06-09T16:40:00.002+08:00

Students who bond with the staff are likely to complete their studies. There are many truths and success stories to back this claim.

There are some staff who can engage their students, connect with them and usually they are the ones who can influence them and cause an impact in their life, which they will remember for life. So do not miss up any chance for bonding, be it over a small talk, or a pat on the back, a wink, a smile.. and of course we can have team bonding activities together, like KTV, BBQ or even activities that do not need $$. If you do wish to spend much you may want to go fly a "layang" or kite with your students.. Go for a hike at Bukit Timah or Tree Top walk.. a game of badminton, football and etc.

http://www.wildsingapore.com/places/ttw.htm
http://layanginthesky.blogspot.com/

Multiple Intelligences

2008-11-14T13:10:00.001+08:00

The theory of Multiple Intelligences surfaced in 1983 when Dr. Howard Gardner’s renowned book titled, “Frames of Mind: The Theory of Multiple Intelligences” was published. Within the next 10 years, educators world wide embraced the theory as a basis to identify talents in the children they work with.

Before that, most people perceived people to be intelligent if they score high in an I.Q. test or other psychometric tests, or are good with logical thinking, mathematical, musical and perhaps, linguistic skills. In his book, which has been described to have caused paradigm shifts, Dr. Gardner identified 7 distinct types of intelligence:

1. Linguistic Intelligence: the talent to learn and use languages, it includes the ability to effectively use language to express oneself rhetorically or poetically, using language as a primary means to remember things. Poets, writers and translators are people with high linguistic intelligence.

2. Logical-Mathematical Intelligence : the capacity to analyse problems logically, performs mathematical operations, and scientifically investigate issues. Scientists and mathematicians are some examples of people with high logical-mathematical intelligence.

3. Musical Intelligence : skills in the performing arts, composition, and appreciation of music. It also includes the capacity to recognize and compose musical pitches, tones, and rhythms. Examples of people with high musical intelligence are: musicians, composers and singers.

4. Bodily-Kinesthetic Intelligence : the use of one's whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Some examples of people with high bodily-kinesthetic intelligence are carpenters, seamstresses and chefs.

5. Spatial Intelligence : the potential to recognize and use the patterns of wide space and more confined areas. Designers and architects are people with high spatial intelligence.

6. Interpersonal Intelligence : the capacity to understand the intentions, motivations and desires of other people. People with well developed interpersonal intelligence tend to work effectively with others. Some examples are educators, religious and political leaders and salespeople.

7. Intrapersonal : the capacity to understand oneself, to appreciate one's feelings, fears and motivations. People with high intrapersonal intelligence have a good idea of what they want to do in life, what they can and cannot do and when to get help. Some examples are high achievers and entrepreneurs.

Extracted from: singaporeteambuilding.com

Mrs Thompson and Teddy Stollard

2008-09-05T18:06:00.000+08:00

Saw this short clip before and I was touched and when I saw it again this Teacher's Day... it moved me again.. :)

http://www.makeadifferencemovie.com/

Virtual Classroom. Worth the investment?

2008-09-02T13:32:00.000+08:00

Institution nowadays are spending lots of money and resources into creating virtual classroom. Technology has advanced to a stage where it can easily supports these bandwidth hungry web applications, with 3D graphics, videos and audio. Our younger generation now spends much longer hours with their PC and the internet more than anything esle. There are many interesting websites and application out there. What make us so sure that we can attract them to attend a lesson on-line through a virtual game? With such a huge investment into building such platform can it really attract our young? I do not know...

I remembered there were on-line courseware and lessons offered. I smiply do not like it, makes me sleepy reading and looking at the screen... :p

Student can now virtually attend classes, while playing a game through achieving certain objectives, at their very own PCs. Is it really effective?? Can we motivate learrning through this? I do not know.

Maybe we should take a step backward before throwing good money into such investment, perhaps a quick survey with our students may help. Moreover, technology moves at an amazing pace, what we have today is history tomorrow. Who knows what would come next after a year or so. What we have invested today may become boring for our young, so we are going to fork out more money and throw them into developing something new? I do not know...

Colleges use Second Life to engage students

2008-06-16T15:54:00.000+08:00

Using Second Life, colleges create parallel universities. A number of colleges and universities are increasingly embracing Second Life, an online virtual world, as a tool to reach students raised on computers and video games.

Read On...

By Kathy A. Goolsby

Teaching effectively with computers

2007-10-26T09:13:00.000+08:00

More and more educators are integrating computers, laptops, and other technology into the classroom with great success. Computer-based technologies offer rich new ways to reach students and fulfill curriculum goals, while bringing information to life for diverse kinds of learners. But teaching with computers also poses many challenges.

Read On

Bully Proof Your Child Seminar

2007-10-24T15:03:00.000+08:00

A widespread phenomenon in schools, bullying has a tremendously adverse and life-long impact on the emotional and psychological health of its victims. If you work with students or have a child in school and are concerned about the serious effects of bullying on them, attend this educational seminar & workshop to empower yourself with useful research-based knowledge and skills to help them deal with bullying-behaviours more effectively.

Shan You Counselling Centre is a non-for-profit voluntary-welfare organisation committed to help and serve the needy community through counselling and social services regardless of race, language, religious beliefs or the ability to pay. We are organising a public-education seminar and workshop to help parents and educators understand the significant issues relating to bullying and to learn how to help young victims of bullying respond effectively using mind-body tactics.

1. The seminar will cover the "causes" and "effects" of bullying from a psychiatric and psychological perspective, as well as offering realistic, practical and effective strategies to deal with bullying. Family-related factors that are challenging to families of bullies and victims, resulting in school refusal, attention-seeking and oppositional-defiant behaviours, will also be discussed.

2. The practical skills-building workshop will provide parents, educators, and students with innovative and practical action steps based on mind-body tactics to deal with bullies. The workshop is based on a new book, "Bully Proof Your Child: Mind-Body Tactics for Outsmarting the Bully", by Dr Lim Kok Kwang and Ms Wong Mei Yin. Participants will learn simple, proven, and step-by-step tactics that children can use to protect themselves from the bully, including:
· effective responses to the bully.
· stress relief skills.
· skills for releasing deeper hurt and emotions.
· confidence boosting strategies.
· social skills to get more support from friends.

Psychologists, Counsellors, Educators, Social Workers, Teachers, Principals, Parents, professionals working closely with children / teenagers and other mental healthcare professionals will find this public-education programme very enlightening and useful.

Date of Seminar:
17 November 2007 Saturday
"Bully Proof Your Child" Seminar
2pm – 5pm

Date of Workshop:
01 December 2007 Saturday
"Bully Proof Your Child" Workshop
2pm – 6pm

Location:
Toa Payoh Central Community Club (opposite Toa Payoh regional library)

Sudoku For Kids - 120 Printable Sudoku

2007-05-19T10:58:00.000+08:00

"Finally! 120 Sudoku puzzles made Specially for Kids from 6 years and up... reliably Graded, available by Instant Download for you to Print NOW!"

The puzzles are designed with kids in mind and use bright colors and fun graphics which children love.

Click here to get it!

Study Techniques to Score "A"s

2007-05-12T12:01:00.000+08:00

"5 Secret How To Study Techniques That Will Push Your Exams Results Through The Roof!"

Where Does Time Go?

2007-04-28T11:35:00.000+08:00

Where does time goes??

"No time", "Very busy", "No time to study".. sounds familair? Every student seems to be saying the same thing!!

You may want to do this little test with them. They will be more aware of the things that spending most of their time with. :)

Take the test..

NLB Blogs - Discover NLB Online!

2007-01-27T14:14:00.000+08:00

Our very own National Library Board had undergone a tremendous transformation, especially on its web site. New course, new ebooks and on-line services. Now we have NLB Blogs!!

Very interesting things are discussed and posted. Take a peek, you may throw in your 2cents worth in there. =)

Click here

What Factors Influence The Development Of Students' Motivation?

2007-01-13T13:59:00.000+08:00

What Factors Influence The Development Of Students' Motivation?
According to Jere Brophy (1987), motivation to learn is a competence acquired "through general experience but stimulated most directly through modeling, communication of expectations, and direct instruction or socialization by significant others (especially parents and teachers)."

Children's home environment shapes the initial constellation of attitudes they develop toward learning. When parents nurture their children's natural curiosity about the world by welcoming their questions, encouraging exploration, and familiarizing them with resources that can enlarge their world, they are giving their children the message that learning is worthwhile and frequently fun and satisfying.

When children are raised in a home that nurtures a sense of self-worth, competence, autonomy, and self-efficacy, they will be more apt to accept the risks inherent in learning. Conversely, when children do not view themselves as basically competent and able, their freedom to engage in academically challenging pursuits and capacity to tolerate and cope with failure are greatly diminished.

Once children start school, they begin forming beliefs about their school-related successes and failures. The sources to which children attribute their successes (commonly effort, ability, luck, or level of task difficulty) and failures (often lack of ability or lack of effort) have important implications for how they approach and cope with learning situations.

The beliefs teachers themselves have about teaching and learning and the nature of the expectations they hold for students also exert a powerful influence (Raffini). As Deborah Stipek (1988) notes, "To a very large degree, students expect to learn if their teachers expect them to learn."

Schoolwide goals, policies, and procedures also interact with classroom climate and practices to affirm or alter students' increasingly complex learning-related attitudes and beliefs.

And developmental changes comprise one more strand of the motivational web. For example, although young children tend to maintain high expectations for success even in the face of repeated failure, older students do not. And although younger children tend to see effort as uniformly positive, older children view it as a "double-edged sword" (Ames). To them, failure following high effort appears to carry more negative implications--especially for their self-concept of ability--than failure that results from minimal or no effort.

Articale extracted from kidsource.com

11 Techniques for Better Classroom Discipline

2006-12-14T18:01:00.000+08:00

Here are eleven techniques that you can use in your classroom that will help you achieve effective group management and control. They have been adapted from an article called: “A Primer on Classroom Discipline: Principles Old and New” by Thomas R. McDaniel, Phi Delta Kappan, September 1986.

1. Focusing

Be sure you have the attention of everyone in your classroom before you start your lesson. Don’t attempt to teach over the chatter of students who are not paying attention.

Inexperienced teachers sometimes think that by beginning their lesson, the class will settle down. The children will see that things are underway now and it is time to go to work. Sometimes this works, but the children are also going to think that you are willing to compete with them, that you don’t mind talking while they talk, or that you are willing to speak louder so that they can finish their conversation even after you have started the lesson. They get the idea that you accept their inattention and that it is permissible to talk while you are presenting a lesson.

The focusing technique means that you will demand their attention before you begin. It means that you will wait and not start until everyone has settled down. Experienced teachers know that silence on their part is very effective. They will punctuate their waiting by extending it 3 to 5 seconds after the classroom is completely quiet. Then they begin their lesson using a quieter voice than normal.

A soft spoken teacher often has a calmer, quieter classroom than one with a stronger voice. Her students sit still in order to hear what she says.

2. Direct Instruction

Uncertainty increases the level of excitement in the classroom. The technique of direct instruction is to begin each class by telling the students exactly what will be happening. The teacher outlines what he and the students will be doing this period. He may set time limits for some tasks.

An effective way to marry this technique with the first one is to include time at the end of the period for students to do activities of their choosing. The teacher may finish the description of the hour’s activities with: “And I think we will have some time at the end of the period for you to chat with your friends, go to the library, or catch up on work for other classes.”

The teacher is more willing to wait for class attention when he knows there is extra time to meet his goals and objectives. The students soon realize that the more time the teacher waits for their attention, the less free time they have at the end of the hour.

3. Monitoring

The key to this principle is to circulate. Get up and get around the room. While your students are working, make the rounds. Check on their progress.

An effective teacher will make a pass through the whole room about two minutes after the students have started a written assignment. She checks that each student has started, that the children are on the correct page, and that everyone has put their names on their papers. The delay is important. She wants her students to have a problem or two finished so she can check that answers are correctly labeled or in complete sentences. She provides individualized instruction as needed.

Students who are not yet quite on task will be quick to get going as they see her approach. Those that were distracted or slow to get started can be nudged along.

The teacher does not interrupt the class or try to make general announcements unless she notices that several students have difficulty with the same thing. The teacher uses a quiet voice and her students appreciate her personal and positive attention.

4. Modeling

McDaniel tells us of a saying that goes “Values are caught, not taught.” Teachers who are courteous, prompt, enthusiastic, in control, patient and organized provide examples for their students through their own behavior. The “do as I say, not as I do” teachers send mixed messages that confuse students and invite misbehavior.

If you want students to use quiet voices in your classroom while they work, you too will use a quiet voice as you move through the room helping youngsters.

5. Non-Verbal Cuing

A standard item in the classroom of the 1950’s was the clerk’s bell. A shiny nickel bell sat on the teacher’s desk. With one tap of the button on top he had everyone’s attention. Teachers have shown a lot of ingenuity over the years in making use of non-verbal cues in the classroom. Some flip light switches. Others keep clickers in their pockets.

Non-verbal cues can also be facial expressions, body posture and hand signals. Care should be given in choosing the types of cues you use in your classroom. Take time to explain what you want the students to do when you use your cues.

6. Environmental Control

A classroom can be a warm cheery place. Students enjoy an environment that changes periodically. Study centers with pictures and color invite enthusiasm for your subject.

Young people like to know about you and your interests. Include personal items in your classroom. A family picture or a few items from a hobby or collection on your desk will trigger personal conversations with your students. As they get to know you better, you will see fewer problems with discipline.

Just as you may want to enrich your classroom, there are times when you may want to impoverish it as well. You may need a quiet corner with few distractions. Some students will get caught up in visual exploration. For them, the splash and the color is a siren that pulls them off task. They may need more “vanilla” and less “rocky-road.” Have a quiet place where you can steer these youngsters. Let them get their work done first and then come back to explore and enjoy the rest of the room.

7. Low-Profile Intervention

Most students are sent to the principal’s office as a result of confrontational escalation. The teacher has called them on a lesser offense, but in the moments that follow, the student and the teacher are swept up in a verbal maelstrom. Much of this can be avoided when the teacher’s intervention is quiet and calm.

An effective teacher will take care that the student is not rewarded for misbehavior by becoming the focus of attention. She monitors the activity in her classroom, moving around the room. She anticipates problems before they occur. Her approach to a misbehaving student is inconspicuous. Others in the class are not distracted.

While lecturing to her class this teacher makes effective use of name-dropping. If she sees a student talking or off task, she simply drops the youngster’s name into her dialogue in a natural way. “And you see, David, we carry the one to the tens column.” David hears his name and is drawn back on task. The rest of the class doesn’t seem to notice.

8. Assertive Discipline

This is traditional limit setting authoritarianism. When executed as presented by Lee Canter (who has made this form a discipline one of the most widely known and practiced) it will include a good mix of praise. This is high profile discipline. The teacher is the boss and no child has the right to interfere with the learning of any student. Clear rules are laid out and consistently enforced.

9. Assertive I-Messages

A component of Assertive Discipline, these I-Messages are statements that the teacher uses when confronting a student who is misbehaving. They are intended to be clear descriptions of what the student is suppose to do. The teacher who makes good use of this technique will focus the child’s attention first and foremost on the behavior he wants, not on the misbehavior. “I want you to...” or “I need you to...” or “I expect you to...”

The inexperienced teacher may incorrectly try “I want you to stop...” only to discover that this usually triggers confrontation and denial. The focus is on the misbehavior and the student is quick to retort: “I wasn’t doing anything!” or “It wasn’t my fault...” or “Since when is there a rule against...” and escalation has begun.

10. Humanistic I-Messages

These I-messages are expressions of our feelings. Thomas Gordon, creator of Teacher Effectiveness Training (TET), tells us to structure these messages in three parts. First, include a description of the child’s behavior. “When you talk while I talk...” Second, relate the effect this behavior has on the teacher. “...I have to stop my teaching...” And third, let the student know the feeling that it generates in the teacher. “...which frustrates me.”

A teacher, distracted by a student who was constantly talking while he tried to teach, once made this powerful expression of feelings: “I cannot imagine what I have done to you that I do not deserve the respect from you that I get from the others in this class. If I have been rude to you or inconsiderate in any way, please let me know. I feel as though I have somehow offended you and now you are unwilling to show me respect.” The student did not talk during his lectures again for many weeks.

11. Positive Discipline

Use classroom rules that describe the behaviors you want instead of listing things the students cannot do. Instead of “no-running in the room,” use “move through the building in an orderly manner.” Instead of “no fighting,“ use “settle conflicts appropriately.” Instead of “no gum chewing,” use “leave gum at home.” Refer to your rules as expectations. Let your students know this is how you expect them to behave in your classroom.

Make ample use of praise. When you see good behavior, acknowledge it. This can be done verbally, of course, but it doesn’t have to be. A nod, a smile or a “thumbs up” will reinforce the behavior.

What Is Stress?

2006-11-28T16:58:00.000+08:00

Stress is your body's way of responding to any kind of demand. It can be caused by both good and bad experiences. When people feel stressed by something going on around them, their bodies react by releasing chemicals into the blood. These chemicals give people more energy and strength, which can be a good thing if their stress is caused by physical danger. But this can also be a bad thing, if their stress is in response to something emotional and there is no outlet for this extra energy and strength. This class will discuss different causes of stress, how stress affects you, the difference between 'good' or 'positive' stress and 'bad' or 'negative' stress, and some common facts about how stress affects people today

Extracted from www.mtstcil.org/

Make it Fun! Power of Fun in Education

2006-11-18T13:11:00.000+08:00

Student who find the lessons in school boring will tend to skip classes, also teachers who are boring can turn them off.

What we can do is to probably add in the element of fun into our lesson planning. Help them correlate between fun & study. In this way it will helps to

1. Alleviate stress, both on the teacher and student,
2. Improve communication between teachers and student,
3. Ease conflict
4. Eliminates boredom

Enjoyable and fun-filled environment helps to motivate our student to perform better. Games, quizes, debates, music, songs, singing, jokes, puzzles and etc.. anything you can think of. Recognize the power of fun! It unites, creates pleasure and can makes a big difference in your class.

Information Manipulation Theory

2006-11-16T11:45:00.000+08:00

Came across this interesting info from changingminds.org.. which we teachers will face in our dealing with our students.

Description
In order to persuade or deceive, a person deliberately breaks one of the four conversational maxims:

Quantity: Information given will be full (as per expected by the listener) and without omission.
Quality: information given will be truthful and correct.
Relation: information will be relevant to the subject matter of the conversation in hand.
Manner: things will be presented in a way that enables others to understand and with aligned non-verbal language.

Example
A student is late handing in an essay. They approach the lecture trembling and weeping, saying how they have just been dumped by their long-term partner and forgot to hand in the essay (they had done it in time, honestly!).

Using it
Persuade by omitting information, telling untruths, going off the subject and confusing the other person. Use excuses. Be economical with the truth. Woffle.

Defending
Question what you are told, especially you find yourself changing your mind as a result. Probe for detail. Seek corroborating evidence. Watch the body language.

Scholarship Information

2006-11-15T09:08:00.000+08:00

Need a place to find what are the scholarship available around? I have just started a new blog!! Hopefully, you will be able to find anything under the sun about local and international scholarship here.

I will try to search and update the blog on all the scholarships available in town. So this blog can be your one stop search for all the scholarships information and the links to the organisation that offers them!

View my new blog: Click here

Nonverbal Learning Disorders

2006-11-11T19:47:00.000+08:00

According to experts we use of non-verbal language 65% of the time.

Nonverbal learning disorders (NLD) are also called right-hemisphere learning disorders. NLD is a neurological based learning disorder. This is a complicated learning disorder because it's hard to identify, it often remains undiagnosed, and the children who have it, tend to be misdiagnosed.

Children with NLD possess strong skills particularly in the area of language development and rote memory. However, because of the child's inability to interpret non-verbal cues in his environment, it is very difficult for him to understand and respond appropriately.

Children who have NLD exhibit delays in the following areas:

1. Motor--difficulties in coordination and balance.

2. Visual--spatial-organizational-difficulties in visual-spatial recall and perceptions.

3. Social--difficulties in recognizing non-verbal cues and nuances, the inability to interact at an age-appropriate social level, and immature reactions and judgments in comparison to peers.

4. Coping--difficulties in assimilating to new concepts and environments.

Hands-On

2006-11-11T08:20:00.000+08:00

Hands-on - Make students active participants in learning.

Students learn by doing, making, writing, designing, creating, solving. Passivity dampens students' motivation and curiosity. Pose questions. Don't tell students something when you can ask them. Encourage students to suggest approaches to a problem or to guess the results of an experiment. Use small group work. See "Leading a Discussion," "Supplements and Alternatives to Lecturing," and "Collaborative Learning" for methods that stress active participation. (Source: Lucas, 1990)

It is also noted that student who less academic incline tends to learn better with their "hands". Therefore, in our lesson delivery we can incorporate more hands-on portion for this group of students. Careful planning, designing and structuring of of lesson will have them motivated to learn.

Behavior Modification in the Classroom

2006-11-09T11:16:00.000+08:00

Came across an article on behaviour modification, very interesting and applicable in our daily classroom management.

By: N. Mather and Sam Goldstein (2001)
Behavior modification assumes that observable and measurable behaviors are good targets for change. All behavior follows a set of consistent rules. Methods can be developed for defining, observing, and measuring behaviors, as well as designing effective interventions. Behavior modification techniques never fail. Rather, they are either applied inefficiently or inconsistently, which leads to less than desired change. All behavior is maintained, changed, or shaped by the consequences of that behavior. Although there are certain limits, such as temperamental or emotional influences related to ADHD or depression, all children function more effectively under the right set of consequences. Reinforcers are consequences that strengthen behavior. Punishments are consequences that weaken behavior. Students' behaviors are managed and changed by the consequences of classroom behavior. To manage behavior through consequences, use this multi-step process:

The problem must be defined, usually by count or description.
1. Design a way to change the behavior.
2. Identify an effective reinforcer.
3. Apply the reinforcer consistently to shape or change behavior.
4. Consequences of behavior are directly related to the events that either come immediately before or after them.

...
Read on.. click here

Motivating Underachiever

2006-11-07T14:00:00.000+08:00

What are some reasons a child might be underachieving?
1. Sibling rivalry
2. Cultural expectations
3. Family programming
4. Fear of Success
5. Fear of social isolation
7. Undiagnosed anxiety or depression.
8. Boredom from unchallenging school work, or acting out because the work is too hard and frustrating
9. Family environment

Here are some tips to try:
1. Set small, attainable goals instead of big and overwhelming ones.
2. Don’t use bullying, nagging or shame tactics as motivators. Instead, consistently use praise and positive reinforcement as work improves and goals are met.
3. Make any “criticism” constructive and solution oriented. Don’t withdraw attention, affection, or become sour in your communication because your child isn’t meeting your expectations. For example:

If your child does poorly on a spelling test, say, “This is a little better than your last score, and I am proud you improved, but we need to do a some more work on this lesson. Let’s try some more practice after I wash the dishes.”

4. Don’t set up a competitive atmosphere between siblings. Encourage cooperation when studying and doing homework.

5. Try to incorporate your child’s interests into their learning experience.

Is your son, an avid baseball fan, having trouble with percentages, averages, and decimals? Give him practice problems involving the stats of his favorite players. Is your cookie loving daughter struggling with fractions? Get her to halve, double, and triple a recipe for your grandmother’s prize winning, taste bud tickling, double chocolate chunk cookie dough!

6. Capitalize on your child’s strengths and interests, instead of dwelling on their weaker subjects and trying to force them to like subjects they don’t.

If your child loves history, but hates English composition, praise her history grades and admire her projects in that subject. Once her motivation is high, you can use that momentum to encourage improvement in the weaker areas. Or you could try combining the two areas. Writing a composition about medieval fashions and beauty tips might inspire a greater effort to do well in content, organization and grammar in a writing assignment.

7. If you can, redirect your child’s academic focus towards areas which match her skills and interests.

Does your daughter hate geometry and algebra, but have a talent for facts and figures? Encourage her to study accounting, tax preparation, or small business management where she will have a good chance of success.

8. Don’t set arbitrary rules, a rigid structure, or tedious practices for your child to follow. They only serve to dampen enthusiasm, create stress, and cause resentment.

The above is a small extract from the article:
Make Your Kid A Genius!
How to Awaken Your Child's Innate Intelligence
May 2003 Issue #17
Irene Helen Zundel, Editor, artwhiz@greenepa.net

Motivational Theories - My new Blog

2006-11-04T11:38:00.000+08:00

I have just started a new blog covering some of the motivaional theories. If you wish to find certain theories you may find it here. I am trying to compile all the theories "under one roof" so that you need not search high and low for them.

Click here: Motivation 101

Student Loan and Student Finanical Aids

2006-11-03T18:30:00.000+08:00

Many of our student comes from very poor background, alot of them could not even afford the school feess despite the heavy subsidies from the government. Also, many of them are not even aware they can apply for financial aid in their respective schools.

They have to work part-time to support themselves, sometimes their families, which inevitability may affects their studies. Perphaps we can lookout for this group of student who are in need of help and we can do our part by educating them of the aids they can turn to.

To apply for these grant or aids, there is a requirement that the household income must not exceed certain amount. Therefore, there is another group of student who will be caught in between, they are financially stressed but not eligible to for any assistance. They can still seek special assistance through their schools, but their request will be reviewed case by case basis.

And for those to seek to loan money from banks, not many banks offer study loans for students, here is a few which I know of that offer loan at a reasonable rate.
RHB Bank Berhad
Tel: 1800 323 0100
Website: www.rhbbank.com.sg

Maybank
Tel: 1800 629 2265
Website: www.maybank2u.com.sg

NTUC Thrift & Loan Co-operative Limited
Tel: 6534 7360
Website: www.ntucthrift.com.sg

Social Proof - Principle of Influence

2006-11-01T18:46:00.000+08:00

When the social norms in a society is unclear, people tends to be at a "lost". They need a clear directions or signs to follow, therefore they will be looking at each other for cues. Sometimes we called it the "Herd Instinct"; we move along with the majority, or doing what is "normal" in that group.Also, most people tends to agree to proposals, products or services that will be preceived as acceptable by the majority.

In a concert, when a person starts applauding the natural urge is applaud with him is nearly unstoppable. Therefore, sometimes we are influenced unconsiously.

Applying this in a classroom environment... whenever a new term starts or a new class is formed, this is the stage when the "norm" in the class is unclear and the students are watching each other for the "normal things" to do. This is where we must step in to set the norms, rules and regulations. Failing to do so, we may find ourselves struggling to set it at the later stage of the classes.

A final recap of the Principle of Influences
R - Reciporation
E - Emotion
C - Contrast
C - Commitment & Consistency
L - Liking
A - Authority
S - Scarcity
S - Social Proof

Scarcity - Principle of Influence

2006-10-31T21:52:00.000+08:00

"... While stocks last!!", "Sale 50%! Today Only!", "Offer limit to 1st 50 call-in customer!"

Saw the catch here? Yes, scarcity; Limited stocks, today only and 1st 50 callers. All these sale tatics works on this principle. People tends to react when there are limited numbers, e.g. Limited edition watch, stamps etc.. Sales person love to use this to create the "sense of demand".

So next time when you come across such offers.. clam your nerves and consciously ask yourself a question, why you want it? Do you really need it?

Using this your class? Perhaps, you can reward top ten student in your class to have completed your assignment with flying colours?

Authority - Principle of Influence

2006-10-28T01:13:00.000+08:00

I guess this principle does not need any further explaination. It is a given power the individual has to influence people.

Other than authority which allows us to use our position to exert pressure and getting things done, there is another type of power, Expert Power. It is the "knowledge" and the "know-how" in that field. So if someone claims to have that expertise, they command the authority over the rest.

However, there are some people who love to blow their own trumpet, so remember to ask yourself if he is truly the expert before we follow or be influence by him blindly.

Liking - Principle of Influence

2006-10-26T20:51:00.000+08:00

A fast recap of what was covered so far in using Principle of Influence
R - Reciporation
E - Emotion
C - Contrast
C - Commitment & Consistency
L -
A -
S -
S -

Next is L - Liking. This principle works on people's liking to familiar, nice and pleasent things. People feels at ease when they are in familiar surroundings and settings; even to the extend of people who are similar to himself. People dress up themselves to look presentable and attractive, halo effect. Attractive people are often judged as having a more desirable personality and more skills than someone of average appearance. Celebrities are used to endorse products that they have no expertise in evaluating.

This is cognitive bias; unknowing we fall into these people's influcence. Therefore, always consciously weigh based on merit of the offer and not our likings.

Contrast - Principle of Influence

2006-10-22T22:56:00.000+08:00

When 2 things are presented to you within a short spans of time and both differ greatly in its value.. It is very likely that person is using this principle of contrast to influence you. They will always start high and offer a second lower option, therefore it will create a kind of "illusion" to us that we are getting a good bargain. Also, "deal sweetener" are used to lure people into buying, this is achieved by throwing in of freebies and discounts.

Quoting an example: You just bought a car, which had costed you $60k at a motorcar showroom. After the purchase, the sales person offer you a set of car cleaning kit at only $300 dollars.. you will most likely to take it.

Commitment and Consistency - Principle of Influence

2006-10-21T22:00:00.000+08:00

Commitment and Consistency is another principle of influence.

Similar to eariler posting, this principle also acts on human nature; to standby what they had agreed. This is a very powerful tool compared to the previous ones, (which I have mentioned in my earlier posting) this influencing tool once applied and succeeded, is long lasting. The pricinple states that once a person agreed to a certain cause he would standby what he said, as he is commited to what was said and the effect of consistency does not allow conflicting thoughts in him. Sounds confusing? Here are some examples..

1. Action Group X, asked you to sign a petition to support a certain cause, you signed on the petition. The act of signing is a show of commitment from you. Therefore, when the time comes for the group to standup for the cause, he are committed to show your support even how uncomfortable you are.

2. During a Sunday service, when the congregation was asked to respond to a message. The very act of getting up and walking to the altar is a commitment from you. Therefore, you will likely to standby and live up to what you have committed.

Insurance agent (or financial planner) and salesman usually use this tactic to get you commit to a certain statement or fact and went in to corner you when you tries to backout. Some of their questions are most of the time very subtle and can really caught you off guard. So next time observe how they question you and watchout for your response... can be real interesting.

Applying this principle in our context, we as educators can use this powerful tool in getting our student to commit to what they promised to deliever..

Emotion II - Pricinple of Influence

2006-10-20T16:27:00.000+08:00

More about using of emmotion to influence..

Instilling fear and worry is another tool.. especially when you hold certain degree of power or authority over that person.

Using this tool will get things done your way and usually very fast. However, do you realise that once the element of fear or the authority you have, is removed, you will be lose that power of influence!

Using of fear and anxiety is never long lasting. Therefore, if you wish for a long lasting commitment you have to use another principle of inflenuce, Commitment & Consistency.

Emotion - Pricinple of Influence

2006-10-18T09:22:00.000+08:00

Do you think a 4 year old has influence on others? If your answer is yes than you are right. Than who can they influence? Answer is obvious, their parents!

Scenerio: You were shopping at a shopping mall... A young boy is lost and wailing for attention, he may have caught your attention but do you feel emotionally for him? Most likely his parents will be the one who are emotionally worried.

There are other examples where emmotion is used to influcence; like between siblings, husband and wife, good friends and etc.. do you realised the link between them? The common trait between these examples are Relationship; to effectively use emotion to influence, relationship between the parties plays a vital role. If i barely knows you, mostly you will not succeed if you use emotion on them.

However, having say this, there are still people out there who will use sympathy as a tool to influence others in parting their money. That is because of the weakness in human to have a soft heart for the needy. Therefore, emotion is very powerful tool. We may unconsiously falls into, or use it on others even without we knowing!

The key word is value add others... so use emotion to influence other with good intention.

Reciprocation - Principle of Influence

2006-10-14T12:11:00.000+08:00

There are a few principles of influence that I have picked up during the course, RECCLASS. The 1st R - reciprocation.

Reciprocation is the feeling of indebtedness; the obligation to repay. When someone show us fovour and in return we do not want to feel that we owe them something. This is our very human nature, unconsicously we feels that we need to return the favour!! So not knowingly we will be "owing" favours.

A very good example, is when a friend who gave you a gerenous dinner treat, it will be most likely that you will want to give him a treat back the next round you all meet up again. I am sure there are many such examples that you can relate to. Another classic example.. during the Chinese Lunar New Year, in the "Ang Bao" giving to the children... how do you determine the amount to give? Usually you will probably give back the equal amount or more, right? This is the very principle of reciporation at work!

Therefore, we can use his very principle to get people feel indebted to us when we help them in the initial stage; I scratch your back and you scratch mine. This very true in the world we live today.. However, we must be sure that our act in the first place must be unselfish and genuine. Else we will be doing favours or things with ulterior motives.

Another related principle, which is called reciprocal concessions. Let me give you an example.. for example a charitable organisation had asked you for your service over the next few weekends to raise fund for the needy, you feels for the needy, however you are busy and relunctant to forgo your valuable weekends. Given an option, the organisation then asked you for a $20 donation instead. Most likely you will be readily to part with your money. Why? The initial offer was too much for you to accept however when given an alternative concession, you will buy it.

Many people out there resort to such tricks to influence us. As a defence we must be on guard for such offer of favours, offers or concession.

What is influence?

2006-10-12T10:20:00.000+08:00

Influence is the ability to affect others without exertion of force. It is also an ability to induce beliefs and values in other people by affecting their thoughts and actions through specific strageties... It is NOT manipulation, or just communication and synonymus of power.

The nature of influence can be indirect and a subtle process. The intented outcome is to bring about voluntary change of behaviour, attitudes and beliefs in an unconsious fashison. Influence can be for the positive and negative. A positive influencers add value to other people.

Value-Add others with your Influence

2006-10-10T21:27:00.000+08:00

Was away for this two days to attend a course on "value-add others with your influence".

The course is great!! The trainer was excellence, I would rate him as a master in the field... Slow, steady but definitely not boring. I picked up a few principles, tatics and skill of using my influence. I have also discover my style of influence and pick up some tips during the course to "defence" myself if someone is trying to influence me. :)

Will definitely share what I have learnt with you! So watch out for my blog.

Youths Arrested for Crime

2006-10-08T23:49:00.000+08:00

This may interest you. Some facts from the SPF regarding youths commiting crimes. As an educationist it is good to know some of the trends that is happening in our Youths today. Here is the statistics...

Youths Arrested for Crime
A total of 1,582 youths were arrested for crime in the first half of 2006, as compared to 2,412 in the same period in 2005. They accounted for 18% of the total persons arrested, a decrease from the 22% in Jan-Jun 2005, but still higher than the proportion of the youth population in Singapore (15%).

While the three most common offences for which youths were arrested continued to be shop theft, other theft and rioting, each of these offences saw significantly fewer youth arrests in the first half of this year. Youth arrested for shop theft fell from 719 to 378 persons, while youths arrested for other theft fell from 441 to 221 persons. The number of youth arrested for rioting also fell from 212 to 191 persons.

If you are into the area of discipline, here is a programme by the SPF and Prisons service where you can sign up your students with.

Streetwise Programme

The Secret Societies Branch (SSB) of the Criminal Investigation Department (CID) works with the Prisons Department to arrange for visits to Changi and Changi Women's Prison / DRC for wayward youths. The voluntary programme is aimed at giving these youths a glimpse at life behind bars and an opportunity to change and disassociate from their gang member friends.

Symptoms of Dyscalculia

2006-10-07T21:03:00.000+08:00

Dyscalculia – a mathematical disability in which a person has a difficult time solving arithmetic problems and grasping math concepts. Here are some symptons you may want to watchout for...

Normal or accelerated language acquisition: verbal, reading, writing. Poetic ability. Good visual memory for the printed word. Good in the areas of science (until a level requiring higher math skills is reached), geometry (figures with logic not formulas), and creative arts.
Difficulty with the abstract concepts of time and direction. Inability to recall schedules, and sequences of past or future events. Unable to keep track of time. May be chronically late.
Mistaken recollection of names. Poor name/face retrieval. Substitute names beginning with same letter.
Inconsistent results in addition, subtraction, multiplication and division. Poor mental math ability. Poor with money and credit. Cannot do financial planning or budgeting. Checkbooks not balanced. Short term, not long term financial thinking. Fails to see big financial picture. May have fear of money and cash transactions. May be unable to mentally figure change due back, the amounts to pay for tips, taxes, etc
When writing, reading and recalling numbers, these common mistakes are made: number additions, substitutions, transpositions, omissions, and reversals.
Inability to grasp and remember math concepts, rules, formulas, sequence (order of operations), and basic addition, subtraction, multiplication and division facts. Poor long term memory (retention & retrieval) of concept mastery- may be able to perform math operations one day, but draw a blank the next! May be able to do book work but fails all tests and quizzes.
May be unable to comprehend or "picture" mechanical processes. Lack "big picture/ whole picture" thinking. Poor ability to "visualize or picture" the location of the numbers on the face of a clock, the geographical locations of states, countries, oceans, streets, etc.
Poor memory for the "layout" of things. Gets lost or disoriented easily. May have a poor sense of direction, loose things often, and seem absent minded. (Remember the absent minded professor?)
May have difficulty grasping concepts of formal music education. Difficulty sight-reading music, learning fingering to play an instrument, etc.
May have poor athletic coordination, difficulty keeping up with rapidly changing physical directions like in aerobic, dance, and exercise classes. Difficulty remembering dance step sequences, rules for playing sports.
Difficulty keeping score during games, or difficulty remembering how to keep score in games, like bowling, etc. Often looses track of whose turn it is during games, like cards and board games. Limited strategic planning ability for games, like chess.

Extracted from Dyscalculia.org

Learning Diasabilities - Dysgraphia

2006-10-04T14:30:00.000+08:00

Here is another learning disabilities, Dysgraphia. I suspect most doctors have this problem.. haha..

What is dysgraphia?

Dysgraphia means difficulty with handwriting. There are several different kinds of dysgraphia. Some people with dysgraphia have handwriting that is often illegible and shows irregular and inconsistent letter formations. Others write legibly, but very slowly and/or very small. When these individuals revert to printing, as they often do, their writing is often a random mixture of upper- and lowercase letters. In all cases of dysgraphia, writing requires inordinate amounts of energy, stamina, and time.

Dysgraphia can interfere with a student’s ability to express ideas. Expressive writing requires a student to synchronize many mental functions at once: organization, memory, attention, motor skill, and various aspects of language ability. Automatic accurate handwriting is the foundation for this juggling act. In the complexity of remembering where to put the pencil and how to form each letter, a dysgraphic student forgets what he or she meant to express. Dysgraphia can cause low classroom productivity, incomplete homework assignments, and difficulty in focusing attention. Emotional factors arising from dysgraphia often exacerbate matters. At an early age, these students are asked to forego recess to finish copying material from the board, and are likely to be sent home at the end of the day with a sheaf of unfinished papers to be completed. They are asked to recopy their work but the second attempt is often no better than the first. Because they are often bright and good at reading, their failure to produce acceptable work is blamed on laziness or carelessness. The resulting anger and frustration can prevent their ever reaching their true potential.

The above information was extracted from interdys.org

Symptoms of Dyslexia

2006-10-03T14:27:00.000+08:00

Was searching the web for more information on dyslexia when i came across this.. wow! what a list

© 1992 by Ronald D. Davis.
Most dyslexics will exhibit about 10 of the following traits and behaviors. These characteristics can vary from day-to-day or minute-to-minute. The most consistent thing about dyslexics is their inconsistency.

General
Appears bright, highly intelligent, and articulate but unable to read, write, or spell at grade level.
Labelled lazy, dumb, careless, immature, "not trying hard enough," or "behavior problem."
Isn't "behind enough" or "bad enough" to be helped in the school setting.
High in IQ, yet may not test well academically; tests well orally, but not written.
Feels dumb; has poor self-esteem; hides or covers up weaknesses with ingenious compensatory strategies; easily frustrated and emotional about school reading or testing.
Talented in art, drama, music, sports, mechanics, story-telling, sales, business, designing, building, or engineering.

Seems to "Zone out" or daydream often; gets lost easily or loses track of time.
Difficulty sustaining attention; seems "hyper" or "daydreamer."
Learns best through hands-on experience, demonstrations, experimentation, observation, and visual aids.

Vision, Reading, and Spelling
Complains of dizziness, headaches or stomach aches while reading.
Confused by letters, numbers, words, sequences, or verbal explanations.
Reading or writing shows repetitions, additions, transpositions, omissions, substitutions, and reversals in letters, numbers and/or words.
Complains of feeling or seeing non-existent movement while reading, writing, or copying.
Seems to have difficulty with vision, yet eye exams don't reveal a problem.
Extremely keen sighted and observant, or lacks depth perception and peripheral vision.
Reads and rereads with little comprehension.
Spells phonetically and inconsistently.

Hearing and Speech
Has extended hearing; hears things not said or apparent to others; easily distracted by sounds.
Difficulty putting thoughts into words; speaks in halting phrases; leaves sentences incomplete; stutters under stress; mispronounces long words, or transposes phrases, words, and syllables when speaking.

Writing and Motor Skills
Trouble with writing or copying; pencil grip is unusual; handwriting varies or is illegible.
Clumsy, uncoordinated, poor at ball or team sports; difficulties with fine and/or gross motor skills and tasks; prone to motion-sickness.
Can be ambidextrous, and often confuses left/right, over/under.
Math and Time Management
Has difficulty telling time, managing time, learning sequenced information or tasks, or being on time.
Computing math shows dependence on finger counting and other tricks; knows answers, but can't do it on paper.
Can count, but has difficulty counting objects and dealing with money.
Can do arithmetic, but fails word problems; cannot grasp algebra or higher math.

Memory and Cognition
Excellent long-term memory for experiences, locations, and faces.
Poor memory for sequences, facts and information that has not been experienced.
Thinks primarily with images and feeling, not sounds or words (little internal dialogue).
Behavior, Health, Development and Personality
Extremely disorderly or compulsively orderly.
Can be class clown, trouble-maker, or too quiet.
Had unusually early or late developmental stages (talking, crawling, walking, tying shoes).
Prone to ear infections; sensitive to foods, additives, and chemical products.
Can be an extra deep or light sleeper; bedwetting beyond appropriate age.
Unusually high or low tolerance for pain.
Strong sense of justice; emotionally sensitive; strives for perfection.
Mistakes and symptoms increase dramatically with confusion, time pressure, emotional stress, or poor health.

Dyslexia Treatment

2006-10-02T09:16:00.000+08:00

Dyslexia – a language-based disability in which a person has trouble understanding written words. It may also be referred to as reading disability or reading disorder. Dyslexia learner tends to be more visual and hands-on, they can be as capable or as smart as fellow peers.

Treatment
There's no known way to correct the underlying brain malfunction that causes dyslexia. Treatment is by remedial education. Psychological testing will help your child's teachers develop a suitable remedial teaching program.

Teachers may use techniques involving hearing, vision and touch to improve reading skills. Helping a child use several senses to learn — for example, by listening to a taped lesson and tracing with a finger the shape of the words spoken — can help him or her process the information. The most important teaching approach may be frequent instruction by a reading specialist who uses these multisensory methods of teaching.

You can help your child learn by reading to him or her often and helping your child pronounce letters and spell out words. If your child learns best by hearing new information first, listen to books on tape with him or her and then read the same story in written form together.

If your child has a severe reading disability, tutoring may involve several individual or small-group sessions each week, and progress may be slow. A child with severe dyslexia may never be able to read well and may need training for vocations that don't require strong reading skills. Children with milder forms of dyslexia often eventually learn to read well enough to succeed in school.

The above information is extracted from http://www.mayoclinic.com/, if wish to find out more they have a vast resources on Dyslexia.

Learn to Give up..

2006-09-28T21:26:00.000+08:00

Have been down lately..

Guess i have been holding on too much things and too reluctant to put it down.. I am at the cross road.. left or right I dunno. Maybe God can help..

"Giving up doesn't always mean you are weak; sometimes it means that you are strong enough to let go..."

Just for Laughs

2006-09-27T14:42:00.000+08:00

Teacher: History is a very interesting subject. It tells you
about what
had happened in the past.
Student: Please teacher, I don't think I want to study
history.
Teacher: Why?
Student: There is no future in it.

..................

Teacher: Ted, if your father has $10 and you ask him for $6,
how much
would your father still have?
Ted: $10.
Teacher: You don't know maths.
Ted: You don't know my father!

.................

Mother: David, come here.
David: Yes, mum?
Mother: You really disappoint me. Your results are getting
worse.
David:?But I will only get my report book tomorrow.
Mother: I know that. But I am going to Hong Kong tomorrow, so
I am
scolding you now.

.................

Father: Why did you fail your mathematics test?
Son: On Monday, teacher said 3+5=8
Father : So?
Son: On Tuesday, she said 4+4=8 And on Wednesday, she said
6+2=8. If she
can't make up her mind, how do I know the right answer?

....................

A mother and son were doing dishes while the father and
daughter were
watching TV in the living room. Suddenly, there was a loud
crash of
breaking plates, then complete silence. The daughter turned
to look at
her father.
Daughter: It's mummy!
Father: How do you know?
Daughter: She didn't say anything.

.........

Girl: Do you love me?
Boy: Yes Dear
Girl: Would you die for me?
Boy: No, mine is undying love

--------------------------------------------------

Man: How old is your father?
Boy: As old as me
Man: How can that be?
Boy: He became a father only when I was born

-----------

Waiter: I've stewed liver, boiled tongue and frog's leg.
Customer: Don't tell me your problems. Give me the menu card.

------------

Teacher: Simon, your composition on "My Dog" is exactly the
same as your
brother's. Did u copy his?
Simon: No, teacher, it's the same dog!

-------------

Father: Your teacher says she finds it impossible to teach
you anything!
Son: That's why I say she's no good!

--------------

Teacher: "Where were u born?"
Student: "Singapore , Sir."
Teacher: "Which part?"
Student: "All of me, Sir."
---------------------

A teacher was asking her class: "What is the difference
between
'unlawful' and 'illegal'?" Only one hand shot up. "Ok,
answer, Joan"
said the teacher. "'unlawful' is when u do something the law
doesn't
allow and 'illegal' is a sick eagle."

---------------------------------------------------

Teacher: "How come you do not comb your hair?"
Ah Kow: "No comb, Sir."
Teacher: "Use your dad's then."
Ah Kow: "No hair, Sir."
----------------------------------------------------

A boy came home from school with his exam results.
"What did u get?" asked his father.
"My marks are under water," said the boy.
"What do u mean 'under water'?"
"They are all below 'C' level"

Learning Disabilities II

2006-09-25T10:44:00.000+08:00

Some Common learning disabilities..
1. Dyslexia – a language-based disability in which a person has trouble understanding written words. It may also be referred to as reading disability or reading disorder.

2. Dyscalculia – a mathematical disability in which a person has a difficult time solving arithmetic problems and grasping math concepts.

3. Dysgraphia – a writing disability in which a person finds it hard to form letters or write within a defined space.

4. Auditory and Visual Processing Disorders – sensory disabilities in which a person has difficulty understanding language despite normal hearing and vision.

5. Nonverbal Learning Disabilities – a neurological disorder which originates in the right hemisphere of the brain, causing problems with visual-spatial, intuitive, organizational, evaluative and holistic processing functions.

Learning Disabilities

2006-09-24T22:13:00.000+08:00

Having talked about learning styles.. we must acknowledge that there is a group of students who are facing some learning difficulties. The problem is that they may have some learning disabilities which is why they are less academically inclined.

Extracted from the LDonline.org:

Learning disability is a neurological disorder. In simple terms, a learning disability results from a difference in the way a person's brain is "wired." Children with learning disabilities are as smart or smarter than their peers. But they may have difficulty reading, writing, spelling, reasoning, recalling and/or organizing information if left to figure things out by themselves or if taught in conventional ways.

A learning disability can't be cured or fixed; it is a lifelong issue. With the right support and intervention, however, children with learning disabilities can succeed in school and go on to successful, often distinguished careers later in life.

Therefore we as teachers are to watch out for such learning disability in our student, changing our teaching methods and our lesson delivery can help them.

Learning Styles Test

2006-09-22T21:16:00.000+08:00

Unlock your learning potential! Here is one good link to test which learning styles you belong to...

Click here

Learning Styles

2006-09-19T21:51:00.000+08:00

What is your student's learning style?

It is very important to know what is the learning style of your student. It will help us make learning more enjoyable for our students.. there are basically 3 learning styles.

1. Visual Learners: learn through seeing...
These learners need to see the teacher's body language and facial expression to fully understand the content of a lesson. They tend to prefer sitting at the front of the classroom to avoid visual obstructions (e.g. people's heads). They may think in pictures and learn best from visual displays including: diagrams, illustrated text books, overhead transparencies, videos, flipcharts and hand-outs. During a lecture or classroom discussion, visual learners often prefer to take detailed notes to absorb the information.

2. Auditory Learners: learn through listening...
They learn best through verbal lectures, discussions, talking things through and listening to what others have to say. Auditory learners interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances. Written information may have little meaning until it is heard. These learners often benefit from reading text aloud and using a tape recorder.

3. Tactile/Kinesthetic Learners: learn through , moving, doing and touching...
Tactile/Kinesthetic persons learn best through a hands-on approach, actively exploring the physical world around them. They may find it hard to sit still for long periods and may become distracted by their need for activity and exploration.

There are many test on the web to find out which learning style your student belongs to.. So which learning style is your student?

5 Signs for Detecting a Liar

2006-09-17T22:22:00.000+08:00

Ever wonder when a person is lying? Here is one interesting article that I came across.. maybe of help to you if you want to know if that person is lying.. What was written in the article is a good reference but may not be true all the time.. you decide for yourself.

5 Signs for Detecting a Liar

A topic in which the person is deceptive on will cause them to be tense and have anxiety. If you think that they are being deceptive, then you should switch topics on them to something different and watch how they react to the change. If they suddenly appear to be more happy and relaxed, then this can be a sign that they were trying to be deceptive before you switched topics on them.

They Stall for More Time
Someone who is sure of themselves or honest will usually have an honest answer for an honest question and it will come to them with little thinking involved. Not true with the liar. When a liar is caught off guard, they require time to formulate a response that sounds legitimate. Therefore, they might employ a stall tactic to buy more time. One commonly used way a liar buys more time is by employing rhetorical questions such as:

“Can you repeat the question?”
“What do you think?”
“Could you be more specific?”

They repeat the same question back to you
Recognize these kinds of questions as delay tactics, used to buy more time to create a believable lie.

They Use Absolutes
Absolutes should be a red flag to you when a person is trying to be deceptive because absolutes are most often lies in and of themselves. Absolutes are words like, “always,” “never,” “everytime,” “everyone.” Listen carefully for absolutes because they are used in two main functions: when the person is trying to persuade you to do something, or when they are getting defensive about something they did. It’s a known fact of life that there are no absolutes. Even the cleanest person has gotten their hands dirty at one point. No one is perfect and we learn from our mistakes—that is why absolutes are often associated with deceptive behavior—because they are untrue to begin with.

They Don’t Defend Their Honor
When a person is faced with a false accusation, the normal tendency is to become outraged and react aggressively towards that accusation because it’s an attack on their reputation and their honor—both of which an individual has a psychological need to defend. “How dare you say that to me,” would be a typical honest response to a false accusation. The liar, however, will not protest the accusation, but rather be focusing more on what to tell you in an effort not to sound as guilty. They might use stall tactics such as blurting out a “NO….” and then pausing to follow it up with some type of rational explanation.

They use “Just Kidding”
While most of us use the phrase, “Just Kidding,” as a common part of our conversation to playfully jest at another person, there is a psychological aspect to this phrase. “Just kidding” is a minimizer phrase, meaning that it downplays the harshness of what was said before it. Even if we are innocently joking, there is at least some partial truth in what we just said, otherwise we wouldn’t have said it in the first place. We then slap on the minimizing phrase, “Just Kidding,” as a way to show the other person that it was “all in good fun.” It might be all in good fun, but remember that when someone says this phrase, they probably believe it—at least a little.

About the Author:
Tristan Loo is the Founder of the Synergy Institute, a Personal Development Firm based out of San Diego. Tristan is a former police officer, personal development coach, conflict negotiator, and author.

Cycle of Poverty

2006-09-14T23:38:00.000+08:00

From Wikipedia, the free encyclopedia:

In economics and sociology, the cycle of poverty or the poverty cycle is a social phenomenon whereby poverty-stricken individuals exhibit a tendency to remain poor throughout their lifespan and in many cases across generations. The cycle of poverty has been described as a catch-22 and a feedback loop, as it occurs because the financial resources necessary to get out of poverty, namely productive capital, which some critics believe can only be obtained if the individual has financial resources in the first place. Some critics assume that the poverty-stricken find it extremely difficult to get out of poverty because they do not possess enough resources to invest in their own economic development. The cycle of poverty has roots in ancient times and feudalism. Serfs and peasants on a landlord's land often had to pay most of their crops in tribute to their lord as rent or taxes, and were only allowed to keep enough for bare subsistence. Unable to maintain any savings to invest in human or physical capital to improve their own productivity and therefore income, peasant families would remain poor for generations. Applied to countries, the poverty cycle is often called the development trap.

I often share the cycle of poverty to my student and the way out of it; education. The education system and scenario in Singapore is very conducive for all her people. So it is up to individuals to grab the chance to get out of the vicious cycle. Share that with your student too.. though it may not bring any sense to them now, but at least we share and do our little bit for our future generation.

English - Questions you always wanted to ask...

2006-09-12T08:18:00.000+08:00

1. If Fed Ex & UPS were to merge, would they call it Fed UP?

2. Do Lipton Tea employees take coffee breaks?

3. If olive oil comes from olives, where does baby oil comes from?

4. If people from Poland are called Poles, why aren't people from Holland called Holes?

5. Do infants enjoy infancy as much as adults enjoy adultery?

6. Why is the man who invests all your money called a broker?

7. If horrific means to make horrible, does terrific mean to make terrible?

8. Why is it called a building when it is already built?

9. If a book about failures doesn't sell, is it a success?

10. If you're not supposed to drink and drive, then why do bars have parking lots?

11. If you take an Oriental person and spin him around several times, does he become disoriented?

12. If vegetarians eat vegetables, what do humanitarians eat?

Learner Motivation

2006-09-09T11:54:00.000+08:00

Here is an article that may interest you...

This is an international review on learner motivation. Very good information for educators out there!!

To download the article click here: Learner Motivation

Motivational Tool - "Kiasu" Syndrome?

2006-09-09T11:00:00.001+08:00

Using the "kiasu" Syndrome to motivate our students?

It is noticed that some of my students with this kiasu syndrome are motivated to do well and always striving their best to outshine the rest. I realise that this is a very powerful push factor for the student. Student will be self-driven to perform and they are often self-motivated.

Although I have not done any former studies on it, but it is certainly interesting to note that this "kiasu" spirit is especially stronger and can be sensed in student who has high GPA and in female students. Though I have no concrete data to support, but certainly sounds like a good research area for a masters programme!! My guess is that those in prestigous schools do have a lot more of such cases.

Singaporean are known to be kiasu, everything we fight for number 1. Is it our environment that we live in cultivates this kiasu spirit? I believe so. There is a lot of positive outcome that we can see from a kiasu driven student, however the flip side of it, is self-centeredness and selfishness. Which is a no-no for me...

Well can we use it as a motivational tool? And how do we use it? Guess we can debate and discuss on this.. anyone?

Educate Our Young - Gangs - "Kua Si Mi?!!" ("What are You Looking At?!!")

2006-09-08T10:19:00.000+08:00

The content below is an extract from the National Crime Prevention Council. Gangfights can be easily triggered and in alot of time it could lead to serious injuries or even death. As an educator we may want to share some of these real incidents to our students to warn them of the consequences...

Gangfile

Probably nothing. But they could add up to trouble. Gang trouble.

Many young people join gangs because they're lonely and they think it'll be great to have a group of friends to hang out with. But while it seems fun and exciting to prowl around the streets and clubs in a big group, things can easily get out of hand.

A staring incident turns into a vicious, bloody fight and the next thing you know, you've been arrested. People have been seriously injured and even killed in these fights.

Gang fights and attacks have erupted over something as trivial as not liking someone's looks.

Take the case of Desmond; to him the attack on Chee Hong was just another Saturday night fight. But the death of Chee Hong shows how easily matters can escalate beyond control.

**The images in this video may cause some discomfort to some viewers.**

Motivation Challenge - "Fail? So What?"

2006-09-06T18:39:00.000+08:00

Exams is round the corner.. but I can't help but feel that some of our students are not really taking it seriously. Many still owe assignments and a number of them missed the class test. Being a teacher with extra TLC (Tender Loving Care), I would arrange for those who missed their test to retake. Hopefully by showing them extra care and concern, they would turn up and perhaps help them score some course work marks.. some of the student are appreaciative. However, a handful of them is simply "bo-chiap". "Fail? So What?".. "Just fail me lor.." was their reply. I sometimes find it hard to talk senses into these group of students, I would lose my cool and raise my voice on them. Well, I guess that when you have experienced failures for a few times, you tends to get used to it, therefore ..."so what is so big deal if I flunk again, is there any different?" is this the reason for such a behaviour?

Hmm.. Need to explore why the behaviour and what would be response would best suit these group of students?

Communication Skills - the 4 Powerful Secrets that Win People Over

2006-09-05T15:14:00.000+08:00

Below is an article which is quite interesting...

Communication Skills - the 4 Powerful Secrets that Win People Over

Having a conversation seems very natural to some people, but to others it is a struggle every time. There is no need to feel frustrated or upset every time you are faced with a situation where you must be involved with a conversation.

Conversation is essential and important to every day life. If you avoid conversation with others they may see you as stuck up. Thinking you do not value what they have to say or think they are not worth your time. You can gain a horrible social image if you avoid conversation.

There are four great tips that can help you to overcome whatever may be bothering you about conversation.

Tip#1 How to answer rude or inappropriate questions.

Some people are very bad at the art of conversation and may say something off beat. They may ask an extremely personal question or just make a comment that is not appropriate.

To handle this situation you should politely give a short answer or reply without drawing attention to the situation and then move on. Change the subject or if the person just piped up with this, go back to the original conversation.

Tip#2 What to do when you run out of things to talk about.

If you are constantly watching others and paying attention to what they are talking about you shouldn’t run out of things to say. If you do find the conversation running out then try to find something common to talk about.

This will bring everyone back into the conversation and allow it to pick up again. Some good conversation topics are current events or something about the place you are at.

Tip#3 How to kick up a conversation.

Sometimes for lack of better things to talk about a conversation can get boring. If people are not interested in what is being talked about they will stop talking or leave. You do not want to end up with silence or awkward good byes.

So if you feel the conversation is dragging try to bring up something different than what you have been talking about. This is a good time to state an interesting fact you know or to share a hobby. Pet peeves are another good thing that will liven up the conversation.

Tip #4 How to deal with a topic you know nothing about.

Sometimes you will find that the people you are having a conversation with bring up a topic you know nothing about. In this case you have the opportunity to use your listening skills.

You should take interest in learning about this topic by asking questions. This shows you are interested in the other person and you care about what they have to say.

These tips cover four main situations that crop up in conversation and cause anxiety. Knowing how to handle them can make you feel more at ease with the idea of having a conversation and improve your overall communication skills.

About the Author:
Peter Murphy is a peak performance expert. He recently produced a very popular free report that reveals how to crush procrastination and sustain lasting motivation. Apply now because it is available for a limited time only at: motivation techniques

Teacher's Day!!

2006-09-01T16:30:00.000+08:00

Today is teacher's day.. the best part is that we get a day off! hahaha...

All teachers out there.. Have a great DAY!

Motivation - Student Profiling

2006-09-01T16:00:00.000+08:00

Student profiling is it effective?

Not too long ago, I went for a course on student profiling.. The tool is suppose to determine, study and explain the character and the behaviour of our students, in turn should assist us in our dealings with our student.. Our institution spent quite a bit on this student profiling tool.

However, I tend to think that it is another "americanized" way of packaging of the tool. I cannot deny the fact that its does speaks certain truths and facts about our student, after all the company who came out with this tool had spent millions into the development of the tool.

The interesting point to note is that after a test using the tool is conducted, it was the trainer who can deduce what does the result shows and he can describe the character of the students and recommends ways to improve the weakness of the student.. Do you see the missing link here? We are the teachers, we are suppose to be quip with the skill instead! The trainer cannot be there to explain things to us! And we cannot be a master in a short 3 hours course! What is the use of having loads of data infront of me and I do not knows how to go about it?!

I can't help but feels that the course is more of a sales talk, I am rather disappointed, that I do not really gain much out of the course. And being the typical vendor, they "disappeared" after the sale.. If you ask if there is anything improvement in managing our student, I would dare say that nothing much have changed. Only that the money spent on the purchase of the tool can be put to better use... and more paper work for us.. *sigh..

Do not get me wrong, I am not saying that the Student Profiling Tool is useless, but it is the way executed and carried out. We teacher lacks the espertise in using these tools, such a short course would not be enough for us, the vendor support should be continous even after the sale. Also the institution who sought for these tools should be careful and plan ahead, else you will end up with another white elephant.

Motivaton - Staff and Student Rapport

2006-08-28T09:32:00.000+08:00

Another aspect of motivation for student to enjoy learning is the rapport between the staff and student. A good staff and student relationship helps not only to promote learning but also builds strong bonding between them.

Sometimes have you ever wonder why some teachers are so popular among students, while some teachers are just so difficult to be liked. Perhaps age is one possibility, younger teachers tends to gel easily to with our students. Or is it that they are still fresh and full of energy for our younger generation? However, I acknowledged that there are cases where older staff gets the lime light among students.

Building relationship and bonding is a must in creating a condusive environment for learning. But I am also aware that we can never be able to please everyone, especially in a class of 36!! Saying the word "please" do not mean compromising discipline. Discipline and build character is our job.

My realtionship with my students are simply great! Well, no secret formulae, just have fun with them and enjoy their company but must be firm and just to all students.

Enjoy your week ahead!

Motivation - Classroom Climate Setting

2006-08-26T11:49:00.000+08:00

The learning climate in the classroom is very improtant. It will affect the teaching and learning environment of our students. Usually it is the teacher who sets the climate.

We should cast all our personal feelings and emotions out of the classroom even before we step into the class, especially those unpleasant ones. Did you realise that when you are in good mood the class naturally engages you and the teaching and learning takes place just so naturally. On the other hand, when you are in a foul mood, you will find that you are easily irritated by almost anything and usually lesson could hardly go on.

So try make learning and teaching easier, set the climate right! =)

Motivation for Staff too?

2006-08-25T17:22:00.000+08:00

Have been very busy, these few weeks. Working late almost everyday... and strangely I am not busying with my normal markings and student affairs related matters. Instead a lot of paper work and admin stuff... like organising a talk, meet parent session, competition and etc... can you imagine the kind of logistics and time i have to throw in?!!

Well anyway.. having been talking so much about student motivation. I would like turn the table around this time, staff motivation. One thing which I find which was certainly true is that praises are cheap... especially when your bosses starts singing your praises and patting your back saying how well you have performed but when comes to bonuses and promotion, it tells a different story.

What motivates us as an employee to work?
Putting the need for money for us to survie reasonably aside, is the recognition in monetary the reason behind our motivation? or is the satisfaction that we gain from our job motivates us?

Many will choose the latter... however if it is the latter why is it that we feels down or upset when we do not get our well deserved bonuses? Are we really saying what we feel we want?

Motivational Tool - Goal Setting 2

2006-08-23T21:09:00.000+08:00

A continuation of the last posting..

Using the tool, Goal Setting we can used it as a method to

1. Decide what is important for you.
2. Know what is irrelevant to you.
3. Motivate yourself to achieve.
4. Build self-confidence.

So start setting your own personal goals now!!

Motivation Tool - Goal Setting

2006-08-23T12:59:00.000+08:00

Here is one of the motivational tool that we can teach our student...

Goal setting is a powerful process for personal planning. The process of setting goals helps you choose where you want to go in life. By knowing precisely what you want to achieve, you know where you have to concentrate your efforts.

Note: There are 2 golden rules that we must follow when we set goals
1. Always set goals that are achievable but reasonably challenging...
2. Set both long and short term goals... short ones to keep us going and long ones to help us keep in the direction we are heading...

Are Student our Customer?

2006-08-22T12:55:00.000+08:00

I was attending a seminar when this question was brought up. Should we take our student as our customer?The speaker, a doctorate, opposed strongly to the idea. She mentioned that such concept are very american and used in business corporation, thus we should not run a school like a business entity. A school is a place where not only knowledge is transpired, discipline is also taught and enforced.

My view is that the answer to the question can be either a yes and no.

Yes. Student is our customer.

We teachers need them! Else where will we be?? Similarly, relating it to a business, no customer mean no business. In this context, I do agree, we are providing our service (teaching) to them. Helping them to learn and gain knowledge, a trainer-learner relationship.

No. Student cannot be our customer.

The role of a teacher is never teaching alone. We mould and build student's character too. Punish if we must. Which is more of a parent-child relationship.

I do not question the both side of the answer, which sounds logical. However, I do ponder why this question were surface? Perphaps, many private schools in Singapore are concerned with the number of student they have, which is the more the merrier and I equates that to higher income for them. Therefore, probably why this concept of student being our customer arises. Have anyone heard of a customer being caned or sacked?? I am not sure if such discipline programmes are in place in these institution, but I do hope that there is.

Personally, I feel as an educator and teacher regardless of whether we are in a government or private schools, we should uphold our primary tasks that is

1. To Teach

2. Mould and build responsible furture generations.

Empathy Test - How much do you feel for others?

2006-08-21T13:49:00.000+08:00

Empathy Test. One of the technique learnt during my recent workshop on charactor based discipline.

Ever wonder why certain people feels for the heros in a movies whereas some may feels for the bad guys? This is because there is something in the good and bad guys that individuals can relate to! It can be his own experiences, child hood, beliefs, values and so on. Here is a simple test that you can do to find out how and who your student or child shows their empathy for.

The test: A nuclear missile is gonna hit and wipe out the entire population. There is shelter that can accomodate only 6 persons. Who will you save?

1. A Policeman with a gun.
2. A retired old teacher with long history of asthma.
3. A great super star and enterainer.
4. A Nobel prize peace winner.
5. A reglious teacher.
6. A pregnant woman who was not married.
7. A 8 year old mentally retared boy
8. A father of 3 kids and a sole bread winner in the family.
9. A highly reputed scientist who is also a great inventor of many things
10. An ex-criminal who had turn over a new leaf, he is now rebuilding houses in war torn countries.

What ever the character they chose there is no right or wrong answer, it only reflects how much that character relates to him...

Character Based Discipline

2006-08-21T10:52:00.000+08:00

Attended a short talk on Character Based Discipline on Saturday.

It was interesting. Basically the idea was to find out what are the characters of our student and work on a discipline strategy on that particular student. However, I felt that the talk does not really hit the nail on the head. Well probably a few case studies will help...

Motivation is Attitude in Action

2006-08-19T08:32:00.000+08:00

Well said! Motivation is all about wanting to bring about a change in attitude and actions... of course for the better ;)

Great Books for Reference

2006-08-18T15:35:00.000+08:00

Some of books listed on this blog gave a real in depth studies and had suggested various technique used in a classroom settings. Sure worth the extra cents if you are in the education business!

Educators uses Weblogs to motivate our student

2006-08-17T15:51:00.000+08:00

Motivating Student using Weblogs is a new trend and a powerful tools in reaching out to students....

Weblogs or "blogs" are public journals that are easy to set up and use. They encourage self-expression and reflection and can be integrated into the language arts and social studies curriculum. Learn creative ways to channel your student's motivation towards active reading and better writing.

Certainly a very good way to explore.. educators out there=)

I am Back!

2006-08-17T15:06:00.000+08:00

Hello! I am back... After so long a break. I am into blogging again. Hopes to update this daily. So watch out for more of my posting.

Strategies to motivate student

2005-04-21T11:25:00.000+08:00

A continuation of my earlier journal and what was lacking in my earlier findings which is on “what else can be done to help unmotivated students?” I started searching the Internet for strategies that others had adopted and hopefully to broaden my findings. I found an article, “Motivating Students” by Barbara Gross Davis informative and relates well with my concern.
http://teaching.berkeley.edu/bgd/motivate.html

I spent a couple of days reviewing and reflecting on the write-up. Below is what I have gained from the article.

1. General Strategies
a. Capitalize on students’ existing needs
b. Make student active participants in learning
c. Ask students to analyze what makes their class more or less “motivating”

2. Incorporating Instructional Behaviors that motivate students
a. Hold high but realistic expectations for your students
b. Help students set achievable goals for themselves
c. Tell students what they need to do to succeed in your course
d. Strengthen students’ self-motivation
e. Avoid creating intense competition among students
f. Be enthusiastic about your subject

3. Structuring the course to Motivate Students
a. Work from students’ strengths and interests
b. When possible, let students have some say in choosing what will be studied.
c. Increase the difficulty of the material as the semester progresses
d. Vary your teaching methods

4. De-emphasizing Grades
a. Emphasize mastery and learning rather than grades.
b. Design tests that encourage the kind of learning you want students to achieve.
c. Avoid using grades as threats

5. Motivating students by responding to their work
a. Give student feedback as quickly as possible.
b. Reward success.
c. Introduce students to the good work done by their peers
d. Be specific when giving negative feedback.
e. Avoid demeaning comments.
f. Avoid giving in to students’ pleas for “the answer” to homework problems

The author had elaborated on each of the points given above and I tend to agree on her findings. Also, her in-depth discussion on the topic gave me a much better understanding of our students and my role as a teacher.

Quoted from the article, “Effective learning in the classroom depends on the teacher’s ability… to maintain the interest that brought students to the course in the first place. Whatever level of motivation your students bring into the classroom will be transformed, for better or worse, by what happens in the classroom.” Indeed we as a teacher play an important role in our students’ learning journey, this made me realized the important of the correct values and beliefs we must had when we first went into teaching. And always to fall back on our values and beliefs and the going gets tough.

But what happens when we are not able to live up to the expectation?
Is this why teachers leave their profession?
Or are we giving ourselves too much pressure when our students fail to perform?
Should we shoulder all the responsibilities when they fail to perform?
What are my strength and weaknesses?

I probably would not be able to answer some of these questions, and very likely I can only find out the answers along the way.

Article Review

2005-04-12T13:25:00.000+08:00

Introduction
I was searching the web for ways to motivate my student to learn, when I chanced upon this interesting article, “Student Motivation to Learn”.( http://www.ericdigests.org/1995-1/learn.htm) . The article appeal to me because it was in-line with my belief that the desire to learn must ultimately comes from within.

The author started off by stating a fact that infant and young children’s learning is propelled by curiosity, driven by an intense need to explore, interact with and make sense of the environment. However, as they grow older their passion for learning shrinks. Many left school before graduating and many more are physically present in the classroom but largely mentally absent; they fail to invest themselves fully in the experience of learning, which I agree totally when relating them to our students.

In the article, the author covers
1. What are student motivation
2. The factors influencing the development of student’s motivation
3. The advantages to intrinsic motivation
4. Foster motivation to learn in school setting
5. What can be done to help unmotivated students

Some of the things raised in the article can be easily related to real life. I also find some of her viewpoints interesting and insightful.

Key point 1
“… Although students may be equally motivated to perform a task, the sources of their motivation may differ…”

It is notice that a student who is intrinsically motivated undertakes an activity out of his own accord; it may be for self, enjoyment or for the feeling of accomplishment. This group of students which I consider them and the best sort of student a teacher can ask for need not to be told, reminded or “chased” for assignments and projects. Very often they themselves would take the initiative to do, find out more or learn on their own accord.

On the other hand an extrinsically motivated student undertakes an activity in order to gain some reward or avoid punishment. This group of students can perform or learn only if the right extrinsic motivating factor is used on them.

It is interesting to note the different in the motive to learn. As an educator we can help to fill in the gap when there is an absent of intrinsic motivation to learn.

“But does it really matter whether students are primarily intrinsically or extrinsically oriented toward learning?”

When intrinsically motivated, students tend to employ strategies that demand more effort and that enable them to process information more deeply. The article also suggests that students with an intrinsic orientation tend to prefer tasks that are moderately challenging, whereas extrinsically oriented students gravitate toward tasks that are low in degree of difficulty. Extrinsically oriented students are inclined to put forth the minimal amount of effort necessary to get the maximal reward (Lepper).

Although every all our learning activities or subjects cannot be as interesting and appealing to our students these findings suggest that when teachers can capitalize on an existing intrinsic motivation, there are several potential benefits. The article did not mention what are the benefits, but I would think that some of these benefits are obvious. Examples are lower attrition rate, lesser disciplinary problems, higher test and exam scores and student participation.

Key Point 2
Factors that influence the development of students’ Motivation

1. “Children's home environment shapes the initial constellation of attitudes they develop toward learning…”

2. “The beliefs teachers themselves have about teaching and learning and the nature of the expectations they hold for students also exert a powerful influence (Raffini).”

3. “Schoolwide goals, policies, and procedures also interact with classroom climate and practices to affirm or alter students' increasingly complex learning-related attitudes and beliefs.”
The article suggests that the attitude toward learning is shaped at home when children are young. Parents can nature their children’s natural curiosity about the world by welcoming their questions and encourages them to explore. Thus, giving them the message that learning is worthwhile and frequently fun and satisfying and as they start schools they are able to relate successes and failures to their own effort and ability.
Although, I feel that the author did brought up an interesting point about how and why student’s childhood affects their perception towards learning, but it does not touch on what happens to those who had had bad experiences or trauma about learning when they are young, and how this would affects them in their learning journey later. Should we be more concern about this group rather than the former?
The second factor raised was that the beliefs the teachers have about teaching and learning and the expectations they hold for students affects their motivation towards learning. I tend to agree fully with this statement. One of the motivational theories about expectancy suggested that if we expect certain desired pattern in our students, our student will tends to moved towards that desired outcome. I find that this really works in our students. Our students has the mindset the “it’s the end” for them and if the teachers had that mindset too, then it would really be the end for them. Lucky for them that majority of our teachers in ITE are committed to see our student change and excel in their studies and to have a good perception towards learning. I personally have tried this on my student they did change their behaviour for the better, being more participative and attentive in class.
ITE have adopted the vision for our students to be lifelong learners and the shifting of the teacher-centered learning to student-centered learning will set the climate for a supportive environment for our learners. That is precisely the third factor that the author had brought up.
The points raised here, set me reflecting how exactly I learn during as a child, student and an adult, also how the environment, policies and factors shape my attitudes towards learning… and how my belief was form during these years…

Key Point 3
How can motivation to learn be fostered in school setting?
The article mentioned a few ways that educators can adopt,
1. Teachers as the active socialization agents capable of stimulating student motivation to learn
2. Classroom climate - caring, supportive, a sense of belonging where everyone is valued and respected
3. Various task dimensions – tasks should be challenging but achievable, relevant
5. Define tasks in terms of specific, short-term goals
6. Extrinsic rewards
Of the ways mentioned above, I would agree fully and able to apply them in my class. The author recommended that extrinsic reward to be used with caution for they have the potential for decreasing existing intrinsic motivation. She does not explain in detail how this may leads to decrease in intrinsic motivation. Could there be a possibility of extrinsic reward strengthening the already intrinsically motivated student to learn more instead? The author fails to address her point to illustrate how exactly extrinsic rewards will erode intrinsic motivation.

Conclusion
I used to think that there is not much I could do if student himself does not have a desire to acquire new knowledge. The article manages to bring my understanding of my own belief to another level and broaden my thinking. There are many factors that attribute to a person’s attitude towards learning, his family, past experiences, environments and polices. Out of these, some are beyond our control but as a teacher I am now more aware of what are the things that we can do to help them learn. We could give them a conducive environment suited for learning which is supportive and caring. We should be able to identify those who need motivating and offer our help.
I am now more aware and conscious of what I do and say in class, my action or expectation of my students will affects them greatly (expectation theory). More conscious effort should be put into my lesson planning and the designing of my tasks for my students. The article briefly describes what may be done to help unmotivated student which I find was quite lacking, thus there is a need to build up from here.

My Concern

2005-03-08T08:21:00.000+08:00

Was back to teaching for a few days already.. Just yesterday, I took over a class from my fellow colleague. My first day with the group of youths was overall pleasent.

I spent the 1st half an hour breaking the ice .... well, I am able to engage most of them (except 4-5 of them showed least interest, they were either reading newspaper or having a small talk among themselves). Was wondering what was going on in their mind?... a new teacher is taking over and this particular group seems indifferent to the change.

I did a self intro of myself... after which, everyone in the class introduced themselves; their names and what they see themselves after 5 years down the road... well.. almost the whole class gave identical answer... "My name is XYZ..., .... I am going NS... dunno what to do, see 1st." Others said, "...want to go poly, but dunno what I want to do if cannot get into poly...". After some questioning I realised that some of them are not doing what they can now to get into a poly... And I could sense that some of them are really not motivated to study. (hmm... My belief is that all learning ultimately comes from within... well it is alway a challenge to help our student overcome this barrier towards learning)

Nevertheless.. After hearing all theseI spent the next 15 mins "imparting" some goal setting skills to them and try motivating them by using myself as the real life example... hmm... wonder how much have gone into their head...?

Anyway.. I started the lesson proper.. I used the power point which I have painstakingly made over the last weekend for this lesson... The powerpoint did capture their attention for a while, but they loses their attention just as quick... However, there is this particular student from China, age about 30 plus year old, I remembered that he said that his goal was to secure a job in Singapore and wishes to stay here... he was attentive throughout the lesson...

After the lesson, some of these students' action towards learning confirmed my belief that learning indeed comes from within ourselves. However, this set me thinking...
How do we as teacher help our student learn, if they are not motivated within???

Reflection on the counselling course during CTE

2005-03-03T15:04:00.000+08:00

I joined ITE in year 2000 as a Technical Support Offier and was redeployed to teaching in 2003. I have been teaching for the past 1 year and met many different students and had “counseled” a handful of them. However after attending the counseling module in PCTE, I have realized that what I have been doing was in fact mentoring and not counseling!

I was then providing a listening ear or a shoulder for them to cry on. After hearing their problems I would suggest solutions and directions for my troubled students. Very often I was caught in a situation where I am not able to suggest any remedies for them, thus referring them to other staff. Never did I realized that how “mechanical” I was, that I have failed to help them to internalized their problem and help them work towards change.

After knowing what counseling was trying to achieve, I strongly agree that a person is capable of change. However, I also strongly believe that the wanting to change in certain behaviour must come from the counselee within. I feel that there must be a certain “x-factor” that is strong enough to motivate him to change. Therefore, I asked myself whether is it possible for us, as an amateur counselor, to identify that “x-factor” and able to stir up that desire to change in them?

One of the tool, reality therapy (which I think was useful), was introduced to us during the PCTE. I acknowledged that applying reality therapy does help our counselee to think for himself, identify his needs, evaluate his problem and challenges him to reflect on the solutions and help him plan for changes. I feel that these will only help him to realize where his problem was and what he can do to get out of that situation. But he may not eventually follow his plans and take the steps to change his behaviour. This is probably due to some resistance he is facing. I can identify some of the these resistance as the followings,

1. Counselee’s Feeling
One example is fear, in one of the role play where the counselee (played by Siew Lan) was being victimized by her classmates. Her fear of being hurt by them forces her to be submissive. Therefore, even if we are able to help her think for herself that she needs to change her behaviour to protect herself; she may still resist changing because she has not overcome her biggest obstacle, fear. Likewise for other feelings like hatred, love and etc.

2. Counselee’s Past Experiences
The counselee’s past experiences in life, especially traumas may force him to resist changes. His present personality, thoughts and character are probably influenced by these past experiences, thus I believe that to make him change is an uphill task, unless some triggering event comes up and causes him the willingness to change.

3. External Factors
Putting myself in a counselee’s shoe, external factors like culture, society, family and peer pressure, has certainly affects my decision towards changes. For example in the role-play on a counselee (played by Maybelline) who was addicted to drugs, she may have realize the harmful effects of drugs and knew its consequences, and she may have wanted very much to change. However, the external factors like peer pressure and the acceptance level of her family and the society does affects her desire to change.

Therefore, I feel that as a front-line counselor our hands are tied when we want to help them overcome these resistances, as they ultimately are the ones who will take that very first step towards change. I could always help them reflect and think for themselves, but it is that particular “x-factor” that will trigger them to change. Nevertheless, I will still try my best to counsel them as I strongly believe that a person is capable of change.

Back to teaching

2005-03-02T11:25:00.000+08:00

I am back in campus... and will be started teaching soon... Well lots of thing are coming up... new projects, new module that i am taking over, prepare lessons, PCTE assignments.... wow! so busy...

There are many concerns right now.. no idea which to tackle 1st. well guess I have to take one step at a time. I guess the most worrying part is on Melinda's assignment... having needed to constantly reflect my thoughts... and penning it down, which is not my habit... will I have the time and discipline?....

Action Research

2005-01-27T11:30:00.000+08:00

Well... I am new to AR. But after a few lessons... Think I am seeing some "beauty" in this AR thing. Good but ... I dunno.... think I still need time to truely appreciate it...

What are my values and beliefs as a teacher?

2005-01-27T09:20:00.000+08:00

What are my values and beliefs as a teacher?
Penning my thoughts is no an easy task... I have never done this before… hmm… the first thing that comes to my mind is that a teacher must be competent in the subject area he is teaching…. but, I know also that his existence is not only to impart knowledge to our student, there are many roles he has to play and many responsibilities he has to shoulder (Specified in ITE’s requirements for a teacher)… Looking through the list I tried to draw some ideas from the list to see whether they relate to me… reflecting on what was on the list, questions came to my mind….

Are these qualities listed essential and meaningful to me?
Are they just guides for me to be a good teacher?
Are there more to the list?
What is it that is close to my heart that I values most?

My Values
Pondering through my life as a student and my encounters with my teachers…. “Sincerity” and “Respect” came to my mind. I find that only teachers who are truly sincere in their dealing with student will touch them in one way or other…. And eventually earning respect…

My Belief
There is no doubt that I am responsible for their learning but I strongly believe that all learning ultimately comes from within, therefore, as a teacher we are to facilitate, motivate, generate and cultivate that kind of interest and the correct attitude towards learning.

Hmmm.... But why that belief?... Guess it is through personal learning experiences. I was “spoon fed” by my teachers since primary school… till I was in NTU that I realized that I cannot survive in U if I continue to depend on my lecturers and tutors. I have to do something… LEARN to LEARN!

Hmmmm…. given a short span of 2 years with our students, we may not be able to change much or turn them around drastically, but hopefully through the time spent together with them I am still hopeful they are able to pick up the right values towards life and the positive attitudes towards learning…

My Blog

2005-01-25T17:17:00.000+08:00

Yeah!! Just started this blog... hopefully I can keep it updated everyday...