Is GEP really necessary?

[Dnls_mum]

2ppaamm:

So, the GEP kids have better access to better materials relevant to PSLE, and they are brighter, have better teachers, smaller class size, and they do not necessarily do well in PSLE, they get to IP schools, they don't necessarily perform for O's or A's or IB, and therefore they MIGHT not make it to the best universities. And then we expect them to contribute more to the society. Where is the problem? I know that as a GEP mum, I will be asking why. Where is the gap?

From my observation, they may not be the top student but they generally do well enough for Uni if they want to and put their mind to it.

The GEP exposes them to different things. Most GEPers get bored at the pace of the general cohort and when that happens sometimes they tune off from learning. The fast pace and additional materials keep them interested.

Also, GEPers are not necessarily best in everything. There are areas where they are extremely strong, areas which they are the same as everyone else. What is important is to give them the opportuity to develop their strength. That is the purpose of education, isn't it?

Then again, there are GEPers who got there by attending pre-classes. These are possibly those who slip through the cracks.

[Dnls_mum]

2ppaamm:

Dnls_mum:

Mainstream students ostracize the GEPers and do not want to mix with them.

And that is the whole problem of the GEP the way it is. There is always a way to enrich without having to set them apart. The society is such that we empathize with the underdogs, and this phenomenon should be expected. No one promotes this, it is just the way it is.

So, like a broken record, I am saying again... there is always a better way to enrich their learning without labeling them. The benefit is for the GEPers as well as the mainstreamers, and the group left out: EP/PG, gifted skewed learners. And, like a broken record, I repeat that it is wrong to leave this batch out and put them in the mainstream (which does not mean I saying GEP should be for this group ONLY). The GEP should embrace all giftedness, whether the learner is a high ability one or not, 2E or NT. As it is, it is leaving out the non-high ability gifted learners. Phrase it this way, that way... and every way I think I can. Increasing the student-ratio to say, 20-1 instead of the current 10-1 can mean a lot more opportunities for those academically or financially disadvantaged. Anyway, it is about time we plan to move everyone to a smaller class size, and these are just a short term measure.

Mixing is always better ... once a group is branded, it is hard to remove that label, in fact, sometimes, some PG/EG deliberately get labeled 2E, so that people will pity them on the disability part.

Agree Agree. That's why when my boy went to GEP, I insisted that he take up CCA that is not academically linked! No Comp Science, Robotic or even Math Olympiad. I made him join scouts! He was the only GEPer in Scouts! :rotflmao: I want him to mix with others and enjoy outdoor group activities. It worked! He is now in IP school (NJC) but not GEP school and has no problem mixing with his other classmates. He is doing well in school and his teacher did notice that he is very fast with maths and always had alternative solutions and so asked us and was not surprise when we confirmed he came from GEP. He now does accelerated maths which is good for him as he was already showing signs of being bored with the general math curriculum. His teacher has asked him to be a peer tutor, and he has our blessings to share his knowledge with his classmates. Again, his CCA now is Canoeing and not in some acedamically linked CCA, and he is enjoying it and mixing well with all regardless of academic strength.

So frankly, we can make the best of the situation and it is up to us parents to decide how we want our child to grow up

[concern2]

Dnls_mum:

Agree Agree. That's why when my boy went to GEP, I insisted that he take up CCA that is not academically linked! No Comp Science, Robotic or even Math Olympiad. I made him join scouts! He was the only GEPer in Scouts! :rotflmao: I want him to mix with others and enjoy outdoor group activities. It worked! He is now in IP school (NJC) but not GEP school and has no problem mixing with his other classmates. He is doing well in school and his teacher did notice that he is very fast with maths and always had alternative solutions and so asked us and was not surprise when we confirmed he came from GEP. He now does accelerated maths which is good for him as he was already showing signs of being bored with the general math curriculum. His teacher has asked him to be a peer tutor, and he has our blessings to share his knowledge with his classmates. Again, his CCA now is Canoeing and not in some acedamically linked CCA, and he is enjoying it and mixing well with all regardless of academic strength.

So frankly, we can make the best of the situation and it is up to us parents to decide how we want our child to grow up

It feels so good hearing real life stories like these. Sounds like a leader in the making. Dnls_mum, thanks for sharing! :thankyou:

[2ppaamm]

Dnls_mum:

So frankly, we can make the best of the situation and it is up to us parents to decide how we want our child to grow up

:goodpost: of course! And I like the way you described NJC's enrichment, also like RI's, they teach everyone the same thing, and then if you are good, they are pulled out for deeper study of the subjects, and even have a chance to teach others.

I meant for the gifted to be taught this way, and hence no need for a selected group called G-E-P. Not put them apart and treat them like some aliens, or sometimes, like gods. GEP kids don't want to be gods, they want to be just a kid, and still get to learn. Mainstream kids also have the same access. When they are good, they also get access, whether they are gifted, or high ability, as long as they can cope, they get a chance. That's what I believe enrichment for the gifted or anyone should be. Equal opportunity for all.

The secondary schools were enlightened long ago, how long more are they going to cling on at primary level? What purpose is there?

[corneyAmber]

2ppaamm:

Dnls_mum:

So frankly, we can make the best of the situation and it is up to us parents to decide how we want our child to grow up

:goodpost: of course! And I like the way you described NJC's enrichment, also like RI's, they teach everyone the same thing, and then if you are good, they are pulled out for deeper study of the subjects, and even have a chance to teach others.

I meant for the gifted to be taught this way, and hence no need for a selected group called G-E-P. Not put them apart and treat them like some aliens, or sometimes, like gods. GEP kids don't want to be gods, they want to be just a kid, and still get to learn. Mainstream kids also have the same access. When they are good, they also get access, whether they are gifted, or high ability, as long as they can cope, they get a chance. That's what I believe enrichment for the gifted or anyone should be. Equal opportunity for all.

The secondary schools were enlightened long ago, how long more are they going to cling on at primary level? What purpose is there?

What if they cannot cope?

[2ppaamm]

ksi:

2ppaamm:

[quote=\"Dnls_mum\"]
So frankly, we can make the best of the situation and it is up to us parents to decide how we want our child to grow up

:goodpost: of course! And I like the way you described NJC's enrichment, also like RI's, they teach everyone the same thing, and then if you are good, they are pulled out for deeper study of the subjects, and even have a chance to teach others.

I meant for the gifted to be taught this way, and hence no need for a selected group called G-E-P. Not put them apart and treat them like some aliens, or sometimes, like gods. GEP kids don't want to be gods, they want to be just a kid, and still get to learn. Mainstream kids also have the same access. When they are good, they also get access, whether they are gifted, or high ability, as long as they can cope, they get a chance. That's what I believe enrichment for the gifted or anyone should be. Equal opportunity for all.

The secondary schools were enlightened long ago, how long more are they going to cling on at primary level? What purpose is there?

What if they cannot cope?[/quote]Who cannot cope? :?

[2ppaamm]

Dnls_mum:

He is doing well in school and his teacher did notice that he is very fast with maths and (or PSLE subjects) always had alternative solutions and so asked us and was not surprise when we confirmed he came from GEP (is gifted or high ability). He now does accelerated maths (enrichment subjects) which is good for him as he was already showing signs of being bored with the general math(PSLE) curriculum. His teacher has asked him the gifted childto be a peer tutor, and he has our blessings to share his knowledge with his classmates. (blending in) Again, his CCA now is Canoeing and not in some acedamically linked CCA, and he is enjoying it and mixing well with all regardless of academic strength.

So frankly, we can make the best of the situation and it is up to us parents to decide how we want our child to grow up

Those in bold are my paraphrase for primary level. Handle the PSLE first, then the enrichment. And then, everyone go for PSLE having been well prepared, entrance for secondary school all based upon the same criteria. All kids have opportunities for enrichment, whenever they show signs of 'waking up', late bloomers not left out. Class size reduce, even if we start with 35 and reduce slowly, we will get there.

[corneyAmber]

2ppaamm:

ksi:

[quote=\"2ppaamm\"]
:goodpost: of course! And I like the way you described NJC's enrichment, also like RI's, they teach everyone the same thing, and then if you are good, they are pulled out for deeper study of the subjects, and even have a chance to teach others.

I meant for the gifted to be taught this way, and hence no need for a selected group called G-E-P. Not put them apart and treat them like some aliens, or sometimes, like gods. GEP kids don't want to be gods, they want to be just a kid, and still get to learn. Mainstream kids also have the same access. When they are good, they also get access, whether they are gifted, or high ability, as long as they can cope, they get a chance. That's what I believe enrichment for the gifted or anyone should be. Equal opportunity for all.

The secondary schools were enlightened long ago, how long more are they going to cling on at primary level? What purpose is there?

What if they cannot cope?

Who cannot cope? :?[/quote]The programme for all.

[2ppaamm]

ksi:

The programme for all.

See above post. Everyone will be able to cope with everything if you read carefully. The base syllabus is PSLE, but with an opportunity for enrichment based upon continual observation and assessment of the child in his classroom.

[ponyo]

As someone (paiseh, this thread is too long that it’s too difficult to trace) pointed out, the GEP is just that 1% of the cohort, shouldn’t we spend some time discussing what to do with the 99% instead?


There’s a lot of programs by MOE to improve the infrastructure of the school (new spanking facilities, IT programs, enrichment programs to hone the presentation skills of students). All fine and laudable.

But the time has come for them to re-look at the staffing and resources.
Apart from large class size (yes, DD1 is in a class of 37), there is the issue of insufficient teachers (DD1’s FT teaches everything except Chinese, Music and SS). And she is in a fairly good class this year. So I really cannot understand this. Back when I was a primary school kid, the class size was also around 38-40 and my FT had to teach us everything too. And that was more than 30 years ago. Why are there still not enough teachers? Is it a pay issue? Is it a KPI issue that makes the teachers burn out? What can we do to give teachers their due recognition? how do we make good learners out of our kids whether or not they are in GEP? What can we do to help the underprivileged that they do may have access to good teachers, good materials, role models and a skill for life. I like the anecdote shared by Ngiam Tong Dow 'When a Chinese boy goes home after school, his mother asks him: ‘What did you learn from your teacher today?’ But when a Jewish American boy goes home after school, his mother asks: ‘How many questions did you ask your teacher today?’

How do we get there? What can we do to get there?

All roads lead to Rome. To quote Malcolm Forbes, "The purpose of education is to replace an empty mind with an open one." Isn’t that so?

As for the GEP (sorry I am not in the learned league but that does not bother me), if the kids there are happy learning there. Let it be.

Just my teeny weeny contribution…