Sent from my Samsung Omnia II GT-I8000
The first mistake I noticed is in the units.
Then I noticed the error in 640, before the words "check again!" got my attention.
On further reading and thinking...
Showing posts with label education. Show all posts
Showing posts with label education. Show all posts
Tuesday, January 4, 2011
Is this a spot the mistakes advertisement?
The first mistake I noticed is in the units.
Then I noticed the error in 640, before the words "check again!" got my attention.
On further reading and thinking...
Sunday, January 2, 2011
Monday, August 9, 2010
An education opportunity
My son is old enough to have some eagerness to watch the NDP fireworks. Also because he has watched it a couple of times. No, he is not old, only 2+, but we have watched it from far during the many past NDP rehearsals in the last few weeks.
Yet, today, the actual NDP day, he was sleeping during the fireworks display. My dad wanted to wake him up to watch, but I said no need. Because
Yet, today, the actual NDP day, he was sleeping during the fireworks display. My dad wanted to wake him up to watch, but I said no need. Because
Tuesday, April 13, 2010
Be really safe
(a) the students sling his/her bag behind too low, or
(b) some items are placed on the rear rack.
Picture from The Straits Times article Safe cycling clinic for schools in Tampines.
Tuesday, April 6, 2010
Mind and body age mismatch
Just heard from wife some days ago that son's classmate is a boy who was abandoned by both his father and mother. We know of another boy in our neighborhood whose young parents were separated less than a year after married and he is raised by his paternal grandparents.
We are not social workers. I believe social workers have more to tell.
Physical body grows according to natural laws, while [spiritual] mind grows from life experiences and guidance from parents and elders. There is too much academic education for the brain, yet virtually no proper education for the mind.
We are not social workers. I believe social workers have more to tell.
Physical body grows according to natural laws, while [spiritual] mind grows from life experiences and guidance from parents and elders. There is too much academic education for the brain, yet virtually no proper education for the mind.
Thursday, October 8, 2009
Education as a science
Do you agree that education is a science? I think so. Then, I think a problem in education of arts subject is the difficulty in finding people who are good in arts yet can also master the science of education.
I was lucky ... to have a British English teacher who likes computer programming during my sec 3 and 4. I always feel that those were the 2 years where I learnt more than 90% of my English, although my English is still quite bad.
Thus, I think it is not a good idea to just find people who are good in a arts subject to teach the subject because typically, when someone is good in arts, he/she is usually quite bad in science.
I was lucky ... to have a British English teacher who likes computer programming during my sec 3 and 4. I always feel that those were the 2 years where I learnt more than 90% of my English, although my English is still quite bad.
Thus, I think it is not a good idea to just find people who are good in a arts subject to teach the subject because typically, when someone is good in arts, he/she is usually quite bad in science.
Wednesday, July 2, 2008
Look deeper
Recently there is a study and the focus is on Indians are ignorant about sex till age 15. From the western perspective, this is a problem, but is it?
If a kid body temperature is found to be 37.8 degrees Celsius, it is an issue from the western medicine perspective, but is it? During the SARS in 2003, guidelines were given to disallowed children with fever to go to school. However, there were a number of kids were being kept away from school for many days because their daily temperature ranges much higher than the "normal" 37 degrees. Later, it was recognized that ... although their measured temperatures were higher than 37 degrees, they are not having fever nor feeling unwell.
So, what's going on? We should not just look at numbers and forget about the context. The normal 37 degrees is an average derived from observations, but not based on theory. For a person who is not similar to those being observed, or even for an individual among those observed, we shouldn't insist that the person normal temperature be that average.
Another example, if there were a study on general knowledge regarding winter, I am quite sure that Singaporeans will have extremely low scores. However, this will not be a worry because such knowledge is not relevant in Singapore, unless the weather changes drastically. Put it another way, it is not that Singaporeans have failed to acquire winter knowledge or Singapore education system has overlooked this area, but the circumstances here doesn't require us to know so much about winter.
So, what does the result Indians are ignorant about sex till age 15 suggest? Does it suggest that Indians are in danger because of this ignorant? Does it mean the India education system is behind time? I seriously don't think so. It should reflect that in India, most people do not need to worry about these knowledge because they are relatively much safer than the western world as they are not too affected by the bad influences from the sexual revolution since the 60's [yet].
Thus, the alarm is that how could we delay or avoid the influence of the terrible sexual revolution?
If a kid body temperature is found to be 37.8 degrees Celsius, it is an issue from the western medicine perspective, but is it? During the SARS in 2003, guidelines were given to disallowed children with fever to go to school. However, there were a number of kids were being kept away from school for many days because their daily temperature ranges much higher than the "normal" 37 degrees. Later, it was recognized that ... although their measured temperatures were higher than 37 degrees, they are not having fever nor feeling unwell.
So, what's going on? We should not just look at numbers and forget about the context. The normal 37 degrees is an average derived from observations, but not based on theory. For a person who is not similar to those being observed, or even for an individual among those observed, we shouldn't insist that the person normal temperature be that average.
Another example, if there were a study on general knowledge regarding winter, I am quite sure that Singaporeans will have extremely low scores. However, this will not be a worry because such knowledge is not relevant in Singapore, unless the weather changes drastically. Put it another way, it is not that Singaporeans have failed to acquire winter knowledge or Singapore education system has overlooked this area, but the circumstances here doesn't require us to know so much about winter.
So, what does the result Indians are ignorant about sex till age 15 suggest? Does it suggest that Indians are in danger because of this ignorant? Does it mean the India education system is behind time? I seriously don't think so. It should reflect that in India, most people do not need to worry about these knowledge because they are relatively much safer than the western world as they are not too affected by the bad influences from the sexual revolution since the 60's [yet].
Thus, the alarm is that how could we delay or avoid the influence of the terrible sexual revolution?
Friday, June 27, 2008
How do computers socialize?
Just a couple of days ago, I attended a talk about fMRI and the speaker mentioned the difference between brain and computer. Both have different levels, from quantum mechanics to computer networks in the computer technology, and from biochemistry to sociology, which is about how people relate to each other. However, the main difference is that in computer, each level is affecting mainly its neighboring levels. Whereas in the brain, a cup of coffee triggers some biochemical responses that will affect how a person responds to others subsequently. Also, on listening to a sad piece of news may trigger some biochemical responses.
The era of computer is quite short, yet to reach a century. Yet, there were vast technological improvements in all levels from quantum mechanics and material engineering to architecture, software and computer networks. Unlike the brain, we don't need to know all levels of the computer ... in order to work with it. Currently, even though computer networks have been in lime light since the birth of Internet about two decades ago, this is still a very hot and potential area. Thus, for people interested in walking down an IT career path, this is a very important subject to study.
Cisco certification offers the environment to equip one with knowledge and skills from entry level IP Connectivity, to associate level such as Security, professional level such as Service Provider, expert ones such as Storage Networking, and specialist certifications like Unified Communications.
My basic degree is in computer science. However, I realized a little late that you don't have to be a computer scientist to ride on the then uprising IT industry. Yet, holding on to one certification is not enough. The continuously changing IT industry requires one to be always learning. At this moment, and in the many years to come, I believe knowledge on how computers socialize -- computer network technologies, is very valuable.
The era of computer is quite short, yet to reach a century. Yet, there were vast technological improvements in all levels from quantum mechanics and material engineering to architecture, software and computer networks. Unlike the brain, we don't need to know all levels of the computer ... in order to work with it. Currently, even though computer networks have been in lime light since the birth of Internet about two decades ago, this is still a very hot and potential area. Thus, for people interested in walking down an IT career path, this is a very important subject to study.
Cisco certification offers the environment to equip one with knowledge and skills from entry level IP Connectivity, to associate level such as Security, professional level such as Service Provider, expert ones such as Storage Networking, and specialist certifications like Unified Communications.
My basic degree is in computer science. However, I realized a little late that you don't have to be a computer scientist to ride on the then uprising IT industry. Yet, holding on to one certification is not enough. The continuously changing IT industry requires one to be always learning. At this moment, and in the many years to come, I believe knowledge on how computers socialize -- computer network technologies, is very valuable.
Monday, June 16, 2008
Re-considering my first job - as a tutor
I have found my backup income! Quoting from the report, Singapore emerging as 'tuition nation'
It isn't just the money. 20 students/week at 1.33 students/session, 5 days/week and 2 hours/session means about 3 sessions/day for 5 days/week, or about only 30 hour work-week.
Physics tutor Phang Yu Hon has nearly 90 students and earns nearly 20,000 Singapore dollars (15,000 US dollars) a month, the report said. The 41-year-old gave up his research engineering job in 1994.Probably without word of mouth, I imagine can get ~20 students and monthly ~S$ ... 4000 is quite nice. All thanks to the high pressure by teachers, who unshamefully asking parents to get tutors for their kids. Anyone interested for a mathematics tutor may check out my answers at Yahoo!Answers.
It isn't just the money. 20 students/week at 1.33 students/session, 5 days/week and 2 hours/session means about 3 sessions/day for 5 days/week, or about only 30 hour work-week.
Thursday, June 5, 2008
Be careful how you ask a question
A JC friend returned from US to this region recently for a short visit. He is into research on student's thought process when learning math. I took a quick browse of his PhD Thesis and found an experiment by Cramer, Post and Currier (1993). I tested it out at Yahoo!Answers. However, it doesn't work as expected the first time. Then, I rephrase the way I present the question, and ... it works the second time.
I suggest readers to try it out first and see the results I got from Yahoo!Answers.
Indeed, even in normal life events not necessary mathematical, the way we ask does affect the way the other party responds.
I suggest readers to try it out first and see the results I got from Yahoo!Answers.
Sue and Julie were running equally fast around a track. Sue started first. When she had run 9 laps, Julie had run 3 laps. When Julie completed 15 laps, how many laps had Sue run?Link to my experiments: Does your answer make sense? (for students)? and Quick, how many laps Sue ran?
Indeed, even in normal life events not necessary mathematical, the way we ask does affect the way the other party responds.
Friday, May 16, 2008
Approaches are different
It started from an article about youths and teens getting AIDS/HIV in Singapore last week. The author prefers safer sex message over abstinence. Then, there were three articles published in oppose to her article, all published on Monday. Next came two articles highlighting the issue in relation to business organisations, on Tuesday and Friday.
All of them concerns about AIDS/HIV. However, there are two groups being concerned here, the employees, who are typically adults, and the youths and teens. As such, I question is the approach towards employees by corporate management for the sake of business, suitable? ... when applying to the youths and teens.
Employees are adults. Thus, management won't want to influence their attitude towards their sexual life. Employees are not with the company for life. Thus, management is mainly interested in their wellbeing during the years they are serving the company. In the corporate context, the main concern is business performance. Thus, if an employee, regardless being HIV negative or not, can remain productive for the company, managment is happy.
Youths and teens are not adults. Thus, adults of this society share some responsibility in their good wellbeing and upbringing. I agree that judging others by our standard is not nice and unproductive. However, that doesn't mean that we should shunt from expressing what our standard is. I am quite sure that in general, no extra-marital sex is still the best preference by vast majority, even though many may not think that this should be the only preference.
Youths and teens will be in this society, or world whole of their life. Thus, our concern for them shouldn't be limited to when they are young, although our influence on them will be very limited when they are older. When they became adults, they will be influence the youths of their time. Thus, our concern should also not be limited by the youths of our time, but all youths at all time.
In society, we are here to live our life, and work is only a part of it. Getting married with our life partner, building a happy family, and parenting next generation are some of the other parts. Thus, being infected by HIV is not simply a health issue, but it affect many other parts of one's life.
I can understand that managment doesn't have the position and the need to promote abstinence lifestyle to their employees. Doing so has little or no business value for the company. It is also quite unlikely that employees will care about such messages as these are not job or career related.
Thus, from the perspective of management, it may be OK as long as the employee is productive during the employment with the company, and the company can manage when many of them are infected with AIDS/HIV. How getting AIDS/HIV would affect the employee life, family, future, next generation (if any) are quite out of the scope of the management.
However, youths and teens are learning and observing about this world and what is life from those who have been here longer than them. They may not like us to indoctrinate them, but they are still being influenced by adults in many ways since the society they live in have been built by us.
Thus, as adults who care about the society and its future, our concern is much more than that. We don't want just to delay their extra-marital sex behaviors until they are old enough, but we should at least mentioned that extra-marital sex is bad. We don't want just to reduce their risk by teaching safer sex, but we must clearly present the simple logic that risk avoidance is much better than risk managment.
Thus, the corporate's approach in raising awareness about AIDS/HIV among their employees should not be used when targetting youths and teens.
All of them concerns about AIDS/HIV. However, there are two groups being concerned here, the employees, who are typically adults, and the youths and teens. As such, I question is the approach towards employees by corporate management for the sake of business, suitable? ... when applying to the youths and teens.
Employees are adults. Thus, management won't want to influence their attitude towards their sexual life. Employees are not with the company for life. Thus, management is mainly interested in their wellbeing during the years they are serving the company. In the corporate context, the main concern is business performance. Thus, if an employee, regardless being HIV negative or not, can remain productive for the company, managment is happy.
Youths and teens are not adults. Thus, adults of this society share some responsibility in their good wellbeing and upbringing. I agree that judging others by our standard is not nice and unproductive. However, that doesn't mean that we should shunt from expressing what our standard is. I am quite sure that in general, no extra-marital sex is still the best preference by vast majority, even though many may not think that this should be the only preference.
Youths and teens will be in this society, or world whole of their life. Thus, our concern for them shouldn't be limited to when they are young, although our influence on them will be very limited when they are older. When they became adults, they will be influence the youths of their time. Thus, our concern should also not be limited by the youths of our time, but all youths at all time.
In society, we are here to live our life, and work is only a part of it. Getting married with our life partner, building a happy family, and parenting next generation are some of the other parts. Thus, being infected by HIV is not simply a health issue, but it affect many other parts of one's life.
I can understand that managment doesn't have the position and the need to promote abstinence lifestyle to their employees. Doing so has little or no business value for the company. It is also quite unlikely that employees will care about such messages as these are not job or career related.
Thus, from the perspective of management, it may be OK as long as the employee is productive during the employment with the company, and the company can manage when many of them are infected with AIDS/HIV. How getting AIDS/HIV would affect the employee life, family, future, next generation (if any) are quite out of the scope of the management.
However, youths and teens are learning and observing about this world and what is life from those who have been here longer than them. They may not like us to indoctrinate them, but they are still being influenced by adults in many ways since the society they live in have been built by us.
Thus, as adults who care about the society and its future, our concern is much more than that. We don't want just to delay their extra-marital sex behaviors until they are old enough, but we should at least mentioned that extra-marital sex is bad. We don't want just to reduce their risk by teaching safer sex, but we must clearly present the simple logic that risk avoidance is much better than risk managment.
Thus, the corporate's approach in raising awareness about AIDS/HIV among their employees should not be used when targetting youths and teens.
Standing in Yahoo!Answers
I am recently given the "Top Contributor" title after having 30% of my answers voted or selected as the best answer, and earned enough points to Level 4!
Too bad no $ attached :(
I should consider solving maths problems as my hobby :)
Too bad no $ attached :(I should consider solving maths problems as my hobby :)
Thursday, May 1, 2008
"You can't" and "I can"
What are the differences between these two phrases: "You can't get good score" and "I can get good score"?
The former focus on "you" and what you "can't" achieve, while the latter focus on "I" and what I "can" achieve.
What is the reason to make the first type of statement? When it is more likely to focus on "you" then "I" and "can't" than "can". What kind of situations could that be? ...
When there isn't much to say about "I" and/or about "can".
When a person can achieve something, would he be interested in telling people that who are the people who can't achieve it? I don't think so. Thus, when someone is telling the world who can't achieve something, I bet the unmentioned fact is that this person also can't achieve it.
Thus, when we read news such as Abstinence [programmes] 'not effective', I bet the opponents also didn't achieve effectiveness, else shouldn't they mention it? Also, it should suggest that there are growing number of supportive people and beliefs that abstinence programmes work, which typically imply there are evidence that abstinence programmes work. Furthermore, by conducting studies targeting on some selected abstinence programmes, but none of other programmes, is quite a bias approach.
More importantly, the results only suggest that the situation is quite bad, and I don't think they are showing that the situation is getting worse. In addition, abstinence programmes are not controlled experiments where the subjects are not allowed to be influence by many other things that they are exposed to in their daily life. I would say that common sense should point towards the argument that when abstinence programmes are not effective yet, shouldn't we reinforce them, and tune down other counter influences, especially in media and adults' behaviors, that are undermining the effectiveness of such programmes.
E.g. "Have sex without love is wrong, or isn't ideal" should be a better and correct message than "Have sex before the age of 16 is not allowed" which is obviously a way for adults to hide from guilt.
The former focus on "you" and what you "can't" achieve, while the latter focus on "I" and what I "can" achieve.
What is the reason to make the first type of statement? When it is more likely to focus on "you" then "I" and "can't" than "can". What kind of situations could that be? ...
When there isn't much to say about "I" and/or about "can".
When a person can achieve something, would he be interested in telling people that who are the people who can't achieve it? I don't think so. Thus, when someone is telling the world who can't achieve something, I bet the unmentioned fact is that this person also can't achieve it.
Thus, when we read news such as Abstinence [programmes] 'not effective', I bet the opponents also didn't achieve effectiveness, else shouldn't they mention it? Also, it should suggest that there are growing number of supportive people and beliefs that abstinence programmes work, which typically imply there are evidence that abstinence programmes work. Furthermore, by conducting studies targeting on some selected abstinence programmes, but none of other programmes, is quite a bias approach.
More importantly, the results only suggest that the situation is quite bad, and I don't think they are showing that the situation is getting worse. In addition, abstinence programmes are not controlled experiments where the subjects are not allowed to be influence by many other things that they are exposed to in their daily life. I would say that common sense should point towards the argument that when abstinence programmes are not effective yet, shouldn't we reinforce them, and tune down other counter influences, especially in media and adults' behaviors, that are undermining the effectiveness of such programmes.
E.g. "Have sex without love is wrong, or isn't ideal" should be a better and correct message than "Have sex before the age of 16 is not allowed" which is obviously a way for adults to hide from guilt.
Sunday, April 27, 2008
Love to do good things
I just saw an advice in a book about wisdoms of mothers of famous people. One passage title is "do not force children to do things they dislike." I didn't read the main passage, but I guess most likely it explains the cons of forcing children to do things. I would like to cast it slightly differently ... .
First of all, what are those things that adults would want to force children to do? I bet many of these are "right" things to do. However, such right things may not be likable by children. Thus, the likelihood of adults forcing them to do it. So, the above wisdom seems to suggest "relax, don't force, and lets nature takes its course."
Nevertheless, I agree that we should not "force," regardless how rightful the thing we want children to do. However, the essence is to educate and guide children to like doing right things. In this sense, forcing is not tackling the liking to do the right things, but just the external outcome of children doing it.
I should have mentioned this before, I hate to see parents "forcing" children to greet other adults when meeting other adults. This is the time to observe whether children are doing it, deducing how much they like to do it, but not the time to "educate" or force them to do it. With the observation, at later time when circumstances are suitable, then we make efforts to explain/guide/educate them to like to do it. Observe again next time round, and keep educating.
Of course, if the things we want the children do aren't that "right," e.g. playing piano, then the more we shouldn't force them.
First of all, what are those things that adults would want to force children to do? I bet many of these are "right" things to do. However, such right things may not be likable by children. Thus, the likelihood of adults forcing them to do it. So, the above wisdom seems to suggest "relax, don't force, and lets nature takes its course."
Nevertheless, I agree that we should not "force," regardless how rightful the thing we want children to do. However, the essence is to educate and guide children to like doing right things. In this sense, forcing is not tackling the liking to do the right things, but just the external outcome of children doing it.
I should have mentioned this before, I hate to see parents "forcing" children to greet other adults when meeting other adults. This is the time to observe whether children are doing it, deducing how much they like to do it, but not the time to "educate" or force them to do it. With the observation, at later time when circumstances are suitable, then we make efforts to explain/guide/educate them to like to do it. Observe again next time round, and keep educating.
Of course, if the things we want the children do aren't that "right," e.g. playing piano, then the more we shouldn't force them.
Friday, April 25, 2008
Will teachers like me?
It has been coming to attention by more parents that students are working harder than adults. Although my son is still very young or small, I have this idea years before I was promoted to father.
I plan to teach my child that an important aspect of studying in school is to learn. Thus, doing homework ... not about answering to the "boss" aka the teacher. is towards this goal too. I don't consider cannot finish homework as a direct problem of the child. I will focus on whether he has learned what is being taught.
If no, then the problem is not he not able to finish all the homework, but he hasn't learned the concepts yet. Thus, he should stop doing the homework without understanding rather than just try to finish the homework.
If yes, then he doesn't really need to finish the homework. When the amount of homework is too much, I suggest be smart to browse through and select those that can give you the necessary and sufficient practices to learn and apply knowledge learned.
So, future teachers of my child please take note :)
I plan to teach my child that an important aspect of studying in school is to learn. Thus, doing homework ... not about answering to the "boss" aka the teacher. is towards this goal too. I don't consider cannot finish homework as a direct problem of the child. I will focus on whether he has learned what is being taught.
If no, then the problem is not he not able to finish all the homework, but he hasn't learned the concepts yet. Thus, he should stop doing the homework without understanding rather than just try to finish the homework.
If yes, then he doesn't really need to finish the homework. When the amount of homework is too much, I suggest be smart to browse through and select those that can give you the necessary and sufficient practices to learn and apply knowledge learned.
So, future teachers of my child please take note :)
Thursday, March 20, 2008
Join me to break the vault
Taking part in online contests at BreakTheVault.com is
1) free,
2) convenient because it is online,
3) challenging but not impossible because you have unlimited chances to attempt to solve each one,
4) a fun way to learn new knowledge,
5) money making (for Americans) because the first one to solve will win cash or prizes ($400 already given out in the first two contests!).
In a previous contest, the winner got the answer, psittacus erithacus, with only 24 guesses while there are total of 1307 guesses from 204 contestants and only 9 clues given.
With many bloggers like me spreading this good news, they are increasing prize values even more!
Post Sponsored by Break The Vault.
1) free,
2) convenient because it is online,
3) challenging but not impossible because you have unlimited chances to attempt to solve each one,
4) a fun way to learn new knowledge,
5) money making (for Americans) because the first one to solve will win cash or prizes ($400 already given out in the first two contests!).
In a previous contest, the winner got the answer, psittacus erithacus, with only 24 guesses while there are total of 1307 guesses from 204 contestants and only 9 clues given.
With many bloggers like me spreading this good news, they are increasing prize values even more!
Post Sponsored by Break The Vault.
Wednesday, February 20, 2008
What is your generation?
In Taiwan, they used the decade to classify people into generations of the 60's, 70's, 80's, and so on. There are also the descriptive names such as hippies, gypsies, punkies quite some years back. Anyway, I like the name of this ministry, Generations of Virtue.
Check out Generations of Virtue's clearance page and you'll find handfuls of great books at low prices. Choose from titles such as Preparing Your Son for Every Man's Battle and "Setting a Paradigm for Purity".
Check out Generations of Virtue's clearance page and you'll find handfuls of great books at low prices. Choose from titles such as Preparing Your Son for Every Man's Battle and "Setting a Paradigm for Purity".
Sunday, February 17, 2008
Be truthful first
There have been much emphasis on speaking positive and encouraging words to children, or anybody, rather than negative ones. Our words are either blessing or curse. Yet, some may over do it by ignoring the need to be truthful, and just say positive words that paint a false picture. Especially when the facts are, sort of, "negative". For example, what should we say to a kid who had scored badly, say 10%, in a test? ... What would you say?
Should we tell him that he hadn't done badly, and should be thankful that he still managed to scored 10%? Is this better than telling him how stupid/lazy he is that he failed badly and scored only 10%? The former is "positive" but to say he hadn't done badly is falsehood. The latter is obviously negative, but rightly state that he failed badly.
In a post a few years back, I mentioned about an article I read that stresses on the importance of consistency in raising up children. Once we started speaking words that are not true, children will notice our inconsistence, and eventually treat our words as unimportant.
Another article I read more recently talks about when parents praise their kids, they need to do it in alignment with the facts. When parents over praise their kids, like the above "positive" statement, kids will be less willing to strive harder for better results.
I think the first pre-requisite in speaking is to be truthful. Then, we choose to speak it in a positive way. In the above example, we should let the child know he has failed badly in the test. Try to substantially work with him on how can we, together, make it better next time. When a plan has been worked out, we can positively emphasize that we appreciate his willingness to want to improve. Thus, there is no falsehood, there is encouragement, and there isn't condemnation.
This is not only about kids. In general, being truthful is so much more important than speaking positively.
Should we tell him that he hadn't done badly, and should be thankful that he still managed to scored 10%? Is this better than telling him how stupid/lazy he is that he failed badly and scored only 10%? The former is "positive" but to say he hadn't done badly is falsehood. The latter is obviously negative, but rightly state that he failed badly.
In a post a few years back, I mentioned about an article I read that stresses on the importance of consistency in raising up children. Once we started speaking words that are not true, children will notice our inconsistence, and eventually treat our words as unimportant.
Another article I read more recently talks about when parents praise their kids, they need to do it in alignment with the facts. When parents over praise their kids, like the above "positive" statement, kids will be less willing to strive harder for better results.
I think the first pre-requisite in speaking is to be truthful. Then, we choose to speak it in a positive way. In the above example, we should let the child know he has failed badly in the test. Try to substantially work with him on how can we, together, make it better next time. When a plan has been worked out, we can positively emphasize that we appreciate his willingness to want to improve. Thus, there is no falsehood, there is encouragement, and there isn't condemnation.
This is not only about kids. In general, being truthful is so much more important than speaking positively.
Tuesday, January 22, 2008
Do educators serve the students or their school?
Some JC classmates had a short "reunion" at the 1st month celebration of the daughter of one of them. A friend mentioned about the recent issue of a principal told 27 girls the school wanted 100-per-cent passes, and advised them to seek transfers to the Institute of Technical Education (ITE) since they were unlikely to do well in the GCE O levels.
In general, we think it is better for students to be told frankly and honestly which road might be better for them. The friend said, rather than at the end of the year a boss telling him he wasn't performing well, he would preferred to be told at the beginning that this job or career does not suit him, if the boss already confidently foresee it from his experience. Further, it would be better for a road map be shown at the various decision making junctions in a student life. This should reduce the wastage of resources for many to be trained in a profession but never practice it, and many who are practicing, but unhappily because they made the wrong choice when young.
However, for a principal do so because his school wanted 100% passes is ridiculous! Yet, this has been happening all along I think. My own experience is as early as before mid 80's where half of my class repeated a grade because, according to rumors, the school don't want high failure rates at O level while public is not informed of their passing rates at other grades. Nevertheless, most of them got into university compared to those who "luckily" and barely avoided the repeat.
When the alternative of taking only 3 A level subjects, Junior Colleges (JC) principals started to persuade students from taking 4 A level subjects. Someone I knew experienced that "coercing" when she started JC1 in 2005, but she insisted, which I did encourage her to. It must be some uneasy days or weeks for her to insist. The good news is that she achieved straights A's and distinctions, and also passed S-paper. There seems to be a struggle between being students' principal/teachers and being a school's principal/teachers.
In general, we think it is better for students to be told frankly and honestly which road might be better for them. The friend said, rather than at the end of the year a boss telling him he wasn't performing well, he would preferred to be told at the beginning that this job or career does not suit him, if the boss already confidently foresee it from his experience. Further, it would be better for a road map be shown at the various decision making junctions in a student life. This should reduce the wastage of resources for many to be trained in a profession but never practice it, and many who are practicing, but unhappily because they made the wrong choice when young.
However, for a principal do so because his school wanted 100% passes is ridiculous! Yet, this has been happening all along I think. My own experience is as early as before mid 80's where half of my class repeated a grade because, according to rumors, the school don't want high failure rates at O level while public is not informed of their passing rates at other grades. Nevertheless, most of them got into university compared to those who "luckily" and barely avoided the repeat.
When the alternative of taking only 3 A level subjects, Junior Colleges (JC) principals started to persuade students from taking 4 A level subjects. Someone I knew experienced that "coercing" when she started JC1 in 2005, but she insisted, which I did encourage her to. It must be some uneasy days or weeks for her to insist. The good news is that she achieved straights A's and distinctions, and also passed S-paper. There seems to be a struggle between being students' principal/teachers and being a school's principal/teachers.
Saturday, December 8, 2007
Get ready for exam
Education encompasses knowledge, teaching, learning, remembering, application, etc.
Is something missing?
Oh yes, exams and tests! However, these are not necessary in education although evaluations to feedback errors and weak areas for further strengthening are necessary.
Ironically, exams and tests are the two most talk about than all the other areas.
These two are there to serve the industry. In many industries such as real estates, insurance and finance, for the sake of the general public consumers, there are many qualifying exams to certified agents in these industries to be qualified to provide professional services.
Take for example, dealing with mortgages, there is the Mortgage Test. In this exam-prep.com link, you can find resources to prepare yourself for the test. Resources include CompuCram® Exam Prep Software that guarantee to help you pass your mortgage exams the first time. It contains huge database of exam styled questions by industry experts to train you as much as you choose to.
In my days, sometimes we paired up with classmates to test each other while preparing for tests and exams. With CompuCram® Exam Prep Software, you can do that repeatedly without bothering someone else.
This reminds me of the similar kind of software that my middle school English teacher developed to teach English Grammar. Thinking of it now, it was very amazing as that era was before MS Windows, with many fruits-branded (including Apple of course) computers, while he wrote it on his Sinclair Z80 (if I remember correctly) using the BASIC computer programming language.
That program was effective. Surely, the CompuCram® Exam Prep Software would be much better!
Post Sponsored by exam-prep.com.
Is something missing?
Oh yes, exams and tests! However, these are not necessary in education although evaluations to feedback errors and weak areas for further strengthening are necessary.
Ironically, exams and tests are the two most talk about than all the other areas.
These two are there to serve the industry. In many industries such as real estates, insurance and finance, for the sake of the general public consumers, there are many qualifying exams to certified agents in these industries to be qualified to provide professional services.
Take for example, dealing with mortgages, there is the Mortgage Test. In this exam-prep.com link, you can find resources to prepare yourself for the test. Resources include CompuCram® Exam Prep Software that guarantee to help you pass your mortgage exams the first time. It contains huge database of exam styled questions by industry experts to train you as much as you choose to.
In my days, sometimes we paired up with classmates to test each other while preparing for tests and exams. With CompuCram® Exam Prep Software, you can do that repeatedly without bothering someone else.
This reminds me of the similar kind of software that my middle school English teacher developed to teach English Grammar. Thinking of it now, it was very amazing as that era was before MS Windows, with many fruits-branded (including Apple of course) computers, while he wrote it on his Sinclair Z80 (if I remember correctly) using the BASIC computer programming language.
That program was effective. Surely, the CompuCram® Exam Prep Software would be much better!
Post Sponsored by exam-prep.com.
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