The GEP has recently come under attack once again and many people have been quick to jump on the bandwagon. One of them is NCMP Yee Jenn Jong of the Worker's Party who propose scrapping the programme. You can read his piece here.
Every time I hear of such calls, I feel indignant, especially when it's clear to me that the person asking for it actually has very little understanding of the programme. I don't presume to judge Jenn Jong's intentions but his piece is so rife with error that I feel compelled to dispute it.
What GEP's really about
First and most importantly, the GEP is NOT about accelerated learning for the PSLE. It is a curriculum that is designed to stretch the minds of intellectually gifted kids, to pique their curiosity and expose them to a series of topics that is usually beyond the conceptual level of mainstream kids. While it still teaches the PSLE syllabus, it covers a heck of a lot of out-of-syllabus stuff.
Eg. for English, the kids learn different genres of texts, such as crime, biographies, etc and are taught to write in these styles. For maths, the kids learn things like ancient number systems, Fibonacci numbers and nth term series. Intellectually gifted kids are able to grasp and enjoy this level of challenge precisely because it's pegged at their level of ability and tailored to how their brains work.
The GEP does not hothouse kids for the PSLE. In fact, it might surprise most to know that because of the expanded curriculum, significantly less time is allocated to PSLE drilling compared to mainstream classes. Only in term 3 of p6 do the GEP kids get down to doing extensive exam papers in preparation for this exam. Therefore, it's ludicrous to say, "see, the GEP isn't effective cos the GEP kids don't do better in the PSLE than mainstream kids." That's not the purpose of the GEP to begin with and rightly so.
I find it contradictory that some of the critics of our exam system who lambast it for being uncreative and rigid then turn around and accept the very benchmark they criticise as the yardstick for ability.
Second, there's a lot of misunderstanding about the concept of "gifted kids". As we all know, there are many types of gifts - music, sports, art, etc. Intellectually gifted is one of these gifts. I'd written about this way back in 2008 here. Researchers refer to the intellectually gifted as the top 1% in a cohort where the giftedness manifests itself at about age 9 and that's why MOE restricts the GEP to 1% and why the test is done at the end of p3. It's certainly not an arbitrary figure aimed at grooming a bunch of elitists.
I think the problem in our society is that academic smarts is prized so highly, above all else. When we have a special music programme for music talents or a sports programme for sports prodigies, no one clammers to get in or rants about the injustice that only a select group can gain entry. Yet there has been hue and cry over the GEP and its "unfairness" that only 1% have access to it.
I see it clearly because I have one child who's intellectually gifted and one who's not. And it's important to know that I don't consider one better than the other. I recognise that they have different talents and I also know that the GEP is not suitable for someone like Andre.
Simply put, the curriculum is not designed for kids like him and if we are to force MOE's hand to extend the GEP to significantly more than 1%, in other words, include kids who are not intellectually gifted, we're pushing kids into a programme that does not benefit them. In fact, they will likely feel stressed out and maybe develop low self-esteem cos the curriculum is beyond them.
The value of GEP
Why is the GEP necessary to begin with? Mainly because studies have shown that gifted kids who don't have access to special programmes for them generally display negative outcomes. They either dumb themselves down to fit in with others or become social outcasts because they're considered "weird", and they end up under-achieving. I won't elaborate as I've written about it before here.
Again, to use the same parallel, you'll be better able to help a music prodigy's talents blossom under a specialised programme than in a mainstream curriculum. Likewise, intellectually gifted kids are more productive in a programme tailored for them. I saw this first-hand with Lesley-Anne.
The GEP offers the kind of education intellectually gifted kids need. The problems people have with GEP are issues like labelling, the seeming exclusiveness, elitism, etc, which actually have nothing to do with the efficacy of the programme itself.
Some may argue that gifted kids already have a genetic advantage and therefore should not be given differentiated education but this to me, sounds Communist and smacks of reverse discrimination. Calling for the GEP to be scrapped for the sake of superficial equality is meaningless and benefits no one. I think sometimes, the GEP is an easy target and political one cos it benefits only 1%. If you call for it to be abolished, you'll probably get 99% of the popular vote. But it doesn't make it right.
To me, the solution is MORE differentiated learning, not less. Ideally, we should have different pathways tailored towards those good in sports, those good in art, those good in maths, good in English, etc. I know we now have SOTA and the Sports School but I guess the difference is that these are available only at the secondary school level. While I don't endorse specialisation at too young an age as some of these talents and interests take time to develop, perhaps there could be more avenues to identify and cultivate a diversity of talents in primary school instead of the relentless and narrow focus on the four examinable subjects.
Bringing back the true purpose of GEP
In the meantime, what can we do about the bad rep of GEP? One of the areas I feel MOE can re-examine is the GEP's associated privileges. GEP kids are given advantages such as access to a special DSA category (while it doesn't guarantee you a DSA spot, it certainly increases your chances compared to mainstream kids applying through the Academic route) and an EESIS scholarship if you get to a secondary school with a School-based Gifted Programme (SBGE).
It's privileges like these that have raised the desirability of the GEP and spurred many parents to treat it as the instant highway to success. This has led to a proliferation of GEP coaching classes which I've always maintained, sabotage the integrity and intent of the GEP, and possibly skew the population of students who enter the programme.
Attitudes don't help either. GEP students tend to be treated as prized possessions in a school (possibly cos they're expected to turn in stellar results for the school). I've heard that the GEP classes in one school are housed in the only air-conditioned block. I know some teachers constantly compare GEP and non-GEP kids in all areas, which only serves to create a very unhealthy rivalry (I'd written about it here).
So my suggestion is this: revert back to the main objective of the GEP and that is to provide a type of education that allows the intellectually gifted to thrive. Remove the associated privileges and then maybe we'll be able to cool the GEP fever. We need parents, teachers and students to accept that the GEP is not "superior", just different. Only this mindset can evoke real collaboration and teamwork.
This is my first article on the GEP in a long time as Lesley-Anne has graduated from primary school for almost 3 years now. So in that sense, I've no vested interests in defending the programme. If anything, I'm opening myself up to attacks from naysayers. However, as a parent whose child has experienced the GEP, I see its tremendous value and I feel strongly enough to speak up for it. I know other GEP parents who feel the same way.
As a friend said, the angst possibly comes about because the current mainstream primary school syllabus is so stifling and far from ideal, that the GEP becomes an even more attractive route. I agree - I've often wished that Andre had the opportunity to experience an education system that was less rigid and encouraged his creativity.
The way forward then is to focus on improving the mainstream syllabus, not attacking the GEP. Let's not degrade ourselves to the point where if we can't have the ideal situation for all, then everyone should be equally miserable. Scrapping the GEP would be cutting off the nose to spite the face - everybody loses.
Showing posts with label GEP education. Show all posts
Showing posts with label GEP education. Show all posts
Thursday, April 26, 2012
Tuesday, April 24, 2012
Zaobao article on GEP
A Zaobao reporter called me a couple of weeks ago to ask about my views on the GEP. The article was published last Tuesday - the online link is here (I'm quoted from page 3).
Just in case the link is eventually removed, I've reproduced the article below. I won't be providing a translation, sorry! Will also elaborate on my views on GEP in another post, it's just too long to include here.
17 Apr 12
小三学童家长的疑惑： 我的孩子能当1%的高才生吗？
8月份，小学三年级的学童将接受“高才教育计划”测试，从全国选出500名或约1%的小三生，从小四开始接受高才教育计划。
不少家长开始头疼，到底孩子算不算高才？预备班也应运而生。
然而，这会不会背离教育部当初设立的目的？“高才”只能从这个测试选出来吗？
孩子念小学三年级的家长，不久前都获得学校通知，家里的小朋友将在今年8月接受高才教育计划（Gifted Education Programe，简称GEP）的测试。从全国选出来的500名学童，也就是约1%的小三学童，将在通过两轮测试之后，顺利进入从小四开始的高才教育计 划。
不少家长开始头疼，到底孩子算不算高才？
在竞争激烈的现代社会，进入高才班对不少父母而言，等于进入名校还有进入直通车体系；既然如此，是不是应该博一博，让孩子接受GEP预备班培训，说不定能够因此成为那让人艳羡的1%。
记者上网做了一番功课，发现市面上的GEP预备班相当多，从私人学校到补习老师都有，而且价格都不算便宜，从100元到300元一课不等。不过，对许多 望子成龙的父母来说，这样的代价是值得的。不少GEP预备班的报名人数都不算少，而且也不是想报名就能报名，孩子都得先接受私人学校的一轮智力测试。
250元一课GEP预备班
36岁的王炜龙是英华学校前GEP老师，以补习老师的身份，提供一课250元的GEP预备班课程已经有8年。他说，对于GEP预备课程的需求，最近有增加的趋势。
谈到孩子面对的激烈竞争，连王炜龙也频频在访谈中说“很可怕”！王炜龙以四到六人的小组形式教学，他说他的GEP首轮及格率是100%，到了第二轮也有80%以上的学生成功进入GEP。
他说：“要成为我的学生，最迟必须从小二开始接受训练。他们得通过测试，我会从中挑选十名学生，每星期上一次课。训练主要让他们接触课程以外，更具挑战 性的题目，教导他们更有效的数学解题法。GEP测试其实是时间的考验，在最短的时间解答最多的题目，所以只要方法得当，就可以在时间上取胜。”
王炜龙表示，不少上过GEP预备班的学生，在顺利考进GEP以后会继续补习，上强化课程。他告诉记者，GEP里面还有所谓的精选班（Masterclass），这些孩子是从GEP里面挑出来的尖子中的尖子，他的一些学生甚至会以成为精选班学生为目标。
家长1：GEP = 名校 + DSA
行政人员郑慧兰的小儿子，便在接受约两年GEP预备班训练后，顺利考进英华学校的GEP。她说，虽然预备班学费不菲，但还是很高兴用这笔钱把孩子送进名校，送进GEP。
她说：“两个儿子原本成绩不相上下，在邻里学校班里属中等。大儿子因为没有上GEP预备班，结果现在念邻里中学；小儿子上了预备班以后，学到很多解题的 方法，在班上变得很有自信，因为别人不会的他会。他考GEP的时候一点也不觉得难，不紧张。现在他在GEP班上，成绩也不错。”
郑慧兰坦言，那么想让孩子进入GEP，主要是希望孩子将来考中学时没那么辛苦。
她说：“他本来念邻里小学，GEP让他有机会进入名校。身为GEP学生，他也较有机会通过直接收生计划（DSA）进入理想中学。可以说是一举两得。”
不过，郑慧兰也不敢因此让孩子松懈下来。目前她的儿子仍继续补习英文和数学，开始为小六会考做准备。
Morris Allen中心：天才也有可能落选
Morris Allen英文补习中心，是最早在本地提供GEP预备班的私人学校之一。学校每年年中假期都会举办GEP集训课程，在为期两个星期的十堂课里，教导孩子如何应付GEP测试。
校长世凯洛特（Peter Scarrott）表示，每年参加的学员约有75名，学生除了要经过智力测验还要面试。世凯洛特说，测试一方面让中心了解孩子是否适合GEP，一方面也打 消一些家长对孩子不切实际的要求。总体来说，中心成功进入GEP的孩子约有三成。根据经验，由于不熟悉GEP测试规格，一些特别聪明的孩子也可能落选。
他说：“中心所做的是帮他们应付GEP第二轮的‘一般能力测验’（GAT），这是难倒最多孩子的部分。高才、天才都可能栽在第二轮测试，尤其是那些花一 整天时间就为了解一道题的完美主义者。所以我们的课程除了让他们熟悉测试的规格和题目，也教导他们如何好好把握时间。”
家长2：真正的高才不需要预备
另一方面，也有家长认为目前对GEP的追求已经完全背离教育部当初设立该课程的目的——让高才儿童有机会在适合他们的体系里更好地发挥自己的才能。
女儿毕业自GEP的公关公司主管暨教育博客版主林慧平表示，真正适合高才教育的学生，是不需要接受预备班培训的。
她说：“不少孩子没有经过培训便顺利入读GEP的家长分享说，高才孩童从小就天资聪颖。他们或许特别有幽默感，或许喜欢阅读的东西程度就和同龄的孩子不一样。像有一个朋友的孩子念三年级，已经阅读原版《魔戒》了。”
因此，林慧平认为让不适合高才教育的孩子进入GEP，将会使他们面对不必要的压力，造成学习上的困扰。
她说：“根据我们的经验，GEP让孩子接触到许多主流课程以外的知识。它不是一个主流课程的快速学习班或者浓缩版，实际上GEP学童所学的常常不一定和 主流课程有关，也经常不在小六会考范围内。和主流课程的孩子比较，GEP学生准备小六会考的时间相对要少要短，因此整体来说，如果孩子不是真正的高才生， 将会感到相当吃力。”
创造适合孩子发挥的环境
林慧平认为，GEP其实是一个很好的课程，能够让有此需要的孩童接受适合他们的教育。但是，目前GEP对不少家长的诱惑很大，课程本身被忽略，被看成是进入直接收生计划的跳板。她因此建议教育部，应该去除家长和学生眼中，GEP学生所享有的某些“特权”。
她说：“例如GEP学生在中学DSA方面，在某些奖学金方面所享有的特权如果去除，那么围绕着GEP的光环就会暗淡下来。家长就不会一窝蜂地想要让孩子 进入GEP，而是真正从课程本身做考量，到底孩子是否适合在应付主流课程之上，接受GEP的附加课业？到底GEP是否适合孩子，能否让他们更好发挥？”
不少GEP家长也分享说，GEP实际上是在英文和数学上下功夫，因此更适合在这两方面表现特出的孩子。高才、天才也有很多种，有的孩子或许语文强项不是英文，或许在运动、音乐、美术方面天赋超人，更或许发育年龄较迟，世凯洛特就表示，最重要的是不要破坏孩子自信心。
他说：“GEP不是孩子生命的全部。进不了GEP也不代表比别人差。更重要的是，孩子要相信自己是很棒的；不要因为一次测试，自己不是小三孩子里的1%就认为不如人。”
Just in case the link is eventually removed, I've reproduced the article below. I won't be providing a translation, sorry! Will also elaborate on my views on GEP in another post, it's just too long to include here.
17 Apr 12
小三学童家长的疑惑： 我的孩子能当1%的高才生吗？
- 周雁冰
8月份，小学三年级的学童将接受“高才教育计划”测试，从全国选出500名或约1%的小三生，从小四开始接受高才教育计划。
不少家长开始头疼，到底孩子算不算高才？预备班也应运而生。
然而，这会不会背离教育部当初设立的目的？“高才”只能从这个测试选出来吗？
孩子念小学三年级的家长，不久前都获得学校通知，家里的小朋友将在今年8月接受高才教育计划（Gifted Education Programe，简称GEP）的测试。从全国选出来的500名学童，也就是约1%的小三学童，将在通过两轮测试之后，顺利进入从小四开始的高才教育计 划。
不少家长开始头疼，到底孩子算不算高才？
在竞争激烈的现代社会，进入高才班对不少父母而言，等于进入名校还有进入直通车体系；既然如此，是不是应该博一博，让孩子接受GEP预备班培训，说不定能够因此成为那让人艳羡的1%。
记者上网做了一番功课，发现市面上的GEP预备班相当多，从私人学校到补习老师都有，而且价格都不算便宜，从100元到300元一课不等。不过，对许多 望子成龙的父母来说，这样的代价是值得的。不少GEP预备班的报名人数都不算少，而且也不是想报名就能报名，孩子都得先接受私人学校的一轮智力测试。
250元一课GEP预备班
36岁的王炜龙是英华学校前GEP老师，以补习老师的身份，提供一课250元的GEP预备班课程已经有8年。他说，对于GEP预备课程的需求，最近有增加的趋势。
谈到孩子面对的激烈竞争，连王炜龙也频频在访谈中说“很可怕”！王炜龙以四到六人的小组形式教学，他说他的GEP首轮及格率是100%，到了第二轮也有80%以上的学生成功进入GEP。
他说：“要成为我的学生，最迟必须从小二开始接受训练。他们得通过测试，我会从中挑选十名学生，每星期上一次课。训练主要让他们接触课程以外，更具挑战 性的题目，教导他们更有效的数学解题法。GEP测试其实是时间的考验，在最短的时间解答最多的题目，所以只要方法得当，就可以在时间上取胜。”
王炜龙表示，不少上过GEP预备班的学生，在顺利考进GEP以后会继续补习，上强化课程。他告诉记者，GEP里面还有所谓的精选班（Masterclass），这些孩子是从GEP里面挑出来的尖子中的尖子，他的一些学生甚至会以成为精选班学生为目标。
家长1：GEP = 名校 + DSA
行政人员郑慧兰的小儿子，便在接受约两年GEP预备班训练后，顺利考进英华学校的GEP。她说，虽然预备班学费不菲，但还是很高兴用这笔钱把孩子送进名校，送进GEP。
她说：“两个儿子原本成绩不相上下，在邻里学校班里属中等。大儿子因为没有上GEP预备班，结果现在念邻里中学；小儿子上了预备班以后，学到很多解题的 方法，在班上变得很有自信，因为别人不会的他会。他考GEP的时候一点也不觉得难，不紧张。现在他在GEP班上，成绩也不错。”
郑慧兰坦言，那么想让孩子进入GEP，主要是希望孩子将来考中学时没那么辛苦。
她说：“他本来念邻里小学，GEP让他有机会进入名校。身为GEP学生，他也较有机会通过直接收生计划（DSA）进入理想中学。可以说是一举两得。”
不过，郑慧兰也不敢因此让孩子松懈下来。目前她的儿子仍继续补习英文和数学，开始为小六会考做准备。
Morris Allen中心：天才也有可能落选
Morris Allen英文补习中心，是最早在本地提供GEP预备班的私人学校之一。学校每年年中假期都会举办GEP集训课程，在为期两个星期的十堂课里，教导孩子如何应付GEP测试。
校长世凯洛特（Peter Scarrott）表示，每年参加的学员约有75名，学生除了要经过智力测验还要面试。世凯洛特说，测试一方面让中心了解孩子是否适合GEP，一方面也打 消一些家长对孩子不切实际的要求。总体来说，中心成功进入GEP的孩子约有三成。根据经验，由于不熟悉GEP测试规格，一些特别聪明的孩子也可能落选。
他说：“中心所做的是帮他们应付GEP第二轮的‘一般能力测验’（GAT），这是难倒最多孩子的部分。高才、天才都可能栽在第二轮测试，尤其是那些花一 整天时间就为了解一道题的完美主义者。所以我们的课程除了让他们熟悉测试的规格和题目，也教导他们如何好好把握时间。”
家长2：真正的高才不需要预备
另一方面，也有家长认为目前对GEP的追求已经完全背离教育部当初设立该课程的目的——让高才儿童有机会在适合他们的体系里更好地发挥自己的才能。
女儿毕业自GEP的公关公司主管暨教育博客版主林慧平表示，真正适合高才教育的学生，是不需要接受预备班培训的。
她说：“不少孩子没有经过培训便顺利入读GEP的家长分享说，高才孩童从小就天资聪颖。他们或许特别有幽默感，或许喜欢阅读的东西程度就和同龄的孩子不一样。像有一个朋友的孩子念三年级，已经阅读原版《魔戒》了。”
因此，林慧平认为让不适合高才教育的孩子进入GEP，将会使他们面对不必要的压力，造成学习上的困扰。
她说：“根据我们的经验，GEP让孩子接触到许多主流课程以外的知识。它不是一个主流课程的快速学习班或者浓缩版，实际上GEP学童所学的常常不一定和 主流课程有关，也经常不在小六会考范围内。和主流课程的孩子比较，GEP学生准备小六会考的时间相对要少要短，因此整体来说，如果孩子不是真正的高才生， 将会感到相当吃力。”
创造适合孩子发挥的环境
林慧平认为，GEP其实是一个很好的课程，能够让有此需要的孩童接受适合他们的教育。但是，目前GEP对不少家长的诱惑很大，课程本身被忽略，被看成是进入直接收生计划的跳板。她因此建议教育部，应该去除家长和学生眼中，GEP学生所享有的某些“特权”。
她说：“例如GEP学生在中学DSA方面，在某些奖学金方面所享有的特权如果去除，那么围绕着GEP的光环就会暗淡下来。家长就不会一窝蜂地想要让孩子 进入GEP，而是真正从课程本身做考量，到底孩子是否适合在应付主流课程之上，接受GEP的附加课业？到底GEP是否适合孩子，能否让他们更好发挥？”
不少GEP家长也分享说，GEP实际上是在英文和数学上下功夫，因此更适合在这两方面表现特出的孩子。高才、天才也有很多种，有的孩子或许语文强项不是英文，或许在运动、音乐、美术方面天赋超人，更或许发育年龄较迟，世凯洛特就表示，最重要的是不要破坏孩子自信心。
他说：“GEP不是孩子生命的全部。进不了GEP也不代表比别人差。更重要的是，孩子要相信自己是很棒的；不要因为一次测试，自己不是小三孩子里的1%就认为不如人。”
Monday, November 8, 2010
Isn't a B grade good enough?
In the blink of an eye, sec 1 is officially over for Lesley-Anne and she turned in very satisfactory results, in my opinion:
English & Literature: A1 (double weightage)
Higher Chinese: B3
Maths: A1
Science: A1
Geography & History: B3
We were especially pleased with her Chinese results. Having only taken Chinese as a 2nd language in primary school (and not being particularly adept at it), we were concerned over her transition to Higher Chinese. In the end, she not only managed to cope, she even attained a B3 grade for the year), which we thought was a great achievement.
You can therefore imagine my dismay when Lesley-Anne came home with a letter from the principal saying that she would need to sit for a preparatory test for Higher Chinese when school reopens in January because "she did not do well in the subject."
What??? They've got to be kidding, right? A 'B' grade for Higher Chinese, especially for someone who had not previously taken the subject, is considered unsatisfactory? I was miffed, to be honest. I felt that the school was setting the standard at an unnecessarily high level and putting additional pressure on the kids. I also found it difficult to believe that the vast minority of kids received an 'A' grade for Higher Chinese. Was Lesley-Anne's standard really so far behind other students in the school?
I made a call to a friend whose daughter is in the same school to find out if she knew anything. Well, the mystery was solved. According to her daughter, only students in the SBGE classes are subject to such preparatory tests. SBGE stands for School Based Gifted Education and it's an extension of the GEP programme in primary schools. Apparently for these classes, the kids are expected to maintain higher grades than the mainstream classes, so even a 'B' grade may not be acceptable (the preparatory tests are available for all subjects, by the way).
What I found particularly intriguing is that the schools continue to track and push the progress of the GEP kids even after they've left the programme in primary school. Is it so the school can lay claim to sterling results in national exams later? Or are they answerable to MOE for the continued performance of these kids?
I don't know and I find it odd that the parents were not briefed of this policy. I wouldn't have minded it so much if I was informed of the rationale and motivation behind such a practice. Definitely, the notice could have been written in a less draconian tone. (Parents were even asked to sign an acknowledgment form to make sure their kids study for the test. Ugh.) There was also no mention of the consequences should the child not pass the test, which is bound to create some anxiety.
It's a blip on an otherwise perfect record for the school in my books. Hopefully they can work on their diplomacy and transparency.
English & Literature: A1 (double weightage)
Higher Chinese: B3
Maths: A1
Science: A1
Geography & History: B3
We were especially pleased with her Chinese results. Having only taken Chinese as a 2nd language in primary school (and not being particularly adept at it), we were concerned over her transition to Higher Chinese. In the end, she not only managed to cope, she even attained a B3 grade for the year), which we thought was a great achievement.
You can therefore imagine my dismay when Lesley-Anne came home with a letter from the principal saying that she would need to sit for a preparatory test for Higher Chinese when school reopens in January because "she did not do well in the subject."
What??? They've got to be kidding, right? A 'B' grade for Higher Chinese, especially for someone who had not previously taken the subject, is considered unsatisfactory? I was miffed, to be honest. I felt that the school was setting the standard at an unnecessarily high level and putting additional pressure on the kids. I also found it difficult to believe that the vast minority of kids received an 'A' grade for Higher Chinese. Was Lesley-Anne's standard really so far behind other students in the school?
I made a call to a friend whose daughter is in the same school to find out if she knew anything. Well, the mystery was solved. According to her daughter, only students in the SBGE classes are subject to such preparatory tests. SBGE stands for School Based Gifted Education and it's an extension of the GEP programme in primary schools. Apparently for these classes, the kids are expected to maintain higher grades than the mainstream classes, so even a 'B' grade may not be acceptable (the preparatory tests are available for all subjects, by the way).
What I found particularly intriguing is that the schools continue to track and push the progress of the GEP kids even after they've left the programme in primary school. Is it so the school can lay claim to sterling results in national exams later? Or are they answerable to MOE for the continued performance of these kids?
I don't know and I find it odd that the parents were not briefed of this policy. I wouldn't have minded it so much if I was informed of the rationale and motivation behind such a practice. Definitely, the notice could have been written in a less draconian tone. (Parents were even asked to sign an acknowledgment form to make sure their kids study for the test. Ugh.) There was also no mention of the consequences should the child not pass the test, which is bound to create some anxiety.
It's a blip on an otherwise perfect record for the school in my books. Hopefully they can work on their diplomacy and transparency.
Wednesday, December 9, 2009
PSLE results and the great thanksgiving
Ok, I'm all done with my holiday posting and as promised, I'm going to share Lesley-Anne's PSLE results.
This is one of those posts where I had to think long and hard about how to write it because it's such a personal matter. I pondered over whether it was necessary to advertise my daughter's results to all and sundry on a public blog. At the same time, many parents have been faithfully following Lesley-Anne's education journey on this blog over a year and cheering her on. For this reason, I felt a sense of obligation to my readers, to provide a proper closing to this chapter in her life.
As I reflected on it further, I became convinced that I should share her results, the reason which will be revealed at the end.
That Friday before the results, Lesley-Anne's piano teacher told her, "All the best! But no matter what you get, give thanks." That was clue no.1.
In the school hall before they released the results, the teacher in charge led in the singing of two hymns, one of them was "Give thanks." Clue no.2.
The principal exhorted parents to accept whatever results their kids got as God gives everything purposefully. Clue no.3.
The atmosphere was so tense I could practically feel the anxiety of both the parents and the students. Finally, Lesley-Anne got her results - 252 for her T-score, 3 A* (English, Maths, Science) and 1 A (Chinese).
When she first showed it to me, my mind was a jumble of mixed emotions. On one hand, I was truly pleased with the 3 A*, I honestly didn't expect her to get A* for Maths and Science. On the other hand, 252 sounded like a lower score than what GEP kids would typically get.
So there I was trying to digest the news, not really sure how to react. Then I saw Lesley-Anne among some of her friends who'd scored 260+ and 270+ - she was genuinely happy for them without any tinge of envy, and more importantly, she was happy with her own score. And the thought flashed across my mind, "if she's not comparing with others, why am I?"
That night when she was saying her prayers, she said "Thank you God for my results" with such honest and simple gratitude that I was moved. I don't want to be overly dramatic and say that I had an epiphany there and then, but I think I finally understood what true thanksgiving was all about. On hindsight, the three clues were probably God's prompting for me.
Too often, we give thanks with conditions attached - only when God gives us exactly what we want. But we are told to give thanks in ALL circumstances. How do we do this? By understanding and acknowledging that God gives us everything for a reason, there is no accidental gift. Every gift is designed to build us, mould us or serve a larger purpose.
This is not rationalisation, as some cynics might believe. As I reflected on how far Lesley-Anne has come, I realised that we were seeing God's long-term plan for her in action. Back when she was just 9 years old, He led her into the GEP which provided the kind of education she needed. Through the GEP, she was led towards applying for DSA to the secondary school that she loves - one that we didn't even consider a year ago.
During her time in GEP, Lesley-Anne had never been among the top rung of high achieving students. While some GEP kids cruised their way through the programme, she has always had to work extra hard just to keep up. What she lacked in pure brilliance, she made up with hard work. Throughout this year, I have seen Lesley-Anne dedicate immense effort, initiating extra revision time on top of what the teachers doled out. From seeing the effort she put in, I know this was the best score she could manage, and therefore, there was nothing to be sorry for and everything to be proud of.
And once again, God had everything in place - since she has already been successful in her DSA, her PSLE score is in fact, inconsequential.
So to cut a long story short, I decided to share Lesley-Anne's results not simply to satisfy the curiosity of readers. Truth be told, the T-score is just a number, a child is so much more than that. But what I have gained as a result of this whole exercise is a lesson in the true spirit of thanksgiving. It is something that Lesley-Anne understood better than I did, and it's a message I feel compelled to share, especially in the light of the Christmas season.
We are richly blessed, and by giving thanks, we know this more.
This is one of those posts where I had to think long and hard about how to write it because it's such a personal matter. I pondered over whether it was necessary to advertise my daughter's results to all and sundry on a public blog. At the same time, many parents have been faithfully following Lesley-Anne's education journey on this blog over a year and cheering her on. For this reason, I felt a sense of obligation to my readers, to provide a proper closing to this chapter in her life.
As I reflected on it further, I became convinced that I should share her results, the reason which will be revealed at the end.
That Friday before the results, Lesley-Anne's piano teacher told her, "All the best! But no matter what you get, give thanks." That was clue no.1.
In the school hall before they released the results, the teacher in charge led in the singing of two hymns, one of them was "Give thanks." Clue no.2.
The principal exhorted parents to accept whatever results their kids got as God gives everything purposefully. Clue no.3.
The atmosphere was so tense I could practically feel the anxiety of both the parents and the students. Finally, Lesley-Anne got her results - 252 for her T-score, 3 A* (English, Maths, Science) and 1 A (Chinese).
When she first showed it to me, my mind was a jumble of mixed emotions. On one hand, I was truly pleased with the 3 A*, I honestly didn't expect her to get A* for Maths and Science. On the other hand, 252 sounded like a lower score than what GEP kids would typically get.
So there I was trying to digest the news, not really sure how to react. Then I saw Lesley-Anne among some of her friends who'd scored 260+ and 270+ - she was genuinely happy for them without any tinge of envy, and more importantly, she was happy with her own score. And the thought flashed across my mind, "if she's not comparing with others, why am I?"
That night when she was saying her prayers, she said "Thank you God for my results" with such honest and simple gratitude that I was moved. I don't want to be overly dramatic and say that I had an epiphany there and then, but I think I finally understood what true thanksgiving was all about. On hindsight, the three clues were probably God's prompting for me.
Too often, we give thanks with conditions attached - only when God gives us exactly what we want. But we are told to give thanks in ALL circumstances. How do we do this? By understanding and acknowledging that God gives us everything for a reason, there is no accidental gift. Every gift is designed to build us, mould us or serve a larger purpose.
This is not rationalisation, as some cynics might believe. As I reflected on how far Lesley-Anne has come, I realised that we were seeing God's long-term plan for her in action. Back when she was just 9 years old, He led her into the GEP which provided the kind of education she needed. Through the GEP, she was led towards applying for DSA to the secondary school that she loves - one that we didn't even consider a year ago.
During her time in GEP, Lesley-Anne had never been among the top rung of high achieving students. While some GEP kids cruised their way through the programme, she has always had to work extra hard just to keep up. What she lacked in pure brilliance, she made up with hard work. Throughout this year, I have seen Lesley-Anne dedicate immense effort, initiating extra revision time on top of what the teachers doled out. From seeing the effort she put in, I know this was the best score she could manage, and therefore, there was nothing to be sorry for and everything to be proud of.
And once again, God had everything in place - since she has already been successful in her DSA, her PSLE score is in fact, inconsequential.
So to cut a long story short, I decided to share Lesley-Anne's results not simply to satisfy the curiosity of readers. Truth be told, the T-score is just a number, a child is so much more than that. But what I have gained as a result of this whole exercise is a lesson in the true spirit of thanksgiving. It is something that Lesley-Anne understood better than I did, and it's a message I feel compelled to share, especially in the light of the Christmas season.
We are richly blessed, and by giving thanks, we know this more.
"Many are the plans in a man's heart, but it is the Lord's purpose that prevails." - Proverbs 19:21
Wednesday, November 18, 2009
The best gift
All you observant folks out there may have realised, "Hey, Andre is in p3... wasn't the GEP tests a few weeks ago?"
The answer is yes, the GEP screening and selection tests are over, and no, he didn't get in, to those who might be wondering.
While I'm not losing any sleep over this result, I was rather concerned before the tests as Andre was showing signs of anxiety that he would not get into the programme. This came as a surprise to me as he had always seemed rather indifferent to GEP and we as parents have always been conscious not to compare him with Lesley-Anne. I kept reassuring him that it didn't matter whether he got into GEP or not, and trying to instil the message that everyone has different talents.
Despite this, he persisted in asking, "What if I don't get in?" until I said in consternation, "It really doesn't matter! I don't care if you don't get in! Why do you care so much?" Then the truth emerged - he wanted it because it was the best. Plus his sister was in it. It was about winning.
Have you ever seen pre-schoolers at play? When one child decides to play with a particular toy, all the other kids will clammer to play with that same toy and a fight will ensue. And when a child finally decides that another toy is preferable, all the other kids will instantly want that toy NOW. It doesn't matter if there are heaps of other equally interesting toys in the room.
It's the same with adults. Nothing is seen as more valuable than the item that is most coveted by others. In the Singapore education landscape, GEP falls under this category. The GEP is regarded as the most desirable "toy" and this mindset is cascaded down to the kids. I can keep spouting that GEP is designed and suitable only for intellectually gifted kids but that doesn't stop my hit rate from rocketing just before the GEP screening and selection tests, from parents searching "GEP coaching" to reach my blog. (Yes, I can actually verify this).
Being able to get into the GEP becomes a trophy of the highest level and this mindset has somehow seeped into Andre's psyche from school and his classmates. Although he only had a faint inkling of what GEP was, in his mind, it was the "best toy". Naturally then, when he heard the news that he didn't make the grade, he was terribly downcast.
I'm sure you're all familiar with the phrase: "When God closes a door, He opens a window." I'm rather ambivalent about this statement because it suggests that God sometimes gives us something that's second rate or as a consolation prize (afterall, it's so much easier to walk out the door than climb through the window!) I don't think that's true. I think God wants to give us the best all the time, just that what He knows is best for us (the operative words being "for us") is sometimes not what we may consider the best.
Andre experienced this first hand. Even as he was still smarting over not getting into GEP, God's "window" opened. Within the same week at his usual badminton coaching session, he was given a letter by the academy inviting him to join a special coaching class, where about ten kids from the academy are handpicked to be given extra attention and put under more intensive training. These are supposedly the kids with potential and in what I thought was a very generous gesture, the academy will even sponsor their apparel and equipment, including rackets, t-shirts, shorts and bags, among other things. Basically, these kids will be the poster children of the academy.
I just had to marvel at God's timing. It rammed home the message that God gives only what's best for you, something I'd tried explaining many times to Andre but he didn't quite grasp until that moment. It was quite clear to me that God closed the door to GEP for Andre because it doesn't play to his strengths. But the badminton special class does.
It's not about winning - it's about growing as a human being, it's about the journey of life and what makes us better people. We don't know yet where this will head, but right now, we're just accepting all gifts with open arms and with gratitude.
The answer is yes, the GEP screening and selection tests are over, and no, he didn't get in, to those who might be wondering.
While I'm not losing any sleep over this result, I was rather concerned before the tests as Andre was showing signs of anxiety that he would not get into the programme. This came as a surprise to me as he had always seemed rather indifferent to GEP and we as parents have always been conscious not to compare him with Lesley-Anne. I kept reassuring him that it didn't matter whether he got into GEP or not, and trying to instil the message that everyone has different talents.
Despite this, he persisted in asking, "What if I don't get in?" until I said in consternation, "It really doesn't matter! I don't care if you don't get in! Why do you care so much?" Then the truth emerged - he wanted it because it was the best. Plus his sister was in it. It was about winning.
Have you ever seen pre-schoolers at play? When one child decides to play with a particular toy, all the other kids will clammer to play with that same toy and a fight will ensue. And when a child finally decides that another toy is preferable, all the other kids will instantly want that toy NOW. It doesn't matter if there are heaps of other equally interesting toys in the room.
It's the same with adults. Nothing is seen as more valuable than the item that is most coveted by others. In the Singapore education landscape, GEP falls under this category. The GEP is regarded as the most desirable "toy" and this mindset is cascaded down to the kids. I can keep spouting that GEP is designed and suitable only for intellectually gifted kids but that doesn't stop my hit rate from rocketing just before the GEP screening and selection tests, from parents searching "GEP coaching" to reach my blog. (Yes, I can actually verify this).
Being able to get into the GEP becomes a trophy of the highest level and this mindset has somehow seeped into Andre's psyche from school and his classmates. Although he only had a faint inkling of what GEP was, in his mind, it was the "best toy". Naturally then, when he heard the news that he didn't make the grade, he was terribly downcast.
I'm sure you're all familiar with the phrase: "When God closes a door, He opens a window." I'm rather ambivalent about this statement because it suggests that God sometimes gives us something that's second rate or as a consolation prize (afterall, it's so much easier to walk out the door than climb through the window!) I don't think that's true. I think God wants to give us the best all the time, just that what He knows is best for us (the operative words being "for us") is sometimes not what we may consider the best.
Andre experienced this first hand. Even as he was still smarting over not getting into GEP, God's "window" opened. Within the same week at his usual badminton coaching session, he was given a letter by the academy inviting him to join a special coaching class, where about ten kids from the academy are handpicked to be given extra attention and put under more intensive training. These are supposedly the kids with potential and in what I thought was a very generous gesture, the academy will even sponsor their apparel and equipment, including rackets, t-shirts, shorts and bags, among other things. Basically, these kids will be the poster children of the academy.
I just had to marvel at God's timing. It rammed home the message that God gives only what's best for you, something I'd tried explaining many times to Andre but he didn't quite grasp until that moment. It was quite clear to me that God closed the door to GEP for Andre because it doesn't play to his strengths. But the badminton special class does.
It's not about winning - it's about growing as a human being, it's about the journey of life and what makes us better people. We don't know yet where this will head, but right now, we're just accepting all gifts with open arms and with gratitude.
Wednesday, September 16, 2009
Surviving the countdown to PSLE Part 2
So with all the extensive preparation the kids are already receiving for PSLE, what more can parents do? I thought I'd share what I've been doing for Lesley-Anne's PSLE preparation:
Nothing. Zip.
Sorry for the anti-climax. Let me explain: since she was already getting so much work from school, I haven't assigned her any additional work from Term 3 onwards. After her prelims ended on 28 August, I told her to drop everything and play for the next two weeks, till the end of the one-week holidays. But as it turned out, the school still scheduled supplementary lessons on three days of the holidays and dished out more homework @*%&$@&*!! So anyway, apart from that, Lesley-Anne spent the bulk of last week playing computer games, reading her favourite books and watching tv. Am I the best mum ever or what!
I can imagine what some parents are thinking: "Of course lah! She got DSA already, can relax what!" I admit getting DSA does take away some of the pressure but here's the thing: I'm not one of those cool as a cucumber mums (like some who have commented that they're taking it easy for PSLE - kudos to you, you're part of a small minority and I'm glad this blog attracts so many of these mums!)
But for me, I still get kancheong, I still want Lesley-Anne to do well for PSLE and she feels the same. Of course I can't speak for all kids who have gotten DSA but I suspect many of them share this feeling. You may think these kids will now bochap and stop bothering about PSLE but going by Lesley-Anne's classmates, this is not so. It's a matter of personal pride. Not to the extent of being ugly competitive, but just to do well. Nobody wants to be the one who got into a good school DESPITE a poor t-score.
For example, Lesley-Anne sat for the final Social Studies exam in end August. Passing the paper is one of the pre-requisites of keeping the GEP status but the grade is of no consequence. Before the exam, she was poring over the her Social Studies notes and files. Concerned that she was working too hard, I told her, "aiyah, Social Studies pass can already, right! No need to study so hard." Her reply was "Yah but want to do well, otherwise your results so koyak and your friends all do well, so embarrassing!"
Peer pressure. Amazing what it can do.
Anyway, getting to the point, what I'm trying to say is that my asking Lesley-Anne to take a two-week break from studying is not a yaya papaya attempt to act cool because her t-score doesn't matter anymore. (Yes, I'm aware there are many such annoying parents out there. My eyes are rolling as I speak.) Believe it or not, it's actually my strategy for her to do well.
I've used the analogy of the marathon and the sprint before. Right now, the kids can see the finish line. But it's still somewhere in the distance. If they have been accelerating since the start of Term 3 (or some even more kiasu ones, the start of this year) without halting, there's a chance they're going to peter out just before the PSLE, which is the worst possible time. Common sense tells me it's difficult to maintain such a feverish study pace for four months straight. Already towards the prelims in end August, I could see that Lesley-Anne was appearing mentally saturated and exhausted.
It's just not sustainable. There's such a thing as over-preparation. In fact, Lesley-Anne said that her science teacher was musing over some of the class's test papers, "Why is it that the more you do, the more mistakes you make?" To me, it's a simple case of burnout.
Rest and play are not time wasted nor opportunity lost. They are legitimate parts of optimal performance strategy. Just ask any sportsperson. I think Lilian had the right idea - she took Brian for a short vacation during the holidays. Hopefully, the time-out will let the batteries recharge before the final surge, peaking at just the right moment. I think four weeks is enough time to regain momentum.
If you have a p6 kid, I realise that this advice might come too late! Not to worry, just make sure your kid has enough scheduled rests and breaks during these four weeks, sports is great too for letting out steam. Of course you'll need to adjust according to your child's temperament.
So that's my layman opinion on how best to gear your kid up for the PSLE. I'm no child psychologist so if you follow my advice and your child doesn't do well, don't blame me! But I believe it's a kinder, more humane approach and I'm sure your child will be grateful for it.
Nothing. Zip.
Sorry for the anti-climax. Let me explain: since she was already getting so much work from school, I haven't assigned her any additional work from Term 3 onwards. After her prelims ended on 28 August, I told her to drop everything and play for the next two weeks, till the end of the one-week holidays. But as it turned out, the school still scheduled supplementary lessons on three days of the holidays and dished out more homework @*%&$@&*!! So anyway, apart from that, Lesley-Anne spent the bulk of last week playing computer games, reading her favourite books and watching tv. Am I the best mum ever or what!
I can imagine what some parents are thinking: "Of course lah! She got DSA already, can relax what!" I admit getting DSA does take away some of the pressure but here's the thing: I'm not one of those cool as a cucumber mums (like some who have commented that they're taking it easy for PSLE - kudos to you, you're part of a small minority and I'm glad this blog attracts so many of these mums!)
But for me, I still get kancheong, I still want Lesley-Anne to do well for PSLE and she feels the same. Of course I can't speak for all kids who have gotten DSA but I suspect many of them share this feeling. You may think these kids will now bochap and stop bothering about PSLE but going by Lesley-Anne's classmates, this is not so. It's a matter of personal pride. Not to the extent of being ugly competitive, but just to do well. Nobody wants to be the one who got into a good school DESPITE a poor t-score.
For example, Lesley-Anne sat for the final Social Studies exam in end August. Passing the paper is one of the pre-requisites of keeping the GEP status but the grade is of no consequence. Before the exam, she was poring over the her Social Studies notes and files. Concerned that she was working too hard, I told her, "aiyah, Social Studies pass can already, right! No need to study so hard." Her reply was "Yah but want to do well, otherwise your results so koyak and your friends all do well, so embarrassing!"
Peer pressure. Amazing what it can do.
Anyway, getting to the point, what I'm trying to say is that my asking Lesley-Anne to take a two-week break from studying is not a yaya papaya attempt to act cool because her t-score doesn't matter anymore. (Yes, I'm aware there are many such annoying parents out there. My eyes are rolling as I speak.) Believe it or not, it's actually my strategy for her to do well.
I've used the analogy of the marathon and the sprint before. Right now, the kids can see the finish line. But it's still somewhere in the distance. If they have been accelerating since the start of Term 3 (or some even more kiasu ones, the start of this year) without halting, there's a chance they're going to peter out just before the PSLE, which is the worst possible time. Common sense tells me it's difficult to maintain such a feverish study pace for four months straight. Already towards the prelims in end August, I could see that Lesley-Anne was appearing mentally saturated and exhausted.
It's just not sustainable. There's such a thing as over-preparation. In fact, Lesley-Anne said that her science teacher was musing over some of the class's test papers, "Why is it that the more you do, the more mistakes you make?" To me, it's a simple case of burnout.
Rest and play are not time wasted nor opportunity lost. They are legitimate parts of optimal performance strategy. Just ask any sportsperson. I think Lilian had the right idea - she took Brian for a short vacation during the holidays. Hopefully, the time-out will let the batteries recharge before the final surge, peaking at just the right moment. I think four weeks is enough time to regain momentum.
If you have a p6 kid, I realise that this advice might come too late! Not to worry, just make sure your kid has enough scheduled rests and breaks during these four weeks, sports is great too for letting out steam. Of course you'll need to adjust according to your child's temperament.
So that's my layman opinion on how best to gear your kid up for the PSLE. I'm no child psychologist so if you follow my advice and your child doesn't do well, don't blame me! But I believe it's a kinder, more humane approach and I'm sure your child will be grateful for it.
Monday, September 7, 2009
Lesley-Anne's DSA portfolio
One of the items Lesley-Anne had to prepare for her DSA interview was the portfolio. According to her teachers, the portfolio should lay out the child's relevant achievements, as well as reflect his or her academic journey in GEP thus far. We were not shown any samples, I think the teachers rightly wanted to avoid any copying which might result in every child's portfolio looking identical.
Left to our own devices, I suggested to Lesley-Anne that she do a summary of each major project that she had done in GEP, covering all subjects. The teachers did caution against bringing entire physical mockups or detailed writeups as the interviewers would hardly have time to plow through them.
I know for a fact that many of these kids receive extensive help from their parents in putting their portfolios together (In fact, I wouldn't put it past some parents to take on the entire project themselves.) To be fair, I think the schools expect at least some parental involvement. So naturally I offered Lesley-Anne my help, thinking I'd assist in getting some design templates to dress up the summaries of her projects.
To my utter astonishment, Lesley-Anne was quite adamant in tackling the project herself. She wrote up the summaries and reflections for each project, went onto scrapblog.com and independently navigated her own way round the site to create designs for her work. This was the cover:
Here are some of the inside pages. This one is of an English project done on the book 'The Secret Garden' by Frances Hodgson Burnett.
This is another book project, on '101 Dalmatians' by Dodie Smith.
And this is of a maths game that she created in p4.
Left to our own devices, I suggested to Lesley-Anne that she do a summary of each major project that she had done in GEP, covering all subjects. The teachers did caution against bringing entire physical mockups or detailed writeups as the interviewers would hardly have time to plow through them.
I know for a fact that many of these kids receive extensive help from their parents in putting their portfolios together (In fact, I wouldn't put it past some parents to take on the entire project themselves.) To be fair, I think the schools expect at least some parental involvement. So naturally I offered Lesley-Anne my help, thinking I'd assist in getting some design templates to dress up the summaries of her projects.
To my utter astonishment, Lesley-Anne was quite adamant in tackling the project herself. She wrote up the summaries and reflections for each project, went onto scrapblog.com and independently navigated her own way round the site to create designs for her work. This was the cover:
Here are some of the inside pages. This one is of an English project done on the book 'The Secret Garden' by Frances Hodgson Burnett.This is another book project, on '101 Dalmatians' by Dodie Smith.And this is of a maths game that she created in p4. After all the designed pages, she filed her school results, certificates and teachers' feedback forms.
At first, I was slightly peeved that she rejected my help. Everything I offered to do, she would protest, "I want it to be my own work!" Finally, she consented to let me cut the photos for her. And some minor editing of the writeups. Yay! I have a role!
But I think I finally understood her thoughts when I read what she wrote as a cover page for the portfolio:
Magnum Opus To those unaware, "magnum opus" means "great work", borrowed from EB White's 'Charlotte's Web'. Lesley-Anne wanted to take ownership of this project because to her, this is her journey, her achievements and she wanted to showcase something that she could call her own.
This portfolio is a snapshot of what I have learnt and experienced over the past two and a half years in GEP, as well as my achievements outside school. During this journey of my life, I have not only grown academically but also in character and I have come to know myself better.
My creativity is what I value most in myself. I have really enjoyed creating my portfolio - it is an achievement I am proud of. To me, it is my magnum opus.
As it turned out, for both interviews that Lesley-Anne attended, no one even bothered to glance at the portfolio! But Kenneth and I both think this project revealed her great sense of responsibility which is more valuable than all her academic achievements. For that, it didn't matter whether any interviewer saw it - it IS her magnum opus.
Friday, August 21, 2009
25th anniversary of GEP
Believe it or not, GEP has been around for a quarter of a century. I know this only because there was a celebration recently for all the GEP kids. To mark the occasion, each GEP student received a cap and a water bottle.
I'm showing a side view of the cap, but in case you can't make out the embroidered words, they read: 25 Years of Gifted Education.
In Lesley-Anne's school, the GEP students had a day off lessons and instead, spent the time making gifts for the kids from a children's home. The p6s cross-stitched patterns on pillow cases. Yes, even the boys! Even though some of them could hardly thread a needle, they gamely did their part.
I'm not sure if all the GEP schools did the same thing but I thought it was a very nice gesture and fitting way to commemorate the occasion, by giving back to the community. It's a timely reminder that those who have been blessed should seek to bless others in return.
I'm showing a side view of the cap, but in case you can't make out the embroidered words, they read: 25 Years of Gifted Education.
In Lesley-Anne's school, the GEP students had a day off lessons and instead, spent the time making gifts for the kids from a children's home. The p6s cross-stitched patterns on pillow cases. Yes, even the boys! Even though some of them could hardly thread a needle, they gamely did their part. I'm not sure if all the GEP schools did the same thing but I thought it was a very nice gesture and fitting way to commemorate the occasion, by giving back to the community. It's a timely reminder that those who have been blessed should seek to bless others in return.
Tuesday, August 11, 2009
English composition part 3
Since I last posted Lesley-Anne's composition, I've had a few requests to post more of her writing pieces. Unfortunately, I haven't had access to her English file as she usually keeps it at school, so my apologies to those who asked!
I finally managed to read another of her compositions when she brought it home to do her corrections. Here it is (in blue), reproduced below after the instructions, errors are hers.
You were out on an excursion with your class. Your friend asked you to follow him without the teacher's permission.
Based on the above situation, write a composition of at least 150 words. In your composition, make use of the points below
I was brimming with excitement when I woke up. My class was about to go on an excursion to the zoo to learn about animals. At last! Something interesting in science! We were waiting for the bus to arrive in our classroom. Then, our science teacher came in and started briefing us about behaving well and the rules to abide by when in the zoo. I only saw moving lips, I did not hear a thing. After what seemed like ages, the excursion bus came and brought us to the zoo.
When we arrived, we headed straight for the tiger enclosure. Just then, James pulled me aside. "What?" I asked.
"Let's leave the class and go see the other animals!"
"Why? You mean we can't see them with the class?"
"Didn't you hear Mrs Lam? We do not have time to see all the animals. We are only seeing those animals adapted to exteme climates."
I debated following James. If we were found out, we will be doomed. On the other hand, I would be able to see my favourite animals like the giraffes and the crocodiles. I may even be able to write some poetry on them and I do love poetry. The choice was obvious.
Me and James started walking very slowly and soon fell behind the class. Then, when our chance came, we ran off. James said I can pick whichever animal I want to see first. As long as I create a poem about it. I accepted the challenge.
We ran to the crocodile enclosure. "Okay Mr Poet! What is the poem?" James asked.
"Crocodile, crocodile with your toothy grin. With your cunning smile and your scaly chin," I answered.
"Only two lines?"
"It's called a couplet".
"I think it's lame. But it's still a poem anyway, I guess".
Victory! I won the challenge! For the rest of the day, James and I saw many cool animals and Mrs Lam was not in sight. In the end, me and James headed back towards the exit. We planned to hide behind the vending machine and wait to rejoin the class. This way, we would be twenty minutes ahead of the class which would only arrive at one o'clock.
However, much to our surprise, the entire class was already there. So was Mrs Lam. She caught sight of us and stormed over. "Where were you two? You don't know how worried we were! When we did a headcount and found out you two were missing, we traced back our steps and even searched the gents! We came hear to see if you were at the fast-food restaurant!"
Amazingly, my ears could not work their magic this time so I got it at full blast about safety and causing inconvenience to others. With Mrs Lam shouting at the top of her lungs, I was surprised she did not get a sore throat. I wondered why. However, I guess there will never be a scientific explanation for that.
Lesley-Anne was especially pleased with this composition as she'd scored 35/40. Before you say "waaah", it's probably important to note that this was the highest mark she'd scored to date and she doesn't consistently do this well. I guess writing depends partly on whether the topic inspires you, especially within the alloted time.
I also realise that Lesley-Anne's writing style is very conversational which makes the story readable. However, it's drastically different from the typical 'Model Compositions' you'll find sold at Popular bookstore. Personally, I detest those compositions, they're so stilted and pompous you often feel like you're reading a comprehension passage. It's like someone trying to squeeze in as many bombastic phrases and words within each sentence as possible, for the sole reason of demonstrating sophisticated vocabulary. It makes for very dreary reading. More appallingly, I've heard that some creative writing centres teach the kids to memorise such compositions to be regurgitated during exams (and uphold this an a model of examination success). Only in Singapore can you take creativity out of creative writing!
Having said that, I have no idea how examiners in Singapore will mark the PSLE compositions. My worry is that they are looking for the 'Model Composition' type of writing because Lesley-Anne's language is very simple in comparison.
Lesley-Anne's English teacher is totally against using what she calls cliches in writing, ie memorising complete chunks of fancy descriptive paragraphs. She says examiners will mark DOWN the score for such usage. I don't know if that's true but I hope so! I do know that if I were an examiner and had to read 200 scripts on the 'cloudless, azure sky' with a 'crimson, scorching sun', I'd certainly be tempted to grade them all a bold, scarlet F.
I finally managed to read another of her compositions when she brought it home to do her corrections. Here it is (in blue), reproduced below after the instructions, errors are hers.
You were out on an excursion with your class. Your friend asked you to follow him without the teacher's permission.
Based on the above situation, write a composition of at least 150 words. In your composition, make use of the points below
- what your friend's intention was
- what happened next
- what happened in the end
I was brimming with excitement when I woke up. My class was about to go on an excursion to the zoo to learn about animals. At last! Something interesting in science! We were waiting for the bus to arrive in our classroom. Then, our science teacher came in and started briefing us about behaving well and the rules to abide by when in the zoo. I only saw moving lips, I did not hear a thing. After what seemed like ages, the excursion bus came and brought us to the zoo.
When we arrived, we headed straight for the tiger enclosure. Just then, James pulled me aside. "What?" I asked.
"Let's leave the class and go see the other animals!"
"Why? You mean we can't see them with the class?"
"Didn't you hear Mrs Lam? We do not have time to see all the animals. We are only seeing those animals adapted to exteme climates."
I debated following James. If we were found out, we will be doomed. On the other hand, I would be able to see my favourite animals like the giraffes and the crocodiles. I may even be able to write some poetry on them and I do love poetry. The choice was obvious.
Me and James started walking very slowly and soon fell behind the class. Then, when our chance came, we ran off. James said I can pick whichever animal I want to see first. As long as I create a poem about it. I accepted the challenge.
We ran to the crocodile enclosure. "Okay Mr Poet! What is the poem?" James asked.
"Crocodile, crocodile with your toothy grin. With your cunning smile and your scaly chin," I answered.
"Only two lines?"
"It's called a couplet".
"I think it's lame. But it's still a poem anyway, I guess".
Victory! I won the challenge! For the rest of the day, James and I saw many cool animals and Mrs Lam was not in sight. In the end, me and James headed back towards the exit. We planned to hide behind the vending machine and wait to rejoin the class. This way, we would be twenty minutes ahead of the class which would only arrive at one o'clock.
However, much to our surprise, the entire class was already there. So was Mrs Lam. She caught sight of us and stormed over. "Where were you two? You don't know how worried we were! When we did a headcount and found out you two were missing, we traced back our steps and even searched the gents! We came hear to see if you were at the fast-food restaurant!"
Amazingly, my ears could not work their magic this time so I got it at full blast about safety and causing inconvenience to others. With Mrs Lam shouting at the top of her lungs, I was surprised she did not get a sore throat. I wondered why. However, I guess there will never be a scientific explanation for that.
Lesley-Anne was especially pleased with this composition as she'd scored 35/40. Before you say "waaah", it's probably important to note that this was the highest mark she'd scored to date and she doesn't consistently do this well. I guess writing depends partly on whether the topic inspires you, especially within the alloted time.
I also realise that Lesley-Anne's writing style is very conversational which makes the story readable. However, it's drastically different from the typical 'Model Compositions' you'll find sold at Popular bookstore. Personally, I detest those compositions, they're so stilted and pompous you often feel like you're reading a comprehension passage. It's like someone trying to squeeze in as many bombastic phrases and words within each sentence as possible, for the sole reason of demonstrating sophisticated vocabulary. It makes for very dreary reading. More appallingly, I've heard that some creative writing centres teach the kids to memorise such compositions to be regurgitated during exams (and uphold this an a model of examination success). Only in Singapore can you take creativity out of creative writing!
Having said that, I have no idea how examiners in Singapore will mark the PSLE compositions. My worry is that they are looking for the 'Model Composition' type of writing because Lesley-Anne's language is very simple in comparison.
Lesley-Anne's English teacher is totally against using what she calls cliches in writing, ie memorising complete chunks of fancy descriptive paragraphs. She says examiners will mark DOWN the score for such usage. I don't know if that's true but I hope so! I do know that if I were an examiner and had to read 200 scripts on the 'cloudless, azure sky' with a 'crimson, scorching sun', I'd certainly be tempted to grade them all a bold, scarlet F.
Wednesday, August 5, 2009
Debunking the myth of the GEP label
A p6 girl, whom I shall call HL, wrote a comment on one of my blog posts. We exchanged a few emails and I found her to be a very sweet, mature and unassuming 12-year-old. She told me she loves to write and sent me a link to her blog, where she posts her compositions and other written work. Let's just say I was very impressed - she writes lucidly and expressively, her command of English is masterful for her age.
Academically, she's doing very well too, topping her cohort in her neighbourhood school. Yet she seems to feel that she isn't top A calibre because she's not a GEP student.
I find this mindset to be quite prevalent. I have a close friend with two very bright daughters who are not in GEP. I think they're doing marvellously well in school but she's worried about letting her elder daughter (p5 this year) apply for a top secondary school because she's afraid her daughter wouldn't be able to cope next to the GEP kids.
Lilian and I were just discussing a few days ago that the GEP label is very powerful. People have this misconception that GEP students are super kids of some kind - like they can calculate complex maths formulas in the blink of an eye or maybe write Shakespearean sonnets in a single bound. They're believed to be brighter, faster, sharper, just better all round.
If there is one trait that I think gifted kids have, it's the ability to think more laterally and conceptually than other kids their age, that's all. That's why the GEP syllabus works for them, because the programme challenges their minds to delve deeper into a wider spectrum of subjects.
Ability is not so simplistically defined in a linear format. Achievement in school depends on so many factors, including aptitude, attitude, accuracy, speed, home environment and most importantly, hard work. Gifted kids certainly don't have dibs on all these traits. I've met GEP students who are so slow that finishing a paper on time is a feat in itself. I've seen others who are so blur that they struggle to follow instructions. And then there are the unmotivated who constantly perform below par. GEP kids are certainly not always whizzes in every subject, though often they may have special talents in one or more areas. Lesley-Anne, for example, has a gift for languages (my own assessment anyway!) but she has to work much harder for maths.
The unrealistic label of GEP kids is unhealthy in so many ways. What happens is that mainstream teachers, parents and kids themselves, identify the GEP kids as the target to beat because in their minds, that represents the pinnacle of academic achievement. And if they manage to achieve this goal, I sometimes hear this flippant refrain (or something to the effect): "GEP so special meh? Mainstream also can beat them!"
For mainstream students, the label can create a psychological barrier and give them a false diminished sense of their own abilities, like in the case of HL. I feel she's very capable of doing better than some GEP kids in the PSLE but she first needs to believe that she's not inferior to them. (HL, if you're reading this - I hope you know how talented you are!)
For GEP students, the label creates the pressure of having to perpetually live up to the super kid image and not "let the mainstream kids overtake you". Don't believe me? Lilian sent me this blog post by an RGS girl. She's a GEP student and she found herself trapped in the stress of unrelenting competition and comparisons between GEP and non-GEP. Her anguish is evident. It was written back in 2005 but I think it is still relevant, even more pronounced, today.
In this competition, no one wins. In the same way that when siblings are constantly pitted against each other, all you get is intense sibling rivalry. No one is happy for the other's achievements and no one is willing to help the other. All you get is a bunch of unhappy people constantly trying to outdo each other.
If we will stop obsessing over others for a minute, whether out of pride or insecurity, and just focus on bettering our own achievements, maybe we'll even be able to *gasp* enjoy the process.
Academically, she's doing very well too, topping her cohort in her neighbourhood school. Yet she seems to feel that she isn't top A calibre because she's not a GEP student.
I find this mindset to be quite prevalent. I have a close friend with two very bright daughters who are not in GEP. I think they're doing marvellously well in school but she's worried about letting her elder daughter (p5 this year) apply for a top secondary school because she's afraid her daughter wouldn't be able to cope next to the GEP kids.
Lilian and I were just discussing a few days ago that the GEP label is very powerful. People have this misconception that GEP students are super kids of some kind - like they can calculate complex maths formulas in the blink of an eye or maybe write Shakespearean sonnets in a single bound. They're believed to be brighter, faster, sharper, just better all round.
If there is one trait that I think gifted kids have, it's the ability to think more laterally and conceptually than other kids their age, that's all. That's why the GEP syllabus works for them, because the programme challenges their minds to delve deeper into a wider spectrum of subjects.
Ability is not so simplistically defined in a linear format. Achievement in school depends on so many factors, including aptitude, attitude, accuracy, speed, home environment and most importantly, hard work. Gifted kids certainly don't have dibs on all these traits. I've met GEP students who are so slow that finishing a paper on time is a feat in itself. I've seen others who are so blur that they struggle to follow instructions. And then there are the unmotivated who constantly perform below par. GEP kids are certainly not always whizzes in every subject, though often they may have special talents in one or more areas. Lesley-Anne, for example, has a gift for languages (my own assessment anyway!) but she has to work much harder for maths.
The unrealistic label of GEP kids is unhealthy in so many ways. What happens is that mainstream teachers, parents and kids themselves, identify the GEP kids as the target to beat because in their minds, that represents the pinnacle of academic achievement. And if they manage to achieve this goal, I sometimes hear this flippant refrain (or something to the effect): "GEP so special meh? Mainstream also can beat them!"
For mainstream students, the label can create a psychological barrier and give them a false diminished sense of their own abilities, like in the case of HL. I feel she's very capable of doing better than some GEP kids in the PSLE but she first needs to believe that she's not inferior to them. (HL, if you're reading this - I hope you know how talented you are!)
For GEP students, the label creates the pressure of having to perpetually live up to the super kid image and not "let the mainstream kids overtake you". Don't believe me? Lilian sent me this blog post by an RGS girl. She's a GEP student and she found herself trapped in the stress of unrelenting competition and comparisons between GEP and non-GEP. Her anguish is evident. It was written back in 2005 but I think it is still relevant, even more pronounced, today.
In this competition, no one wins. In the same way that when siblings are constantly pitted against each other, all you get is intense sibling rivalry. No one is happy for the other's achievements and no one is willing to help the other. All you get is a bunch of unhappy people constantly trying to outdo each other.
If we will stop obsessing over others for a minute, whether out of pride or insecurity, and just focus on bettering our own achievements, maybe we'll even be able to *gasp* enjoy the process.
Monday, June 8, 2009
Integrated Programme (IP) or how to legally skip a national exam
This is a post on IP schools, a follow up from my post on GEP at the secondary level. As mentioned, an IP school is one which offers a through-train secondary and JC education, skipping the GCE 'O' levels. This frees the kids from the time and effort in preparing for a national examination, allowing them to focus on fun things like projects! Or research! Or more homework! But seriously, exam-preparation in Singapore is so mentally and physically draining that I'm for any system that can give my kids a free pass.
An IP can be 6 years or 4 years. A 6-year programme is where the child enters at sec1 level and follows through till JC2. A 4-year programme starts from sec3 and lasts till JC2, meaning you have to apply for admission at sec2.
As of today, there are 11 schools which offer the IP. They are:
6-year IP
Anglo-Chinese School (Independent) (ACSI) * Dunman High School (DHS) * Hwa Chong Institution (HCI) * Nanyang Girls' High School (NYGS) * National Junior College (NJC) NUS High School of Mathematics and Science (NUSH) * Raffles Girls' School (RGS) * Raffles Institution (RI) * River Valley High School (RV)
4-year IP
First, if your kid is in the GEP, he'll be encouraged to apply to schools which have the SBGE because those schools offer a curriculum designed around the needs of gifted kids. (Don't know what's SBGE? Refer to my previous post). These are the 7 schools with the asterisk *. The other schools offer their own IP which is not equivalent to the SBGE.
The only two girls' schools on the list - NYGS and RGS - offer 4 years of secondary education before the girls join the HCI and RI family of schools respectively for the remaining 2 years of JC education.
If you enter any of the schools marked in red, you will eventually sit for the GCE 'A' levels. ACSI students sit for the International Baccalaureat (IB) exam while NUSH students are awarded the NUS High School Diploma. From what I hear, you may opt to switch from one IP school to another at sec3 or JC1, you'll still be exempt from the 'O' levels. But a successful transfer would depend on the grades and other achievements obtained in your original school.
Some parents have wondered whether it's wise to opt for an IP since their kids won't have the fall-back of the 'O' level certificate should they not do well in the IP. My advice is: you have to make a judgement call based on the ability of your child.
In general, my sense is that the IP is more taxing than the regular 4-year 'O' level programme - it offers a broader curriculum with lots of other learning experiences. Again, I stress that putting your child into a "branded" school may not necessarily be a good thing if she can't cope with the programme. I've heard of kids who get into the top schools via DSA but whose PSLE results later fall significantly below the cut-off point. So while they have a place in the school, they later struggle to keep up with the work. And for all these schools, there's still a minimum grade the kids have to maintain to be promoted to the next level each year - it's not automatic! So think carefully.
But if your child is clearly high ability or gifted, the IP might be a feasible choice because realistically, the 'O' levels won't be the end of the academic road for her, so there's no need for a backup.
The local education system changes as quickly and drastically as Linda Evangelista's hair colour, so this information is only valid for now. I'm pretty sure more schools will offer IP in the near future, so do keep a look out for any changes or new offerings.
An IP can be 6 years or 4 years. A 6-year programme is where the child enters at sec1 level and follows through till JC2. A 4-year programme starts from sec3 and lasts till JC2, meaning you have to apply for admission at sec2.
As of today, there are 11 schools which offer the IP. They are:
6-year IP
4-year IP
- Temasek Junior College (TJC)
- Victoria Junior College (VJC)
First, if your kid is in the GEP, he'll be encouraged to apply to schools which have the SBGE because those schools offer a curriculum designed around the needs of gifted kids. (Don't know what's SBGE? Refer to my previous post). These are the 7 schools with the asterisk *. The other schools offer their own IP which is not equivalent to the SBGE.
The only two girls' schools on the list - NYGS and RGS - offer 4 years of secondary education before the girls join the HCI and RI family of schools respectively for the remaining 2 years of JC education.
If you enter any of the schools marked in red, you will eventually sit for the GCE 'A' levels. ACSI students sit for the International Baccalaureat (IB) exam while NUSH students are awarded the NUS High School Diploma. From what I hear, you may opt to switch from one IP school to another at sec3 or JC1, you'll still be exempt from the 'O' levels. But a successful transfer would depend on the grades and other achievements obtained in your original school.
Some parents have wondered whether it's wise to opt for an IP since their kids won't have the fall-back of the 'O' level certificate should they not do well in the IP. My advice is: you have to make a judgement call based on the ability of your child.
In general, my sense is that the IP is more taxing than the regular 4-year 'O' level programme - it offers a broader curriculum with lots of other learning experiences. Again, I stress that putting your child into a "branded" school may not necessarily be a good thing if she can't cope with the programme. I've heard of kids who get into the top schools via DSA but whose PSLE results later fall significantly below the cut-off point. So while they have a place in the school, they later struggle to keep up with the work. And for all these schools, there's still a minimum grade the kids have to maintain to be promoted to the next level each year - it's not automatic! So think carefully.
But if your child is clearly high ability or gifted, the IP might be a feasible choice because realistically, the 'O' levels won't be the end of the academic road for her, so there's no need for a backup.
The local education system changes as quickly and drastically as Linda Evangelista's hair colour, so this information is only valid for now. I'm pretty sure more schools will offer IP in the near future, so do keep a look out for any changes or new offerings.
Monday, June 1, 2009
GEP at secondary school level
A couple of years ago, the local papers reported that the Gifted Education Programme (GEP) in secondary school was to be scrapped. This led to quite a bit of confusion as most Singaporeans thought that there would no longer be a differentiated programme for gifted kids after primary school. I was one of them, until I learnt more about it after Lesley-Anne got into the GEP, so I thought I'd write this post for parents seeking clarification in this matter.
Previously, the GEP curriculum by MOE was offered by selected secondary schools in Singapore, so primary school GEP kids who made the grade would join this programme. However, many these top schools gradually became independent, giving them the autonomy to develop their own curriculum. Some of them also became Integrated Programme (IP) schools, meaning the students are offered a through-train to the GCE 'A' levels or International Baccalaureate (only for ACSI) or NUS High School Diploma (only for NUS High), by-passing the GCE 'O' level examinations.
As expected, the IP schools became highly popular with GEP and high ability kids because it exempts you from a national exam. Not to mention, these are the generally the prestigious schools to begin with. Since the primary school GEP kids prefered to go to the IP schools, the MOE-run GEP track in regular secondary schools became redundant. As such, the programme was phased out by 2008.
However, and this is a big however, the GEP essentially still carries on at the secondary school level except it's now in the form of the School-Based Gifted Education (SBGE) programme, designed by the specific school that offers it. MOE continues to advise these schools on the SBGE programme and curriculum, so you'll find that it is very much aligned with the GEP at primary school level.
Here is where it gets slightly confusing: There are some non-IP schools which offer School-Based Special Programmes (SBSP) for GEP kids (similar to SBGE but you still have to take 'O' levels) and there are some IP schools which DON'T offer the SBGE. Whaaaaat? I know, I know, it took me a while to understand this. Plus the rate at which new schools and programmes pop up each year is just mind-boggling.
I will elaborate on IP schools in another post. Meanwhile, this post is just to highlight the point that GEP kids can still continue with their gifted education track beyond primary school. In order to do this, they need to maintain their GEP status, ie it's not guaranteed. To maintain their GEP status, the child must:
If the child maintains his GEP status and gets into an Independent School with IP or SBSP, he automatically earns a scholarship or subsidy of school fees, which is very attractive considering the fees of Independent Schools are considerably higher than those of government or government-aided schools.
Previously, the GEP curriculum by MOE was offered by selected secondary schools in Singapore, so primary school GEP kids who made the grade would join this programme. However, many these top schools gradually became independent, giving them the autonomy to develop their own curriculum. Some of them also became Integrated Programme (IP) schools, meaning the students are offered a through-train to the GCE 'A' levels or International Baccalaureate (only for ACSI) or NUS High School Diploma (only for NUS High), by-passing the GCE 'O' level examinations.
As expected, the IP schools became highly popular with GEP and high ability kids because it exempts you from a national exam. Not to mention, these are the generally the prestigious schools to begin with. Since the primary school GEP kids prefered to go to the IP schools, the MOE-run GEP track in regular secondary schools became redundant. As such, the programme was phased out by 2008.
However, and this is a big however, the GEP essentially still carries on at the secondary school level except it's now in the form of the School-Based Gifted Education (SBGE) programme, designed by the specific school that offers it. MOE continues to advise these schools on the SBGE programme and curriculum, so you'll find that it is very much aligned with the GEP at primary school level.
Here is where it gets slightly confusing: There are some non-IP schools which offer School-Based Special Programmes (SBSP) for GEP kids (similar to SBGE but you still have to take 'O' levels) and there are some IP schools which DON'T offer the SBGE. Whaaaaat? I know, I know, it took me a while to understand this. Plus the rate at which new schools and programmes pop up each year is just mind-boggling.
I will elaborate on IP schools in another post. Meanwhile, this post is just to highlight the point that GEP kids can still continue with their gifted education track beyond primary school. In order to do this, they need to maintain their GEP status, ie it's not guaranteed. To maintain their GEP status, the child must:
- have performed consistently in the GEP from p4-6, including a pass in Social Studies
- have a good attitude
- perform reasonably well at PSLE
If the child maintains his GEP status and gets into an Independent School with IP or SBSP, he automatically earns a scholarship or subsidy of school fees, which is very attractive considering the fees of Independent Schools are considerably higher than those of government or government-aided schools.
Wednesday, May 20, 2009
English composition part2
For the first time yesterday, I learnt from Lesley-Anne that they are only given 1 hr 10 mins to write both the situational writing and continuous writing compositions in an exam (I know, I know, sotong mum again). I was astounded. No wonder she seems to make an abundance of punctuation and spelling mistakes because once again, there's a time crunch. Let's say they take 15 mins to do the situational writing piece, then they're left with under an hour, during which time they're expected to think of a story, plan, write it out in a coherent and interesting manner, and check? Wow.
Anyway, as promised, I'm posting one of the compositions Lesley-Anne did this year. This composition is Lesley-Anne's best (in terms of marks) to date. She came home and told me excitedly that she had gotten 30/40 - it was significant to her because it was the first time she had hit the 30 mark threshold. Up to that point, I had hardly read her compositions *blush* so when I read this one, I was pleasantly surprised and immediately struck by the fact that her use of the English language had become more sophisticated compared to a year ago.
This was the picture, followed by the composition (again, reproduced in its original form with mistakes):
My Mischevious Side
As I walked into the barber's with my Mom to wait for my turn for a haircut, I had a flashback to the day where I showed my mischevious side. No doubt I was given a tongue-lashing and was punished after that incident. No, it is not an elaborate prank I performed. It only involved a pair of scissors.
That school day, I walked into class to find a huge crowd gathering around Jane, my classmate. I guessed that she was probably showing off again as usual. I was right. When it comes to this kind of things, I usually am.
I really hated Jane. She is just a show-off. I recalled an incident where she was the only person in the class who got an 'A' for her essay. During recess, she walked around the class showing every single person her essay. Not only that, she passed off comments like "See? I'm the only person to get an 'A'. Then again, it's nothing out of the ordinary when I'm gifted with good looks and of course, smarts".
My thoughts were interuppted when the school bell rang, signalling the start of lessons. By the way, if you are wondering what Jane was bragging about this morning, it was her new haircut which supposedly was done by the best hairdresser in town.
At this moment, Mr Eng, our art teacher, came in. After the class settled down, he started teaching us how to make a collaige. Soon, everyone was lining up to get the art materials provided. As I was lining up, I saw Jane strutting down the classroom with her art materials, flicking her inky, black hair in the process. Seriously, why does she do that? She is just plain irritating.
When we all had our art materials, we got down to work. Jane, who sat beside me, starting cutting her white paper neatly into strips. As I looked at my black piece of paper, I imagined Jane flicking her hair about but shook the image out of my mind. When I was about to cut it, a mischevious idea came into my mind.
I picked up my scissors and... "Snip!" This was followed by an ear-piercing scream echoing throughout the class. As I looked at that thick lock of hair on the ground, I grinned.
However, my grin was wiped of my face when the teacher approached. "What happened?" he asked in a worried tone. Before I could even open my mouth to explain, Jane shouted "This horrid boy cut off my hair! Oh my beautiful hair! It had to be cut off by this monster!"
The expression on the teacher's face changed. My, my! If looks could kill, I would be lying in a coffin right now.
Now, it is obvious what happened next. I was given a harsh scolding and a long lecture. Even when I mentioned how vain Jane was, the teacher gave me another long lecture about tolerance. However, I gave in and even felt repentent. I apologised to Jane, not expecting her to forgive me. This was one rare occasion when I was wrong.
I was shocked. "Why?" I said, my eyes growing as big as dinner plates. She replied "You can't expect a good girl like me who has all the character traits in the world to not be forgiving? Won't Mom be proud! I even forgave a monster like you!"
Sigh. Looks like she was still vain Jane. I wanted to shout that she lacked the character trait called humility, but I controlled myself. However, being an optimist, I found a silver lining in this cloud. I had learnt about thinking before I act and I learnt to be tolerant.
I came back to earth as I heard the barber call my name. I walked over to him, the events of that day still lingering in my mind.
In p6, there is no evaluation form attached with the composition. Instead, the teacher writes her comments at the end of the compositions. Here's what she wrote for this particular one:
Anyway, as promised, I'm posting one of the compositions Lesley-Anne did this year. This composition is Lesley-Anne's best (in terms of marks) to date. She came home and told me excitedly that she had gotten 30/40 - it was significant to her because it was the first time she had hit the 30 mark threshold. Up to that point, I had hardly read her compositions *blush* so when I read this one, I was pleasantly surprised and immediately struck by the fact that her use of the English language had become more sophisticated compared to a year ago.
This was the picture, followed by the composition (again, reproduced in its original form with mistakes):
My Mischevious Side
As I walked into the barber's with my Mom to wait for my turn for a haircut, I had a flashback to the day where I showed my mischevious side. No doubt I was given a tongue-lashing and was punished after that incident. No, it is not an elaborate prank I performed. It only involved a pair of scissors.
That school day, I walked into class to find a huge crowd gathering around Jane, my classmate. I guessed that she was probably showing off again as usual. I was right. When it comes to this kind of things, I usually am.
I really hated Jane. She is just a show-off. I recalled an incident where she was the only person in the class who got an 'A' for her essay. During recess, she walked around the class showing every single person her essay. Not only that, she passed off comments like "See? I'm the only person to get an 'A'. Then again, it's nothing out of the ordinary when I'm gifted with good looks and of course, smarts".
My thoughts were interuppted when the school bell rang, signalling the start of lessons. By the way, if you are wondering what Jane was bragging about this morning, it was her new haircut which supposedly was done by the best hairdresser in town.
At this moment, Mr Eng, our art teacher, came in. After the class settled down, he started teaching us how to make a collaige. Soon, everyone was lining up to get the art materials provided. As I was lining up, I saw Jane strutting down the classroom with her art materials, flicking her inky, black hair in the process. Seriously, why does she do that? She is just plain irritating.
When we all had our art materials, we got down to work. Jane, who sat beside me, starting cutting her white paper neatly into strips. As I looked at my black piece of paper, I imagined Jane flicking her hair about but shook the image out of my mind. When I was about to cut it, a mischevious idea came into my mind.
I picked up my scissors and... "Snip!" This was followed by an ear-piercing scream echoing throughout the class. As I looked at that thick lock of hair on the ground, I grinned.
However, my grin was wiped of my face when the teacher approached. "What happened?" he asked in a worried tone. Before I could even open my mouth to explain, Jane shouted "This horrid boy cut off my hair! Oh my beautiful hair! It had to be cut off by this monster!"
The expression on the teacher's face changed. My, my! If looks could kill, I would be lying in a coffin right now.
Now, it is obvious what happened next. I was given a harsh scolding and a long lecture. Even when I mentioned how vain Jane was, the teacher gave me another long lecture about tolerance. However, I gave in and even felt repentent. I apologised to Jane, not expecting her to forgive me. This was one rare occasion when I was wrong.
I was shocked. "Why?" I said, my eyes growing as big as dinner plates. She replied "You can't expect a good girl like me who has all the character traits in the world to not be forgiving? Won't Mom be proud! I even forgave a monster like you!"
Sigh. Looks like she was still vain Jane. I wanted to shout that she lacked the character trait called humility, but I controlled myself. However, being an optimist, I found a silver lining in this cloud. I had learnt about thinking before I act and I learnt to be tolerant.
I came back to earth as I heard the barber call my name. I walked over to him, the events of that day still lingering in my mind.
In p6, there is no evaluation form attached with the composition. Instead, the teacher writes her comments at the end of the compositions. Here's what she wrote for this particular one:
- gd! Consistent use of characterisation to drive the plot
- gd to see you using foreshadowing and building suspense
- some apt use of vocabulary but continue to work on use of expressions
- where possible, paragraph dialogue
- gd use of paragraphing
- watch spelling
- gd effort!
Tuesday, May 19, 2009
English composition part1
This is a two-part post on English composition, at the request of Lilian. She had been asking me for tips on improving English writing for a while now but I couldn't really advise her as I struggle with the same issue for Andre.
I started looking through Lesley-Anne's English files. In p5, I notice she was given quite extensive exercises on plot development, what makes a good story and the elements of different genres of writing, such as mysteries and persuasive writing. She also has a list of literary elements that can be used in writing, such as theme, imagery, dramatic irony, characterisation and hyperbole. Obviously the kids don't have to use everything but Lesley-Anne tells me the teachers do go through some of them and give examples of how they are used.
This once again reinforced my belief that composition can be taught. Just because I don't know the techniques doesn't mean there aren't any. Lesley-Anne's file had worksheets and exercises that they do to strengthen their skills in specific writing elements. This is more concrete than just "practising" because without being equipped with know-how, you'll keep writing the same thing in the same style, with the same mistakes, over and over.
Then I looked at her p6 file and comparing her p6 and p5 compositions, I realised that her writing had improved noticeable towards the end of p5 and especially in p6. Lesley-Anne's reading has not increased significantly during this period, which tells me that either the way composition is taught in her class is very effective or she had matured on her own, or both.
I thought I would share a couple of samples of her writing to show her growth in this area. This is one of the early compositions she wrote in p5, she garnered 26/40, which was the best mark she received for composition in the entire year (in GEP, anything from 25 above is considered good, rarely do kids score above 30). It's based on the picture below and I reproduced it wholesale, mistakes and all:
Just because of a kite
"Mom, please let us go to the park. I want to fly my new kite!" said Tim. "Okay. But you have to let Henry have a go too." Mom replied. "I will", said Tim.
It was the perfect day to go to the park. The sun was shining and there was an occasional breeze. They even saw a duck or two in the pond. When there was a breeze, Tim started flying his kite. It was a lovely sight. The kite's yellow and orange tail stood out against the pale blue sky and the picture of an eagle on the kite looked as if it was really flying.
"My turn, my turn!" shouted Henry. "Not yet, not yet!" said Tim. "But you have flown it for five minutes already!"
"Well, it is my kite."
"Mom said to share!"
So, an argument began. Both of them were arguing so badly that they did not notice the kite being blown towards a tree. When they finally noticed, the kite was already tangled up in the tree's branches.
"Here is the deal", said Tim, "the first person to untangle the kite gets to fly it for the whole day." "Okay!" said Henry as he climbed up the tree while Tim tried to pull the kite down from below. Then, as Henry was about to reach for the kite, he lost his balance.
He fell of the tree, landed on the grass and rolled into the lake. "Help!" said Henry, "I'm going to drown!" "But you can swim. I can't help you because I cannot swim", said Tim. "I can't swim either with a sprained ankle. It hurts," said Henry.
Luckily, a passer-by stopped by to help. He jumped into the lake and saved Henry. "T.. Thank you", said Henry. "My pleasure!" said the kind passer-by. He even dropped the boys home. Henry's mother was told about the situation. She was too relieved to be angry and thanked the passer-by.
From that day on, Tim took up swimming lessons and Henry never climbed another tree. As for the kite, it is still stuck up there to this day!
I must confess that I have never read other p5 or p6 kids' compositions so I can't compare, but my gut feel tells me that this composition is ok but does not particularly stand out. Her language use is quite ordinary.
There was an evaluation form attached with the composition. I'm not sure if this is done also for mainstream students but I find this very constructive. Instead of just a score, the child is given a detailed breakdown on what she had done well and what was lacking. This evaluation form was given for every composition in p5 and also includes the child's own reflections on the areas of improvement.
This was the form for the composition above:
I started looking through Lesley-Anne's English files. In p5, I notice she was given quite extensive exercises on plot development, what makes a good story and the elements of different genres of writing, such as mysteries and persuasive writing. She also has a list of literary elements that can be used in writing, such as theme, imagery, dramatic irony, characterisation and hyperbole. Obviously the kids don't have to use everything but Lesley-Anne tells me the teachers do go through some of them and give examples of how they are used.
This once again reinforced my belief that composition can be taught. Just because I don't know the techniques doesn't mean there aren't any. Lesley-Anne's file had worksheets and exercises that they do to strengthen their skills in specific writing elements. This is more concrete than just "practising" because without being equipped with know-how, you'll keep writing the same thing in the same style, with the same mistakes, over and over.
Then I looked at her p6 file and comparing her p6 and p5 compositions, I realised that her writing had improved noticeable towards the end of p5 and especially in p6. Lesley-Anne's reading has not increased significantly during this period, which tells me that either the way composition is taught in her class is very effective or she had matured on her own, or both.
I thought I would share a couple of samples of her writing to show her growth in this area. This is one of the early compositions she wrote in p5, she garnered 26/40, which was the best mark she received for composition in the entire year (in GEP, anything from 25 above is considered good, rarely do kids score above 30). It's based on the picture below and I reproduced it wholesale, mistakes and all:
Just because of a kite"Mom, please let us go to the park. I want to fly my new kite!" said Tim. "Okay. But you have to let Henry have a go too." Mom replied. "I will", said Tim.
It was the perfect day to go to the park. The sun was shining and there was an occasional breeze. They even saw a duck or two in the pond. When there was a breeze, Tim started flying his kite. It was a lovely sight. The kite's yellow and orange tail stood out against the pale blue sky and the picture of an eagle on the kite looked as if it was really flying.
"My turn, my turn!" shouted Henry. "Not yet, not yet!" said Tim. "But you have flown it for five minutes already!"
"Well, it is my kite."
"Mom said to share!"
So, an argument began. Both of them were arguing so badly that they did not notice the kite being blown towards a tree. When they finally noticed, the kite was already tangled up in the tree's branches.
"Here is the deal", said Tim, "the first person to untangle the kite gets to fly it for the whole day." "Okay!" said Henry as he climbed up the tree while Tim tried to pull the kite down from below. Then, as Henry was about to reach for the kite, he lost his balance.
He fell of the tree, landed on the grass and rolled into the lake. "Help!" said Henry, "I'm going to drown!" "But you can swim. I can't help you because I cannot swim", said Tim. "I can't swim either with a sprained ankle. It hurts," said Henry.
Luckily, a passer-by stopped by to help. He jumped into the lake and saved Henry. "T.. Thank you", said Henry. "My pleasure!" said the kind passer-by. He even dropped the boys home. Henry's mother was told about the situation. She was too relieved to be angry and thanked the passer-by.
From that day on, Tim took up swimming lessons and Henry never climbed another tree. As for the kite, it is still stuck up there to this day!
I must confess that I have never read other p5 or p6 kids' compositions so I can't compare, but my gut feel tells me that this composition is ok but does not particularly stand out. Her language use is quite ordinary.
There was an evaluation form attached with the composition. I'm not sure if this is done also for mainstream students but I find this very constructive. Instead of just a score, the child is given a detailed breakdown on what she had done well and what was lacking. This evaluation form was given for every composition in p5 and also includes the child's own reflections on the areas of improvement.
This was the form for the composition above:
I know it's blurry. Here are the teacher's comments (in red):
Plot/Story Structure: Good, clear plot. Well planned.
Setting: More can be detailed here
Characterisation Feelings/Emotions: Deal with the feelings of both the boys
Dialogue: You need to know how to handle a dialogue
Story Idea Climax: Good storyline. Well done!
Grammar & Usage Vocabulary: Use better words and expressions.
Punctuation/ Capitalisation: Errors in both these areas. Errors in full-stops, commas and capital letters.
Spelling: No errors. Great.
Handwriting Neatness: Neat
I will post Lesley-Anne's p6 composition tomorrow.
Sunday, May 17, 2009
Studying about the environment
This post is a follow up to the one I wrote on GEP Social Studies. Apart from learning about Singapore's history, the kids also study other modules like one on Man and the Environment in p5.
They really go into detail, from discussing how energy needs cause environmental problems to renewable resources, from climate change and global warming to how cities are working on green efforts for more sustainable development.
The biggest takeaway from this module I find is the lesson that human beings' actions have consequences on the environment. This raises awareness of the interdependence between the physical and human environments, and promotes environmental conservation efforts which I guess they hope these kids will carry through to adulthood.
This is a worksheet that they had to do (after reading a story), underscoring the cause and effect relationship between humans and the environment.
Reproduced here: (Lesley-Anne's answers are in blue)
The Greatest Environmental Crisis Ever for Humanity
Using what you have learnt from the story, complete the worksheet to illustrate how a particular generalization is true.
1. "An effect can be the result of multiple causes with different degrees of influence". Identify the causes of climate change.
- Deforestation --> climate change
- Large scale burning of fossil fuels --> greenhouse effect --> global warming
2. "Causes can trigger simple effects or chain of related effects". Give an example of a simple effect and a chain of related effects of climate change.
- global temperature increase --> melting of glaciers (simple effect)
- eractic weather --> increase frequency of draughts and floods --> destroy agriculture --> disruption of global food supplies (chain effects)
3. "Causes may have predictable and unpredictable effects". Give an example of a predictable effect and an unpredictable effect of climate change.
- global temperature increase --> spread of infectious disease to higher latitutes (predictable effect)
- climate change --> social and political conflict --> environmental refugees (unpredictable effect)
4. "Causes have short-term and long-term effects". Give an example of a short-term effect and long-term effect of climate change.
- climate change --> destroy natural habitat (short-term effect)
- climate change --> extinction of animal and plant species (long-term effect)
They really go into detail, from discussing how energy needs cause environmental problems to renewable resources, from climate change and global warming to how cities are working on green efforts for more sustainable development.
The biggest takeaway from this module I find is the lesson that human beings' actions have consequences on the environment. This raises awareness of the interdependence between the physical and human environments, and promotes environmental conservation efforts which I guess they hope these kids will carry through to adulthood.
This is a worksheet that they had to do (after reading a story), underscoring the cause and effect relationship between humans and the environment.
Reproduced here: (Lesley-Anne's answers are in blue)
The Greatest Environmental Crisis Ever for Humanity
Using what you have learnt from the story, complete the worksheet to illustrate how a particular generalization is true.
1. "An effect can be the result of multiple causes with different degrees of influence". Identify the causes of climate change.
- Deforestation --> climate change
- Large scale burning of fossil fuels --> greenhouse effect --> global warming
2. "Causes can trigger simple effects or chain of related effects". Give an example of a simple effect and a chain of related effects of climate change.
- global temperature increase --> melting of glaciers (simple effect)
- eractic weather --> increase frequency of draughts and floods --> destroy agriculture --> disruption of global food supplies (chain effects)
3. "Causes may have predictable and unpredictable effects". Give an example of a predictable effect and an unpredictable effect of climate change.
- global temperature increase --> spread of infectious disease to higher latitutes (predictable effect)
- climate change --> social and political conflict --> environmental refugees (unpredictable effect)
4. "Causes have short-term and long-term effects". Give an example of a short-term effect and long-term effect of climate change.
- climate change --> destroy natural habitat (short-term effect)
- climate change --> extinction of animal and plant species (long-term effect)
Monday, April 27, 2009
Learning about Singapore's history under GEP
One of the significant differences between the GEP and mainstream curriculum is the former's focus on Social Studies. In the mainstream, Social Studies is relegated as one of those "soft" topics, like Health Education and Moral Education. From what I've heard, the exam paper consists of 20 multiple-choice questions and only covers a broad overview of the subject.
Under GEP, Social Studies is an examinable subject and the kids have to garner at least a 50% pass to maintain their GE status. The curriculum is very extensive and detailed, with particular focus on Singapore's history. The exams test in-depth understanding of the topics and are mostly open-ended questions.
I'm guessing that this is part of MOE's determination to cultivate social and political awareness among this group of kids, as well as foster patriotism and nation-building. A few of us mothers sometimes roll our eyes at what we deem as "national brain-washing" but at heart, we agree that it is very important for our kids to grow up with an understanding of how this country evolved.
The textbook for the Singapore portion of GEP Social Studies is Understanding Our Past - Singapore from Colony to Nation, MOE Singapore, Times Publishing, 1999.
In my opinion, it's quite well written. History books are usually so dull but this one is written in a casual narrative style that's easy to understand, yet is very informative and detailed (it's almost 260 pages). It also has loads of pictures and the visual layout facilitates reading. Another reason I like it is that it keeps largely to the facts, none of that preachy propoganda that some of the primary level social studies materials tend to feature.
Note: GEP Social Studies doesn't just entail Singapore history but I estimate that this makes up about 75% of the curriculum.
The Singapore portion is studied at the various levels as follows:
p4 - Origins of Singapore, World War II
p5 - Post-war, Merger and Separation, Independence
p6 - Industralisation, Modern Singapore
Most of the lessons are supplemented with worksheets and go beyond superficial awareness of events. In p5, the topic on Singapore Independence leads to an interesting discussion on what is involved in building a national identity.
When the kids are learning about racial riots with the Maria Hertogh Riots as a case study, they don't just study what happened. They have to examine the surrounding circumstances and the different points of view in order to come up with a more complete understanding of the implications of such an event. In addition, they have to discuss an article about the event, analysing the author's purpose of writing based on the way the information was presented, his own interpretation and inferences. This part of the study I feel is very important because it teaches the kids that writers have their own biases and opinions, and they shouldn't just take everything they read at face value.
This is followed by a worksheet where they have to write their own reflections on the event.
In case you can't read it, the instructions are:
Write a reflection on the Maria Herogh Riots. Your reflection should include
The causes of the riot was that the Malays felt that there was no respect for them. The consequences that then followed was that a curfew had to be imposed for two weeks before the police could gain control of the situation and 18 people were killed and 173 were injured.
The lesson learnt was that we have to preserve racial and religious harmony as racial disharmony can disrupt our daily lives. The media also had to exercise more discipline in the coverage of sensitive issues.
My recommendations to schools is that they should tell the students about the cultures of different races so they can be sensitive to each other. They should also tell the students about each others religion so that they can be sensitive too. This can promote racial and religious harmony.
This is only my personal opinion but I feel that the mainstream kids would benefit from the same focus that the GEP places on Social Studies. Or maybe it will be introduced to them at the secondary school level. I hope so. Afterall, understanding our history is a critical component of knowing who we are and being able to plan for our future.
Under GEP, Social Studies is an examinable subject and the kids have to garner at least a 50% pass to maintain their GE status. The curriculum is very extensive and detailed, with particular focus on Singapore's history. The exams test in-depth understanding of the topics and are mostly open-ended questions.
I'm guessing that this is part of MOE's determination to cultivate social and political awareness among this group of kids, as well as foster patriotism and nation-building. A few of us mothers sometimes roll our eyes at what we deem as "national brain-washing" but at heart, we agree that it is very important for our kids to grow up with an understanding of how this country evolved.
The textbook for the Singapore portion of GEP Social Studies is Understanding Our Past - Singapore from Colony to Nation, MOE Singapore, Times Publishing, 1999.In my opinion, it's quite well written. History books are usually so dull but this one is written in a casual narrative style that's easy to understand, yet is very informative and detailed (it's almost 260 pages). It also has loads of pictures and the visual layout facilitates reading. Another reason I like it is that it keeps largely to the facts, none of that preachy propoganda that some of the primary level social studies materials tend to feature.
Note: GEP Social Studies doesn't just entail Singapore history but I estimate that this makes up about 75% of the curriculum.
The Singapore portion is studied at the various levels as follows:
p4 - Origins of Singapore, World War II
p5 - Post-war, Merger and Separation, Independence
p6 - Industralisation, Modern Singapore
Most of the lessons are supplemented with worksheets and go beyond superficial awareness of events. In p5, the topic on Singapore Independence leads to an interesting discussion on what is involved in building a national identity.
When the kids are learning about racial riots with the Maria Hertogh Riots as a case study, they don't just study what happened. They have to examine the surrounding circumstances and the different points of view in order to come up with a more complete understanding of the implications of such an event. In addition, they have to discuss an article about the event, analysing the author's purpose of writing based on the way the information was presented, his own interpretation and inferences. This part of the study I feel is very important because it teaches the kids that writers have their own biases and opinions, and they shouldn't just take everything they read at face value.
This is followed by a worksheet where they have to write their own reflections on the event.
In case you can't read it, the instructions are:Write a reflection on the Maria Herogh Riots. Your reflection should include
- an outline of the causes and consequences of the Maria Herogh Riots
- the lesson learnt from the riots
- recommendations to schools nationwide to advise the youth the importance of promoting racial harmony in Singapore
The causes of the riot was that the Malays felt that there was no respect for them. The consequences that then followed was that a curfew had to be imposed for two weeks before the police could gain control of the situation and 18 people were killed and 173 were injured.
The lesson learnt was that we have to preserve racial and religious harmony as racial disharmony can disrupt our daily lives. The media also had to exercise more discipline in the coverage of sensitive issues.
My recommendations to schools is that they should tell the students about the cultures of different races so they can be sensitive to each other. They should also tell the students about each others religion so that they can be sensitive too. This can promote racial and religious harmony.
This is only my personal opinion but I feel that the mainstream kids would benefit from the same focus that the GEP places on Social Studies. Or maybe it will be introduced to them at the secondary school level. I hope so. Afterall, understanding our history is a critical component of knowing who we are and being able to plan for our future.
Monday, January 12, 2009
IQ vs achievement - it's not the same thing!
Before I write this, I just want to say that in case any parent reads my previous post and thinks that I'm trying to brag about my gifted child or elicit sympathy for what is often perceived as already a privileged position, that it is not so. I've mentioned this before, every child is different, you just have to work with what you're given. And anyway, a gifted child is not any reflection of a parent's "accomplishment", so there's nothing to take credit for.
Ok, now that we've gotten that out of the way, this is a follow-up post on my last entry. Some parents may be curious as to what are the different levels of giftedness. Here is the range (please note that the numbers can vary depending on the scale that's used).
Average IQ is between 85-114.
I wrote in an earlier post about how to tell if your child is intellectually gifted. An example of a profoundly gifted individual is Bobby Fischer, whose IQ is estimated to be 180. He was obsessed with chess since the age of six and spent hours everyday studying the game. By 15, he became a Grand Master, the youngest ever in history.
But IQ is just a number. And it's important to always remember that life is so much more than numbers. Giftedness is complex because the variation is so wide. A child can be extremely gifted in maths and not languages or vice versa.
The issue I want to address is that of IQ vs achievement. A mother reminded me the other day that it's not the same thing, ie higher IQ does NOT automatically translate into higher achievement. I briefly addressed it in my previous post but I think it warrants a separate post.
People tend to imagine gifted children happily embracing their abilities and continuously adding to their accomplishments. You might therefore be surprised to hear this: research has shown that a large proportion of highly gifted children seriously underachieve in the regular classroom and that by the end of elementary school, many have almost completely lost the motivation to excel (Pringle, 1970; Painter, 1976; Whitmore, 1980; Gross, 1993).
Aside: I found most of the relevant information and research on the Hoagies Gifted Education site. It's a terrific resource although I personally found the navigation a little confusing.
Research by Miraca Gross found that gifted children are aware from a young age that they are different from other children around them. Instead of feeling superior however, more often than not, gifted children feel uncomfortable about being different and feel the pressure to change their behavior to fit in with their peers. Gross's study (1993) found that highly gifted students with advanced reading abilities, on entering school and realising that no other children could read, deliberately decreased the quality and quantity of their reading after a few weeks. Some even stopped reading altogether.
Anxiety and depression often occur in misplaced gifted children. Self-sabotage or deliberate underachievement to fit in can lead to the "imposter syndrome", where gifted adults believe their success is due to luck rather than their own abilities and worry about being found out.
While these are social or emotional reasons, there's also the possibility of biological reasons for underachievement. Many gifted children are twice exceptional, ie children who are gifted and have a learning disability like ADHD or dyslexia. Twice exceptional children are especially common among the exceptionally or profoundly gifted. Because gifted children are more able to compensate or mask their learning disabilities, these disorders often are left undiagnosed or discovered much later.
Experts generally agree that an effective way of reversing underachievement in gifted children is to provide accelerated education and placed in intellectually stimulating classes with appropriate mentoring and enrichment. Gross's study found that gifted children who attended school in the regular classroom had frequently quashed or moderated their own abilities. Their early curiosity and love of learning were eroded or completely eradicated by the time they became teenagers, and they displayed disturbingly low levels of motivation and social self-esteem. Ironically, education administrators took the decrease in academic achievement to mean that the child has "leveled out" and is no longer gifted.
In contrast, gifted children who were more appropriately placed in an accelerated environment displayed higher levels of motivation and self-esteem, and significantly reduced pressure to underachieve for peer acceptance. They also had more friends and enjoyed closer social relationships than before the acceleration.
See? Not that I want to keep harping on the GEP but this research again supports my view that the GEP is a necessary part of our education system. It is not the be all and end all, but it does serve the needs of a segment of the population that would otherwise have been underserved in the current education system.
Ok, now that we've gotten that out of the way, this is a follow-up post on my last entry. Some parents may be curious as to what are the different levels of giftedness. Here is the range (please note that the numbers can vary depending on the scale that's used).
Average IQ is between 85-114.
I wrote in an earlier post about how to tell if your child is intellectually gifted. An example of a profoundly gifted individual is Bobby Fischer, whose IQ is estimated to be 180. He was obsessed with chess since the age of six and spent hours everyday studying the game. By 15, he became a Grand Master, the youngest ever in history.
But IQ is just a number. And it's important to always remember that life is so much more than numbers. Giftedness is complex because the variation is so wide. A child can be extremely gifted in maths and not languages or vice versa.
The issue I want to address is that of IQ vs achievement. A mother reminded me the other day that it's not the same thing, ie higher IQ does NOT automatically translate into higher achievement. I briefly addressed it in my previous post but I think it warrants a separate post.
People tend to imagine gifted children happily embracing their abilities and continuously adding to their accomplishments. You might therefore be surprised to hear this: research has shown that a large proportion of highly gifted children seriously underachieve in the regular classroom and that by the end of elementary school, many have almost completely lost the motivation to excel (Pringle, 1970; Painter, 1976; Whitmore, 1980; Gross, 1993).
Aside: I found most of the relevant information and research on the Hoagies Gifted Education site. It's a terrific resource although I personally found the navigation a little confusing.
Research by Miraca Gross found that gifted children are aware from a young age that they are different from other children around them. Instead of feeling superior however, more often than not, gifted children feel uncomfortable about being different and feel the pressure to change their behavior to fit in with their peers. Gross's study (1993) found that highly gifted students with advanced reading abilities, on entering school and realising that no other children could read, deliberately decreased the quality and quantity of their reading after a few weeks. Some even stopped reading altogether.
Anxiety and depression often occur in misplaced gifted children. Self-sabotage or deliberate underachievement to fit in can lead to the "imposter syndrome", where gifted adults believe their success is due to luck rather than their own abilities and worry about being found out.
"The “imposter syndrome” strikes people everywhere, especially high achievers... The more successful you get, the greater the inner stress. Now people have expectations of you that you may not be able to meet. Now each decision you make should be perfect because there’s much to lose." - Simran Bhargava, The Imposter Syndrome: Feeling Like A FraudOne of the biggest issues is the discrepancy between the mental age and the chronological age. The higher the IQ, the higher the mental age, therefore with exceptionally or profoundly gifted children, the gap between the mental and chronological age is enormous.
“Precocity unavoidably complicates the complexity of social adjustment. The child of 8 years with a mentality of 12 or 14 is faced with a situation that is almost inconceivably difficult. In order to adjust normally, such a child has to have an exceptionally well-balanced personality, and has to be well nigh a social genius. The higher the IQ, the more acute the problem” - Burks, Jensen, & TermanSometimes, underachievement could simply be due to boredom due to lack of interest in too-easy classes, the negative connotation of being seen as smart ("geek"! "nerd"! sounds familiar?), or unrealistic perfectionism.
While these are social or emotional reasons, there's also the possibility of biological reasons for underachievement. Many gifted children are twice exceptional, ie children who are gifted and have a learning disability like ADHD or dyslexia. Twice exceptional children are especially common among the exceptionally or profoundly gifted. Because gifted children are more able to compensate or mask their learning disabilities, these disorders often are left undiagnosed or discovered much later.
Experts generally agree that an effective way of reversing underachievement in gifted children is to provide accelerated education and placed in intellectually stimulating classes with appropriate mentoring and enrichment. Gross's study found that gifted children who attended school in the regular classroom had frequently quashed or moderated their own abilities. Their early curiosity and love of learning were eroded or completely eradicated by the time they became teenagers, and they displayed disturbingly low levels of motivation and social self-esteem. Ironically, education administrators took the decrease in academic achievement to mean that the child has "leveled out" and is no longer gifted.
In contrast, gifted children who were more appropriately placed in an accelerated environment displayed higher levels of motivation and self-esteem, and significantly reduced pressure to underachieve for peer acceptance. They also had more friends and enjoyed closer social relationships than before the acceleration.
See? Not that I want to keep harping on the GEP but this research again supports my view that the GEP is a necessary part of our education system. It is not the be all and end all, but it does serve the needs of a segment of the population that would otherwise have been underserved in the current education system.
Sunday, January 11, 2009
The challenges of raising a gifted child
Last week, a group of IAA mums finally decided to meet up. (If you don't know what IAA is, read about it here.) It was very interesting - the three of us who eventually met up were loosely linked via the President of IAA, Lilian who couldn't make it. So there we were, three mums who'd never met, going on what felt like a three-way blind date.
But you know, having blogged about our kids and commiserated with each other on the challenges of parenting, it was like an instant kinship. For almost three hours over sushi, we talked about our incessant worries and laughed about our parenting bloopers. It once again reinforced my conviction that starting my kids blog is a worthwhile endeavour. Parenthood is possibly the toughest job in the world because it can determine whether you had a hand in creating Mother Teresa or Adolf Hitler. If more parents were open about sharing their experiences and tips instead of jealously guarding them, I do believe that fewer parents, especially new ones, would stumble less or at least avoid making the same mistakes.
The three of us shared many thoughts over lunch but one of them which I'm highlighting in this post was the issue of giftedness. The topic came up because one of the mothers has a 6-year-old son who has been suspected by a psychologist to be "exceptionally or profoundly gifted" (defined as IQ of above 160 and 180 respectively). In a society like Singapore which places such a premium on smarts, this would appear to be every parent's dream. But as they say, be careful what you wish for because it just might come true (I should know this, when I was preggers with Andre, I wished for a son like Calvin in Calvin & Hobbes and I pretty much got my wish.)
This mum was sharing with me her concern about the "exceptionally gifted" label as so many expectations come along with it. She was recounting a report which mentioned two individuals who were considered profoundly gifted (which is fewer than 1 in a million), one a 14-year-old boy in the US, took their own lives. The idea that life could be so unbearable for such a bright child that he would even consider ending it is just sobering.
While Lesley-Anne is not exceptionally or profoundly gifted, I can identify with this mum because I worry about the same issues that many parents of gifted children face. Contrary to popular belief, gifted children have to grapple with many problems, just like other kids. But because they're gifted, the world tends to give them a much shorter leash in terms of making mistakes and dealing with problems. Afterall, they're gifted! What problems could they possibly have, right?
While there is no substantial evidence to show that suicide or depression is higher among gifted individuals, there are certain tendencies among gifted kids, coupled with societal norms, that make them prone towards developing emotional and social problems. Here are a few:
1) Gifted kids tend to be perfectionists, more so than regular kids. I found quite a good, succinct presentation by Dr Pamela Clark on gifted kids which states while perfectionism can be positive if it spurs high achievement, it becomes unhealthy if it reaches the point where it the kids are unable to take pleasure in a task because they feel it is not perfect. This sort of perfectionism becomes disabling and has been linked to depression, eating disorders, obsessive-compulsive personality disorders and ironically, underachievement.
2) The life of gifted kids can be a lonely one because they can find it difficult to mingle with regular kids. I don't like to use the word "normal" because I think that's an artificial definition based on the majority. Many kids and parents alike criticise gifted kids for being anti-social and "weird" but I suspect it's just prejudice at play. If you say, place a Tibetan monk in an African village, he would definitely be considered strange, even "abnormal", just because he's different. But put that monk back in his own community and he'll fit right in.
Same thing with gifted kids - I find that the gifted kids who are criticised for being socially inept usually have fewer problems socialising with their gifted peers, not because they're arrogant or aloof, but because they're more likely to share similar interests and think on the same wavelength. But because there are way more regular than gifted kids, gifted kids can be ostracised in school, until they learn how to "speak the lingo" of regular kids, or so to speak. It has been found that some gifted kids deny their giftedness just so they can "be like everybody else". In general, the higher the IQ, the more likely difficulties in socialisation occur.
3) The bar tends to be raised for gifted kids once they've been identified, sometimes to unrealistic levels. I know this first-hand - when Andre comes home with good results, I heap him with praise. But when Lesley-Anne produces good results, I sometimes take it for granted, in fact I question when she performs less than stellar. The efforts of gifted kids tend to be appreciated less because we assume that it's easy for them. As this mum told me, sometimes when her son doesn't understand a new concept instantly, she thinks, "Huh? You should know this - you're gifted what!" (But she checks herself so she doesn't say it out loud.)
Once a child is labeled gifted, he or she is instantly expected to wow, all the time, by parents, the school and society at large, even through to adulthood. Don't underestimate the pressure faced by these kids. I have heard real stories of Singapore teenagers who were identified as gifted but later cracked under the pressure and developed eating disorders or completely failed every subject in school.
So what can we as parents do? According to Clark, here are a few tips:
If your child is gifted, I highly recommend this book "A Parent's Guide to Gifted Children" by Webb, Gore, Amend and DeVries. I've recommended it before in an earlier post but it's worthwhile highlighting again. It answered most of my question on gifted kids and clarified many of my doubts.
But you know, having blogged about our kids and commiserated with each other on the challenges of parenting, it was like an instant kinship. For almost three hours over sushi, we talked about our incessant worries and laughed about our parenting bloopers. It once again reinforced my conviction that starting my kids blog is a worthwhile endeavour. Parenthood is possibly the toughest job in the world because it can determine whether you had a hand in creating Mother Teresa or Adolf Hitler. If more parents were open about sharing their experiences and tips instead of jealously guarding them, I do believe that fewer parents, especially new ones, would stumble less or at least avoid making the same mistakes.
The three of us shared many thoughts over lunch but one of them which I'm highlighting in this post was the issue of giftedness. The topic came up because one of the mothers has a 6-year-old son who has been suspected by a psychologist to be "exceptionally or profoundly gifted" (defined as IQ of above 160 and 180 respectively). In a society like Singapore which places such a premium on smarts, this would appear to be every parent's dream. But as they say, be careful what you wish for because it just might come true (I should know this, when I was preggers with Andre, I wished for a son like Calvin in Calvin & Hobbes and I pretty much got my wish.)
This mum was sharing with me her concern about the "exceptionally gifted" label as so many expectations come along with it. She was recounting a report which mentioned two individuals who were considered profoundly gifted (which is fewer than 1 in a million), one a 14-year-old boy in the US, took their own lives. The idea that life could be so unbearable for such a bright child that he would even consider ending it is just sobering.
While Lesley-Anne is not exceptionally or profoundly gifted, I can identify with this mum because I worry about the same issues that many parents of gifted children face. Contrary to popular belief, gifted children have to grapple with many problems, just like other kids. But because they're gifted, the world tends to give them a much shorter leash in terms of making mistakes and dealing with problems. Afterall, they're gifted! What problems could they possibly have, right?
While there is no substantial evidence to show that suicide or depression is higher among gifted individuals, there are certain tendencies among gifted kids, coupled with societal norms, that make them prone towards developing emotional and social problems. Here are a few:
1) Gifted kids tend to be perfectionists, more so than regular kids. I found quite a good, succinct presentation by Dr Pamela Clark on gifted kids which states while perfectionism can be positive if it spurs high achievement, it becomes unhealthy if it reaches the point where it the kids are unable to take pleasure in a task because they feel it is not perfect. This sort of perfectionism becomes disabling and has been linked to depression, eating disorders, obsessive-compulsive personality disorders and ironically, underachievement.
2) The life of gifted kids can be a lonely one because they can find it difficult to mingle with regular kids. I don't like to use the word "normal" because I think that's an artificial definition based on the majority. Many kids and parents alike criticise gifted kids for being anti-social and "weird" but I suspect it's just prejudice at play. If you say, place a Tibetan monk in an African village, he would definitely be considered strange, even "abnormal", just because he's different. But put that monk back in his own community and he'll fit right in.
Same thing with gifted kids - I find that the gifted kids who are criticised for being socially inept usually have fewer problems socialising with their gifted peers, not because they're arrogant or aloof, but because they're more likely to share similar interests and think on the same wavelength. But because there are way more regular than gifted kids, gifted kids can be ostracised in school, until they learn how to "speak the lingo" of regular kids, or so to speak. It has been found that some gifted kids deny their giftedness just so they can "be like everybody else". In general, the higher the IQ, the more likely difficulties in socialisation occur.
3) The bar tends to be raised for gifted kids once they've been identified, sometimes to unrealistic levels. I know this first-hand - when Andre comes home with good results, I heap him with praise. But when Lesley-Anne produces good results, I sometimes take it for granted, in fact I question when she performs less than stellar. The efforts of gifted kids tend to be appreciated less because we assume that it's easy for them. As this mum told me, sometimes when her son doesn't understand a new concept instantly, she thinks, "Huh? You should know this - you're gifted what!" (But she checks herself so she doesn't say it out loud.)
Once a child is labeled gifted, he or she is instantly expected to wow, all the time, by parents, the school and society at large, even through to adulthood. Don't underestimate the pressure faced by these kids. I have heard real stories of Singapore teenagers who were identified as gifted but later cracked under the pressure and developed eating disorders or completely failed every subject in school.
So what can we as parents do? According to Clark, here are a few tips:
- Praise them for the effort and determination vs being "smart" or "talented"
- Help them see setbacks as learning opportunities
- Encourage them to channel their efforts into areas they are passionate about instead of trying to be good in everything
- Help them set priorities and value relaxation
- Support their talent but don't add to the pressure
If your child is gifted, I highly recommend this book "A Parent's Guide to Gifted Children" by Webb, Gore, Amend and DeVries. I've recommended it before in an earlier post but it's worthwhile highlighting again. It answered most of my question on gifted kids and clarified many of my doubts.
Thursday, November 13, 2008
GEP service learning
Lesley-Anne brought home her service learning file so I thought I'd write a post on what she'd done during the year. Service learning is their form of community service. This year, they had to mentor p2 kids who were weak in English. As part of service learning, the p5 GEP had to create their own lesson plans and materials for the sessions, in teams of two. They met up with their p2 buddies for an hour every week for a term. For the first week, the teams used the materials they developed, then for subsequent sessions, they swapped materials with other teams.
This was the lesson plan Lesley-Anne's team came up with:
Trigger/Introduction
Show the children the picture and tell them to talk about it (like in oral). If they can't, show them examples and then, let them try again. Also, encourage them to use adjectives to describe things. This is to help prepare them for the composition they are going to write on the picture.
Development/An English Game
Instructions: Each player will be given a set of cards and a picture. On each card is a sentence. The sentence describes the picture. The cards are all jumbled up. The players must rearrange the cards to form a coherent composition based on the picture. The first player to rearrange the sentences into a coherent composition will win.
Reward: Winning person get chicken crackers while losing person gets two sweets.
Closure
Give them the composition template with the same picture (as introduction) and tell them to write a composition. Tell them to use adjectives like they did in the introduction to improve their story. When they are done, go through their mistakes with them and tell them how to improve on them. (Covers grammar, punctuation, spelling and tenses).
Objectives
At the end of the lesson, pupils should be able to write a four to six sentence essay and to sequence and organize sentences.
It's not the most sophisticated lesson plan but I think it's great to get older kids to help younger ones. Kids tend to relate better to each other and understand where the possible stumbling blocks might be. (Too bad Lesley-Anne won't mentor her own brother!) According to Lesley-Anne, they make their buddies take a simple English test during the first session and at the last session of the term. All of them had scored significantly higher in the second test, which I took to mean that they had benefited from the mentoring sessions.
For the GEP kids, I feel it gives them perspective to help kids who might not be as mentally agile as they are, to shift the focus from themselves and onto others.
This was the lesson plan Lesley-Anne's team came up with:
Trigger/Introduction
Show the children the picture and tell them to talk about it (like in oral). If they can't, show them examples and then, let them try again. Also, encourage them to use adjectives to describe things. This is to help prepare them for the composition they are going to write on the picture.
Development/An English Game
Instructions: Each player will be given a set of cards and a picture. On each card is a sentence. The sentence describes the picture. The cards are all jumbled up. The players must rearrange the cards to form a coherent composition based on the picture. The first player to rearrange the sentences into a coherent composition will win.
Reward: Winning person get chicken crackers while losing person gets two sweets.
Closure
Give them the composition template with the same picture (as introduction) and tell them to write a composition. Tell them to use adjectives like they did in the introduction to improve their story. When they are done, go through their mistakes with them and tell them how to improve on them. (Covers grammar, punctuation, spelling and tenses).
Objectives
At the end of the lesson, pupils should be able to write a four to six sentence essay and to sequence and organize sentences.
It's not the most sophisticated lesson plan but I think it's great to get older kids to help younger ones. Kids tend to relate better to each other and understand where the possible stumbling blocks might be. (Too bad Lesley-Anne won't mentor her own brother!) According to Lesley-Anne, they make their buddies take a simple English test during the first session and at the last session of the term. All of them had scored significantly higher in the second test, which I took to mean that they had benefited from the mentoring sessions.
For the GEP kids, I feel it gives them perspective to help kids who might not be as mentally agile as they are, to shift the focus from themselves and onto others.
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