School Teachers Working as Tutors
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Daddy
Ironic though... teachers/tutors who have been thru SG education system during their sch days, cannot stand the system in adult life.
It's a totally different system now. When I was a student, our form teacher slapped or pinched us on the face if we did the work wrongly. We were scolded 'idiots', 'cowdung' and we didn't feel traumatised or so badly hurt that it left unhealthy shadows on our lives. When teachers talked, we listened totally.
Now, you discipline the kids, the kids disrespect you, say you're lousy, not friendly, refuse to do work, don't bring books, lose their worksheets and books, give you lousy survey results and the school come tell you you have no rapport with the kids. If still no improvement ie. kids don't like you, you get D. These idiots jump around in class, chase after friends, talk and play loudly when you're teaching. Same meh? How can compare? You can stand this kind of 'love and nurture' system? Be a teacher. -
Read this from Zaobao yesterday, wonder which school is this?
读毕蓝国维读者9月28日在《联合早报·交流站》发表的《问题在于你孩子读的是邻里学校》及苏金枝读者在9月27日发表的《老师频频换 学生难适应》，我有感而发，不吐不快。
对于苏女士孩子的处境，我十分同情，但是我也强烈地认为，“老师频频换”的现象并非如蓝读者所言，只限于邻里学校。其实，我也感同身受，因为我的孙女今年也是中三，她也面临着同样的困扰。原本，我们以为她今年被编进“第一班”，也就是全年级最好的班，更何况她是就读于本地的“顶尖”女子学府，照理也应该得到最好的老师。但是，事实并非如此。由于她的学校今年也有“老师出走风”（老师先后离职），导致我的孙女，单是数学一科，就换了三个老师，社会学换了三个老师，物理更是有四个老师之多。
如果老师们都“质量好”，那也无可厚非，问题就出于这些老师的质量参差不齐。好的老师，是有碰到一两个，但是特别懊恼的是，其余老师似乎都不懂得如何“教书”。比如说，她最新一任的数学老师，上课时只是把答案写在白板上，让同学们抄，说有问题再问老师。但是，当学生发问时，老师不是“答非所问”，就是直截了当地说“我不知道”。雪上加霜的是，孙女的年底考试快到了，而老师自己连考试范围都不清楚，以致孙女得问别班的同学，然后再“通知”老师。
众所皆知，老师是任重道远的，老师的好坏，直接影响了学生的学业发展。而孩子们，无论是乘搭“直通车”的“资优生”，还是普通源流的学生，都面临着同样的问题，说明了“老师频频换”已成为了一个普遍的现象。这是令人感到忧心忡忡的，绝对不能小觑，因为学生都是我国未来的栋梁，如果现在接受的是这样的教育，将来又如何成为我国的接班人，领导我国继续迈向美好的未来呢？ -
Came across teachers in IP school who don't teach much but when ask for regular worksheet sand model answer for self learning, the answer was simply : in IP school students are suppose to be able to learn independently. :? Friend's child in an Ip school got to learn his lesson thru a classmate who learn it from his tutor. Find the \"teach less, learn more\" slogon has been abused, and so is IP school system.
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For IP schools, I think the basic expectation from the teacher should be to provide a skeleton of what needs to be learnt and the kids go do their own reading in detail then come back to class for presentation/discussion. Then the teacher will fill in the gaps from there (things they missed out or concepts which they read but misinterpret).
This is what I’m doing with my students in school and it really provides very positive responses even though I’m not teaching in an IP school or ‘elite’ school. -
Such system is good only for diligent students as they will understand the concept better through researching on their own. However, if the kid is not good in comprehending written articles, then more time will be needed as compared to having someone teaching them directly.
The problem is "How many diligent students are there?" None of my own kids is diligent. They were all from IP schools. I witnessed how they are cunning enough to cut and paste the relevant parts of the different sources. The finished work looks wonderful but they hardly understood the fundamentals. The end result is that the general IP students will lose out to the top O level students in JC1. However, these kids being smarter will catch up with the fundamentals very quickly.
Lets not be fooled by students who submit sparkling research works especially from IP schools. They are great in "bluffing", able to speak with confident and sound like they have done a lot and know what they are doing. The truth could be that they have copied from friends or even from seniors/brothers/ sisters who have done the same project. I have seen it happening with my own eyes.
In conclusion, the greatest advantage is that it teaches students where and how to find information but it is not a good means to teach and build concept and fundamentals. -
It very much depends on the SCAFFOLDING provided by the teacher and the experience of the teacher to know how is 'smoking' and who is not.
I know my students well enough that one look at the first page and I'll know if they did it on their own. It's pretty obvious. For work that was not done by them, it'll be given back to them to be re-done.
Also, quizzes are conducted to check if the students know their fundamentals. I'm not sure how the IP schools are doing it now but at my school, we give them scaffolding and mini quizzes.
Depending on the student's interests and abilities, project topics will vary but the fundamental concepts will be the same (which is what they are quizzed on).
'Teach Less. Learn More.'
Whether good or bad, seriously depends on the school management who oversee the content and the teachers carrying out the lessons.
My students have given very good feedback when we do this 'teach less learn more' thing in my lessons. It takes alot more planning than regular lessons but it's rather fun.
BTW, mine are seriously NOT diligent students. NOT AT ALL. But they enjoyed the process and really learnt alot more. Teachers need to push & prod but that's what a teacher is suppose to do, isn't it? -
Are your students in primary or secondary school level?
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I think it is not true that ALL teachers who are still teaching in schools CMI. But it’s true that teachers have many responsibilities and duties other than teaching and marking. My sister is a teacher and she has to juggle with teaching duties and other admin work like writing reports, running programmes or taking charge of competitions in schools. Hence, this explains why teachers are not able to put in 100% at times on their CORE job.
My DS is fortunate to have a very dedicated and passionate teacher this year. I am really thankful as it is the crucial year, PSLE year.
However, I heard from my DS that the teacher has casually mentioned that she may be quitting soon. Sigh! It’s really a loss because the teacher actually prepares her own creative writing materials, Oral materials and Math worksheets. My DS has improved tremendously this year. She is in an average class but told me that she had observed the movement of the examiners’ pencil and she thought they gave her a total of 27 marks for Oral. I really salute the teacher as my girl was scoring between 61 for English in P5 SA2. This year, she has been scoring slightly below 75 for both SA1 and the Prelims. -
yes...school teachers are NOT allowed to teach in tuition centres because that is a form of \"outside employment\"... cannot be take $ for moe and take $ from tuition centre boss right?
haha. -
Dear all,
I am looking for a tuition teacher for my p2 gal
But was caught in a dilemma of
whether to get her a school teacher or a full time tutor.
Anybody out there can share your experience?
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