Child Underperforms Because Tested Above Cognitive Level

[Chenonceau]

try:

psle2011mum:

GEP brings S3 level down to P6; HAKs can quite easily cope with Sec 1 & 2 Math [ ie boderline A1s] using their P6 knowledge- that's my gut feel about where the 'above cognitive level testing\" in primary school hits.

I did relief teaching at a \"Band 3\" secondary school with PSLE score range from around 22X to 24X, averaging 23X. There was once I taught Sec 1 math in April to a 5th class(they banded the students according to their PSLE scores). The students in the class told me not to teach the Sec 1 Math syllabus because they already knew them from primary school, that PSLE math is much harder and they know how to do.

Why am I not surprised?

[beanbear]

Chenonceau:

It seems that JC losers like you and I did not have our critical thinking educated right out of us.

Yes... we will have to support each other and encourage each other and uplift each other... and our kids.

This brings back memories for me. I was the only kid from my Sec 4 class who didn't make it to JC and I recalled having so much self-doubts. During my 3-yr Pre-U centre, I remembered how inadequate the materials we were given to help us learn the A level syllabus because we were housed in a Secondary school (a well-know one some more) and we were made to feel like the \"unwanted step-sister\" bringing down the reputation of the more famous secondary school. Some of our teachers were Secondary School teachers who taught both O level & A level. Those of us who want to survive and do well for the A levels for a shot at University will have to rely on our sheer determination, find resources on our own. I still remember scoring an A for my literature test paper, and my teacher asked me if I had copied the essay from someone. He gave me an A while doubting that if I was truly capable. A few people had cheated in the class and the entire class was made to resit the test. I still got my A. Till this day, I realize that the world will be filled with people who doubt your ability to shine once you're labelled \"slower\" by the system, placed by a system to a \"lesser-able\" track and really the system will not give adequate resources to even give you one leg up to compete on fair grounds.

I remember every week I went to the National Library in search of materials for readings that will help me to my A level papers because at school there were none.

Lo and behold, at the A Levels, I actually scored really well and went to NUS. There I saw many \"JC\" students with all the previous enriched learning environment but few could articulate their own opinions about issues. By the time I went to my 4th year in university, I was thrilled to find 3 other students who had also gone through a miserable 3 pre-u programme and through their grit and hard work made it to University and honours year.

Why am I sharing all this? What made my path turn out right in the end? One thing my parents did right was give me the very-much needed tuition for some Pre-U subjects because I could barely survive with the inadequate teaching & resources. 2nd thing- they really send me the message that it's really up to me to get what I want in life. They had hopes for me to get to university but knew the odds were stacked up against me. Finally, my sheer grit and my belief in myself - my self-worth was dented by what the system had delivered me but I believed that I really wanted to get to university and it was up to me to get whatever resources and help I needed to get through.

In the midst of this crazy system we are in, our BELIEF in our children's self-worth, their identity is worth far more than any results on a slip of paper can do. The child must also believe they were worth more than what a slip of paper tells them. These days, I remind myself to keep telling my DS1 who is sitting for his PSLE this year, that yes you have to work hard, yes it's tough, yes you have your goals. AND if in the end, when the results do not commensurate with the effort, YOU ARE OK. Your identity is worth far more than whatever number is on that paper.

[Chenonceau]

beanbear:

Chenonceau:

It seems that JC losers like you and I did not have our critical thinking educated right out of us.

Yes... we will have to support each other and encourage each other and uplift each other... and our kids.

This brings back memories for me. I was the only kid from my Sec 4 class who didn't make it to JC and I recalled having so much self-doubts. During my 3-yr Pre-U centre, I remembered how inadequate the materials we were given to help us learn the A level syllabus because we were housed in a Secondary school (a well-know one some more) and we were made to feel like the \"unwanted step-sister\" bringing down the reputation of the more famous secondary school. Some of our teachers were Secondary School teachers who taught both O level & A level. Those of us who want to survive and do well for the A levels for a shot at University will have to rely on our sheer determination, find resources on our own. I still remember scoring an A for my literature test paper, and my teacher asked me if I had copied the essay from someone. He gave me an A while doubting that if I was truly capable. A few people had cheated in the class and the entire class was made to resit the test. I still got my A. Till this day, I realize that the world will be filled with people who doubt your ability to shine once you're labelled \"slower\" by the system, placed by a system to a \"lesser-able\" track and really the system will not give adequate resources to even give you one leg up to compete on fair grounds.

I remember every week I went to the National Library in search of materials for readings that will help me to my A level papers because at school there were none.

Lo and behold, at the A Levels, I actually scored really well and went to NUS. There I saw many \"JC\" students with all the previous enriched learning environment but few could articulate their own opinions about issues. By the time I went to my 4th year in university, I was thrilled to find 3 other students who had also gone through a miserable 3 pre-u programme and through their grit and hard work made it to University and honours year.

Why am I sharing all this? What made my path turn out right in the end? One thing my parents did right was give me the very-much needed tuition for some Pre-U subjects because I could barely survive with the inadequate teaching & resources. 2nd thing- they really send me the message that it's really up to me to get what I want in life. They had hopes for me to get to university but knew the odds were stacked up against me. Finally, my sheer grit and my belief in myself - my self-worth was dented by what the system had delivered me but I believed that I really wanted to get to university and it was up to me to get whatever resources and help I needed to get through.

In the midst of this crazy system we are in, our BELIEF in our children's self-worth, their identity is worth far more than any results on a slip of paper can do. The child must also believe they were worth more than what a slip of paper tells them. These days, I remind myself to keep telling my DS1 who is sitting for his PSLE this year, that yes you have to work hard, yes it's tough, yes you have your goals. AND if in the end, when the results do not commensurate with the effort, YOU ARE OK. Your identity is worth far more than whatever number is on that paper.

:goodpost:

[try]

[quote="janet_lee88A half page ad in yest’s ST featured 2 top PSLE students about their beliefs in a particular enrichment centre they (and their siblings attend).

[/quote]
Not sure whether if its just me, but I always wonder why parents allow their children to advertise for the companies, most prob due to $$ but at the expense of their children’s reputation?

Frankly, if I am someone who conducts interviews for scholarships etc, I would not hv chosen the child who was in the advertisement if there is another comparable child in terms of academics(if other "character building" attributes are also the same) who manage to get there by their own merits and determination.

The academic enrichment phenomenon in Singapore nowadays is that parents are so happy and proud of their children getting into "so and so" enrichment - that they would rather channel their energy to transporting their children from one enrichment to another. I believe that we need to inculcate into our children that they should approach the school teachers to help them.

[keroppi]

try:

I believe that we need to inculcate into our children that they should approach the school teachers to help them.

This is what I tell my kids too. But the fact remains: there are 40 kids per class and the teacher has 30-40 mins to deliver the lesson. Questions can only be asked after lessons (if the teacher isn't rushing off to another class) or during recess or after school. So, in the end, we have to prepared to teach the kids ourselves and for those who can't - they probably will turn to enrichment centres. Can't fault them.

[try]

keroppi:

try:

I believe that we need to inculcate into our children that they should approach the school teachers to help them.

This is what I tell my kids too. But the fact remains: there are 40 kids per class and the teacher has 30-40 mins to deliver the lesson. Questions can only be asked after lessons (if the teacher isn't rushing off to another class) or during recess or after school. So, in the end, we have to prepared to teach the kids ourselves and for those who can't - they probably will turn to enrichment centres. Can't fault them.

Especially with so many students not asking their teachers now, its do-able after school but fix the appointment with the teacher earlier. If the student takes school-bus, then give him/her pocket money for lunch and take the later bus meant for students with CCAs.

But when more students start doing it, then I think the teachers might need to reflect that to the school mgt on some other means and even if they don't, we as parents can highlight the problem of our children not being able to seek help with teachers because of the teachers' schedule.

But in the meantime(which I believe should be for another few more years coz children now rather depend on enrichmt/tuition than teachers), those children who can and want to ask teachers, quickly do so as teachers do not have many children asking them now

[Chenonceau]

We tried asking 2 Teachers. Either, they need 3 weeks to respond to one email OR, they say wait and never revert. But maybe we are just unlucky this year and last year. His P4 teacher was happy to answer every question.

[keroppi]

try:

Especially with so many students not asking their teachers now, its do-able after school but fix the appointment with the teacher earlier. If the student takes school-bus, then give him/her pocket money for lunch and take the later bus meant for students with CCAs.

That's not true. Kids are more outspoken now and are not afraid to ask questions (at least for mine). They will be told not to interrupt the lesson and wait till after class, in which the teacher will be scurrying off. The kids can persist, as in going after school to look for the teacher but they aren't always successful. The teachers have after school activities like CCAs. Yes, appointments can be made but you can't have them not understanding a certain topic for too long as that could be an obstacle for their next few lessons if not clarified. Aka snowball effect.

[try]

Chenonceau:

We tried asking 2 Teachers. Either, they need 3 weeks to respond to one email OR, they say wait and never revert. But maybe we are just unlucky this year and last year. His P4 teacher was happy to answer every question.

For parents with children who had problems getting their teachers to respond to emails, maybe try asking the child to ask the teacher personally and fix an appointment there and then? Think teachers should be more than happy to see motivated children. And if the teacher is not :slapshead: , then I would request for a face-to-face meeting with the teacher and ask her/him what the problem is coz if my child needs clarification, its because he/she is not clear enough. Of course, this has to be done sensitively else child will be arrowed....

Chenonceau, in your case, I think P5/P6 teachers \"may\" be overwhelmed due to supplementary lessons. This is definitely a management issue to be brought up to the principal, who must have overstretched his/her teachers. And if its not his/her mgt issue, then this principal should bring it up to MOE's attention that since all schools are conducting supplementary lessons to finish the syllabus much earlier, then MOE should cut down on the syllabus so that schools do not have to conduct supplementary lessons.

These supplementary lessons are not beneficial as children are tired after a long day in school. Afterschool activities should be focused on non-academic stuff where students can unwind. I am sure teachers must be tired too. I would rather have teachers full of energy and deliver a good lesson than a tired teacher who is just going through the motion, wasting the time of 40 students.

[janet88]

try:

These supplementary lessons are not beneficial as children are tired after a long day in school. Afterschool activities should be focused on non-academic stuff where students can unwind. I am sure teachers must be tired too. I would rather have teachers full of energy and deliver a good lesson than a tired teacher who is just going through the motion, wasting the time of 40 students.

The poor child is tired after a full day of lessons in school. Teachers are tired, the kids are also tired. How can a supplementary lesson be of help ?