a peek into my life: snippets of joy

Zann attended the baking workshop organised by Genius R Us. And she came home with a pack of chocolate cookies she has baked today. There was a shirt card too,  which says, Happy Father’s Day !

Zann’s chinese teacher, Madam Chee recommended me this bottle of supplements, which she told me is good for children. I decided to give a try and ordered from her.

Zann returned home with a piece of artwork from centre today.

That’s a really pretty piece of work.

Zann was rejected at the centre today. Her teachers thought she has HFMD. I had a shock too when they found some red spots at the sides in the mouth.

When I brought her to the doctor, it was a different story. He said Zann did not have the HFMD symptoms. Those red spots appeared because Zann has bitten her inner sides at her cheeks while she was chewing food. Phew !

In the end, I paid $28 just to get this letter to prove that Zann did not HFMD !

Zann was playing with the blocks and the playhouse when I reached the centre. I was on my way to attend the ‘meet the parents’ session. It was a one hour talk mainly on Zann’s daily curriculum and what was expected in the near coming months. I have to say, she always look forward going to school, seeing her little friends, some of them whom she have spent a year plus from the playgroup class.

Her artwork, displayed on the table done today

Zann came home with ‘homework’ today. It was a take-home activity worksheet for parental involvement. I helped to cut out the pictures which she matched them to the correct rhyme. Teacher Fazlin told me that today’s lesson also included drawings according to the children’s favourite food.  And that Zann was the first to shout, Ice Cream! 

Before leaving, I received the replacement towel from Zann’s teachers. I was told that the search would still continue even though so far no parents had came forward with Zann’s towel. 

Actually loss of towel was not a primary issue which I had told the principle. I was more particular on the medicine part. In the first place, I couldn’t accept ‘forgotten’ as the reason. Anyway, what was said has been said.

This article from ST forum caught my attention.   

Jan 19, 2009

NTUC shouldn’t encourage mis-spelling

AS EDUCATORS specialising in creative and analytical learning, we are perturbed by NTUC’s rationale for its decision to change the name of its childcare centres to My First Skool. Last Thursday’s report, ‘New look & logo’, explained that the group decided to use a mis-spelling of ’school’ in the name to reflect its philosophy, which includes encouraging children to be creative and not penalising them when they make mistakes such as spelling errors.

The rationale shows a lack of understanding of the link between correcting errors and stifling creativity. Correction of spelling mistakes need not have a negative effect. In fact, there are important reasons to make students aware of their errors.

There are also many ways to correct mistakes without students regarding correction as a penalty.

Young students who form a habit of bad spelling take a long time to unlearn their unchecked errors. They face problems in school where accuracy in spelling is seen (understandably) as important. Preschool education, apart from encouraging students’ creativity, should also prepare them for primary school.

Imagine a group of young children whose spelling errors are not corrected for fear of stifling their creativity. When they enter primary school they will be surprised and even upset at the expectations of accurate spelling. Why create the painful need to relearn?

Educational pedagogy recognises the need for creativity but also emphasises the critical role of accuracy. In the very young, imaginative spelling like ’skool’ only confuses rather than encourages creativity. The very young need to understand that when it comes to rules (spelling rules, grammar rules), accuracy and precision are important.

Of course, adults who have mastered the rules of language can effectively play with rules to achieve clever, creative effects.

When it comes to encouraging accuracy without stifling creativity, teachers can employ a variety of methods. One example is where teachers encourage students to first write without worrying about spelling so story flow or creativity is not hindered.

Once the ideas and logic in their pieces of writing have been applauded, teachers bring attention to spelling inaccuracies in the works and help the students correct them. Students do not resent correction if they know the value of their work has already been recognised.

Students depend on teachers to lead the way, to guide them to good learning habits, to promote healthy learning styles. As teachers, we should not mistakenly think we are encouraging creativity by not correcting errors.

 

Lindy Ong (Ms)
Director
Creative Horizons Language Centre

To me, their new branding also means I have to spend (un-neccessarily)  on Zann’s new sets of uniform.