Why I think Allan Ooi’s suicide should be discussed (respectfully, of course).

Fri, 13 Mar 2009
1 min read
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Aaron’s comment:

i don’t understand why allen ooi’s suicide is such big state news. Hundreds of youths die everyday.

My take on this:

I think any death is sad and any suicide is even sadder still. In the latter instance, I think the motivations for the action should be brought to light – I’m of the impression that most of the time, people choose suicide because they feel as if they have no other choice. In this case, it might help to uncover why they felt that way, if it helps right wrongs or improve systems such that people don’t have to adopt the view that the only way out of a problem is to end their lives.

In Allan Ooi’s case, it sounds as though his liberties were denied and his freedom was constrained. From the perspective of most liberals/libertarians – and I’m sure you’d agree with me on this – the loss of one’s right to choose is something highly undesirable in any situation, and we should work together to prevent this from happening.

What are we going to do now?

Thu, 12 Mar 2009
4 min read
4 Comments

I knew what needed to be done, how to get a class from point A to point B. But I struggled so much trying to think up ways that would engage them and help them to learn, and I wound up falling back on the me-talk-you-listen fashion (aka ‘chalk and talk’) that I was trying so desperately to avoid.

— Tym, What are we going to do now?, redux

I’ve been trying my best not to do the ‘me-talk-you-listen’ thing and so far I’ve been rather successful (in not doing it). But it means that lesson planning is slightly more complex because I’ve got to figure out ways to get the boys to articulate their thoughts or teach each other so that the knowledge is shared.

*****

The biggest problems I’ve encountered so far:

  • It’s VERY tiring. I’d much rather be the performer because talking is much easier than Socratically coaxing other people to do the talking and the thinking.
  • It’s VERY hard to do it in a classroom of 40 people because you have 40 different needs competing for your attention. I’m still trying to figure out how to delegate work to the students so the ratio because something like 7 : 1 instead of 40 : 1. I feel like I’m hampered because the classroom isn’t really mine, I don’t have the full spectrum of I.C.T. resources at my disposal, etc. – but it could just be a mindset.
  • It’s VERY hard to prod 40 people into being engaged. I know the boys who’re sleeping or not listening aren’t really doing it because they don’t want to listen or don’t respect me. I’m trying to figure out how to “reach these keeds”, because I know the inattentiveness is most often caused by problems outside of the classroom.
    • Even if the problem is inside the classroom e.g. lack of engagement, I think students owe it to themselves to let their teachers know how they want to be taught. I’ve been talking to the boys and asking them for input. So far, the feedback is that the methods I’m using have been better. I’m trying to get a wider range of student views to either confirm this or quash it entirely and try something else.
    • Perhaps this is actually a systemic problem; a corollary (my favourite word in recent weeks) of the compulsory education policy. Maybe you just can’t teach people what they don’t want to learn/people will only learn when they’re ready to do so.

*****

The most irritating thing I’ve had to encounter so far: them not reading instructions. I’ve been the most meticulous of handout givers (I am feeling very guilty about them trees) and I always provide detailed instructions in case the boys aren’t listening. But they don’t read the instructions either and constantly badger me with questions to which the instructions already provide the answers to, which irks me to no end because it’s not an efficient process at all.

*****

What I will continue to do:

  • Keep asking. I will not abandon my policy of asking people what it is they want and giving it to them, because I think that’s the way I’m going to feel like it’s worth it.
  • Keep trying. All signs point toward ‘chalk and talk’, but perhaps the best thing to do is to amalgamate the twain for this group of students i.e. have a bit more lecture-style moments, and reduce the group-work slightly. Maybe the students just need some form of reassurance from the teacher?
  • Keep writing. I seem to have this very bad habit of not writing things down on the board. It seems the kiddos are visual learners, and I realise that I failed to realise this because I probably forced myself to change my learning style quite early on to suit the lecture-based style of teaching that teachers often use i.e. I’ve become a much better listener – according to my supervisor in the school, he says I’ve got “the mind of a debator” because I can remember all the ideas based on what the students have said. *shrugs* But not everyone’s the same, and I have to remember to write things down on the board as often as possible.
  • Keep laughing. I only start to feel stressed when I’m not enjoying myself. It’s like performing on stage, you know. One must enjoy one’s self before one’s audience can enojy the performance. I must have fun while doing this.

By the way, if anyone leaves any comments which don’t help the situation, I will first scold you for being uncaring, then I will delete the comment. Ground rules, people.

Education Policy Analyst?

Mon, 16 Feb 2009
2 min read
2 Comments

I received this in my mail last week:

From: MOE PED EAS RECRUITMENT
Date: February 13, 2009 7:51:25 PM GMT+08:00
Subject: Make an Educated Choice: MOE Education Policy Analyst Recruitment

Dear NUS Alumni,

This is an exclusive preview to MOE’s recruitment of Education Policy Analysts to selected NUS Alumni.

For more information and application of this position, please visit the Ministry of Education website at http://www.moe.gov.sg/careers/eas/.

The closing date for applications is on 28 Feb 2009.

Truth be told, I’m actually quite interested in this offer, especially being where I am at this point in my life. I’m going to e-mail them to ask how it’s gonna work out for someone in my position.

One of the turn-offs so far is that the entry requirement don’t require you to possess a professional qualification in the area of education, or to have taught before in an educational institution. I find this rather strange, as I am basing this on the assumption that one needs to have some knowledge of educational pedagogy and educational reality in order to “shape the education landscape of tomorrow”, but it seems I might be wrong.

The other is seeing this line on the website:

As processing will be based on the application form, it will not be necessary for you to attach a separate resume. We regret that incomplete application forms will not be considered and only shortlisted applicants will be notified.

I’m shure this is a standard civil service policy, to reduce duplication of effort, red-tape, etc. But doesn’t it immediately disqualify people who aren’t able to fit their experiences into the requirements of the template provided in the application form? Or is that the point itself: that there is already a mould in which applicants must fit into?

If this is the case, the civil service is always going to end up with cookie-cutter versions of policy makers – something which I don’t know if it wants to achieve, given that diversity management is an important consideration in organisations today.