toddles:

Anyway, it has always taken guts to choose to be examined in humanities subjects instead of math or science subjects since it's much easier to mug an A for those subjects. But those with a love for the subject will have no regrets, whatever the grade. I was glad I took it as one of my subjects, and the 'S' paper too.

toddles:

MollyCoddle:

It is probably the most challenging to teach given all the different texts and there is a great leap from sec 4 Lit not only because of the greater number of texts but also the nature of the texts and the questions students have to answer. I realised some JCs, esp those which are \"branded\" expect students to learn and figure out on their own. The notes these JCs provide are either conspicuously absent or too skimpy to be of much use.


I end up working overtime doing a lot of back end work to help them. I ask myself - they come to me for help and I am going to help - I spoon feed to an extent, role-model a lot for them to show them how to analyse what the question wants from them, then apply the notes and content I have provided to help them answer the questions. Of course I do detailed book studies with them. I also make them write a lot - which may not be easy given their busy schedules but until they write, they will not improve by leaps and bounds. Then I have to go through the essays with them, pointing out areas to work on and then working with them on those areas.

While to an extent I feel I am born to do this, I am also sad because this is one very difficult way to earn a living! ;P. I cannot teach in a group, unlike those tutoring Math, Science, GP and Economics. So my motivation is entirely intrinsic - the smile on my students' faces, their grades improving, the feedback I get and the interaction in the session.

Now I know why I do not have much competition for JC Literature. So many texts and each JC uses a different set of texts. It is surely not an easy way to make a living. But what to do, I love Literature and if I can help, I would help. Right now I can teach only 23 titles of the texts in the JC syllabus, I have no time or energy to expand the titles. I am also doing O-level, IP and IB Literature and so I can hardly breathe most times. So many different settings, themes, characters, contexts...etc. At upper level, I need to look at narratology, styles and techniques. I also have to impart literary theories to boost their answers and therefore their marks.

There are students from the Humanities Scholar's Programme who need as much help as those who are not. As far as Literature is concerned, the playing field is pretty level - even the very articulate ones and those with a superior command of the English language find scoring challenging but not impossible. I remember how my own daughter scored distinctions in Literature effortlessly after a little struggle in year 1 JC. Now my goal is to get my JC 1 students up and running on their own so that they could take a break from me...As far those who came to me for help only in JC2, they are stuck with me all the way to the A-level exams.

Hey mollycoddle,

your sharing comes across as sincere observations and views so I don't see why it has raised such rancour.

Anyway, we rise above such incidents, which are few and far between in our very civil forum.

I love literature, and appreciate that you are trying to help those who have chosen it as an A level subject. Your post did not smack of self-promotion. I guess most students who choose to do it at the A levels must have some affinity for it? Or perhaps they coped well enough at the O levels but underestimated the requirements at A levels?

Anyway, it has always taken guts to choose to be examined in humanities subjects instead of math or science subjects since it's much easier to mug an A for those subjects. But those with a love for the subject will have no regrets, whatever the grade. I was glad I took it as one of my subjects, and the 'S' paper too.

It is precisely the broadness of scope and context that makes literature beautiful. Press on in your thankless, arduous task!

MollyCoddle:

It is probably the most challenging to teach given all the different texts and there is a great leap from sec 4 Lit not only because of the greater number of texts but also the nature of the texts and the questions students have to answer. I realised some JCs, esp those which are \"branded\" expect students to learn and figure out on their own. The notes these JCs provide are either conspicuously absent or too skimpy to be of much use.


I end up working overtime doing a lot of back end work to help them. I ask myself - they come to me for help and I am going to help - I spoon feed to an extent, role-model a lot for them to show them how to analyse what the question wants from them, then apply the notes and content I have provided to help them answer the questions. Of course I do detailed book studies with them. I also make them write a lot - which may not be easy given their busy schedules but until they write, they will not improve by leaps and bounds. Then I have to go through the essays with them, pointing out areas to work on and then working with them on those areas.

While to an extent I feel I am born to do this, I am also sad because this is one very difficult way to earn a living! ;P. I cannot teach in a group, unlike those tutoring Math, Science, GP and Economics. So my motivation is entirely intrinsic - the smile on my students' faces, their grades improving, the feedback I get and the interaction in the session.

Now I know why I do not have much competition for JC Literature. So many texts and each JC uses a different set of texts. It is surely not an easy way to make a living. But what to do, I love Literature and if I can help, I would help. Right now I can teach only 23 titles of the texts in the JC syllabus, I have no time or energy to expand the titles. I am also doing O-level, IP and IB Literature and so I can hardly breathe most times. So many different settings, themes, characters, contexts...etc. At upper level, I need to look at narratology, styles and techniques. I also have to impart literary theories to boost their answers and therefore their marks.

There are students from the Humanities Scholar's Programme who need as much help as those who are not. As far as Literature is concerned, the playing field is pretty level - even the very articulate ones and those with a superior command of the English language find scoring challenging but not impossible. I remember how my own daughter scored distinctions in Literature effortlessly after a little struggle in year 1 JC. Now my goal is to get my JC 1 students up and running on their own so that they could take a break from me...As far those who came to me for help only in JC2, they are stuck with me all the way to the A-level exams.

limlim:

Speaking about literature.. when I was in Sec 2.. I hate E.Lit to the core..


I heard a lot of positive comments about the E.Lit teacher... like.. talented, committed, passionate etc and how fortunate the school to have him as E.Lit teacher.. but I hate that subject..

And I don't like the teacher bcoz of the subject.

Much later on.. I notice that Literature is actually quite a potentially interesting subject.. esp after I improved on my command of English.. And a lot of chance for arguments and debates.. :evil:

And I realize what a pity it was.. that I didn't treasure the opportunity to learn the subject better with a passionate teacher to guide.

Anyway, I didn't do any Lit after Sec 2.. and I heard that the teacher went to another school.. probably one that deserves him better.......

ok.. just a little ranting....