Thanks for sharing.


However, I love online shopping and I don't like book fairs!
Too crowded, too warm and too time consuming.
I like to shop with my mouse, in aircon room and with a cup of coffee !

Nevertheless, we are fellow hoarders of books!

Blobbi, wah! maybe we were twins in another life :lol: I also read the endings FIRST because I can't stand the suspense. Not only my Enid Blytons and Nancy Drews, Hardy Boys but later on my Agatha Christies ! Even now I search online synopsis to read endings of drama series before I watch them.


I hid and read Enid Blytons in the dark which was why I became myopic. I think Ms. Blyton's trust funds should pay for my lasik ! :rotflmao:

I didn't keep my EB because they were all yellowed with age. My son has a set of Famous Five and a set of Secret Seven (new edition) but they are his 'low priority' books. He much prefers Boxcar Children and 39 Clues.

Chirunner:

VitoRelax, have you tried Wagon Wheel at Greenwood?....

Not VitoRelax but I tried Wagon Wheel's \"famous\" oxtail stew. Personally I don't like the dark smoke-smelling interior. The stew is alright but not something I will go back for. No idea about the steak though.

Yup, ours too.


However, by term 2, the children read and re-read all the books in the little ‘class library’. In P1/P2, they typically stock the thinner simpler books so those only kept them interested for 10mins top. As for hands-on activities, the FT didn’t allow due to too much noise from the ‘faster’ children plus the ‘slower’ children were distracted and wanted to join in the ‘games’ and hence tend to rush through the work.

Agree with the rest. Furthermore, these days most school do enbloc promotion from P1-P2 so they will be in mixed ability class for at least 2 years.


In my son’s P1/P2 class there were many weak students (about 6 in LSP and 1 ADHD certified<who>). The more experienced FT will group the pupils accordingly and give additional work/responsiblities to the "better" pupils…to keep them occupied and out-of-trouble. The less experienced or more old-school FT will scold and scold and punish the ‘trouble makers’ or those that walk around the class without permission.

I loaded my son with many good books, always ensure he has blank papers and good supply of stationaries. Watch out for the post-exam period, typically end of terms 2 and 4. Formal lessons will wind down and if the class is not given interesting activities, all the more they will tend to talk and get into trouble.

To me, it is better to invest in good books and let the child spend the time as best as possible than to develop the bad habit of not paying attention in class and getting into trouble with the teacher. Then again, I have heard of 1 case where the FT does not allow pupils to read story books in class even after the assigned work were completed. I guess in that case a discussion with the FT is necessary.

I second Ling Zhi by Tong Lok ! Very good !

I suspect (no proof) that it is related to poor penmanship. Does your son have this problem ? I suspect (again no proof) that some sections of the tests are designed to pick up dyslexic children. I won’t say it is "misdiagnosis" ? Perhaps the test conditions, my son’s lack of focus etc contributed to a borderline reading ? I really do not know.


During my episode, no one could confirm the selection criterias since the completed tests are confidential and not accessible to parents and teachers. I took the angle of wanting to understand what the LSP has to offer but I am not convinced it will add any value (in our case). The arrangement was that my son would have to be pulled out of normal curriculum time (while his other classmates continue lessons with the subject teacher), he needs to walk to another classroom (LSP room) and do some foundation work (with the LSP teacher) which I am certain he already knows. It just doesn’t make any sense to me. After much discussion with the HOD, she agreed to my decision. I was relieved that my son’s performance in the subject in subsequent exams did not warant any more discussion on this.

Give the details in my case, I do not see it as "free tution" from the school. In fact, I feel the interruptions will be more detrimental than add any value. I think as parents we need to understand the facts and support our children accordingly. We definitely do not want to be in self-denial if a child does need help and will benefit from the programme.

By the way, before the LSP briefing, I meetup with the FT to find out her views as well as look through the school workbooks briefly. I was lucky that the FT and HOD were willing to discuss with me although at some point they did get a little defensive.

Just my 2cents worth and wish you best of luck in sorting out the issue.

Mathsguru,


Based on my past years of forums experience, I feel it is rare to find people who will help the community as you did. I applaude you efforts to minimize \"advertising\" and keeping this thread for purpose of sharing and motivation. I am really impressed with your detailed solutions and little tips to help the children learn \"how to fish\" instead of giving them the \"fish\". I spent >1 hour reading the threads right from page 1 (I didn't previously :oops:). I am particularly motivated by how you cultivated your own skills and passion for Maths !

So thanks for motivating and helping this aunty here. Wish you blissful pak tor time and healthy work life balance !

Indeed it is common for pupils in banded classes to be reminded over and over again that they are in banded class and they have to work hard to remain at the top. There are teachers who will comment that the top scorer for XXX exam is not from your class, the best class, but from XXX class.


I feel that as parents, we need to teach/guide our children to cope with the pressure. I usually play on the advantage of being in a better class and just encourage putting in the best. At the same time, I also remind that we are just a small part of the big pie - being in banded class of XXX school versus the whole SG etc. 一山还有一山高, you know what I mean ? Once the child sees the big picture, it is easier to cope with the pressure and also there’s no "prestige" feel or "downlooking" on the mixed ability classes.

Did you speak to his FT ? She is the best person to answer your questions.


Sharing my experience:
When my son was in P1, I also received notification from his school that he has been selected for LSP but for MATHS instead of English. I spoke to the FT, and I was referred to Maths HOD. To cut a long story short, my son did not go for LSP Maths programme. From my conversations with the FT and HOD, the screening test is a specially designed test released by MOE. Hence, all schools use the same screening test (I gathered the test is similar to those used to test for special needs children, designed by some experts). The completed tests and the results are confidential. Teachers and parents are not allowed access to this test.

I strongly encourage you to check with the school and teachers if you have any concerns.