Secondary School History

[sharonkhoo]

MrsKiasu\" post_id=\"2045314\" time=\"1636269934\" user_id=\"43981:

I would love to know the subject so can direct her but just by thinking of it I feel it like a very big project. But dont think she would like me to put my leg in also.. just that I would like to see how can help her.

I do offer my help for Maths tho but she never take it..not that I know/remember how to do it..but I thought if she needs my help then I can straight away zoom into that particular section and learn etc..that's easier for Maths but not for most other subj where I think must have head and tail.

Depending on the child, the direct approach may not be the best. For kids who are more resistant, it is better to just discuss and guide more gently. I usually ask leading questions like \"what was the topic in ... today?\", then follow up with a comment, or say \"I'm not really sure what the issue was...\" and let them explain. Then I can point out things that could be useful or different ways to look at a question along the way. Very mild, but still effective, I think. My kids have got so used to this that they don't realise (or don't mind) that I'm trying to broaden their views or adding to their knoelwdge on the topics.

Another good way to judge if they really understand is to ask them to explain something to you - either say that you've forgotten, or it wasn't in the syllabus in your time, etc. If they can explain, it means they understand, and it's a form of revision. If they can't, you can suggest that they read up more, clarify the uncertainties etc.

When my older girl would really find it difficult, she would eventually ask for help. Again, it's humbling for them, but they need to learn to be humble! And we've never allowed them to think that their elderly parents are dumber than them, just because we left school 30 years ago and the syllabus has changed.

[sharonkhoo]

Zeal mummy\" post_id=\"2045321\" time=\"1636277867\" user_id=\"58173:[quote=\"Zeal mummy\" post_id=2045321 time=1636277867 user_id=58173]
.. I really don’t want to be reading the secondary school textbook. They need to be independent learners at this age.. Besides, what if I provide her the wrong answers/interpretation etc! More harm than good.[/quote]

Of course, it's better to let them get on with being independent, but if they need help, we parents feel impelled to help. That's why we helped one child but not the other. I guess it also helps that my husband and I can't believe that we can't handle school stuff, even if we were 30 years out of school. Things change, but we can change and adapt too.

[sharonkhoo]

I copied this from the Covid chat:

MrsKiasu\" post_id=\"2045333\" time=\"1636284278\" user_id=\"43981:

Thank you mommies..this time round dd came out from her room and asked us to listen to her history.. she talked and talked and I don't know if the years are correct..I kept asking her go confirm the year etc.

Great that she's willing to talk about it. The details like dates are not the important thing at this stage (she will need to mug them just before the exams), but rather the understanding. And it's not about pouring out lots of facts. When you get a chance, you could ask some of this kind of question:
- why did this happen? What led up to it? If so-and-so hadn't done/said that, would it have turned out differently? Should he have done this (discuss moral, political, social factors)?
- what were the consequences? If this hadn't happened, how might things have turned out differently?
- how can you tell that these were the causes/consequences? This would be the source-based part - like words used by politicians, policies made, actions taken, photos, maps, etc.
- how is this similar/different to something that happened in another country, or during a different time period?

[MrsKiasu]

Slmkhoo, are all the years very important coz I feel that dd may be using too much efforts/time to remember all these ‘individual’ years. I asked her and she says need to… coz she is like me short memory type so I just worry if eg 2 exam papers which require high memory work, fall on the same day then may pose a challenge.

[sky minecrafter]

slmkhoo\" post_id=\"2045335\" time=\"1636285668\" user_id=\"28674:

...

MrsKiasu\" post_id=\"2045333\" time=\"1636284278\" user_id=\"43981:

...this time round dd came out from her room and asked us to listen to her history.. she talked and talked and I don't know if the years are correct..I kept asking her go confirm the year etc...

Great that she's willing to talk about it. The details like dates are not the important thing at this stage (she will need to mug them just before the exams), but rather the understanding...

@MKS. if no preferences, studying HI goes a long way; like swc says, develops \"deep thinking\" skills. Jiayou!!

[MrsKiasu]

sky minecrafter\" post_id=\"2045342\" time=\"1636287289\" user_id=\"130531:[quote=\"sky minecrafter\" post_id=2045342 time=1636287289 user_id=130531]

slmkhoo\" post_id=\"2045335\" time=\"1636285668\" user_id=\"28674:

...

...this time round dd came out from her room and asked us to listen to her history.. she talked and talked and I don't know if the years are correct..I kept asking her go confirm the year etc...

Great that she's willing to talk about it. The details like dates are not the important thing at this stage (she will need to mug them just before the exams), but rather the understanding...

@MKS. if no preferences, studying HI goes a long way; like swc says, develops \"deep thinking\" skills. Jiayou!![/quote]Sky, HI=history right..dd chose History at higher priority..she likes it and also that she says her Geog almost consistently at lower side

Ooh 'deep thinking' skills, that sounds good lol.

[MrsKiasu]

slmkhoo\" post_id=\"2045335\" time=\"1636285668\" user_id=\"28674:

I copied this from the Covid chat:

MrsKiasu\" post_id=\"2045333\" time=\"1636284278\" user_id=\"43981:

Thank you mommies..this time round dd came out from her room and asked us to listen to her history.. she talked and talked and I don't know if the years are correct..I kept asking her go confirm the year etc.

Great that she's willing to talk about it. The details like dates are not the important thing at this stage (she will need to mug them just before the exams), but rather the understanding. And it's not about pouring out lots of facts. When you get a chance, you could ask some of this kind of question:
- why did this happen? What led up to it? If so-and-so hadn't done/said that, would it have turned out differently? Should he have done this (discuss moral, political, social factors)?
- what were the consequences? If this hadn't happened, how might things have turned out differently?
- how can you tell that these were the causes/consequences? This would be the source-based part - like words used by politicians, policies made, actions taken, photos, maps, etc.
- how is this similar/different to something that happened in another country, or during a different time period?

I didn't notice that.

[sharonkhoo]

MrsKiasu\" post_id=\"2045338\" time=\"1636286418\" user_id=\"43981:

Slmkhoo, are all the years very important coz I feel that dd may be using too much efforts/time to remember all these 'individual' years. I asked her and she says need to.. coz she is like me short memory type so I just worry if eg 2 exam papers which require high memory work, fall on the same day then may pose a challenge.

Some key dates are very important, but some are less so. I also have a poor memory for numbers, so my strategy (also applies to numbers in Geog) is to be selective about the \"must know\" dates. Then I relate other dates to these key dates - 3 years before, 6 mths later.... I try to remember them if possible, but sometimes I will fudge a bit, especially if in an exam and I can't remember accurately - shortly after, a few years earlier, in the years leading up to..., as a result of.... For other numbers, like population nos. or group sizes which are not possible to know exactly anyway, I will round them - nearly 10 million, over 600, etc.

But the main advice I have for your daughter is not to regard these subject as \"memory work\" - treat them as real-life stories. There is a flow of events, with cause and effect, like reading a novel or watching a film. Once she sees it in that light, it will be easier to remember a lot of it without effort, and then she needs to only focus on memorising a few key items. Also, she should figure out what helps her fix things in her memory - writing it out? saying it aloud? drawing mind maps, cartoons? drawing a timeline, maybe with illustrations? acting out the story while saying the dates and facts aloud?

I must put in a plug for Geog - I've always enjoyed Geog as it explains the physical world as well as societies. There is some overlap with History, of course. My family travelled a lot, even when I was a child, and one of my joys was to see Geog come alive before my eyes - different landscapes and landforms, rocks, agriculture, vegetation, etc. Walking around in cities or towns, I could see how they are laid out, the similarities and differences. Then there's demographics and population, trade etc. Another plus point is that there are fewer dates, and numbers in Geog can be rounded much more easily (population nos., trade figures, lengths of rivers, etc) Given how much Singaporeans (used to) travel, I find it strange that not many seem to enjoy Geog and just want to get it out of the way. If I'd had my way, I would have studied it at university.

[MrsKiasu]

slmkhoo\" post_id=\"2045366\" time=\"1636331228\" user_id=\"28674:

MrsKiasu\" post_id=\"2045338\" time=\"1636286418\" user_id=\"43981:

Slmkhoo, are all the years very important coz I feel that dd may be using too much efforts/time to remember all these 'individual' years. I asked her and she says need to.. coz she is like me short memory type so I just worry if eg 2 exam papers which require high memory work, fall on the same day then may pose a challenge.

Some key dates are very important, but some are less so. I also have a poor memory for numbers, so my strategy (also applies to numbers in Geog) is to be selective about the \"must know\" dates. Then I relate other dates to these key dates - 3 years before, 6 mths later.... I try to remember them if possible, but sometimes I will fudge a bit, especially if in an exam and I can't remember accurately - shortly after, a few years earlier, in the years leading up to..., as a result of.... For other numbers, like population nos. or group sizes which are not possible to know exactly anyway, I will round them - nearly 10 million, over 600, etc.

But the main advice I have for your daughter is not to regard these subject as \"memory work\" - treat them as real-life stories. There is a flow of events, with cause and effect, like reading a novel or watching a film. Once she sees it in that light, it will be easier to remember a lot of it without effort, and then she needs to only focus on memorising a few key items. Also, she should figure out what helps her fix things in her memory - writing it out? saying it aloud? drawing mind maps, cartoons? drawing a timeline, maybe with illustrations? acting out the story while saying the dates and facts aloud?

I must put in a plug for Geog - I've always enjoyed Geog as it explains the physical world as well as societies. There is some overlap with History, of course. My family travelled a lot, even when I was a child, and one of my joys was to see Geog come alive before my eyes - different landscapes and landforms, rocks, agriculture, vegetation, etc. Walking around in cities or towns, I could see how they are laid out, the similarities and differences. Then there's demographics and population, trade etc. Another plus point is that there are fewer dates, and numbers in Geog can be rounded much more easily (population nos., trade figures, lengths of rivers, etc) Given how much Singaporeans (used to) travel, I find it strange that not many seem to enjoy Geog and just want to get it out of the way. If I'd had my way, I would have studied it at university.

Haha that was what in my mind too..around the time, round up etc..thanks slmkhoo.

[sharonkhoo]

MrsKiasu\" post_id=\"2045370\" time=\"1636333112\" user_id=\"43981:

slmkhoo\" post_id=\"2045366\" time=\"1636331228\" user_id=\"28674:

[quote=MrsKiasu post_id=2045338 time=1636286418 user_id=43981]Slmkhoo, are all the years very important coz I feel that dd may be using too much efforts/time to remember all these 'individual' years. I asked her and she says need to.. coz she is like me short memory type so I just worry if eg 2 exam papers which require high memory work, fall on the same day then may pose a challenge.

Some key dates are very important, but some are less so. I also have a poor memory for numbers, so my strategy (also applies to numbers in Geog) is to be selective about the \"must know\" dates. Then I relate other dates to these key dates - 3 years before, 6 mths later.... I try to remember them if possible, but sometimes I will fudge a bit, especially if in an exam and I can't remember accurately - shortly after, a few years earlier, in the years leading up to..., as a result of.... For other numbers, like population nos. or group sizes which are not possible to know exactly anyway, I will round them - nearly 10 million, over 600, etc.

But the main advice I have for your daughter is not to regard these subject as \"memory work\" - treat them as real-life stories. There is a flow of events, with cause and effect, like reading a novel or watching a film. Once she sees it in that light, it will be easier to remember a lot of it without effort, and then she needs to only focus on memorising a few key items. Also, she should figure out what helps her fix things in her memory - writing it out? saying it aloud? drawing mind maps, cartoons? drawing a timeline, maybe with illustrations? acting out the story while saying the dates and facts aloud?

I must put in a plug for Geog - I've always enjoyed Geog as it explains the physical world as well as societies. There is some overlap with History, of course. My family travelled a lot, even when I was a child, and one of my joys was to see Geog come alive before my eyes - different landscapes and landforms, rocks, agriculture, vegetation, etc. Walking around in cities or towns, I could see how they are laid out, the similarities and differences. Then there's demographics and population, trade etc. Another plus point is that there are fewer dates, and numbers in Geog can be rounded much more easily (population nos., trade figures, lengths of rivers, etc) Given how much Singaporeans (used to) travel, I find it strange that not many seem to enjoy Geog and just want to get it out of the way. If I'd had my way, I would have studied it at university.

Haha that was what in my mind too..around the time, round up etc..thanks slmkhoo.[/quote]If it's a very key date or figure, rounding might lose some points. But if it's not, I think you can get away with it if the reasoning of the rest of the answer is good enough. And personally, I think it's better to have a good rounded figure than a wrong exact one!

Maybe those who mark Geog papers can confirm? I'm not a teacher or tutor.