tag:blogger.com,1999:blog-50906186485488839492011-10-31T04:07:24.481-07:00buds juicesWhere all the fun ideas are being juiced... ;)buds juiceshttp://www.blogger.com/profile/11424595293437585997noreply@blogger.comBlogger33125tag:blogger.com,1999:blog-5090618648548883949.post-45924773231465683632011-10-31T03:03:00.000-07:002011-10-31T03:03:21.265-07:002011-10-31T03:03:21.265-07:00Montessori Phonics - Introduction To Single Letter Sound /m/<strong>*NOTE : In all these lessons, letters of the alphabet are not introduced.*<br />
<br />
<br />
FOR 18MTHS - 3YRS OLD</strong><br />
<br />
<br />
<span style="font-size: 150%; line-height: normal;"><span style="text-decoration: underline;"><strong><em>Introduction To Single Letter Sounds > Lesson 4</em></strong></span></span><br />
<br />
Recap : "Last week, we learnt the sounds of these letters."<br />
<br />
Show sandpaper letter card /c/, /f/ and /i/.<br />
<br />
Recap lessons. Show the sandpaper letter cards.<br />
<br />
"This letter makes the sound..... ?" Pause..... <br />
and wait if there is any response from the child(ren).<br />
If not, then continue.... "This letter makes the sound<br />
/c/ or /f/ or /i/."....... depending on the card you use.<br />
You may also show the child(ren) the objects that has<br />
been used to date. This part though is optional. <img alt=":wink:" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_wink2.gif" title="Wink" /><br />
Most important here is to know if your child knows all<br />
the sounds he/she has been introduced to. You may<br />
prompt your child if he/she has difficulty remembering.<br />
However that said, it means that more reinforcements<br />
have to be carried out with the previous letter sounds,<br />
which in this case is /c/, /f/ and /i/. Add on or change<br />
the objects which have been used thus far. <br />
<br />
<span style="text-decoration: underline;"><em>Introduction to the sound /m/</em></span><br />
<br />
"Today, we're going to learn a new sound."<br />
<br />
"This letter makes the sound /m/." <br />
<br />
Show child(ren) the letter card.<br />
<br />
<a class="postlink" href="http://www.postimage.org/image.php?v=gx1C3uTJ"><img alt="Image" src="http://s1.postimage.org/1C3uTJ.jpg" /></a><br />
<br />
Click here to hear the letter sound<a class="postlink" href="http://www.starfall.com/n/level-k/letter-m/load.htm?f">/m/</a><br />
<br />
"This is how I write/trace /m/."<br />
<br />
Slowly show the child(ren) to use pointer and tall man <br />
together to trace the letter..... beginning from the left<br />
upright line - top to bottom..... <br />
<br />
<br />
<a class="postlink" href="http://www.postimage.org/"><img alt="Image" src="http://s3.postimage.org/1kvL3A.jpg" /></a><br />
<br />
<br />
... move the fingers back up and move right towards <br />
the first curve downwards...<br />
<br />
<br />
<a class="postlink" href="http://www.postimage.org/"><img alt="Image" src="http://s2.postimage.org/2rPAi.jpg" /></a><br />
<br />
<br />
... then back up again at the centre to finish off the last curve..... <br />
The tracing should end at the bottom right of the letter m. <img alt=":wink:" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_wink2.gif" title="Wink" /><br />
<br />
<br />
<a class="postlink" href="http://www.postimage.org/"><img alt="Image" src="http://s2.postimage.org/2suZJ.jpg" /></a><br />
<br />
<br />
Would you like to try?<br />
Invite child(ren) to trace the sandpaper letter.<br />
<br />
The objectives of the sandpaper letters are to develop a <br />
muscular impression of the letter shapes and to associate <br />
the sounds with the shapes. This also helps to develop a <br />
visual impression and to learn the writing direction of the <br />
letter shapes. ie. left to right.... top to bottom.<br />
<br />
Trace the letter again and say to the child... <br />
"/m/ as in mirror."<br />
<br />
<br />
<a class="postlink" href="http://www.postimage.org/"><img alt="Image" src="http://s3.postimage.org/1kx5Sr.jpg" /></a><br />
<br />
<br />
"Would you like to hold the mirror?"<br />
<br />
Pass the mirror to the child. If you<br />
are working with more than 1 child,<br />
ask the first child to pass the object<br />
to the next child beside him/her till<br />
everyone has had a chance. Though<br />
the teacher or the parent can pass<br />
around the item to the others, this<br />
practice helps to promote turn-taking <br />
and patience amongst children. <img alt=":D" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_biggrin.gif" title="Very Happy" /><br />
<br />
"/m/ as in money."<br />
<br />
"Would you like to count the money?"<br />
<br />
<br />
<a class="postlink" href="http://www.postimage.org/"><img alt="Image" src="http://s3.postimage.org/1kxzO9.jpg" /></a><br />
<br />
<br />
"/m/ as in microscope."<br />
<br />
<br />
<a class="postlink" href="http://www.postimage.org/"><img alt="Image" src="http://s3.postimage.org/1kxTLi.jpg" /></a><br />
<br />
<br />
You may engage the children in small <br />
talk on the use of the microscope to <br />
view microbiological specimens at <br />
high power magnification. I got mine<br />
free with a kids' meal from Burger <br />
King. <img alt=":wink:" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_wink2.gif" title="Wink" /><br />
<br />
End of 1st period.<br />
<br />
2nd period. Show me....<br />
<br />
RECAP :<br />
For Period 2 in the 3-Period Lesson, show all the three <br />
objects you've introduced all at the same time. In this <br />
period, you are to observe how much of Period 1 has <br />
been retained in your child's mind.. Place all objects <br />
on a mat and ask the child to show/point to the object <br />
that you ask for.<br />
<br />
"Can you show me the <strong><span style="text-decoration: underline;">m</span></strong>oney?"<br />
<br />
"Can you show me the <span style="text-decoration: underline;"><strong>m</strong></span>icroscope?<br />
<br />
"Can you show me the <span style="text-decoration: underline;"><strong>m</strong></span>irror?<br />
<br />
Make extra emphasis on the mmmmmm sound.<br />
<br />
In this period, the child is not required to say<br />
out the names of the objects. He/She is simply<br />
encouraged to point to the objects upon being <br />
prompted with the object name.<br />
<br />
Now for the last period in the 3-period lesson...<br />
<br />
In this period, the child is now asked to say out the<br />
letter sound and be able to say the names of the <br />
objects that have been introduced.<br />
<br />
Show each object in isolation in Period 3. <br />
ie. show objects one at a time.<br />
<br />
You : Can you tell me what this is...? <br />
Child : microscope<br />
<br />
You: Can you tell me what this is...?<br />
Child : mirror<br />
<br />
You: Can you tell me what this is...?<br />
Child : money<br />
<br />
Then, conclude the lesson before putting the stuff away.<br />
<br />
Today, we have learnt...<br />
(Simultaneously showing the child the sandpaper letter)<br />
<br />
"... /m/ as in mirror.... /m/ as in money.... and /m/ as <br />
in microscope.... We'll learn another sound tomorrow/<br />
on another day... I will place this material on this shelf, <br />
so you may work with it when you feel like it." <br />
<br />
It is always good to invite the child to help keep the <br />
materials. It helps the child(ren) remember how the<br />
material should be kept and where it is placed. <br />
<br />
This part is always important, which i always try to<br />
reinforce to parents of my students..... constantly <br />
remember that if your child(ren) did not get any <br />
of the steps right at any point of the 3-Period lesson, <br />
please come back to the lesson again. Practice makes<br />
perfect. Repetition gives children confidence and offers<br />
silent encouragement that they do not necessarily have<br />
to get it right the first time around. <img alt=":wink:" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_wink2.gif" title="Wink" /><br />
<br />
<span style="text-decoration: underline;">3-Period Lesson Recap!</span><br />
<br />
1st Period : Introduce letter sound & show objects in<br />
isolation. ie. one at a time.<br />
<br />
2nd Period : Display all the objects all at once and ask<br />
child to show you, one at a time..<br />
<br />
3rd Period : Ask the child to tell you the names of the<br />
objects that you in isolation.. Then recap all the names<br />
and the letter sound taught for the day.<br />
<br />
<em>“It is the child who makes the man, and no man exists who was not made by the child he once was.” [Dr Maria Montessori]</em><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/5090618648548883949-4592477323146568363?l=budsiesjuices.blogspot.com' alt='' /></div>buds juiceshttp://www.blogger.com/profile/11424595293437585997noreply@blogger.com0tag:blogger.com,1999:blog-5090618648548883949.post-6293572380357487302011-10-31T02:31:00.000-07:002011-10-31T02:31:21.768-07:002011-10-31T02:31:21.768-07:00Montessori Phonics - Introduction To Single Letter Sound /i/<div class="postbody"><strong>*NOTE : In all these lessons, letters of the alphabet are not introduced.*</strong><br />
<br />
<br />
<strong>FOR 18MTHS - 3YRS OLD</strong><br />
<br />
<br />
<span style="font-size: 150%; line-height: normal;"><span style="text-decoration: underline;"><strong><em>Introduction To Single Letter Sounds > Lesson 3</em></strong></span></span><br />
<br />
Recap : "Last week, we learnt the sounds of these letters."<br />
<br />
Show sandpaper letter card /c/ and /f/...<br />
<br />
Recap lessons. "This letter makes the sound..... ?"<br />
Pause..... and wait if there is any response from the child(ren)?<br />
If not, then continue.... "This letter makes the sound /c/." You<br />
may also show the child(ren) the objects last introduced. This <br />
part is optional. <br />
<br />
*One at a time.. ie. show in isolation*<br />
"/c/ as in <span style="text-decoration: underline;"><strong>c</strong></span>ap, /c/ as in <span style="text-decoration: underline;"><strong>c</strong></span>at and /c/ as in <span style="text-decoration: underline;"><strong>c</strong></span>rayon."<br />
<br />
"How about this letter? Do you remember what sound this<br />
letter makes?" Show the /f/ card. You may prompt the child(ren) if <br />
the child/they does/do not immediately sound out the letter....."This <br />
letter makes the sound.... (pause).... yes, good... it makes the sound <br />
/f/ as in the word ffffff-ish.... ffffff-an.... fffff-lower." (Optional) : Show<br />
/f/ objects during recap.<br />
<br />
<span style="text-decoration: underline;"><em>Introduction to the sound /i/</em></span><br />
<br />
"Today, we're going to learn a new sound."<br />
<br />
"This letter makes the sound /i/." <br />
<br />
Show child(ren) the letter card.<br />
<br />
Click here to hear the <a class="postlink" href="http://www.starfall.com/n/level-k/letter-i/load.htm?f">/i/ sound.</a><br />
<br />
"This is how I write/trace /i/."<br />
<br />
Slowly show the child(ren) to use pointer and tall man <br />
together to trace the letter..... the stick line from top to <br />
bottom first followed by...<br />
<br />
<br />
<a class="postlink" href="http://www.postimage.org/"><img alt="Image" src="http://s3.postimage.org/5CfJr.jpg" /></a><br />
<br />
<br />
..... the dot.<br />
<br />
<br />
<a class="postlink" href="http://www.postimage.org/"><img alt="Image" src="http://s3.postimage.org/5CpI0.jpg" /></a><br />
<br />
<br />
Would you like to try?<br />
Invite child(ren) to trace the sandpaper letter.<br />
<br />
The purpose of the sandpaper letters is to develop a <br />
muscular impression of the letter shapes & to associate <br />
the sounds with the shapes. This also helps to develop a <br />
visual impression and to learn the writing direction of the <br />
letter shapes. ie. left to right.... top to bottom.<br />
<br />
Trace the letter again and say to the child... /i/ as <br />
in insect.<br />
<br />
<br />
<a class="postlink" href="http://www.postimage.org/"><img alt="Image" src="http://s2.postimage.org/DKT49.jpg" /></a><br />
<br />
<br />
"Would you like to touch the insect?"<br />
<br />
Pass the insect to the child. You may wish to discuss<br />
with the child(ren) about insects. ie. 6 legs, some hv<br />
feelers, what they eat, does/do the child/children like<br />
insects?.... or are they afraid of any insects, (etc)...<br />
<br />
"/i/ as in ink."<br />
<br />
"Look! I have a bottle of ink here! Would you like to see?"<br />
<br />
<br />
<a class="postlink" href="http://www.postimage.org/"><img alt="Image" src="http://s4.postimage.org/1Krt2r.jpg" /></a><br />
<br />
<br />
You may wanna show the child(ren) how you drip/pour <br />
the ink onto a stamp pad. Place emphasis on the sound <br />
/i/ when introducing the objects...<br />
<br />
End of 1st period.<br />
<br />
2nd period. Show me....<br />
<br />
RECAP :<br />
For Period 2 in the 3-Period Lesson, show all the three <br />
objects you've introduced all at the same time. In this <br />
period, you are to observe how much of Period 1 has <br />
been retained in your child's mind.. Place all objects <br />
on a mat and ask the child to show/point to the object <br />
that you ask for.<br />
<br />
"Can you show me the <strong><span style="text-decoration: underline;">i</span></strong>nk?"<br />
<br />
<br />
<a class="postlink" href="http://www.postimage.org/"><img alt="Image" src="http://s3.postimage.org/5G3b9.jpg" /></a><br />
<br />
<br />
"Can you show me the <span style="text-decoration: underline;"><strong>i</strong></span>nsect?<br />
<br />
<br />
<a class="postlink" href="http://www.postimage.org/"><img alt="Image" src="http://s2.postimage.org/DStZA.jpg" /></a><br />
<br />
<br />
In this period, the child is not required to say<br />
out the names of the objects. He/She is simply<br />
encouraged to point to them upon being prompted.<br />
<br />
Now for the last period in the 3-period lesson...<br />
<br />
In this period, the child is now asked to say out the<br />
letter sound and be able to say the names of the <br />
objects that have been introduced.<br />
<br />
Show each object in isolation in Period 3. <br />
ie. show objects one at a time.<br />
<br />
You : Can you tell me what this is...? <br />
Child : insect<br />
<br />
You: Can you tell me what this is...?<br />
Child : ink<br />
<br />
Then, conclude the lesson before putting the stuff away.<br />
<br />
Today, we have learnt...<br />
(Simultaneously showing the child the sandpaper letter)<br />
<br />
"... /i/ as in insect.... /i/ as in ink."<br />
<br />
"We'll learn another sound tomorrow/on another day...<br />
I will place this material on this shelf, so you may<br />
work with it when you feel like it." (Show child the plc)<br />
<br />
Invite the child to put the materials away. Since there<br />
has been gradual recap/revision with the other 2 letter<br />
sounds ie. /c/ and /f/.... your child(ren) should be seen<br />
modelling your lesson when they play. Child(ren) can be<br />
seen picking up the tray/basket where you've left the<br />
materials from the lesson..... younger babies may be<br />
playing pointing game if they cannot really speak.... the<br />
older kiddies may be replicating the lesson itself as well.<br />
If they feel like having a repetition and invites you to do<br />
the presentation again, (like pulling your arm to the shelf<br />
where it is kept)..... by all means, go ahead. That definitely<br />
shows that the child(ren) enjoyed your lessons!<br />
<br />
Do always remember that if your child(ren) did not get any <br />
of the steps right at any point of the 3-Period lesson, please <br />
come back to it/the lesson/the presentation... <br />
<br />
Young children need lotsa repetition to perfect their skill. <img alt=":wink:" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_wink2.gif" title="Wink" /><br />
<br />
Special Note : As letter sound /i/ has limited objects that one<br />
can get in the market.... cos i'm still looking for a realistic toy/<br />
model iguana.... <img alt=":roll:" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_rolleyes.gif" title="Rolling Eyes" /> this lesson has 2 objects. As with most<br />
Montessori presentations, directresses work the concrete 1st<br />
and move on to abstract. In the case of learning letter sounds,<br />
repetition can be done with children using picture cards. <img alt=":wink:" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_wink2.gif" title="Wink" /><br />
The 3-period lessons can be done using picture cards as recap/<br />
revision activity...... from the concrete touchy-feely lessons or<br />
presentations.<br />
<br />
Now for 3-Period Lesson Recap! <img alt=":D" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_biggrin.gif" title="Very Happy" /><br />
<br />
1st Period : Introduce letter sound & show objects in<br />
isolation. ie. one at a time.<br />
<br />
2nd Period : Display all the objects all at once and ask<br />
child to show you, one at a time..<br />
<br />
3rd Period : Ask the child to tell you the names of the<br />
objects that you in isolation.. Then recap all the names<br />
and the letter sound taught for the day.<br />
<br />
<em>“The things he sees are not just remembered; they form a part of his soul.” [Dr Maria Montessori]</em></div><br clear="all" /><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/5090618648548883949-629357238035748730?l=budsiesjuices.blogspot.com' alt='' /></div>buds juiceshttp://www.blogger.com/profile/11424595293437585997noreply@blogger.com0tag:blogger.com,1999:blog-5090618648548883949.post-14281002656928164202011-10-31T02:29:00.001-07:002011-10-31T02:29:30.504-07:002011-10-31T02:29:30.504-07:00Introduction of words to young childrenIntroducing simple words to an 18 mth old child during Phonics lessons <br />
especially at the single letter sounds stage, helps the other children who <br />
have yet begun to talk coherently have the opportunities to engage and<br />
be involved with the lessons. Hence, in these activities for single letter<br />
sounds... emphasis has been made that these should be able to cater<br />
for children as young as 18 mths old. To help children who aren't <br />
talking coherently as yet, we can choose to stick with mono-syllables.<br />
One word in one breath. ie. fan, fish, fork, food, friend (etc) instead of<br />
two or more syllables ie. family, ferocious (etc)... cos they tend to get<br />
easily discouraged when they're asked to verbalize the words in the 3rd<br />
lesson. However, during other times of their sessions with us... a wealth<br />
of vocabulary is used during the learn through play sessions where they<br />
won't even realize they're actually learning. Most times, they think they<br />
are engaged in fun play. <img alt=":wink:" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_wink2.gif" title="Wink" /><br />
<br />
If your own child(ren) by all means, is/are more advanced in speech, <br />
please feel free to use more challenging words and objects (which you <br />
can find) for use during the single letter sounds introduction. Words that <br />
may be <em><strong>familiar</strong></em> like flower / finger can also be used though they contain <br />
more than one syllable.<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/5090618648548883949-1428100265692816420?l=budsiesjuices.blogspot.com' alt='' /></div>buds juiceshttp://www.blogger.com/profile/11424595293437585997noreply@blogger.com0tag:blogger.com,1999:blog-5090618648548883949.post-18218652032096571412011-10-31T02:28:00.001-07:002011-10-31T02:28:26.306-07:002011-10-31T02:28:26.306-07:00Montessori Phonics - Introduction To Single Letter Sound /f/<strong>*NOTE : In all these lessons, letters of the alphabet are not introduced.*<br />
<br />
<br />
FOR 18MTHS - 3YRS OLD</strong><br />
<br />
<br />
<span style="font-size: 150%; line-height: normal;"><span style="text-decoration: underline;"><strong><em>Introduction To Single Letter Sounds > Lesson 2</em></strong></span></span><br />
<br />
Recap : "Last week, we learnt the sound of this letter."<br />
<br />
Show sandpaper letter card...<br />
<br />
<a class="postlink" href="http://www.postimage.org/"><img alt="Image" src="http://www.postimage.org/Ts17i22i.jpg" /></a><br />
<br />
"This letter makes the sound..... ?"<br />
<br />
(Pause..... and wait if there is any<br />
response from the child(ren)?<br />
<br />
If not, then continue....<br />
"This letter makes the sound /c/."<br />
<br />
You may show the past objects that<br />
have been introduced to the child(ren). <img alt=":wink:" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_wink2.gif" title="Wink" /><br />
*One at a time.. ie. show in isolation*<br />
"/c/ as in <span style="text-decoration: underline;"><strong>c</strong></span>ap, /c/ as in <span style="text-decoration: underline;"><strong>c</strong></span>at and <br />
/c/ as in <span style="text-decoration: underline;"><strong>c</strong></span>rayon."<br />
<br />
<span style="text-decoration: underline;"><em>Introduction to the sound /f/</em></span><br />
<br />
"Today, we're going to learn a new sound."<br />
"This letter makes the sound /f/."<br />
<br />
Click here to hear the <a class="postlink" href="http://www.starfall.com/n/level-k/letter-f/load.htm?f">/f/</a> sound.<br />
<br />
This is how I write/trace /f/.<br />
<br />
Would you like to try?<br />
Invite child to trace the sandpaper letter.<br />
<br />
Tracing of the sandpaper letter also exposes<br />
young children as young as 18 months old to<br />
early print (small caps). The act of tracing itself<br />
indirectly teaches the children to unconsciously<br />
learn that alphabets are written from top to <br />
bottom and from left to right... A future preparation<br />
of reading text as well. ie. The sweeping glance for<br />
reading text is also from left to right. (For English <br />
at least. <img alt=":wink:" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_wink2.gif" title="Wink" /><br />
<br />
Trace the letter again and say to the child... /f/ as <br />
in <span style="text-decoration: underline;"><strong>f</strong></span>an. *<strong><em>As in</em> </strong>refers to <br />
>as in the beginning letter sound of... in the <br />
above case, fan.*<br />
<br />
<br />
<a class="postlink" href="http://www.postimage.org/"><img alt="Image" src="http://www.postimage.org/Ts17EhRA.jpg" /></a><br />
<br />
<br />
Sorry, my fan a bit the fancy kind. <img alt=":lol:" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_lol.gif" title="Laughing" /><br />
Couldn't find the normal fan when i <br />
need it.. <img alt=":roll:" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_rolleyes.gif" title="Rolling Eyes" /> <img alt=":P" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_razz2.gif" title="Razz" /><br />
<br />
"Would you like to touch the fan?"<br />
Place emphasis on the sound /f/<br />
when introducing the objects...<br />
<br />
Pass the fan to the child. During<br />
this time, you may engage them<br />
in discussion.<br />
<br />
For example, do you have a fan?<br />
What colour is it? Do you know <br />
how to make a paper fan? (etc)<br />
<br />
As mentioned earlier in Lesson 1, <br />
this small talk stage helps the child <br />
remember the lesson better & also<br />
engage the child in conversation...<br />
<br />
Trace the letter again and say to the child... <br />
/f/ as in <span style="text-decoration: underline;"><strong>f</strong></span>ish. Show the child<br />
the object and invite him/her to touch it &<br />
talk about fish for abit.. <img alt=":wink:" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_wink2.gif" title="Wink" /> But try to<br />
keep it to a safe time limit to avoid any<br />
distraction away from the lesson proper.<br />
<br />
<br />
<a class="postlink" href="http://www.postimage.org/"><img alt="Image" src="http://www.postimage.org/Ts17JV2S.jpg" /></a><br />
<br />
<br />
Engage in the usual mini discussion and for<br />
this object, you can also introduce the word<br />
fin. <img alt=":wink:" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_wink2.gif" title="Wink" /> Allow child(ren) to touch the fish.<br />
If you have real uncooked fish, you can also<br />
show them the real thing. In our classes, we<br />
even do real fish printing... with cheap fish tt<br />
markets sell darn cheap.<br />
<br />
Trace the letter again and say to the<br />
child... /f/ as in <span style="text-decoration: underline;"><strong>f</strong></span>lower.<br />
<br />
<br />
<a class="postlink" href="http://www.postimage.org/"><img alt="Image" src="http://www.postimage.org/Ts17OUkS.jpg" /></a><br />
<br />
<br />
"Do you like flowers?"<br />
"Does your mummy grow flowers in her garden?"<br />
"How can we grow flowers in a pot?"<br />
<br />
If you have real flowers to show, even better..<br />
If not articificial flowers work fine too.. In my<br />
case, we aren't green thumbed people & neither<br />
do we like artificial flower decorations that collect'<br />
dust, so i had to settle for this sequined flower.. <img alt=":oops:" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_redface.gif" title="Embarassed" /><br />
<br />
End of 1st period.<br />
<br />
Do you remember what's the presentation for 2nd period<br />
in the Montessori Method's 3-period lesson? Its the "show <br />
me" lesson. <img alt=":wink:" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_wink2.gif" title="Wink" /> Those who remembered, well done! <img alt=":D" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_biggrin.gif" title="Very Happy" /><br />
<br />
Place all objects on a mat and ask the child to show/point<br />
to the object that you ask for.<br />
<br />
"Can you show me the <strong><span style="text-decoration: underline;">f</span></strong>lower?"<br />
<br />
<br />
<a class="postlink" href="http://www.postimage.org/"><img alt="Image" src="http://www.postimage.org/Ts17SxP0.jpg" /></a><br />
<br />
<br />
"Can you show me the <span style="text-decoration: underline;"><strong>f</strong></span>ish?<br />
<br />
<br />
<a class="postlink" href="http://www.postimage.org/"><img alt="Image" src="http://www.postimage.org/Ts17Ycvr.jpg" /></a><br />
<br />
<br />
"Can you show me the <span style="text-decoration: underline;"><strong>f</strong></span>an?<br />
<br />
<br />
<a class="postlink" href="http://www.postimage.org/"><img alt="Image" src="http://www.postimage.org/Ts17VSl0.jpg" /></a><br />
<br />
Remember to place emphasis on the /f/ sound when <br />
asking the chid(ren) to point/show to the objects that<br />
were introduced.<br />
<br />
RECAP :<br />
For Period 2 in the 3-Period Lesson, show<br />
all the three objects you've introduced all<br />
at the same time. In this period, you are<br />
to observe how much of Period 1 has <br />
been retained in your child's mind.. <br />
<br />
In this period, the child is not required to say<br />
out the names of the objects. He/She is simply<br />
encouraged to point to them upon being prompted.<br />
<br />
Also make a mental note that if the child did not get<br />
this 2nd lesson right, you should carry out the lesson<br />
again another time/day. Do not push the child to get <br />
any part of the lesson right. Maintain an encouraging<br />
tone of voice and also choice of words.. <img alt=":D" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_biggrin.gif" title="Very Happy" /> As much<br />
as possible, try NOT TO use the word, "WRONG!".<br />
<br />
Now for the last period in the 3-period lesson...<br />
<br />
In this period, the child is now tasked to show that<br />
he/she can verbalize the words introduced and also<br />
the letter sound that begins with the objects shown.<br />
<br />
Show each object in isolation in Period 3. <br />
ie. show objects one at a time.<br />
<br />
You : Can you tell me what this is...? <br />
Child : fish<br />
<br />
You: Can you tell me what this is...?<br />
Child : flower<br />
<br />
You: Can you tell me what this is...?<br />
Child : fan<br />
<br />
Then, conclude the lesson before putting the stuff away.<br />
<br />
Today, we have learnt...<br />
(Simultaneously showing the child the sandpaper letter)<br />
<br />
... /f/ as in fan.... /f/ as in fish... and /f/ as in flower.<br />
<br />
Tomorrow/On another day, we'll learn more sounds.<br />
I will place this material on this shelf, so you may<br />
work with it when you feel like it. (Show child the plc)<br />
Now, can you help me put the things away and put it<br />
on that shelf... and next, can you help me roll the mat?<br />
Thank you, i appreciate it.<br />
<br />
Don't be surprised if you see your child picking up the<br />
mat and the material and working with it on their own..<br />
This is when we know that the child is learning through<br />
repetition.<br />
<br />
If your child did not get any of the steps right at any<br />
point of the 3-Period lesson, please do not despair...<br />
Always come back to it again another time..<br />
<br />
3-Period Lesson Recap!<br />
<br />
1st Period : Introduce letter sound & show objects in<br />
isolation. ie. one at a time.<br />
<br />
2nd Period : Display all the objects all at once and ask<br />
child to show you, one at a time..<br />
<br />
3rd Period : Ask the child to tell you the names of the<br />
objects that you in isolation.. Then recap all the names<br />
and the letter sound taught for the day.<br />
<br />
"What goes through the hand, goes to the mind..."<br />
[Dr Maria Montessori]<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/5090618648548883949-1821865203209657141?l=budsiesjuices.blogspot.com' alt='' /></div>buds juiceshttp://www.blogger.com/profile/11424595293437585997noreply@blogger.com0tag:blogger.com,1999:blog-5090618648548883949.post-53779613201563042082011-10-31T02:26:00.000-07:002011-10-31T02:26:18.087-07:002011-10-31T02:26:18.087-07:00Emphasis of using real objects during presentationsThe emphasis of introducing objects<br />
(as real life as possible) or models..<br />
during this period is for the sensorial<br />
experience.. and anything which is<br />
good for using as a discussion amongst<br />
18mth olds to 3yrs old children within<br />
the group. At least in this particular<br />
lesson, reference is made that it is<br />
suitable for 18mth old onwards.. <img alt=":D" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_biggrin.gif" title="Very Happy" /><br />
<br />
You can use any other stuff beginning<br />
with /c/... like real stuff/food... ie. corn,<br />
cup, car, cork, can... (etc) to introduce<br />
to the child(ren). I was just showing ya<br />
guys an example of a lesson.. no need<br />
to die-die must use, okie.. <img alt=":wink:" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_wink2.gif" title="Wink" /><br />
<br />
If you have an advanced child (if teaching<br />
your own), do not limit the vocabulary......<br />
If he/she knows the simple words, go for<br />
objects other than that he/she already <br />
knows... that he/she can touch/feel....<br />
describe how it works, looks or taste... <br />
<br />
The primary objective is of sensorial value..<br />
That the more we engage children in their<br />
senses.. the better they retain information<br />
from the lessons..<br />
<br />
Senses wud refer to :<br />
1.Sense of sight<br />
2.Sense of smell<br />
3.Sense of hearing<br />
4.Sense of taste<br />
5.Sense of touch <br />
<br />
In our classes, repetition is encouraged<br />
and it is not just in one lesson that our<br />
18mth olds can grasp this lesson.. We'd<br />
have activities like making popcorn.. or<br />
make corn in a cup...... or corn printing<br />
and even have corn soup for break time.<br />
<br />
Not all 18mth olds can speak clearly or<br />
have familiar knowledge of various<br />
things so it is like....... test market to see<br />
if the children can easily relate to lessons<br />
when we move from easy to difficult.. We<br />
can be reinforcing the /c/ sound for the <br />
whole week with various hands-on fun<br />
activities, including mystery bag game...<br />
or "I Spy Game" or even card games to<br />
see if the children can relate 3D objects<br />
to picture cards.<br />
<br />
Click here for lesson on...<a class="postlink" href="http://www.kiasuparents.com/kiasu/forum/viewtopic.php?t=4143">Mystery Bag Game</a><br />
<br />
Or if the centre is running a simultaneous<br />
thematic curriculum and is per say doing<br />
the topic on "On The Farm"... the directress<br />
can also introduce /c/ as in beginning sound<br />
of <strong><span style="text-decoration: underline;">c</span></strong>ow and sing rhymes of Hey Diddle Diddle,<br />
The cat and the fiddle, The cow jumped over<br />
the moon... (etc)... <br />
<br />
<a class="postlink" href="http://www.postimage.org/"><img alt="Image" src="http://www.postimage.org/Ts1wUZW9.jpg" /></a><br />
<br />
There is also no better way to influence children<br />
to good reading habits other than reading to them<br />
at that age... For the letter sound /c/, i like to read<br />
to them... The Hungry Caterpillar by Eric Carle.<br />
<br />
<a class="postlink" href="http://www.postimage.org/"><img alt="Image" src="http://www.postimage.org/Ts1wTGCr.jpg" /></a><br />
<br />
<a class="postlink" href="http://www.amazon.com/Very-Hungry-Caterpillar-Giant-hardcover/dp/039925045X/ref=sr_1_1?ie=UTF8&s=books&qid=1254505316&sr=1-1#reader">View pages @ Amazon!</a><br />
<br />
The children love this story & will ask for seconds...<br />
and thirds! <img alt=":D" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_biggrin.gif" title="Very Happy" /> After which we can make a caterpillar<br />
craft... or even... run a lesson on the life cycle of<br />
a caterpillar.. like this. <img alt=":wink:" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_wink2.gif" title="Wink" /><br />
<br />
<a class="postlink" href="http://www.postimage.org/"><img alt="Image" src="http://www.postimage.org/Ts1wKuWi.jpg" /></a><br />
<br />
That is already reinforcement on the letter sound /c/ <br />
as in the beginning sound of /c/... <strong><span style="text-decoration: underline;">c</span></strong>aterpillar.<br />
<br />
Continuing on with your query... purpose of being able to point to<br />
a correct object is a great milestone for children who are new to<br />
a learning environment... maybe a crying one... just joined into<br />
the programme... or an extremely shy child who may still not<br />
want to open up to speak yet... bringing in models/toys/real life<br />
objects are sometimes fantastic ice breakers especially when you<br />
ask them would you like to stroke the cat's fur... if it's a real cat or<br />
a toy/puppet cat... and they actually respond! Not all young children<br />
respond at first introduction. <br />
<br />
Being able to point correctly to objects also shows that the child(ren)<br />
paid full attention to lesson 1 when the objects were being introduced.<br />
After which, children have to learn to listen to simple instruction from<br />
the directress...ie."Can you show me.." or "Can you point to me?..."<br />
or "Can you pick up the ____ and pass it to your friend?..." ... all these<br />
are part of the learning experiences where we encourage children to<br />
be involved in the process of learning. Being able to listen and respond<br />
to instructions is also a skill. Auditory experiences like these also help<br />
children relay their questions (in future) in a proper manner when they<br />
are engaged in play with their peers and so on.. <br />
<br />
>The directress offers the guidance.... ie. which to show...(etc)<br />
<br />
>The directress observes which object the child picks up... whether <br />
he/she hesitated to pick up and object... whether the child <br />
instantaneously knew which object to point to...<br />
<br />
>Then, the directress re-affirms through the 3rd period that the child cud<br />
verbalize it ie.say out the word/sound after having been able to show the<br />
object asked for... correctly. <img alt=":D" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_biggrin.gif" title="Very Happy" /><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/5090618648548883949-5377961320156304208?l=budsiesjuices.blogspot.com' alt='' /></div>buds juiceshttp://www.blogger.com/profile/11424595293437585997noreply@blogger.com0tag:blogger.com,1999:blog-5090618648548883949.post-23737843401374327972011-10-31T02:21:00.000-07:002011-10-31T02:22:59.690-07:002011-10-31T02:22:59.690-07:00Montessori Phonics - Introduction To The Single Letter Sound /c/*NOTE : In all these lessons, letters of the alphabet are not introduced.*<br />
<br />
<span style="font-size: 150%; line-height: normal;"><span style="text-decoration: underline;"><strong>FOR 18MTHS - 3YRS OLD</strong></span></span><br />
<br />
<br />
<strong><span style="text-decoration: underline;">Introduction To Single Letter Sounds > Lesson 1</span></strong><br />
<br />
Introduction to the sound /c/<br />
<br />
<a class="postlink" href="http://www.postimage.org/"><img alt="Image" src="http://www.postimage.org/TsO9x8J.jpg" /></a><br />
<br />
There are 3 periods to the tried and tested 3-Period<br />
Lesson in Montessori presentations. The first period<br />
is where we introduce everything in isolation. ie. one<br />
material at a time. Montessori presentations are done<br />
either on a work table or on the floor... and we use<br />
work mats to define our work area/space.<br />
<br />
I will show how to teach your child(ren) how to carry,<br />
to roll and unroll a work mat another time.. <img alt=":wink:" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_wink2.gif" title="Wink" /><br />
For now, here's the presentation order.<br />
<br />
This letter makes the sound /c/.<br />
Show child the sandpaper letter card.<br />
<br />
Click <a class="postlink" href="http://www.starfall.com/n/level-k/letter-c/load.htm?f">here</a> to hear the /c/ sound.<br />
<br />
This is how I write/trace /c/.<br />
<br />
<a class="postlink" href="http://www.postimage.org/"><img alt="Image" src="http://www.postimage.org/TsOonwi.jpg" /></a><br />
<br />
Would you like to try?<br />
Invite child to trace the sandpaper letter.<br />
<br />
Tracing sandpaper letters provides<br />
a sensorial experience for children.<br />
It also helps them to practice the<br />
lightness of touch since the sandpaper<br />
letter is a little rough. Lightness of touch<br />
helps children not to press their pencil <br />
too hard (in future) when they are ready<br />
for writing.<br />
<br />
Trace the letter again and say to the <br />
child... /c/ is for cat.<br />
<br />
<a class="postlink" href="http://www.postimage.org/"><img alt="Image" src="http://www.postimage.org/TsOoOXS.jpg" /></a><br />
<br />
Would you like to touch the cat?<br />
Pass the cat to the child. During<br />
this time, you may engage the<br />
child with discussions on cats.<br />
<br />
For example, do you like cats?<br />
What do cats eat?<br />
How does a cat's fur feel like?<br />
What sound does a cat make?<br />
Can you move like a cat?<br />
(etc)<br />
<br />
This discussion stage helps the<br />
child remember the lesson better.<br />
Cause...<br />
<br />
1.Child touched the model cat. <br />
<br />
(Materials preferably should not be<br />
cartoonish, as realistic to the real<br />
thing as possible...)<br />
<br />
2.Child talked about cats.<br />
<br />
3.Child pretended to be a cat.<br />
(Role play experience)<br />
<br />
All these are learning experiences.<br />
The more the child is engaged, the<br />
better the retention of information<br />
shared.<br />
<br />
However, do bear in mind that the<br />
discussion though encouraged, shud<br />
not stray... distract... or prolong <br />
beyond a few minutes... This depending<br />
on the number of children involved in da<br />
lesson.<br />
<br />
Carry on...<br />
<br />
Trace the letter again and say to the <br />
child... /c/ is for cap.<br />
<br />
<a class="postlink" href="http://www.postimage.org/"><img alt="Image" src="http://www.postimage.org/TsOr1DS.jpg" /></a><br />
<br />
Similarly here, engage the child in mini<br />
discussion. <br />
<br />
For example, do you have a cap?<br />
Does it look like this one that i have here?<br />
What design would you like on your cap?<br />
When would you put on your cap?<br />
Would you like to try this cap on?<br />
(etc)<br />
<br />
Again, carry on with next object...<br />
For 18mths to 3yrs old, since they have a<br />
shorter attention span... try to give at least<br />
three different objects beginning with the<br />
letter sound taught for the day.<br />
<br />
Why 3?<br />
<br />
Cos, if you only have 2 objects... During the<br />
next lesson, your child can just point anyhow<br />
between 2 objects... it's like one or the other.<br />
<br />
For older children, or children with longer <br />
attention span... please, include more objects<br />
for more vocabulary and also more sensorial<br />
experiences. Not too many till it strays from<br />
your lesson, but enough to engage & interest<br />
your child(ren) to see through the entire lesson<br />
happily. <img alt=":wink:" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_wink2.gif" title="Wink" /><br />
<br />
Trace the letter again and say to the <br />
child... /c/ is for crayon.<br />
<br />
<a class="postlink" href="http://www.postimage.org/"><img alt="Image" src="http://www.postimage.org/TsOvUrr.jpg" /></a><br />
<br />
Again, engage the child in small talk..<br />
Simple stuff like what colour, what can<br />
they draw with crayon, (etc)<br />
<br />
Now, that is the end of Period 1.<br />
<br />
For Period 2 in the 3-Period Lesson, show<br />
all the three objects you've introduced all<br />
at the same time. In this period, you are<br />
to observe how much of Period 1 has been<br />
retained in your child's mind.. <img alt=":wink:" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_wink2.gif" title="Wink" /><br />
<br />
In this period, the child is not required to say<br />
out the names of the objects. He/She is simply<br />
encouraged to point to them upon being prompted.<br />
<br />
Can you show me the <span style="text-decoration: underline;"><strong>c</strong></span>ap? Stress on the /c/<br />
sound as you ask/prompt. <br />
<br />
<a class="postlink" href="http://www.postimage.org/"><img alt="Image" src="http://www.postimage.org/TsODFkr.jpg" /></a><br />
<br />
Can you show me where's the <span style="text-decoration: underline;"><strong>c</strong></span>at?<br />
<br />
<a class="postlink" href="http://www.postimage.org/"><img alt="Image" src="http://www.postimage.org/TsOJk0S.jpg" /></a><br />
<br />
Can you show me where is the <span style="text-decoration: underline;"><strong>c</strong></span>rayon?<br />
<br />
<a class="postlink" href="http://www.postimage.org/"><img alt="Image" src="http://www.postimage.org/TsOKvR9.jpg" /></a><br />
<br />
That is the end of Period 2..<br />
<br />
If child points to the correct object, good. <br />
If not, it's ok. It just shows your child may not <br />
be at full attention during the first period & that <br />
the presentation should be repeated.. but not on <br />
the same day/time... Preferably, allow some time <br />
to do other stuff or play and get back to doing the <br />
same presentation again.. <br />
<br />
You are the observer. Observe and make a mental <br />
note of where and which part the child got it wrong. <br />
It is not unusual in a Montessori lesson that we do <br />
not correct a child immediately when a mistake has <br />
been made during lesson, with the exception of - if <br />
the child is going to hurt him or herself.. or in the<br />
process of disrupting a fellow friend's concentration<br />
away from his/her work.<br />
<br />
We come back to the lesson again, thus providing the <br />
child the opportunity to get it right the next round.<br />
<br />
Try not to say, "WRONG!" immediately when you<br />
observe the child pointing to a wrong object...<br />
<br />
Follow through to finish that period and end it with<br />
a simple, "We can do this another day..." <img alt=":wink:" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_wink2.gif" title="Wink" /><br />
<br />
Now for Period 3.<br />
<br />
In this period, the child is now tasked to show that<br />
he/she can verbalize the words introduced and also<br />
the letter sound that begins with the objects shown.<br />
<br />
Show each object in isolation in Period 3.<br />
<br />
1. Can you tell me what this is...?<br />
<br />
<a class="postlink" href="http://www.postimage.org/"><img alt="Image" src="http://www.postimage.org/TsOMM1i.jpg" /></a><br />
<br />
Child : Crayon.<br />
You : Good.<br />
<br />
2. Can you tell me what this is...?<br />
<br />
<a class="postlink" href="http://www.postimage.org/"><img alt="Image" src="http://www.postimage.org/TsONrqJ.jpg" /></a><br />
<br />
Child : Cat.<br />
You : Good.<br />
<br />
3. Can you tell me what this is...?<br />
<br />
<a class="postlink" href="http://www.postimage.org/"><img alt="Image" src="http://www.postimage.org/TsOOKKr.jpg" /></a><br />
<br />
Child : Cap.<br />
You : Good.<br />
<br />
Today, we have learnt... <br />
(Simultaneously showing the child the sandpaper letter)<br />
<br />
... /c/ as in cat.... /c/ as in cap... and /c/ as in crayon.<br />
<br />
Tomorrow/On another day, we'll learn more sounds.<br />
I will place this material on this shelf, so you may<br />
work with it when you feel like it. (Show child the plc)<br />
Now, can you help me put the things away and put it<br />
on that shelf... and next, can you help me roll the mat?<br />
Thank you, i appreciate it.<br />
<br />
Don't be surprised if you see your child picking up the<br />
mat and the material and working with it on their own..<br />
This is when we know that the child is learning through<br />
repetition.<br />
<br />
If your child did not get any of the steps right at any<br />
point of the 3-Period lesson, please do not despair...<br />
Always come back to it again another time.. <br />
<br />
Let's recap on the 3-Period Lesson...<br />
<br />
1st Period : Introduce letter sound & show objects in <br />
isolation. ie. one at a time.<br />
<br />
2nd Period : Display all the objects all at once and ask<br />
child to show you, one at a time..<br />
<br />
3rd Period : Ask the child to tell you the names of the <br />
objects that you in isolation.. Then recap all the names<br />
and the letter sound taught for the day.<br />
<br />
<em>"What goes through the hand, goes to the mind..."<br />
[Dr Maria Montessori]</em><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/5090618648548883949-2373784340137432797?l=budsiesjuices.blogspot.com' alt='' /></div>buds juiceshttp://www.blogger.com/profile/11424595293437585997noreply@blogger.com0tag:blogger.com,1999:blog-5090618648548883949.post-81489981263723092702011-08-25T10:58:00.000-07:002011-08-25T10:58:58.030-07:002011-08-25T10:58:58.030-07:00Batam, Holiday Inn Waterfront City > Tea Tree SpaNext up.. something for couple time. <img alt=":evil:" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_evil1.gif" title="Evil" /><br />
<br />
The Tea Tree Spa Review.. <img alt=":drool:" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_drool.gif" title="Drooling" /><br />
<br />
<br />
<a class="postlink" href="http://www.postimage.org/image.php?v=PqcC2o9"><img alt="Image" src="http://s3.postimage.org/cC2o9.jpg" /></a><br clear="all" /><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/5090618648548883949-8148998126372309270?l=budsiesjuices.blogspot.com' alt='' /></div>buds juiceshttp://www.blogger.com/profile/11424595293437585997noreply@blogger.com0tag:blogger.com,1999:blog-5090618648548883949.post-33697879202313139832011-08-25T10:56:00.000-07:002011-08-25T10:56:49.503-07:002011-08-25T10:56:49.503-07:00Batam, Holiday Inn Waterfront City<div class="postbody">Am reminiscing some nice moments my family and i had taken on our<br />
short getaways. Here's another place to share with all. Though it would<br />
be lovely to have gone without the kiddies in tow, no regrets. Cause at<br />
Holiday Inn Batam, not only do you get to do couple time... the kiddies<br />
are well taken care of. Read on if you're keen to take a short trip any-<br />
time soon... For those wanting to take a quickie break during CNY to<br />
avoid the relatives, you guys can chill here till the coast is clear. <img alt=":lol:" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_lol.gif" title="Laughing" /><br />
<br />
As usual, i simply did a quick click on <a class="postlink" href="http://www.holidaybagus.com/Group-Batam.html">Holiday Bagus</a> which i've bookmarked <br />
as one of my favourite sites for short getaways. As we just wanted a <br />
short trip to a venue without floods or quakes last Dec 09, we decided to <br />
go for Batam. As we've tried quite a few in Batam from the city hotels + <br />
tours plus the Turi Resort at Nongsa, this time i decided on Holiday Inn @ <br />
Waterfront City. I found myself attracted to what i googled on the web & <br />
my instincts brought us to one nice chill nook within the hour. <img alt=":rahrah:" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_cheerlead.gif" title="Rah Rah!" /><br />
<br />
<br />
<a class="postlink" href="http://www.postimage.org/"><img alt="Image" src="http://s1.postimage.org/yfd80.jpg" /></a><br />
<br />
<br />
I made a quick call to the accommodating agents at Holiday Bagus<br />
Peninsula Plaza and told them i'd be confirming with them shortly<br />
after hubs okay-ed it. We were quoted these rates.<br />
<br />
Adult Twin : SGD $ 135.00 per pax<br />
<br />
Child with bed : SGD $ 113.00 per pax<br />
<br />
Child without bed : SGD $ 50.00 per pax<br />
<br />
All in all we paid SGD $433.00 for the 4 of us. <img alt=":celebrate:" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_cheers.gif" title="Celebrate" /><br />
Monies paid include 2 way return ferry tickets, 2 nights<br />
accommodation plus daily breakfast for all four of us. Oh<br />
yes, land transfers are also included. <br />
<br />
As usual, i would be checking out sites everywhere for<br />
facilities within resort and within the town plus the different<br />
activities they offer for adults and children alike.<br />
<br />
Here was a brief overview of the resort > <a class="postlink" href="http://www.holidaybagus.com/Waterfront_Hotels_-_Holiday_Inn.html">Review Of Waterfront Hotels Holiday Inn.</a><br />
<br />
Price wise... not too bad. And now for the real thing...<br />
Why real thing? Cause pictures lie. And the pictures in <br />
certain sites are like dated 10yrs ago and without any<br />
maintenance especially for resorts, the place tend to look<br />
kinda old and everywhere would be creaking... <img alt=":roll:" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_rolleyes.gif" title="Rolling Eyes" /><br />
<br />
I was informed that the ferry ride from Harbour Front Ferry Terminal <br />
would take us about 45mins there. We parked one big luggage packed<br />
for all 4 of us at Banquet while waiting for our ferry. We had something<br />
light to eat before boarding to ensure we won't get too sea sick from an<br />
empty stomach. Waterfront City was the second stop so we didn't alight<br />
when the captain announce arrival at Sekupang (first stop).<br />
<br />
Upon arrival at Waterfront Terminal, we were segregated by two groups.<br />
One group queued up altogether upon being greeted by staff from Harris<br />
Resort and then there was us : two families who opted for Holiday Inn.<br />
Tho' we didn't receive preferential welcome unlike the Harris Resort-ers,<br />
our immigration procedures were swift and barely took minutes. <img alt=":wink:" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_wink2.gif" title="Wink" /><br />
<br />
A polite staff from Holiday Inn welcomed us and requested we follow him<br />
to the transport which was a small van. It could fit both the two families.<br />
I told the children to lean back thinking it was gonna be some time before<br />
we reached the resort, but like barely 2 minutes into the land transfer, we<br />
were already there! <img alt=":shock:" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_eek2.gif" title="Shocked" /> Very near! Harris Resort though, was a little<br />
further up front.<br />
<br />
I checked us all in and confirmed our ferry timing back as well just to<br />
ensure we could get available seats cause on the day we were going <br />
back, we were informed there was gonna be quite a big crowd returning<br />
to Singapore... some tourists from Japan included.<br />
<br />
The porter brought our luggage and led us to our room on the third floor<br />
of the resort. We were pleased that since we went weekdays, our unit had<br />
partial pool view from the veranda. <img alt=":wink:" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_wink2.gif" title="Wink" /><br />
<br />
This was the view that greeted us when we came into our room.<br />
<br />
<br />
<a class="postlink" href="http://www.postimage.org/image.php?v=TsQbdsJ"><img alt="Image" src="http://s2.postimage.org/QbdsJ.jpg" /></a><a class="postlink" href="http://www.postimage.org/image.php?v=PqcnUV9"><img alt="Image" src="http://s3.postimage.org/cnUV9.jpg" /></a><a class="postlink" href="http://www.postimage.org/image.php?v=TsQbzV0"><img alt="Image" src="http://s2.postimage.org/QbzV0.jpg" /></a><br />
<br />
<strong>So best the main bedroom can close with sliding doors! <img alt=":evil:" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_evil1.gif" title="Evil" /></strong><br />
<br />
<br />
<strong>We realised that the room was more apartment styled as compared to<br />
the usual resorts that come only with the usual queen/king bed, bathrm,<br />
dressing table area... so it was a nice change. <img alt=":D" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_biggrin.gif" title="Very Happy" /></strong><br />
<br />
<br />
<strong>This is the view at/from the balcony.</strong><br />
<br />
<br />
<a class="postlink" href="http://www.postimage.org/image.php?v=TsQc0lA"><img alt="Image" src="http://s2.postimage.org/Qc0lA.jpg" /></a><a class="postlink" href="http://www.postimage.org/image.php?v=TsQc5kS"><img alt="Image" src="http://s2.postimage.org/Qc5kS.jpg" /></a><br />
<br />
<br />
<strong>This is the view of the other parts of our room. <img alt=":wink:" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_wink2.gif" title="Wink" /></strong><br />
<br />
<br />
<a class="postlink" href="http://www.postimage.org/image.php?v=PqctM4i"><img alt="Image" src="http://s3.postimage.org/ctM4i.jpg" /></a><a class="postlink" href="http://www.postimage.org/image.php?v=gxyohkJ"><img alt="Image" src="http://s1.postimage.org/yohkJ.jpg" /></a><a class="postlink" href="http://www.postimage.org/image.php?v=Pqcua0J"><img alt="Image" src="http://s3.postimage.org/cua0J.jpg" /></a><a class="postlink" href="http://www.postimage.org/image.php?v=aV1Wvzg9"><img alt="Image" src="http://s4.postimage.org/1Wvzg9.jpg" /></a><a class="postlink" href="http://www.postimage.org/image.php?v=TsQfMj9"><img alt="Image" src="http://s2.postimage.org/QfMj9.jpg" /></a><a class="postlink" href="http://www.postimage.org/image.php?v=aV1WAtyS"><img alt="Image" src="http://s4.postimage.org/1WAtyS.jpg" /></a><br />
<br />
<strong>Wardrobe came with a safe and even ironing board + iron. Some resorts<br />
only provide this if you make special request. A few resorts i've been to<br />
have a special ironing room. <img alt=":shock:" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_eek2.gif" title="Shocked" /> Everyone who wants to press their<br />
own clothes will go to that one particular room. Hehee.. <img alt=":lol:" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_lol.gif" title="Laughing" /></strong><br />
<br />
<br />
<a class="postlink" href="http://www.postimage.org/image.php?v=PqcyNRr"><img alt="Image" src="http://s3.postimage.org/cyNRr.jpg" /></a><br />
<br />
<br />
<strong>This is the small kitchen/kitchenette area behind the TV area.</strong><br />
<br />
<br />
<a class="postlink" href="http://www.postimage.org/image.php?v=PqczvL0"><img alt="Image" src="http://s3.postimage.org/czvL0.jpg" /></a><a class="postlink" href="http://www.postimage.org/image.php?v=gxyufZi"><img alt="Image" src="http://s1.postimage.org/yufZi.jpg" /></a><br />
<br />
<br />
Since we already ate before reaching Batam, we decided to just dump<br />
our luggage bag (which we packed really light) and tour around the plc<br />
together. The girls as usual got hyped up upon seeing there was a Kids<br />
Club and pestered us to make that our first stop.<br />
<br />
<strong><br />
Called Panda Kids Club, the atmosphere that greeted us was a really<br />
spacious room equipped with the usual masak-masak toys (kitchen play).</strong><br />
<br />
<br />
<a class="postlink" href="http://www.postimage.org/image.php?v=aV1WqsuJ"><img alt="Image" src="http://s4.postimage.org/1WqsuJ.jpg" /></a><br />
<br />
<a class="postlink" href="http://www.postimage.org/image.php?v=TsQc_I9"><img alt="Image" src="http://s2.postimage.org/Qc_I9.jpg" /></a><br />
<br />
<strong><br />
There was also a small library corner with books for different age range, <br />
TV area with lotsa cushions and bean bags on the added upper floor, a <br />
small slide for indoor play and a gaming area (i saw x-box console). </strong><br />
<br />
<br />
<a class="postlink" href="http://www.postimage.org/image.php?v=aV1Wu0ZA"><img alt="Image" src="http://s4.postimage.org/1Wu0ZA.jpg" /></a><a class="postlink" href="http://www.postimage.org/image.php?v=PqctpD0"><img alt="Image" src="http://s3.postimage.org/ctpD0.jpg" /></a><a class="postlink" href="http://www.postimage.org/image.php?v=PqcrbX0"><img alt="Image" src="http://s3.postimage.org/crbX0.jpg" /></a><a class="postlink" href="http://www.postimage.org/image.php?v=aV1WqEYr"><img alt="Image" src="http://s4.postimage.org/1WqEYr.jpg" /></a><a class="postlink" href="http://www.postimage.org/image.php?v=TsQdeG0"><img alt="Image" src="http://s2.postimage.org/QdeG0.jpg" /></a><br />
<br />
<br />
<strong>Small shelves at the entrance displayed works of art done by some <br />
kiddies and the minders. The minders will play with the children and<br />
keep them occupied with different activities at different times of the<br />
day. There can be fish feeding in the morning, shell craft in the aft..<br />
and my girls couldn't be happier when they were told the first thing<br />
they could do the minute they entered was painting! All it needed <br />
was a simple form registration and SGD $5.00 for half a day or <br />
SGD $ 10.00 for the whole day. I must say that's very cheap child<br />
care. Parents only pay the sum if they decide to leave the children<br />
there in the minders' care. </strong><br />
<br />
<em><br />
But if parents with smaller children wish to play with their own children <br />
in the Kids Club or allow the minders to play with them but you're in the <br />
area (so-called... with parental supervision), then no charge.</em><br />
<br />
<br />
<a class="postlink" href="http://www.postimage.org/image.php?v=aV1WqTWi"><img alt="Image" src="http://s4.postimage.org/1WqTWi.jpg" /></a><a class="postlink" href="http://www.postimage.org/image.php?v=TsQdr8J"><img alt="Image" src="http://s2.postimage.org/Qdr8J.jpg" /></a><a class="postlink" href="http://www.postimage.org/image.php?v=gxyncZS"><img alt="Image" src="http://s1.postimage.org/yncZS.jpg" /></a><a class="postlink" href="http://www.postimage.org/image.php?v=aV1WtbBA"><img alt="Image" src="http://s4.postimage.org/1WtbBA.jpg" /></a><br />
<br />
<strong><br />
The Kids Club also had a few garments up here for children to play dress ups. <img alt=":wink:" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_wink2.gif" title="Wink" /><br />
My girls had fun changing clothes and some costumes here..</strong><br />
<br />
<a class="postlink" href="http://www.postimage.org/image.php?v=TsQelw0"><img alt="Image" src="http://s2.postimage.org/Qelw0.jpg" /></a></div><br clear="all" /><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/5090618648548883949-3369787920231313983?l=budsiesjuices.blogspot.com' alt='' /></div>buds juiceshttp://www.blogger.com/profile/11424595293437585997noreply@blogger.com0tag:blogger.com,1999:blog-5090618648548883949.post-14959321210322342512011-08-25T10:51:00.000-07:002011-08-25T10:52:47.238-07:002011-08-25T10:52:47.238-07:00Bintan, Nirwana Gardens<div class="postbody">We went to Bintan recently for a short chill out break with the girls with<br />
<a class="postlink" href="http://www.holidaybagus.com/Nirwana_Resort_Bintan.html">Holiday Bagus.</a><br />
<br />
Nirwana Resort Hotel was having this Kids Wanna Have Fun Promotion,<br />
when we went where the girls were entitled to have a free lunch buffet<br />
during our stay there. Currently this promotion has been swapped to <br />
<a class="postlink" href="http://www.nirwanagardens.com/index.php/view_c/view_hot_deals/103">Amazing Fun @ Nirwana Gardens.</a><br />
<br />
Our Superior Room >Clean spacious, nice cool aircon, garden view.<br />
<br />
<a class="postlink" href="http://www.postimage.org/image.php?v=PqNToy9"><img alt="Image" src="http://img25.imageshack.us/img25/166/27354574.th.jpg" /></a><a class="postlink" href="http://www.postimage.org/image.php?v=PqNTB0S"><img alt="Image" src="http://img197.imageshack.us/img197/7789/27846363.th.jpg" /></a><a class="postlink" href="http://www.postimage.org/image.php?v=PqNUgqi"><img alt="Image" src="http://img197.imageshack.us/img197/5613/13627627.th.jpg" /></a><br />
<br />
<br />
This spread greeted us during the free buffet breakfast..<br />
<br />
<span style="font-size: 150%; line-height: normal;"><strong>PASTRIES</strong></span><br />
<br />
<a class="postlink" href="http://www.postimage.org/image.php?v=PqNURQr"><img alt="Image" src="http://img10.imageshack.us/img10/8855/87647402.th.jpg" /></a><a class="postlink" href="http://www.postimage.org/image.php?v=PqOjeI0"><img alt="Image" src="http://img30.imageshack.us/img30/6945/18946309.th.jpg" /></a><a class="postlink" href="http://www.postimage.org/image.php?v=PqOky0J"><img alt="Image" src="http://img4.imageshack.us/img4/8995/57740734.th.jpg" /></a><a class="postlink" href="http://www.postimage.org/image.php?v=aVGvdO9"><img alt="Image" src="http://img4.imageshack.us/img4/4329/62008397.th.jpg" /></a><br />
<br />
<br />
<br />
<span style="font-size: 150%; line-height: normal;"><strong>NASI LEMAK</strong></span><br />
<br />
<a class="postlink" href="http://www.postimage.org/image.php?v=PqNVzK0"><img alt="Image" src="http://img44.imageshack.us/img44/706/60919573.th.jpg" /></a><a class="postlink" href="http://www.postimage.org/image.php?v=aVG6_gJ"><img alt="Image" src="http://img32.imageshack.us/img32/6913/64686076.th.jpg" /></a><br />
<br />
<br />
That's fragrant coconut rice with chicken rendang, and all the other<br />
condiments for the nasi lemak. It was gooood! <img alt=":drool:" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_drool.gif" title="Drooling" /><br />
<br />
<span style="font-size: 150%; line-height: normal;"><strong>OTHER YUMMIES!</strong></span><br />
<br />
<a class="postlink" href="http://www.postimage.org/image.php?v=gxlOQc9"><img alt="Image" src="http://img40.imageshack.us/img40/2015/42535889.th.jpg" /></a><a class="postlink" href="http://www.postimage.org/image.php?v=PqOpxiJ"><img alt="Image" src="http://img40.imageshack.us/img40/2471/28880831.th.jpg" /></a><a class="postlink" href="http://www.postimage.org/image.php?v=PqOq2JA"><img alt="Image" src="http://img29.imageshack.us/img29/2999/90922550.th.jpg" /></a><br />
<br />
<br />
<span style="font-size: 150%; line-height: normal;"><strong>NABLEZ KIDS CLUB</strong></span><br />
<a class="postlink" href="http://www.postimage.org/image.php?v=PqOqGDS"><img alt="Image" src="http://img188.imageshack.us/img188/4143/95694293.th.jpg" /></a><a class="postlink" href="http://www.postimage.org/image.php?v=aVGz3L0"><img alt="Image" src="http://img36.imageshack.us/img36/2818/26523132.th.jpg" /></a><a class="postlink" href="http://www.postimage.org/image.php?v=aVGzFa9"><img alt="Image" src="http://img36.imageshack.us/img36/1926/30712783.th.jpg" /></a><a class="postlink" href="http://www.postimage.org/image.php?v=gxlQ3wA"><img alt="Image" src="http://img29.imageshack.us/img29/2159/94965837.th.jpg" /></a><br />
<br />
<br />
The kids club has a daily female staff attending to the guest's children.<br />
For the days we were there, the staff followed the timetable very closely<br />
which i like. Cause in some resorts, they change programmes at their<br />
whim and the children who have been looking forward to specific <br />
programmes featured, get disappointed. The crafts done here are<br />
also carried out at no extra charge! Only the T-shirt printing is offered<br />
at a cost with the help of a very cheerful young chap, who was a hit with<br />
all the kiddies who visited. After the kids club closes for the day at 5pm,<br />
the children can resume play at the nice playground or make sandcastles<br />
at the relatively clean beach.... followed by a nice cool swim, a sumptuous<br />
dinner and head back to the room.</div><br />
<div class="postbody">We had kelong seafood dinner on one of the nights and boy was it <br />
delicious! The surroundings were calm, breezy with the sound of <br />
waves and the afternoon sky slowly setting... the view is breath-taking...<br />
If we were without the kids, it would've been a tad more romantic tho. <img alt=":P" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_razz2.gif" title="Razz" /><br />
<br />
Meals can be in a set meal or order from ala carte depending on your<br />
tummy capacity for the day. But do be warned that you shouldn't order<br />
too much even with an empty tummy. We tend to get greedy when we're<br />
hungry... The food's really filling and the servings are rather generous.<br />
<br />
Below are shots of the kelong bar in the afternoon, the sweet and sour<br />
black garoupa (deep fried) and the chicken tofu veggie dish.<br />
<br />
<a class="postlink" href="http://www.postimage.org/image.php?v=aVGDA6i"><img alt="Image" src="http://img4.imageshack.us/img4/9301/92826629.th.jpg" /></a><a class="postlink" href="http://www.postimage.org/image.php?v=PqOvIq0"><img alt="Image" src="http://img4.imageshack.us/img4/864/23731805.th.jpg" /></a><a class="postlink" href="http://www.postimage.org/image.php?v=PqOwdQS"><img alt="Image" src="http://img41.imageshack.us/img41/9144/60751496.th.jpg" /></a><br />
<br />
Uhh... actually there were chilli crabs and tom yum soup but i guess<br />
me and hubs could've lapped it all up before the chance to take nice<br />
snapshots of them. <img alt=":wink:" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_wink2.gif" title="Wink" /><br />
<br />
This is how it looked like at sunset. Dun go too late. Later too dark to <br />
enjoy any sights... <img alt=":roll:" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_rolleyes.gif" title="Rolling Eyes" /><img alt=":wink:" src="http://www.kiasuparents.com/kiasu/phpbb3/images/smilies/icon_wink2.gif" title="Wink" /><br />
<br />
<br />
<a class="postlink" href="http://www.postimage.org/image.php?v=aVGHF10"><img alt="Image" src="http://img197.imageshack.us/img197/638/14172562.th.jpg" /></a></div><br clear="all" /><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/5090618648548883949-1495932121032234251?l=budsiesjuices.blogspot.com' alt='' /></div>buds juiceshttp://www.blogger.com/profile/11424595293437585997noreply@blogger.com0tag:blogger.com,1999:blog-5090618648548883949.post-23073566840665687772011-08-24T03:36:00.000-07:002011-08-24T03:37:17.294-07:002011-08-24T03:37:17.294-07:00Tackling Primary School Science<span style="color: #660000;"><strong>The introduction to the Science subject at Primary 3 level has taken some of us to prescribe regularly to Dequadin Lozenges (for sorethroat & screaming fest during revision) and for some others who aren't allergic take to aspirin... </strong></span><br />
<br />
<span style="color: #660000;"><strong>Like some of us who are allergic to Science & if it had been ages since you picked up a Science book, you may be taken aback at how in depth the subject covers. Yes... even for P3-ers. As the shock slowly translates to playing catch up with the topics, some children are taken by the collar to sit, read, memorize, underline, (etc).</strong></span><br />
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<span style="color: #660000;"><strong>If you're as surprised & appalled as I am; at how the children can memorize those Justin Bieber songs soo easily and yet can't get the keywords and the facts into their *___________* (fill in your own blanks orh ), then welcome to the club. *headbanging*</strong></span><br />
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<span style="color: #660000;"><strong>In the spirit of sharing and so as not to frighten the noobies (to Primary School Science) *evil laugh*... here are some ways i did to help my child study smart. If you are at your wits end and wish you could try anything as long as your child can "absorb"... here are just some ideas if you haven't already done it that is. Hee.</strong></span><br />
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<span style="color: #660000;"><strong>But be warned... i slept on my netbook three times while trying to pen this sharing down! LOL!</strong></span><br />
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<span style="color: #660000;"><strong>Each child is different. For that reason alone, we need to understand they display traits unique to their own. In-built in them are a few (or sometimes just one) ways how children learn best. These are called learning styles. More than parents realize, learning styles help children to learn better... not just learn more.</strong></span><br />
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<span style="color: #660000;"><strong>Begin by just sitting down and try to analyze how your child learns best. As a parent, you are the best person who knows your child's unique character at the back of your hand. Focus on your child's strengths instead of always reiterating their weaknesses to boost some self-esteem. Don't overdo though (compliments), but pump in those extra words of encouragement when you can sense the motivation or the drive wanes.</strong></span><br />
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<span style="color: #660000;"><strong>As Science is very broad a topic to cover, consider breaking down the contents into smaller chunks so that revision objectives are set to an ideal achievable goal... something within reach... something more bite sized. Try not to cram too much information restoration in one sitting, if you can. To achieve so, time for doing Science revision should be spread out so that there can be time to revise on other subjects as well... and also time for the to rest and also be a kid.</strong></span><br />
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<span style="color: #660000;"><strong>Do you know how your child learns best?</strong></span><br />
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<span style="color: #660000;"><strong>Some clues.... If your child is great at working those puzzles, dreams sometimes, inclined to arts, good with manipulatives.... now they could be excellent visual learners.</strong></span><br />
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<span style="color: #660000;"><strong>Being visual learners in Science context, they will for example... only know what a magnet is when they get to see a magnet. (If they don't already know what a magnet is) If you don't own a magnet, at least draw the child one (if you can). These type of learners need to see to understand. Here are a few we have. :) Good thing was, these magnets aren't pricey too. *wink*</strong></span><br />
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<div style="text-align: center;"><span style="color: #660000;"><strong><img alt="" src="http://www.kiasuparents.com/kiasu/files/Tackling%20Primary%20School%20Science%204.jpg" style="height: 342px; width: 462px;" /></strong></span></div><span style="color: #660000;"><strong> </strong></span><br />
<span style="color: #660000;"><strong>For a child who loves to draw or is already a budding artist, he/she can try to learn/revise using mind mappin' ways. A parent (QuiteKSMum) has reignited the way i understand my daughter. She introduced to us a very graphic book that encourages and provokes the mind to think in pictorial ways which may be unknown to us. Why did i say reignited... cos during creative writing lessons back then, the language coach covered mind mapping and i remember i did really swell... cos i could draw hence it helped me relate better (to writing those stories). I armed myself with an arsenal of fanciful stationery for our maiden project together (DD1 and i) slowly but interestingly... it worked out great! I dedicate this re-channelling of energy that helped my daughter learn to dearest QuiteKSMum.. *cheers* Once i find where DD1 keeps it (the project), i'd put it up here to share what we did. ;)</strong></span><br />
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<span style="color: #660000;"><strong>Found one of it. Here's one she did on her own during her free time... not finished tho. To her it's like doodling and not studying. Hee..</strong></span><br />
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<div style="text-align: center;"><span style="color: #660000;"><strong><img alt="" src="http://www.kiasuparents.com/kiasu/files/Tackling%20Primary%20School%20Science%206.jpg" style="height: 344px; width: 474px;" /></strong></span></div><span style="color: #660000;"><strong> </strong></span><br />
<span style="color: #660000;"><strong>If your child is a do-er... a kinaesthetic learner, you can help escalate your child's interest in Science by organizing your own Science fair at home. If your child gets the facts to the topics you are revising correctly, they're invited to work on a project for your Home Science Fair. What better way than getting them to do it themselves... from research... to process... to result.</strong></span><br />
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<span style="color: #660000;"><strong><img align="left" alt="" height="188" hspace="8" src="http://www.kiasuparents.com/kiasu/files/120520111170.jpg" width="250" /> Magnets like these (pictures will be up soon, sorry) are available at Harris and Popular and even quaint little shops many tend to overlook. What better way to learn than to get down and do it? I bought her a few magnet kits and told her the first thing was to familiarize with the characteristics of magnets and what it does and so on....... that was the difficult part. Cos with her, memorizing ain't exactly her cup of tea. Or rather she doesn't want this kinda tea. Blaah.. Not good with lengthy notes.. *yawn*.. but i ain't gonna just do nothin'...</strong></span><br />
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<div style="text-align: center;"><span style="color: #660000;"><strong><img alt="" height="300" src="http://www.kiasuparents.com/kiasu/files/Tackling%20Primary%20School%20Science%201.jpg" width="400" /></strong></span></div><span style="color: #660000;"><strong> </strong></span><br />
<div style="text-align: center;"><span style="color: #660000;"><strong><img alt="" height="300" src="http://www.kiasuparents.com/kiasu/files/Tacling%20Primary%20School%20Science%202.jpg" width="400" /></strong></span></div><span style="color: #660000;"><strong> </strong></span><br />
<span style="color: #660000;"><strong>The Ein's O comes with an instruction booklet suggesting how some experiments can be done step by step using the items that come in the box. Here's one.</strong></span><br />
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<u><span style="color: #660000;"><strong>MAGNETIC LEVITATION EXPERIMENT</strong></span></u><br />
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<span style="color: #660000;"><strong>1. Tie the string to a paperclip.</strong></span><br />
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<span style="color: #660000;"><strong>2. Tape the other end of the string onto the centre of the card.</strong></span><br />
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<span style="color: #660000;"><strong>3. Now hold the bar or horseshoe magnet over the paper clip without touching it. Try to bring it up into the air and move it around. Make sure that the magnet does NOT touch the paperclip.</strong></span><br />
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<div style="text-align: center;"><span style="color: #660000;"><strong><img alt="" height="480" src="http://www.kiasuparents.com/kiasu/files/Tackling%20Primary%20School%20Science%203.jpg" width="260" /></strong></span></div><span style="color: #660000;"><strong> </strong></span><br />
<span style="color: #660000;"><strong>The box comes with a small pencil and thin notepad for jotting down observations of the experiment done. At the end of the experimentation, there's an explanation / conclusion to it. For the above experiment it states...</strong></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span style="color: #660000;"><strong>The paperclip is made of metal and so it is attracted to the magnet that you hold above it. However, the paperclip is being tied to the card and cannot touch the magnet. That is why it appears suspended in the air. Once you remove the magnet, the paperclip falls back down to the card.</strong></span><br />
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<span style="color: #660000;"><strong>Now, if you think your child does not manage lengthy notes very well.. try mnemonics. While memorizing does little unless the child is trained to also use analytical skills, especially when it comes to such questions (open-ended ones the worst)... facts are still facts. Rather than not know anything, we can slowly work the child's brain to remember as much information using a fun method of coming up with mnemonics themselves.</strong></span><br />
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<span style="color: #660000;"><strong>I got her a small pocket book from Popular & got her jotting down fun mnemonics from chapter to chapter. Here's sharing one we came up with whilst revising MAGNETS.</strong></span><br />
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<div style="text-align: center;"><span style="color: #660000;"><strong><img alt="" height="480" src="http://www.kiasuparents.com/kiasu/files/Tackling%20Primary%20School%20Science%205.jpg" width="360" /></strong></span></div><span style="color: #660000;"><strong> </strong></span><br />
<span style="color: #660000;"><strong>DD1 finds this helps her remember contents in order. This ensures that information are not retained in a haphazard manner. Since we found success working with mnemonics, she can almost regurgitate the stuff we do word for word. So, u betcha i'm gonna continue with this method of memorizing information for quite some time. :) DD1 remembers the different magnet shapes by repeating to herself that it is in a short abbreviation she concocted : SH... RUB..Berh. Pronounced as Shrub-berh.. for the extra 'b' for the last shape. Hehee.. Well, whatever works huh? LOL!</strong></span><br />
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<span style="color: #660000;"><strong>Firstly, we needed to know which are the magnetic metals. We came up with NICS as she remembers NICS = <u>nic</u>kname. So it could be a nickname for the magnetic metals!</strong></span><br />
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<div style="text-align: left;"><span style="color: #660000;"><strong>N : <u>N</u>ickel</strong></span></div><div style="text-align: left;"><span style="color: #660000;"><strong> </strong></span></div><div style="text-align: left;"><span style="color: #660000;"><strong>I : <u>I</u>ron</strong></span></div><div style="text-align: left;"><span style="color: #660000;"><strong> </strong></span></div><div style="text-align: left;"><span style="color: #660000;"><strong>C : <u>C</u>obalt</strong></span></div><div style="text-align: left;"><span style="color: #660000;"><strong> </strong></span></div><div style="text-align: left;"><span style="color: #660000;"><strong>S : <u>S</u>teel</strong></span></div><span style="color: #660000;"><strong> </strong></span><br />
<span style="color: #660000;"><strong>I realized after i bought a book from TAS (The Alternative Story) that they too have such ways of teaching their students remember better. What a coincidence aye? That boosted my energy levels to come up with more together with DD1. She has to like the short-cut labels she makes cos she's the one who has to remember them. Instead of forcing her to remember the one i thought best, i got her thinking how to use mnemonics effectively. We then made up this one... we call it RED.</strong></span><br />
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<u><span style="color: #660000;"><strong>MAGNETISM : What is it?</strong></span></u><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span style="color: #660000;"><strong>R : <u>R</u>efers to the pull of a magnet</strong></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span style="color: #660000;"><strong>E : <u>E</u>xerts a magnetic force on magnetic materials.</strong></span><br />
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<span style="color: #660000;"><strong>D : <u>D</u>ifferent magnets have different magnetic strengths.</strong></span><br />
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<span style="color: #660000;"><strong>Surprised and motivated that she could remember these notes by hard and word for word, both of us got eager to come up with more of our own original ones to help her remember better.</strong></span><br />
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<u><span style="color: #660000;"><strong>NON-MAGNETIC METALS (Group W)</strong></span></u><br />
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<span style="color: #660000;"><strong>G : <u>G</u>lass</strong></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span style="color: #660000;"><strong>R : <u>R</u>UBBER</strong></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span style="color: #660000;"><strong>P : <u>P</u>lastic</strong></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span style="color: #660000;"><strong>W : <u>W</u>ood</strong></span><br />
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<span style="color: #660000;"><strong>GRP represents the short form of the letter 'g'... represents the word 'group'.</strong></span><br />
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<u><span style="color: #660000;"><strong>NON-MAGNETIC METALS</strong></span></u><br />
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<span style="color: #660000;"><strong>AL : <u>Al</u>uminium (She remembers her Uncle Al)</strong></span><br />
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<span style="color: #660000;"><strong>CO : <u>Co</u>pper (She remembers loving Uncle Al's company)</strong></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span style="color: #660000;"><strong>BRO : <u>Bro</u>nze (Uncle Al.... well, he's mommy's bro ie. brother)</strong></span><br />
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<span style="color: #660000;"><strong>GO : <u>Go</u>ld (Mommy wears the gold from Goldheart that Daddy bought)</strong></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span style="color: #660000;"><strong>SI : <u>Si</u>lver (Uncle Al wears the silver) :)</strong></span><br />
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<span style="color: #660000;"><strong>ZI : <u>Zi</u>nc (Both mommy and uncle used to live in a kampong house with a zinc roof)</strong></span><br />
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<span style="color: #660000;"><strong>Cos this was kinda long... i helped her create a chant for it.</strong></span><br />
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<span style="color: #660000;"><strong>AL-CO-BRO.... GOOOOO (cheering)... Sigh... Zi (rhymes with sigh)! We shared this with a close friend of ours to test out the works of mnemonics to see if it does the job... especially since, the mom and child of this friend of ours didn't have an uncle named Al. LOL!!! But it worked. They even asked us for more.. *wink*</strong></span><br />
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<span style="color: #660000;"><strong>Think this will work for you? Let us know! We have some more you can try, very fun surprisingly and it sorta engaged her for a bit while i prepped her for the analytical questions ahead.</strong></span><br />
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<span style="color: #660000;"><strong>The first step for us was to get those Scientific jargon on her lips. The few sharings above helped us pass the initial barrier of attempting science revision which either gets her started on those yawns (which is soooo contagious may i add...) or it gets me riled up that she was that sleepy. I don't blame her really, cos it gets kinda boring after a few repetitions.</strong></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span style="color: #660000;"><strong>Her teacher is an angel, who makes them responsible for their learning journey with the impromptu science quizzes she tests in class. She even has the liner on the students' Science files that read : "I am responsible for my own work!" Students earn points or small tangible rewards like stationery or given chances at coming up with a science experiment to showcase during recess for other students to try out. These initiatives help too. These days the keywords are steadily mouthed by her and she can sense my jaw dropping response when she dishes out new jargons. In fact, she likes it that i get surprised so i play along.....</strong></span><br />
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<span style="color: #660000;"><strong>Seems to work thus far...*crossing my fingers* the self-motivation can see thru' the rest of the year at least.</strong></span><br />
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<span style="color: #660000;"><strong>I have more to share if you're game to try some ideas out, but i suppose it's already a handful for this round. Throw in some of your ideas too, so DD1 and i can try them out as well. It ain't sharin' if ya ain't tellin'....</strong></span><br />
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<span style="color: #660000;"><strong>Love, buds. <img alt="" src="http://www.kiasuparents.com/kiasu/modules/fckeditor/fckeditor/editor/images/smiley/msn/tounge_smile.gif" /></strong></span><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/5090618648548883949-2307356684066568777?l=budsiesjuices.blogspot.com' alt='' /></div>buds juiceshttp://www.blogger.com/profile/11424595293437585997noreply@blogger.com0tag:blogger.com,1999:blog-5090618648548883949.post-3354412848741026522011-08-24T03:31:00.000-07:002011-08-24T03:32:25.558-07:002011-08-24T03:32:25.558-07:00buds' reads : Mommy Wars by Leslie Morgan Steiner<span style="color: #660000;"><strong><img align="left" alt="" height="308" hspace="8" jquery1314181613431="26" src="http://www.lesliemorgansteiner.com/images/Mommy_wars_high-330.jpg" width="200" /></strong><strong>Buds_chubs has been good so buds got to do some light reading and wanna share this enjoyable book written by some twenty-six outspoken writer moms on their choices when it came to their lives, their families and their children. You see.. in every household, the crunch time comes (as to whether the mother stays home or continues working) once a baby (or babies) is added to the family. I personally find that somehow it is therapeutic to read how others go through it too... how they worked the kinks out eventually... and that we mommies, are definitely not alone. A great read for new mothers... seasoned mothers... all mothers! As for the fathers, read if you dare to be entwined around the minds of powerful women.. you may jolly well already have one in your home right now. <img alt="" src="http://www.kiasuparents.com/kiasu/modules/fckeditor/fckeditor/editor/images/smiley/msn/wink_smile.gif" /> </strong></span><br />
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<strong><span style="color: #660000;">MOMMY WARS by Lesley Morgan. I borrowed my copy @ Woodlands Regional Library recently during one of my quiet afternoons with the baby. Free aircon was another major reason on top of wanting to catch up on an old hobby... light reading. Light reading for me refers to a good read that perks me up even during the day and keeps me in smiles just reminiscing its contents. Generally this kinda light reading helps make my day and transcends to everyone in the family having a great day definitely. Kekekkee.. Reading this book freshens up perspectives... on the lives of other mothers... working ones and stay home ones alike. Heck.. even the work from home ones and the part-timers too. The book takes readers on a journey of power women; some forced upon into motherhood and also reluctant mothers who eventually nestled in their roles triumphantly. In short, the book takes readers on the ride that whatever choices we make are the ones that works for us and ideally... the decisions that make us happy. Mothers should come together and unite, not be at war amongst ourselves or within ourselves; with the choices we make or have made.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Here's why every mom should read this book :</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">I could empathise with Catherine Clifford when she wrote, "A good mother is a good mother, working or not, just as a crummy one is crummy whether she's home all the time or hardly at all..." and "I am lucky that i can live, albeit with sizeable skimping, on one salary. I'm fortunate to have a husband who does as much housework as i do, not only live for his kids (and me) but is also a full partner in raising and wrangling them."</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">And i could feel the emotional scarring when Lesley Morgan wrote about her bitter first marriage, ".... some scars never heal, but the wounds don't kill you either. Being responsible for my life, my children, my choices sustains me in my darkest hours.." and i laughed hilariously when she shared, "Oh yeah, no sleep here either. Last night, Morgan kicked me all night, Max peed on me and when i woke up at 5am, Perry wanted to have sex." This time remarried with 2 kids with her second husband.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">I read and cried together with Monica Buckley Price as a zillion thoughts razed through her mind, " The diagnosis hadn't changed him at all. He was exactly the same child i'd left that morning. But now, a new word -autism- was part of him, our future... suddenly i had a new career : Rescuing Wills."</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">I could feel the happiness when Terri Minsky casually asked her son while they were walking together, "Would you have wanted me to work or be at home?" His reply was simple,"I would have wanted you to do what made you happy."</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Happy mommies translates to a happier family. So... what kinda mommy are you? This book sets me thinking on the kind of mommy i was. Lemme think now...</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">For me... i like to see myself as a cool mommy. Easy going... happy go lucky... take things calmly and in stride.. err.. try to. Having said that, it doesn't mean i don't get to do my fair share of nagging and more nagging... hehehee... and yes scolding too. But hey! They asked for it! LOL!</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">I've made many different choices in my life with the 3 children and i've played the different roles of mommy. First child i was a full-time working mommy who loved working immensely and couldn't fathom the thought of staying home. Money was good.. top of the ladder was within reach.. my mumsie cared for the baby. Happy? Yes!! Until mumsie sorta had frequent hot flushes = menopausal signs. Tendered resignation a coupla times but eventually worked out with the understanding of an extremely patient and super cool boss.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Second time around was harder as hubs was always not around... transferred to new dept... busy at work... came home really late, if he came home at all... and the stays with ILs were very very very hard... and painful, to the post effect of scarring my otherwise happy life. Relationship with the man strained but with the girls... super tight... <img alt="" src="http://www.kiasuparents.com/kiasu/modules/fckeditor/fckeditor/editor/images/smiley/msn/heart.gif" /> ... we were like the all-girls-team. Work became crazy, boss became cuckoo of a sudden, so i decided to sack my boss. HARDEST decision ever.. New chapter began. I was going to be a stay home mommy. Nope. Not sure i could. I couldn't. I missed working so much, i worked out a way to work part-time and eventually, from home. Happy now? Yes!!!</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Third and hopefully final time with buds_chubs... being a stay home mommy cum continuing to work from home mommy seems ideal and most happy decision. Plus with our own nest (finally...), everything sorta came into place. Relationship with the man never better.. the girls happier.. the boy... sigh... super pampered. :P</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Not every day runs up good.. i mean some days could definitely be better, but i choose to stay in focus and remember i'm the cool mommy.. calm.. collected.. steady pom pi pi.. yes, so if you do see me, i'm me, the mommy... all cool and dressed up to the nines, my Nicole Richie shades never leaving me.. shopping and dining out parading my three beautiful children. Happy now? Yes.. happiest!</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Whatever our choices are... remember we are the backbone that keeps the family in check and in tip-top shape. Regardless of whether one is a briefcase bearer or a stroller pusher, the choices we make are truly for the best interests of our own family. We care enough to make these choices, cause we are - MOMMY. Mother to our children, wives to our husbands ... the support behind their success stories and the loving arms for the downfalls... and yet still uniquely our own person.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">To all mommies out there, celebrate motherhood the way you are happy with - Happy Mother's Day.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Love, buds. <img alt="" src="http://www.kiasuparents.com/kiasu/modules/fckeditor/fckeditor/editor/images/smiley/msn/wink_smile.gif" /></span></strong><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/5090618648548883949-335441284874102652?l=budsiesjuices.blogspot.com' alt='' /></div>buds juiceshttp://www.blogger.com/profile/11424595293437585997noreply@blogger.com0tag:blogger.com,1999:blog-5090618648548883949.post-36342551157714980002011-08-24T03:26:00.000-07:002011-08-24T03:26:26.777-07:002011-08-24T03:26:26.777-07:00Tackling Oral Examination [ Part 2 ]Gotta tackle that oral examination again at this time of the year? Here are more tips, sharings and of course... resources to share with all. <br />
For 1st timers in this oral examination, the school teachers would have provided some practice sessions in class as well. Parents can also replicate the oral examination setting at home while preparing children for the oral examinations. For example, children are usually called in twos. One sitting in front of the teacher... (ie. the one being tested) and another who will be next in line... sitting on another desk a slight distance away from where the teacher + the one tested are seated. Children who are next in line are given approximately 5 minutes to read through the passage silently. There are some who whisper out the passage as well. <img alt="" src="http://www.kiasuparents.com/kiasu/modules/fckeditor/fckeditor/editor/images/smiley/Yahoo!/wink.gif" /><br />
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So, parents can allow for exam seating arrangement as above in the home while preparing for oral examinations. Two separate sitting areas, maybe one in living room area and after 5 minutes are up... move on to the dining area where the examiner mommy/daddy is. <img alt="" src="http://www.kiasuparents.com/kiasu/modules/fckeditor/fckeditor/editor/images/smiley/Yahoo!/grin.gif" /><br />
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Children can be coached at home to make use of the 5 minutes given to practice silent reading (reading to themselves). Read with proper pronunciation and also to provide expression during the reading as much as possible. This helps to ease the anxiety when his/her turn comes next.<br />
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As there are 3 components to an oral examination.......<br />
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1. Passage Reading (Aloud)<br />
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2. Picture Conversation<br />
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3. Oral Conversation (Based on a topic given by the teacher)<br />
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...... next comes the picture conversation preparations. Parents can also help children prepare for this using resources from newspapers, oral practice books available from bookstores and also from books. Pssst... will share a few later on.<br />
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Coach children to look at any picture given very carefully... for me, i usually ask my girls to scan the picture from top left going clock-wise so as not to miss out details. Some children look everywhere and all over the place the minute they are presented a picture. <img alt="" src="http://www.kiasuparents.com/kiasu/modules/fckeditor/fckeditor/editor/images/smiley/Yahoo!/frustrated.gif" />Somehow, this will entail in messy details when the child starts the picture conversation.<br />
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Children are to think of as many things they want to talk about with reference to the picture given. The more ideas the better. As for the nature of the sentence construction, there have been teacher-friends who allow the sentences to begin with, "I can see..." while others may find it unnecessary as IT IS a picture and YES, WE DO SEE IT.. lolz... so i usually check with my girls how their teacher coached them in class. The teacher-friends who do not practise the "I can see..." sentence starter once shared she deduct marks for when a student repeatedly says that.<br />
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When the 5 minutes time frame is over, parent(s) are to prompt the child to come over to the examiner's table be it at the dining area or a fixed desk for the "live" practice session. Before the child is seated, remind the child to greet the examiner. A smile is definitely extra! Just a simple good morning or good afternoon will suffice. As the teacher/examiner may sometimes still be doing some inputs based on the last child that has finished the exam, children should only start when the teacher says "You may begin..." to ensure that the teacher is indeed ready to commence the oral exam.<br />
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Here are some resources to share!<br />
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<strong>1. English Oral & Listening Comprehension Primary 1 by Geetha Menon B.A, P.G.D.E</strong><br />
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<strong>By Educational Publishing House P/L [ SGD $2.00 ]</strong><br />
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Content :<br />
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> Oral passages for reading aloud<br />
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> Picture conversation with notes and samples<br />
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> Listening comprehension worksheets<br />
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<img alt="" height="117" src="http://www.kiasuparents.com/kiasu/files/file/English%20Oral%20&%20Listening%20Comprehension.JPG" style="height: 316px; width: 236px;" width="100" /> <br />
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<strong>The main book</strong><br />
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<img alt="" height="127" src="http://www.kiasuparents.com/kiasu/files/file/Workbook.JPG" style="height: 316px; width: 215px;" width="100" /> <br />
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<strong>Pupil's Worksheets</strong><br />
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<img alt="" height="84" src="http://www.kiasuparents.com/kiasu/files/file/CD.JPG" style="height: 203px; width: 236px;" width="100" /><br />
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<strong>An audio CD accompaniment <img alt="" src="http://www.kiasuparents.com/kiasu/modules/fckeditor/fckeditor/editor/images/smiley/Yahoo!/wink.gif" /> </strong><br />
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<strong><em>(In case ya think you cannot do/read Queen's English) <img alt="" src="http://www.kiasuparents.com/kiasu/modules/fckeditor/fckeditor/editor/images/smiley/Yahoo!/grin.gif" /></em></strong><br />
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The voice provides the step by step guide to what the children<br />
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have to do for the different sections in the pupil's worksheets.<br />
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It will read out all the instructions ala dictation, complete with<br />
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a bell sound upon finishing every section. <img alt="" src="http://www.kiasuparents.com/kiasu/modules/fckeditor/fckeditor/editor/images/smiley/Yahoo!/smug.gif" /><br />
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Fancy a peek inside? Here... some sample pages...<br />
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<img alt="" height="129" src="http://www.kiasuparents.com/kiasu/files/file/Oral%20Passage%202.JPG" style="height: 404px; width: 300px;" width="100" /> <br />
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8 oral passage pages<br />
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<img alt="" height="62" src="http://www.kiasuparents.com/kiasu/files/file/Picture%20Conversation%207.JPG" style="height: 288px; width: 389px;" width="100" /><br />
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8 picture conversation sets<br />
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<img alt="" height="130" src="http://www.kiasuparents.com/kiasu/files/file/Listening%20Comprehension%201.JPG" style="height: 402px; width: 308px;" width="100" /><br />
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Listening Comprehension Practice (Section A) ala cloze passage.<br />
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<img alt="" height="80" src="http://www.kiasuparents.com/kiasu/files/file/Listening%20Comprehension%201%20Teacher's%20Guide.JPG" style="height: 328px; width: 394px;" width="100" /><br />
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Listening Comprehension Practice (Guide for teachers/parents)<br />
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<img alt="" height="135" src="http://www.kiasuparents.com/kiasu/files/file/Worksheets%20Section%20B.JPG" style="height: 471px; width: 348px;" width="100" /><br />
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Picture Matching Activities<br />
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<img alt="" height="67" src="http://www.kiasuparents.com/kiasu/files/file/Worksheets%20Section%20C%20(1).JPG" style="height: 270px; width: 393px;" width="100" /><br />
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<img alt="" height="158" src="http://www.kiasuparents.com/kiasu/files/file/Worksheets%20Section%20C%20(2).JPG" style="height: 472px; width: 336px;" width="110" /><br />
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More resources coming up! To be continued... <img alt="" src="http://www.kiasuparents.com/kiasu/modules/fckeditor/fckeditor/editor/images/smiley/Yahoo!/daydream.gif" /><br />
<!-- google_ad_section_start --><!-- google_ad_section_end --><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/5090618648548883949-3634255115771498000?l=budsiesjuices.blogspot.com' alt='' /></div>buds juiceshttp://www.blogger.com/profile/11424595293437585997noreply@blogger.com0tag:blogger.com,1999:blog-5090618648548883949.post-54575318811807254722011-08-24T03:22:00.001-07:002011-08-24T03:22:38.042-07:002011-08-24T03:22:38.042-07:00Primary 1 Show & Tell<strong><span style="color: #660000;">Primary schools that do away with exams for P1 students have implemented Show & Tell and Written Expression as formative assessments. Our children can be prepared for both the above activities much easier than we credit them for. Here are a couple of stuff i did with my daughter. Hope these can be suggestions for your children's future preparation... </span></strong><br />
<strong><span style="color: #660000;">Topics for show and tell were given in advance somewhere 3 to 4 weeks prior to the actual session. Parents are encouraged to help prepare their children for it. The children will not be allowed to read from any notes or cue cards that may have been prepared from home. The session has to be done spontaneously... which means NO last minute prepz please!</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">General topics across schools would be :</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">1. My Family</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">2. My Favourite Toy</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">3. My Favourite Food (etc)</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">My daughter chose My Family for show and tell. We looked through some recent family photographs and she picked out one picture of our recent holiday trip... she says since she was going to speak about her family, it was imperative that the eventual photograph selected must have all four of us (family members) in it. I blew up the picture and had it laminated for her actual session.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">While some parents prepare their children for Show & Tell by writing down their own simple points or the sentences that they have come up with for their children... there are parents like me who like to get the kiddies down to the preparation work. To be involved in the process. It's like research work for their own project.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">We start by mind mapping what are the areas she wanted to cover / talk about. ie. Number of people in the family, the roles and responsibilities of each family member, favourite hobby of each family member, (etc)... Next up, we expand and brainstorm on those areas with more details / information.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">She wrote her own piece and i also encouraged her to use her own words as much as possible. I guided her with extra bits here and there for the added punch line. We also added some hand gestures to make it look like story telling / sharing instead of a straight rod speech.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Here is a brief account of what she prepared for her Show & Tell.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<em><strong><span style="color: #660000;">"Hello teachers and my fellow friends..</span></strong></em><br />
<strong><span style="color: #660000;"> </span></strong><br />
<em><strong><span style="color: #660000;">Today, i am going to talk about my family. (Pointing to the family photograph) My family consists of 4 people. There is my father, my mother, my elder sister and I. My father is the head of the family... No no no.. not this head! (Pointing to her own head! Hahaa!) A head of the family means, that my father is the leader of the house. As a leader of the house, he takes care of the family by going out to work to find money. He pays the bills and buys food for us. Other than taking care of the family my father also likes to bring us for family holidays which i really love. I enjoy all our family holidays. I wish we can go again soon. My father likes to jog in his free time and it keeps him healthy and strong.</span></strong></em><br />
<strong><span style="color: #660000;"> </span></strong><br />
<em><strong><span style="color: #660000;">Next is my mother. My mother used to work as a nurse and a teacher. But now she stays home to take care of all of us. She always cooks my favourite food and she is a lovely cook too! My mother teaches me at home. Her teaching is never boring. It's more like playing games and i love to learn with her. It is very fun spending time with my mother. My mother also takes time to volunteer with underprivileged children. I helped too when she let me. I am very lucky to have my mother take care of me and the whole house.</span></strong></em><br />
<strong><span style="color: #660000;"> </span></strong><br />
<em><strong><span style="color: #660000;">This is my elder sister (pointing to the photograph). She is great at playing the violin. She plays with me sometimes when she has finished all her homework. I like playing with her. My sister bullies me sometimes, but i still love her very much.</span></strong></em><br />
<strong><span style="color: #660000;"> </span></strong><br />
<em><strong><span style="color: #660000;">Finally, there is me... I am the youngest in my family and also the smallest. But i am also definitely the cutest! I am learning to play the piano. It is not easy but i still like to learn it. I like to learn with my mother, doing challenging maths, interesting craft work and painting. I like to play games too! I like free online games best. I get to play the games once in awhile when my parents allow me to. I can be very playful and mischievous at times and make people frustrated, but i know they still love me. I love my family very much!</span></strong></em><br />
<strong><span style="color: #660000;"> </span></strong><br />
<em><strong><span style="color: #660000;">Thank you."</span></strong></em><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">When the final cue cards (i let her use lined exam cards for her prepz) have been checked a few times over, it came for the time to practise it live. We blu-tacked the photograph on the wall and she practised a few times presenting her Show & Tell session in front of the mirror. As we rehearsed and fine-tuned the entire session together she became more confident and even managed to memorize most of it. While the sentences she used in her practice sessions may not be in the "exact" order as pe the cue cards she prepared, majority of the details were included and she also swapped some of them to her own words when she got those momentary mental block occasions. I assured her that it was ok... as long as she gets the gist of it... it's fine.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Next, we recorded one of her best sessions using the laptop / netbook's webcam and asked her to evaluate herself.. well... we saw lotsa fidgeting, shaking and the usual nervous reactions when one has to stand and speak their thoughts aloud.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">She was able to see herself in action and understood what needed to be improved on; come the actual day. She was all hyped up before she left school on Show & Tell Day. Somehow what she prepared didn't turn out the way it was or how she pictured it... she seemed a little disappointed with her performance. She claimed that she got mental block a few times and paused unlike her practice sessions with me at home. With much coaxing, she related what she could recall from her session. She thought she could have done better. I hugged her and told her... "While you may have done this in preschool where there were lesser kids and less stress... this is the first time you are doing it in P1. And that was a very good effort. I am very proud of you. With this experience, you will now know what can be done different or better the next time around. I think you did well.. in fact to tell you a secret, your jie-jie used to tell me she really had to do big business just before any performance on stage or in class! So you did good... and you really did the best you could. You will do fine."</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">She managed a chuckle and a giggle at the end of my heart to heart talk with her and before she went for her shower, she said to me... "Thanks for helping me Mom, i know i can do better the next time! And this time no mental blocks.. na-aah.."</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">I love my angelic little monkey.</span></strong><br />
<!-- google_ad_section_end --><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/5090618648548883949-5457531881180725472?l=budsiesjuices.blogspot.com' alt='' /></div>buds juiceshttp://www.blogger.com/profile/11424595293437585997noreply@blogger.com0tag:blogger.com,1999:blog-5090618648548883949.post-55742501242939529362011-08-24T03:21:00.000-07:002011-08-24T03:21:18.042-07:002011-08-24T03:21:18.042-07:00Primary 1 Written Expression<strong><span style="color: #660000;">In line with MOE recommendations of no exams for our 1st Graders (Primary One students)... other forms of assessments are implemented in some schools. While some schools may have started much earlier... the idea of alternative assessments, is catching on with the rest of the schools that have yet embarked on it. This further amplifies the phrase... "honeymooning period" in Primary school. Hehee.. </span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">The Alternative Assessments programme complements in the now widely known; Teach Less Learn More approach. Many parents do not know that this programme requires greater curriculum customization as it needs respective teacher to come up with school-based curriculum to best cater to the needs of the students' abilities. To add to that requirement, teachers are also responsible to chart up the scoring rubrics for the students' evaluation report. The variety of alternative assessments on the different subjects may constitute to a certain percentage of the overall performance for the year.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">One such alternative assessment is the recent Show & Tell article i have shared. While it is understood that the exam setting will not be as per what our P3 students onwards are doing, the need for pen and paper test will still be necessary for a holistic evaluation of students. They may come as short pen and paper tests, like topical tests, listening comprehension tests and a little bit of testing on writing skills; which is termed as the Written Expression.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Written Expression requires each student to come up with at least a minimum of 5 sentences under a selected title / topic. It could be titles like :-</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">1. My Favourite Food</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">2. The Holiday I Enjoyed Most</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">3. My Family</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">4. My School</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">5. My Best Friend (etc)</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">So for SA1 this year, my DD2 has to go through a detailed list of various alternative assessments which i find is a good way and a formative way in assessing the students' learning journey. I mean in Singapore, it is very difficult to separate parents and that paper evidence / paper chase... much to our denial that is... we are indeed kiasu parents lor.. </span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">As my continued support to this addictive KiasuParents forum, here are some suggestions of how parents can prep children for the Written Expression day. While i may have posted a little late (post-session) for the Show & Tell article, i do hope this one would come in earlier for some of you out there so that fun preparation work can be done with your children. It should be fun lah, since it IS honeymooning period... hehee..</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">DD2 was given the title My Favourite Sandwich to work with and was given (if i recall correctly), 2 weeks prior to the actual day. Parents were informed much earlier about it, (again if i remember correctly) almost the same time as all other alternative assessments that were detailed out in the circular. The title was given 2 weeks before the official writing day. For some schools, children were given a picture to write about. So, the format varies between schools & the formative structures they implement.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">As many of you already know, i am pro-hands-on kinda momma. I prefer for children especially the younger ones, to learn by experimenting, by touching, by smelling, by tasting.... in short; by doing. Engage children in their 5 senses and the experience of that session will allow for creative ideas in those little minds of theirs by three-fold if not more. :)</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Here's sharing what we did together. (DD2 and I)... yes... amidst preparing DD1 for her semestral exams! Guess this hands-on session came as a de-stress factor for me.. Hah!</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">I asked DD2 what her favourite sandwich was... Blaaah... As usual, she gave me TOO MANY! She talked me through a couple and said they were all too simple... like just dip the knife in the jar and spread. Just like plain bread, she thought it was too bland. Eventually, she decided on something more challenging to write about :- Omelette Sandwich. She repeatedly reminded me that her teacher encouraged all the students in the class to write "more"..... She loves her teacher to bits and find her an ultimate inspiration, so this work by her is also to inspire her teacher..... through her writing.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">We began on our journey by getting all the ingredients laid out on the kitchen cabinet one morning.. We've done it together many times before but i did more of the work, so this time i made sure she did most of it! DD2 ran through the items in her mind and went ahead to get all the stuff.. She said, "Mom, we need bread... eggs... butter and for the cutlery and stuff we need a bowl, a butter knife.... for now, i think." She even went to the extent of reminding me that it is imperative we check the expiry date stated on the bread clip. She said, "Phew, safe. Still got 3 more days.."</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">DD2 used the butter knife to cut the two slices of bread in half. I assisted her a bit so that the bread pieces do not become soggy pratas instead...:P</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<div style="text-align: center;"><strong><span style="color: #660000;"><img alt="" height="245" src="http://www.kiasuparents.com/kiasu/files/file/P05-05-10_10_44.JPG" width="326" /></span></strong></div><strong><span style="color: #660000;"> </span></strong><br />
<div style="text-align: center;"><strong><span style="color: #660000;"><img alt="" height="245" src="http://www.kiasuparents.com/kiasu/files/file/P05-05-10_10_46.JPG" width="326" /></span></strong></div><strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Next is the tough part, cracking the egg. D'ya know that young children find cracking eggs very amusing? The 1st time i allowed her to crack it, the poor egg was crushed into so many pieces and the egg cud not be saved as it was flowing all over the kitchen cabinet... into the drawers... onto the floor! Everywhere!</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">This time i held her fingers and assisted her with the pressure. Thank goodness. No major disaster entailed from the egg cracking experience this time. Phew!</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<div style="text-align: center;"><strong><span style="color: #660000;"><img alt="" height="245" src="http://www.kiasuparents.com/kiasu/files/file/P05-05-10_10_50.JPG" width="326" /></span></strong></div><strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">She managed whisking the egg with the fork just fine.. <img alt="" src="http://www.kiasuparents.com/kiasu/modules/fckeditor/fckeditor/editor/images/smiley/Yahoo!/eyelashes.gif" /></span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">I heated up a small frying pan and again held her hand to pour in the whisked egg once the oil was nicely heated up. We waited for a few seconds and i showed her how to check if that side was done. Following that, how to do the flip... to the other side.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<div style="text-align: center;"><strong><span style="color: #660000;"><img alt="" height="245" src="http://www.kiasuparents.com/kiasu/files/file/P05-05-10_11_04.JPG" width="326" /></span></strong></div><strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">When we flipped, it was light brown and suddenly DD2 quipped, "Mommy, the omelette is breathing!" (Copied phrase from the Enchanted movie).</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">I cut the fried omelette into two pieces to fit the slices of bread that had been cut. DD2 spread some butter on one side of every slice of bread. Together, we placed the warm fried omelette in between two slices of bread.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<div style="text-align: center;"><strong><span style="color: #660000;"><img alt="" height="245" src="http://www.kiasuparents.com/kiasu/files/file/P05-05-10_11_09.JPG" width="326" /></span></strong></div><strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">And our favourite omelette sandwich was finally ready to be eaten!</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<div style="text-align: center;"><strong><span style="color: #660000;"><img alt="" height="245" src="http://www.kiasuparents.com/kiasu/files/file/P05-05-10_11_10.JPG" width="326" /></span></strong></div><strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">DD2 had her sketch book and writing materials in the kitchen.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<div style="text-align: center;"><a href="http://www.kiasuparents.com/kiasu/files/file/P09-05-10_15_18.JPG"><strong><span style="color: #660000;"><img alt="" height="245" src="http://www.kiasuparents.com/kiasu/files/file/P09-05-10_15_18.JPG" width="326" /></span></strong></a></div><strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">She immediately recorded the process down each time she finished doing a step, so she will not forget the details. Finally, after she ate the sandwiches for her light lunch that day... we went through the writing together once again to vet. Next, she was to close the sketch book and try to write as many sentences as possible, that she recalled from the short preparation of the sandwiches.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">She practiced everyday before she went to school and also after dinner... she was that diligent. She said she was afraid she may not remember the contents for her written expression test. I advised her to just do a short write-up on a peanut butter sandwich instead but she refused... again reminding me, "Teacher said better to write more..." So we told her, "Up to you... YOU are gonna do the writing on that day, so you better know what to write girl!" Frankly, hubs was against her doing the long one... but oh heck, we're talking about my little... well... you know what... </span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Here is her final product.</span></strong> <br />
<br />
<div style="text-align: center;"> <img alt="" height="348" src="http://www.kiasuparents.com/kiasu/files/file/P09-05-10_15_18_01.JPG" width="486" /></div><br />
<br />
<br />
<div style="text-align: center;"><img alt="" height="376" src="http://www.kiasuparents.com/kiasu/files/file/P09-05-10_15_19.JPG" width="489" /></div><br />
<br />
<br />
<div style="text-align: center;"><img alt="" height="374" src="http://www.kiasuparents.com/kiasu/files/file/P09-05-10_15_19_01.JPG" width="489" /></div><br />
<br />
<br />
<div style="text-align: center;"><img alt="" height="331" src="http://www.kiasuparents.com/kiasu/files/file/P09-05-10_15_19_02.JPG" width="489" /></div><br />
<br />
<br />
<div style="text-align: center;"><img alt="" height="381" src="http://www.kiasuparents.com/kiasu/files/file/P09-05-10_15_20.JPG" width="489" /></div><br />
<br />
<br />
<div style="text-align: center;"><img alt="" height="409" src="http://www.kiasuparents.com/kiasu/files/file/P09-05-10_15_20_01.JPG" width="488" /></div><br />
<br />
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<div style="text-align: center;"><img alt="" height="414" src="http://www.kiasuparents.com/kiasu/files/file/P09-05-10_15_20_02.JPG" width="489" /></div><br />
After the project was completed DD2 said to me, "Thanks for helping me mommy. Learning with you is so much fun! I hope we can do this again next time... and i also hope i will do well for my writing test."<br />
<br />
Well, as much as i know that she will not be able to remember nor write that many sentences on the actual Written Expression day (especially with time constraints and what nots), i too hope she is able to do well enough....... to pass lah.. <img alt="" src="http://www.kiasuparents.com/kiasu/modules/fckeditor/fckeditor/editor/images/smiley/Yahoo!/nailbite.gif" />Good luck, DD2!<br />
<br />
Love Mummy... <img alt="" src="http://www.kiasuparents.com/kiasu/modules/fckeditor/fckeditor/editor/images/smiley/Yahoo!/hug.gif" /><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/5090618648548883949-5574250124293952936?l=budsiesjuices.blogspot.com' alt='' /></div>buds juiceshttp://www.blogger.com/profile/11424595293437585997noreply@blogger.com0tag:blogger.com,1999:blog-5090618648548883949.post-58432690179479453962011-08-24T03:17:00.000-07:002011-08-24T03:17:28.765-07:002011-08-24T03:17:28.765-07:00Roof Garden<strong></strong><div class="field field-type-link field-field-field-forum-url"><div class="field-items"><div class="field-item odd"><strong><span style="color: red;">~ Lot 1 Shoppers Mall ~</span></strong></div><div class="field-item odd"> </div></div></div><img align="left" alt="" height="188" hspace="8" src="http://www.kiasuparents.com/kiasu/files/file/Lot1RoofGarden1.jpg" width="250" /><span style="color: #660000;"><strong>Lot 1 Shoppers Mall @ Choa Chu Kang... has built its own playground called ROOF GARDEN.</strong></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span style="color: #660000;"><strong>Located at the uppermost floor, boasting a cosy area for a water-playground and a dry-playground, we liked the idea that shoes aren't allowed in the play premises cos from experience at the IMM playground, the foam mats are quite dirty and black from the shoes.</strong></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span style="color: #660000;"><strong> Here are some pictures of the wet play area...</strong></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<div style="text-align: center;"><span style="color: #660000;"><strong><img alt="" height="343" src="http://www.kiasuparents.com/kiasu/files/image/ParksPlayground/elephant.jpg" width="450" /></strong></span></div><span style="color: #660000;"><strong> </strong></span><br />
<div style="text-align: center;"><span style="color: #660000;"><strong><img alt="" height="338" src="http://www.kiasuparents.com/kiasu/files/image/ParksPlayground/catepillar.jpg" width="450" /></strong></span></div><span style="color: #660000;"><strong> </strong></span><br />
<div style="text-align: center;"><span style="color: #660000;"><strong><img alt="" height="450" src="http://www.kiasuparents.com/kiasu/files/file/Lot1RoofGarden2.jpg" width="338" /></strong></span></div><span style="color: #660000;"><strong> </strong></span><br />
<span style="color: #660000;"><strong>They have also made a TV Room area nearby the playground for the kiddies to chill... The TV Room has clear circular windows where chill out caregivers can monitor from the comfort of the indoors.</strong></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span style="color: #660000;"><strong><img alt="" src="http://www.kiasuparents.com/kiasu/modules/fckeditor/fckeditor/editor/images/smiley/Yahoo!/wink.gif" /></strong></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<div style="text-align: center;"><span style="color: #660000;"><strong><img alt="" height="356" src="http://www.kiasuparents.com/kiasu/files/image/ParksPlayground/tvroom.jpg" width="450" /></strong></span></div><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/5090618648548883949-5843269017947945396?l=budsiesjuices.blogspot.com' alt='' /></div>buds juiceshttp://www.blogger.com/profile/11424595293437585997noreply@blogger.com0tag:blogger.com,1999:blog-5090618648548883949.post-86928064884273828752011-08-24T03:12:00.000-07:002011-08-24T03:12:46.422-07:002011-08-24T03:12:46.422-07:00CA or No CA?<strong><span style="color: #660000;">Children who have CA and SA tend to fare better cos they're more prepared for the big exams.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">My kiddie's sch no CA as well. Then came SA1 straight away mid of the year.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Parents have no grounds to base their expectations on their children. Nor do they know whether their children are "really" prepared. For stay-home-parents, we can supplement their study time with relevant assessments and activities to ensure no SA stress when it comes. After school and before school care helps for working parents. For children cared for by grandparents, can ask children to do up a couple of assessments that parents will check and follow up with them.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Schools with CA has gradual progress for parents to observe what their children can do or needs improvement in,and since the small tests like CA has prepared the children and parents of the exam nature, when it comes to SA both parties are more prepared.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">My kiddie's school though no CA, the form teacher hands out mock test papers for the children to do in school and at home. When in school, the form teacher practises the one and a half hour time frame (for example) for Maths Paper 2, simulating a real exam situation so that in a way helps a bit and we're grateful for. Parents can observe the exam format as well through this kinda effort.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">When such mock test papers are given for homework, me and hubs reinforce the time frame observation too and gauge if kiddie can finish the paper on time.... AND must have time to check their answers. That's also important.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">For Maths paper, always encourage working to be done. Even if answer is not exactly accurate, marks are given for workings and those little diagram drawings that the children do by the side.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">As for P1 homework this is what school gave in the first month.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<ul><strong><span style="color: #660000;"> </span></strong>
<li><strong><span style="color: #660000;">Spelling list for whole term English and Mother Tongue </span></strong></li>
<li><strong><span style="color: #660000;">One page homework from school activity books (commencing from third week onwards) </span></strong></li>
<li><strong><span style="color: #660000;">One page Mother Tongue worksheet homework (commencing from third week onwards) </span></strong></li>
<li><strong><span style="color: #660000;">One problem a day booklet for Maths </span></strong></li>
<li><strong><span style="color: #660000;">Colouring activities related to first term topics. </span></strong></li>
</ul><strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Just for sharing sake, i received many requests from parents after SA (like a stream of it!) for Phonics for their P1 kiddies after receiving results from their SA1 exam. They claimed they were informed or they just realised that their children cannot read. Or can read but not fluent enuf. Or can totally read but doesn't understand hence unable to do exam efficiently.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">As usually classes for Reading Programme are for N2 K1 and K2, I usually acceed to one-to-one or two in a group if they're from same school or are siblings. These older children hardly benefit following a younger age-group class.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Once they're more efficient in their reading, i add in Creative Writing with their Reading programme to ensure they can cope with their P1 workload.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">A handful of parents also complain that the child has not benefitted from project work or learn through play based curriculum, cause the child was weak in their subjects as it is. And if told to learn on their own, it is not helping child improve academically at all.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Opinions do vary. Agreed.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Whatever it is, parents MUST make effort to help provide gd foundation for their children to ensure they're prepared for Primary 1 education. In current academic context, there is no way any parent can leave it simply to the school to teach. Parents still have to monitor their children development from the first school their child attends. Cos some childcares only babysit and does not have curriculum to prepare for Primary 1. Hence, when pre-school shopping big question to ask is, by K2 what would my child have learnt in your centre, and would you be able to affirm that what has been taught will make my child ready to enter Primary 1, cos my purpose of sending to a child care centre is reali because both parents work full-time...</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Just sharing my thoughts, k.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Cheers.</span></strong><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/5090618648548883949-8692806488427382875?l=budsiesjuices.blogspot.com' alt='' /></div>buds juiceshttp://www.blogger.com/profile/11424595293437585997noreply@blogger.com0tag:blogger.com,1999:blog-5090618648548883949.post-56429196998201783172011-08-24T03:10:00.000-07:002011-08-24T03:10:06.457-07:002011-08-24T03:10:06.457-07:00Tackling The Teaching of English To Slower Learners<strong><span style="color: #660000;">My girl is rather strong in her English. Early introduction to both Phonics and reading books of all kinds - including high frequency sight-word books like Peter and Jane amongst others helped her with language learning. Spelling we started since K1, just for fun. Her kindergarten doesn't do spelling at all. </span></strong><br />
<strong><span style="color: #660000;">When i say for fun - we do it via rhythmic sounds. Like a tune to create a ring to the word for easy learning. Know how the National Day song where they shout out ala cheerleading cheers? There are some words that can have that kinda ring to it and since the rhythm is catchy, even when my girls are doing colouring or playing, the spelling words became like their own song, always on the lips. </span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">If you've watched Akeelah and the bee... tells a story of a girl who is good at spelling words for a black girl. The story showcases her style of learning words - she likes to tap her hip while reciting letter by letter. Gives her a rhythm in remembering words! So, that worked for her...</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Was coaching a P4 boy with Phonics cos his reading was really weak - my tutor friend recommends parent send him for private lessons in Phonics to catch up with his reading glitch that is slowing him down.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">I took up the challenge and boy was it a challenge cos he mostly replies to my questions in Mandarin or mix of Eng/Man. When i asked him to practise English speaking with his friends, he says... Tah men ye sher jiang hua yu - they also speak in mandarin...</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">So it was back to basics for him, and really train him to curl his tongue from China to Queens. Since he dislikes reading cos he doesn't understand what the words mean most of the time, he refuse to revise his spelling words much to the exasperation of his parents - who were both 100% Mandarin speaking!</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">What does he like? Crafts, Science experiments and everything sciency mebbe except Scientology... kekekekkeh... and also Maths. Strong as he may in Science it pulled his marks down cos the English was too cheem for him - terminologies and all... Maths not so bad always come out tops cos he was good with heuristics, diagrams and has the analytical thinking.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">So what did i do? Tap on his interest in crafts when teaching him Phonics. So he will remember the different combinations better. (He's easily bored..)</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">I broke up the long spelling words he detest doing and made it into puzzle games. I also did the rhythmic spelling with him - it helped with his low attention span. Even when he didn't know how to spell it, he rings the tune in his mind.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">P4 SA2 oral exams - from usually zero to just pass only.. Mum cried on his last day with me, saying i have turned her son into an English boy and thanked me profusely. But the credit? To the mum really for making the effort to learn the sounds from me. Learning the rules of grammar and phonetic reading with me. Playing word puzzles with us when she came. All despite the handicap in language...</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">So the ultimate credit is her - for not giving up on her son.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">She realised she has a son of below average ability, so she knew that with limited financial resources she gotta do something. Each time we met, she's armed with dictionaries and insist I speak English with her to communicate so she too can practise the language, so she may be of some help to her son at home to revise what we have done..</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">She is one truly great mum...</span></strong><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/5090618648548883949-5642919699820178317?l=budsiesjuices.blogspot.com' alt='' /></div>buds juiceshttp://www.blogger.com/profile/11424595293437585997noreply@blogger.com0tag:blogger.com,1999:blog-5090618648548883949.post-19692946599704653672011-08-24T03:07:00.000-07:002011-08-24T03:07:11.875-07:002011-08-24T03:07:11.875-07:00Tackling English Comprehension<strong><span style="color: #660000;">Try this... before attempting to read the comprehension passage, read through the questions first - like once through... Twice even better. Then read the passage.</span></strong><strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Why this works? ( For me and my kiddie, at least... )</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">The once through with the questions has provided the child with an idea... a sneak preview to what the story or the passage is about. Hence, when reading the passage the answers come almost automatic, cos they already know it was being asked in the questions (that they read earlier...).</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Another is to scoop out for the main word - read from the question itself and the answer should be around there. Better to have a clue than a blank - i dunno... cannot find.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Sometimes the question is tricky cause the word has been changed to another with similar meaning - sieve that out from the passage as well.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">For example:</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">The passage goes...</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<em><strong><span style="color: #660000;">...after spending all the money her mum gave her on the stationery from the bookshop, she was not left with any balance of coins to make that one important phone call.</span></strong></em><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">The question then reads...</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<em><strong><span style="color: #660000;">What happened to the remaining coins? Why couldn't she make the call?</span></strong></em><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Or - <em>Was there any amount left from the pocket money to make the call? Why?</em></span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">In this example, the main word was intentionally replaced to test the child's vocabulary skills. Child must know that these words all provide similar meanings, ie. <em>balance </em>= <em>remainder </em>= <em>whatever amount that is left</em>.... to know that (that word) it is the main word from the question given.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Child must also watch for the very direct clues - why, what, where, how, whose, who, etc, indications of what of answer the question needs...</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">With our home practise, we also follow a general rule to underline the answer and number them accordingly (to the corresponding question), to save the trouble of looking/scouring for the answer again by having to read through the passage AGAIN.. That, i find the children don't like to do. They do not fancy reading the passage over and over again... especially when they already know they couldn't find in the first place.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">So, they totally dislike this statement... "Read through the passage again and understand... The answer is in there.. Try again.."</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Left to that on their own to solve for so much so.. more than what they can tahan (to hear), they will switch off and lose interest.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">I'm not sure if this technique will help but just sharing what i work with my girls and my students. </span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Cheerios! </span></strong><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/5090618648548883949-1969294659970465367?l=budsiesjuices.blogspot.com' alt='' /></div>buds juiceshttp://www.blogger.com/profile/11424595293437585997noreply@blogger.com0tag:blogger.com,1999:blog-5090618648548883949.post-15394763401826634452011-08-24T02:00:00.000-07:002011-08-24T02:00:58.782-07:002011-08-24T02:00:58.782-07:00Tackling Primary School Oral Examination<span class="postbody">Contrary to the belief that oral exam is only reading, here are some details going into oral examination.</span><br />
<br />
<h3><span style="color: #ff6600;">ORAL EXAMINATION > 15 MARKS</span></h3><br />
<h4>Section 1 : Reading Aloud ( 5 marks )</h4><br />
<span class="postbody">What the testers will be observing...</span><br />
<br />
<ul><li><span class="postbody"><span style="text-decoration: underline;">PRONUNCIATION</span></span> <ul><li><span class="postbody">A way in which words are pronounced in reference to the correct manner</span> </li>
</ul></li>
<li><span class="postbody"><span style="text-decoration: underline;">ARTICULATION</span></span> <ul><li><span class="postbody">An ability to express fluently and coherently (in speech)</span> </li>
<li><span class="postbody">Ensure separate sounds and words are clear</span> </li>
</ul></li>
<li><span class="postbody"><span style="text-decoration: underline;">RHYTHM</span></span> <ul><li><span class="postbody">Measure flow of words; well paced</span> </li>
</ul></li>
<li><span class="postbody"><span style="text-decoration: underline;">FLUENCY</span></span> <ul><li><span class="postbody">Quick... easy... and flowing expression; not to fast and not too slow</span> </li>
</ul></li>
<li><span class="postbody"><span style="text-decoration: underline;">EXPRESSIVENESS</span></span> <ul><li><span class="postbody">Expressing words and phrases with quality intonation of voice</span> </li>
<li><span class="postbody">Ability to use appropriate pitch to convey ideas and feelings</span> </li>
</ul></li>
</ul><br />
<h4>Section 2 : Picture Discussion ( 5 marks )</h4><br />
<span class="postbody">What the testers will be observing...</span><br />
<br />
<ul><li><span class="postbody"><span style="text-decoration: underline;">ABILITY TO TALK ON A GIVEN PICTURE</span></span> <ul><li><span class="postbody">Giving an introduction...</span> </li>
<li><span class="postbody">Good Morning, Teacher... (Not Good Morning 'Cher...)</span> </li>
<li><span class="postbody">This picture shows a... OR</span> </li>
<li><span class="postbody">This picture depicts a scene from a ...</span> </li>
<li><span class="postbody">... restaurant, a mall, a library, a canteen (etc)</span> </li>
</ul></li>
<li><span class="postbody">Tips:</span> <ul><li><span class="postbody">Try to talk about the picture, from a sweeping glance from left to right</span> <ul><li><span class="postbody">On my left... there are two cyclists cycling along the path...</span> </li>
<li><span class="postbody">Behind them... are two children on tricycles...</span> </li>
</ul></li>
<li><span class="postbody">Proper use of prepositions follows on throughout the picture discussion</span> <ul><li><span class="postbody">For example, beside the girl or above them or in between the trees (etc)</span> </li>
</ul></li>
<li><span class="postbody">DO NOT point to the pictures.</span> </li>
<li><span class="postbody">ALWAYS USE present tense.</span> </li>
<li><span class="postbody">AVOID using "I see..." (some testers deduct marks for this...)</span> </li>
</ul></li>
</ul><br />
<h4>Section 3: Conversation ( 5 marks )</h4><br />
<span class="postbody">What the testers will be observing...</span><br />
<br />
<ul><li><span class="postbody"><span style="text-decoration: underline;">ENGAGEMENT IN CONVERSATION</span></span> <ul><li><span class="postbody">Ability to interact with the tester with personal responses to a given topic.</span> </li>
<li><span class="postbody">Almost (usually) the picture given will be similar to the one in Section 2</span> </li>
<li><span class="postbody">Not really so much of right or wrong context here but more to be able to handle a meaningful and nonchalant conversation with the tester on the picture given.</span> </li>
</ul></li>
<li><span class="postbody">Example..</span> <ul><li><span class="postbody">This is a picture of a clinic.</span> </li>
<li><span class="postbody">There are many patients waiting outside at the reception area.</span> </li>
<li><span class="postbody">I go to a clinic with my parents when I fall ill.</span> </li>
<li><span class="postbody">The doctor will check all his patients in the doctor's room.</span> </li>
<li><span class="postbody">... and so o</span> </li>
</ul></li>
</ul><br />
<span class="postbody">The above is to share a sample page from a book i bought for my children, to aid in the preparation for oral examination. It is easily available at your nearest Popular bookstore. I highly recommend it. Easy to understand pictures and provides good oral passage reading practise. Plus questions (for parents to help prompt) on picture discussion, when the child is seemingly stuck ie. don't know what else to say... Unfortunately, i forgot to upload the book's cover. Wait up, ya. I'll do it in the afternoon, after my owl day snooze... </span><br />
<br />
<span class="postbody">Cheerios. </span><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/5090618648548883949-1539476340182663445?l=budsiesjuices.blogspot.com' alt='' /></div>buds juiceshttp://www.blogger.com/profile/11424595293437585997noreply@blogger.com0tag:blogger.com,1999:blog-5090618648548883949.post-622725408770619992011-08-24T01:52:00.000-07:002011-08-24T01:52:00.661-07:002011-08-24T01:52:00.661-07:00Teach Your Children To Count Their Blessings<span style="color: #660000;"><strong>D'ya know the thing they encourage us to do with our kids before bedtime other than reading? </strong></span><br />
<span style="color: #660000;"><strong>It's to engage children in thought.</strong></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span style="color: #660000;"><strong>It's easy to engage them in conversation, but thought is profound. I have applied this from some article i read that we should encourage our children to COUNT THEIR BLESSINGS every single day.</strong></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span style="color: #660000;"><strong>Start from say... the simplest things. They would understand - things that make them happy for the day. We continue from there by telling them, hey, its a blessing to get to go swimming together today isn't it? We get to spend good quality time and have more swimming practise time... We got to eat outside today too! And at Swensens at that too! That's something special too right, cos we don't go there every other day to eat? Now that's a blessing too.</strong></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span style="color: #660000;"><strong>I also stray a little from here to include a thank you prayer to God. For the good weather, for our family being together and for the health given to daddy so he can go out to work and provide for school, toys, transport, Swensens, etc.</strong></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span style="color: #660000;"><strong>Religion can be intangible to children so this so-called "reflection time" can be a good start to instill love for God and the belief.</strong></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span style="color: #660000;"><strong>No matter who belives in which... The true purpose of religion is being at peace and calm with oneself. To seek solace in times of hardship and sadness.</strong></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span style="color: #660000;"><strong>To do good. (Also to secure good plc in after-life! Well, that retirement plan mebbe to soon to sell to our kids...)</strong></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span style="color: #660000;"><strong>So, for a start when we instill goodness we hope to get goodness.... In this case, out of our children.</strong></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span style="color: #660000;"><strong>For now, my girls can grasp the "be grateful for the blessings" quite ok. The elder one can say like, "Its a blessing mummy can swim with us today since she doesn't have her period..."</strong></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span style="color: #660000;"><strong>And i go.... hokaaaay.. Thats a bit much, but gooood...</strong></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span style="color: #660000;"><strong>And the little one can go a bit further when she ever said, "I'm grateful that mummy still hasn't died so she can still cook, clean, play, read and tuck us to bed every night..."</strong></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span style="color: #660000;"><strong>Though i go, (in my heart) CHOIIII aah! (Touch Wood) I'll quip, you mean that's thee only stuff mummy's good for, huh? Then, she'll quickly rephrase, "I don't mean that i want you <br />
to die but like i mean you're the best mummy ever and if you're not around, no one is going to do all that for us."</strong></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span style="color: #660000;"><strong>Then, as if not wanting to be further interrogated, she will give a loud yawn and bid me goodnight.</strong></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span style="color: #660000;"><strong>Sooooo, they do know they're blessed! Haha!</strong></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span style="color: #660000;"><strong>Geesh... Children say the querk-iest things, ay..</strong></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span style="color: #660000;"><strong>Reflection is good for adults too!</strong></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span style="color: #660000;"><strong>Cheerios.</strong></span><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/5090618648548883949-62272540877061999?l=budsiesjuices.blogspot.com' alt='' /></div>buds juiceshttp://www.blogger.com/profile/11424595293437585997noreply@blogger.com0tag:blogger.com,1999:blog-5090618648548883949.post-56988952289800271452011-08-24T00:33:00.000-07:002011-08-24T00:35:55.698-07:002011-08-24T00:35:55.698-07:00Cashier From Hell<div class="field field-type-emvideo field-field-video"><div class="field-items"><div class="field-item odd"><div class="emvideo emvideo-video emvideo-youtube"><div class="media-youtube" id="media-youtube-1"><div id="media-youtube-default-external-1"><strong><span style="color: #660000;">As usual hubs sms me to buy, and as usual promising a night to remember... this time via sms.</span></strong></div></div></div></div></div></div><strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">And what coincidence i was again at 7-11, but another outlet. Not so full crowd, but very sexually-deprived auntie (i think).. Read on..</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Cashier : Yes, NEXT! (In a very loud booming voice)</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Me : Hi! Yes, that wud be me.. (Preparing my cash)</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Cashier : (As if intentionally ignoring the box of Fetherlites totally, when i actually put it on top to go in the bag first...) Donut. "Teet!" 8 days "Teet!" Drinks. "Miss, dis one buy one get one free, you want same flavour?" (Booming voice again)</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Me : Oh, is that right? Ok then, same flavour. Thank you.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Cashier : Ok miss, that'll be $7.50 altogether. (Loudly)</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Me : Ermm, that one also mine (pointing to the golden box-almost whispering-nice looking hunk behind me..)</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Cashier : Haaah?!? Oh yours, haaa!! Ok, gimme a second. (As if tormenting me further...)</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Cashier : "Teet Teet!" "Huh?" (Try again) "Teet Teet!" "Eh, how come dis one cannot scan one haa?" (Shouting to the back)</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Another staff behind : What thing, auntie?</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Cashier : Dis one lah the comdoms, Feeee....derrr....lite ah (Trying to blend the phonetic sounds for eternity!)</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Another staff from behind : ( Came out like fed up must come out and get it done herself ) "Tap tap tippity tap tap..." "There auntie done!"</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">"Whose one ah?"</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Cashier : This miss here. (Pointing to me!)</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Another staff behind : Ok miss, including the condoms $10.40.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">I quickly paid. Exact change. Then the staff from behind asked.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">"Need a separate bag for your THIS? (Holding it up)</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Me : Its okay, I'm good. Thank you.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">And i popped it in my bag, never looking back.</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Very bad hor..</span></strong><br />
<strong><span style="color: #660000;"> </span></strong><br />
<strong><span style="color: #660000;">Now you know why i said aunties might be sexually deprived..</span></strong><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/5090618648548883949-5698895228980027145?l=budsiesjuices.blogspot.com' alt='' /></div>buds juiceshttp://www.blogger.com/profile/11424595293437585997noreply@blogger.com0tag:blogger.com,1999:blog-5090618648548883949.post-12692991504118703282011-08-24T00:31:00.000-07:002011-08-24T00:31:11.854-07:002011-08-24T00:31:11.854-07:00Buds' Reads<span style="color: red;"><em><strong>*Excerpt from a great book i read..*</strong></em></span><br />
<br />
<span style="color: #660000;"><strong><span class="postbody">We never thought, that sometimes WE ARE our own setbacks... </span><span class="postbody">Why? Read on...</span></strong></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span class="postbody"><span style="color: #660000;"><strong>A vital part of the learning process involves the taking of risks and the making of "mistakes". If children are to develop their potential, they must be challenged and find some tasks difficult. It is important that children deal with setbacks (note : the word failure has been avoided).</strong></span></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span class="postbody"><span style="color: #660000;"><strong>Parents have an important role in helping their children to cope with setbacks. For example, at some stages... your child has probably said something like... "I am just no good at spelling" or "I really cannot draw" and it may be that you may HAVE TRIED to reassure him by saying something along the lines of, "You cannot be good at everything..." But if this is the case, your child may pick up the message that it is ACCEPTABLE to give up trying to succeed at certain things.</strong></span></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span class="postbody"><span style="color: #660000;"><strong>Your intentions may be good, but there is a strong chance that your child might develop the belief that you sometimes expect him to fail. In the way that many adults invent creative excuses to explain why they should not do or try things, these young kiddies too, can develop negative self image and limit their achievements because they expect failure.</strong></span></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span class="postbody"><span style="color: #660000;"><strong>It is important to teach all our children that to become proficient in any skill or subject, be it sports skills, at math or playing the violin, there are times when there will be difficulties to be surmounted. If they equate "difficulty" with "failure", our children are likely to give up every time... On the other hand, if we regard a setback as an opportunity for learning, the concept of difficulty takes a whole new meaning.</strong></span></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span class="postbody"><span style="color: #660000;"><strong>Encourage our children to approach tasks in variety of ways in order to look for a solution and to think and believe that the next time, I will.... There was a song i learnt in school which went like this...</strong></span></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span class="postbody"><span style="color: #660000;"><strong>"If at first you don't succeed, try... try... again..."</strong></span></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span class="postbody"><span style="color: #660000;"><strong>However, on a more encouraging note it should now be sung like this.</strong></span></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span class="postbody"><span style="font-weight: bold;"><span style="color: #660000;"> "If at first you don't succeed, try a different way!" </span></span></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<ul><span style="color: #660000;"><strong> </strong></span>
<li><span style="color: #660000;"><strong><span class="postbody">No point being bent on old school train of thought - of like when the time we were at school, when there was only one way of learning everything.... and if we didn't learn it that way, we're left behind... and that we will eventually be.... failures...</span> </strong></span></li>
<li><span style="color: #660000;"><strong><span class="postbody">With new age, comes new skills... we can be more creative...</span> </strong></span></li>
</ul><span style="color: #660000;"><strong> </strong></span><br />
<span class="postbody"><span style="color: #660000;"><strong>There are different ways to solve one problem.. the only setback is ourselves. If we set the expectations on how WE managed to do it successfully before, that our children simply can't, that is already a point of no return... </strong></span></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span class="postbody"><span style="color: #660000;"><strong><em>Success comes in cans, not can'ts</em>... so be positive and tell our children we appreciate their efforts. Encourage them to believe in their own abilities - to remind her of what they do well in. Ask our children every day, what was the best thing that happened to them that day... and ask what they are looking forward to tomorrow. Praise them at the point that they have done something that pleases you - and as many of us have discussed here - to be specific about what it was that we thought that was good! </strong></span></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span class="postbody"><span style="color: #660000;"><strong>Remind our children of the successes that they have achieved despite having difficulties along the way. This may help them realise that setbacks can be overcome... and we're always here for them every step of the way in success or in setbacks.</strong></span> </span><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/5090618648548883949-1269299150411870328?l=budsiesjuices.blogspot.com' alt='' /></div>buds juiceshttp://www.blogger.com/profile/11424595293437585997noreply@blogger.com0tag:blogger.com,1999:blog-5090618648548883949.post-11547456288817801412011-08-23T23:36:00.000-07:002011-08-23T23:36:24.154-07:002011-08-23T23:36:24.154-07:00Making Behaving Well Fun<span class="postbody"><strong><span style="color: #660000;">There are many ways we can trick our children into behaving well, without them realizing that this is our intention. If we can make behaving well seem like fun this will create a positive atmosphere anywhere you are.</span></strong></span><br />
<strong><span style="color: #660000;"> </span></strong><br />
<span class="postbody"><strong><span style="color: #660000;">Here are some ideas usually carried out in good pre-schools, but i find can be carried out in the home as well, for parents with young children.</span></strong></span><br />
<strong><span style="color: #660000;"> </span></strong><br />
<ul><strong><span style="color: #660000;"> </span></strong>
<li><strong><span style="color: #660000;"><span class="postbody">Turn control tasks into a game.</span> </span></strong><ul><strong><span style="color: #660000;"> </span></strong>
<li jquery1314167661987="12"><strong><span style="color: #660000;"><span class="postbody">Think about the way that you present tasks and activities to your children. Use language that suggests fun and challenge reather than boredom and hard work.</span> </span></strong></li>
<li><strong><span style="color: #660000;"><span class="postbody">For instance, you might want your child(ren) to lie down and be still for story time at the end of the day. Instead of telling the children the required behaviour in a dull way, introduce the task as a game called "Sleeping Lions"... in which they must pretend to be lions who are fast asleep. What happens when lions wake up? This activity can also be used when there is a sleeping baby in the house. The baby is the "lion" in the game.. we are the prey (smaller animals lions love to eat). When baby wakes up, baby will create an uproar... (with the crying!)... and we sure don't want that, cause it will mean less time spent together doing fun stuff.</span> </span></strong></li>
</ul><strong><span style="color: #660000;"> </span></strong></li>
<li><strong><span style="color: #660000;"><span class="postbody">Enter the world of make believe.</span> </span></strong><ul><strong><span style="color: #660000;"> </span></strong>
<li><strong><span style="color: #660000;"><span class="postbody">Young children respond to make-believe and to the chance to use their imaginations. The opportunity to be someone, something or somewhere they are not.</span> </span></strong></li>
<li><strong><span style="color: #660000;"><span class="postbody">For example, if you want them to tidy up the room very quietly, you might tell them to imagine that beneath the floor is a sleeping giant, and that they are walking across his back and must not wake him up.</span> </span></strong></li>
</ul><strong><span style="color: #660000;"> </span></strong></li>
<li><strong><span style="color: #660000;"><span class="postbody">[For older children] Treat them as adults sometimes...</span> </span></strong><ul><strong><span style="color: #660000;"> </span></strong>
<li jquery1314167661987="14"><span class="postbody"><strong><span style="color: #660000;">One very useful fiction is that children gradually become more adult and grown up. For instance, you might ask the child(ren) to play the role of Science professors while working on an experiment. Taking on the role of an expert in this way encourages child(ren) to take responsiblity for their work and behaviour. Interact with them as though they are adults, expressing surprise at any silliness. ie. "I can hardly believe you are doing that Professor Benny, seeing as you're a world-reknowned scientist!"</span></strong></span> </li>
</ul></li>
</ul><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/5090618648548883949-1154745628881780141?l=budsiesjuices.blogspot.com' alt='' /></div>buds juiceshttp://www.blogger.com/profile/11424595293437585997noreply@blogger.com0tag:blogger.com,1999:blog-5090618648548883949.post-74500462853984048462011-08-23T23:32:00.000-07:002011-08-23T23:32:23.566-07:002011-08-23T23:32:23.566-07:00Cultivating Empathy<span class="postbody"><strong><span style="color: #660000;">My girls were NOT born self-motivated! Talking helps.. Not just yakking kinda talk, but heart to heart kinda talk. And if a child has good bonding with the parents, no matter how small children can feel what we feel... be it sadness, happiness, anger, frustration or even to the extent of depression.</span></strong></span><br />
<strong><span style="color: #660000;"> </span></strong><br />
<span class="postbody"><strong><span style="color: #660000;">Me and my girls talk about everything under the sun. They can manage adult conversations well for their age. Not just the kiddie chats like most... </span></strong></span><br />
<strong><span style="color: #660000;"> </span></strong><br />
<span class="postbody"><strong><span style="color: #660000;">When we read the papers and there are things of value to share, we openly discuss it and they can offer their opinions on this and that. When i bring them along for my volunteering sessions, they ask questions too? Like why this boy didn't get to eat... why that child has bruise marks on his arm and face... why are they dressed in old clothes... (etc). Empathy can be instilled from young and children model after our behaviour, the way we speak & the way we connect with people. We should never think of children as empty vessels. Like the saying that children's minds/brains are like sponges... children absorb. They absorb everything from their environment, but unfortunately all the good and also the undesirable. They're always watching and they're always listening, even though we may think sometimes they are not. It's up to us to cultivate a healthy balance of EQ and IQ. Catching up on this current rat-race lifestyle, we tend to overlook EQ, which will help our children be more confident children and sure of themselves without being peacock-proud. It is possible. </span></strong></span><br />
<strong><span style="color: #660000;"> </span></strong><br />
<span class="postbody"><strong><span style="color: #660000;">For starters, one can try to share with children from young about feelings. Like say, you just came back from work and you share with them...</span></strong></span><br />
<strong><span style="color: #660000;"> </span></strong><br />
<span class="postbody"><strong><span style="color: #660000;">"Mummy had a lousy day at work. I had to rush through so many assignments till i didn't have time to eat my lunch today? How about you? Did you have a good day? Why was it good? Ya know... when i was that busy at work today, all i could think about was being at home with my baby and hugging you. I think that'll make me feel better... "</span></strong></span><br />
<strong><span style="color: #660000;"> </span></strong><br />
<span class="postbody"><strong><span style="color: #660000;">If the bb gives mummy a hug almost immediately, bb has felt the need for mummy to feel good.. If they are too young we can also initiate the fuzzy feeling... "Can you make mummy feel better, can you give mummy a nice hug? And let's see if the lousy feeling goes away.. You won't be surprised if there comes a day when the child had a tough day in school next time, she'll just come up to you and say, "Mummy, can i get a cuddle?"</span></strong></span><br />
<strong><span style="color: #660000;"> </span></strong><br />
<span class="postbody"><strong><span style="color: #660000;">When my younger girl was feeling sad cos a friend threw a block at her, she did the same thing but she said, "I only feel a little bit better after the cuddle, but it still hurts." Hehee.. Good enuf.</span></strong></span><br />
<strong><span style="color: #660000;"> </span></strong><br />
<span class="postbody"><strong><span style="color: #660000;">When i scrub the toilet, and the girls peek in... I share with them. Hey, ya know what? This is hard work! I'm using all my energy to make this bathroom clean and fresh for all of us to use.. d'ya like how it looks and it sure smells nice to me. Whaddya' think? Geez... all i want is a glass of icy cool coke to make my tiredness go away. But i know i still hafta clean your room later on so i think i'll drink after that. So, you and jie-jie go play and i'll join you later. I came back to find a clean, nicely swept bedroom and all tables and shelves wiped, plus a drink for me (plain water, not coke... ahakz! ) and though tired as i was that day, i felt so good.</span></strong></span><br />
<strong><span style="color: #660000;"> </span></strong><br />
<span class="postbody"><strong><span style="color: #660000;">It's not impossible.</span></strong></span><br />
<strong><span style="color: #660000;"> </span></strong><br />
<span class="postbody"><strong><span style="color: #660000;">If in relevance to learning, to instill motivation a young child can be exposed to good work routine, so that they won't feel overwhelmed by the gradual work piled on them as they grow. Good learning/studying routine will help children be focused. A nice timetable drawn up to practise good work routine helps too. They will know what's to be done at different periods of the day. They will know what's expected of them to do each day, so by the time we get back from work and catch up with the children, they are able to share their achievements. A timetable can be done together with the children so as to add in their share of play as well, just to be fair.. As an example, i've alloted Mondays for Language, hence Mondays the children will take out their English assessments, books to read and games to play.... all under Language. Tuesdays we dedicate to Maths.</span></strong></span><br />
<strong><span style="color: #660000;"> </span></strong><br />
<span class="postbody"><strong><span style="color: #660000;">Again they will choose their assessments for the day and decide on the Math games to play. And so on for the other days of the week. As SAHM, i managed to start them off very young with this work routine from a few 15 mins to 30 mins a day, to a 3-hr work cycle daily today.</span></strong></span><br />
<strong><span style="color: #660000;"> </span></strong><br />
<span class="postbody"><strong><span style="color: #660000;">It can work if done systematically and over time the satisfaction is rewarding. Plus less nagging but instead more of the loving... Nothing can be automatic with children unless it has been instilled from young and beginning with small goals and making small achievements.</span></strong></span><br />
<!-- google_ad_section_end --><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/5090618648548883949-7450046285398404846?l=budsiesjuices.blogspot.com' alt='' /></div>buds juiceshttp://www.blogger.com/profile/11424595293437585997noreply@blogger.com0tag:blogger.com,1999:blog-5090618648548883949.post-30446192702073575572011-08-23T23:27:00.000-07:002011-08-23T23:27:29.479-07:002011-08-23T23:27:29.479-07:00The Magic Of Children<span style="color: #660000;"><strong>Magic with my children can come in the form of a simple conversation. Here's sharing one that happened just hours ago. <span class="postbody">I had a lotta stuff running through my mind even before sleeping hours came that even a hawt night cannot help it. <img alt="" src="http://www.kiasuparents.com/kiasu/modules/fckeditor/fckeditor/editor/images/smiley/Yahoo!/smile.gif" /> I remember falling asleep but was jolted around 3:45am. Tossed and turned on the bed yet still unable to fall back to sleep till like 4:30am. I decided to go to the girls' room and see if i could get a sniff of them and get back to sleep. Since DD1 was recovering from high fever yesterday, i decided to give her more space to breathe so i tucked in beside DD2.</span></strong></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span class="postbody"><span style="color: #660000;"><strong>She whispered.</strong></span></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span class="postbody"><span style="color: #660000;"><strong>DD2 : Mum... is that you? (Night light was off)</strong></span></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span class="postbody"><span style="color: #660000;"><strong>Me : Yes sweetie, it's me. Sorry to wake you.</strong></span></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span class="postbody"><span style="color: #660000;"><strong>DD2 : No you didn't wake me. It's ok. What happened?</strong></span></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span class="postbody"><span style="color: #660000;"><strong>DD2 : Had a bad dream?</strong></span></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span class="postbody"><span style="color: #660000;"><strong>Me : Hmmm... kinda. And i can't go back to sleep.</strong></span></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span class="postbody"><span style="color: #660000;"><strong>DD2 : Ssh.. ssh.. it's okay now. I'm here for you. (tapping me)</strong></span></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span class="postbody"><span style="color: #660000;"><strong>Me : Thanks darling.. i appreciate that.</strong></span></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span class="postbody"><span style="color: #660000;"><strong>DD2 : No thank you-s needed Mummy. Don't mention it.</strong></span></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span class="postbody"><span style="color: #660000;"><strong>DD2 : You are always here for me so i will always be here for you too.</strong></span></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span class="postbody"><span style="color: #660000;"><strong>Me : Aaaww sweetie, that's very nice to know. (heart aching now)</strong></span></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span class="postbody"><span style="color: #660000;"><strong>DD2 : Did you tell Daddy about it.. did you wake him.. to tell about your dream.. or tell him you can't sleep?</strong></span></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span class="postbody"><span style="color: #660000;"><strong>Me : No i didn't. I don't think i should. Why do you ask?</strong></span></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span class="postbody"><span style="color: #660000;"><strong>DD2 : Well, i'm just asking. It's good that you didn't or else Daddy will not be able to go back to sleep and will not have enough rest, how is he going to go to work tomorrow. Then he will be cranky.</strong></span></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span class="postbody"><span style="color: #660000;"><strong>Me : <img alt="" src="http://www.kiasuparents.com/kiasu/modules/fckeditor/fckeditor/editor/images/smiley/Yahoo!/smile.gif" /> Yeah, you're quite right there sweetie.</strong></span></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span class="postbody"><span style="color: #660000;"><strong>DD2 : You still can't sleep yet, Mummy? (sensing some movement)</strong></span></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span class="postbody"><span style="color: #660000;"><strong>Me : Yeah.. a lil' problem. Cos of the things running through my mind..</strong></span></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span class="postbody"><span style="color: #660000;"><strong>DD2 : You must sleep cause you have to take care of jie-jie (feverish). I don't need enough sleep now, it's ok. I am in afternoon session so i can still go back to sleep and wake up a little later than usual. You must have enough rest, Mummy. Ssh.. ssh.. (now she is stroking my hair so gently that tears are starting to well up in my eyes)</strong></span></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span class="postbody"><span style="color: #660000;"><strong>DD2 : Mummy, can you lift your head up for awhile?</strong></span></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span class="postbody"><span style="color: #660000;"><strong>Me : Ok.</strong></span></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span class="postbody"><span style="color: #660000;"><strong>DD2 : Here, dry your tears and blow your nose, Mummy. Later, you cannot breathe properly, how to go back to sleep? See, luckily i kept one pack of pocket tissue underneath my pillow.</strong></span></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span class="postbody"><span style="color: #660000;"><strong>Me : Thanks darling, now go back to sleep too yah..</strong></span></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span class="postbody"><span style="color: #660000;"><strong>DD2 : Ok. But not until YOU go back to sleep first.</strong></span></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span class="postbody"><span style="color: #660000;"><strong>DD2 began singing our special go-to-sleep song i created that i had been singing each time they took a nap or went to bed at night.. since they were both babies. My tears just kept on flowing now... the floodgates just opened.</strong></span></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span class="postbody"><span style="color: #660000;"><strong>DD2 : Ssh ssh.. "Close your eyes and go to sleep and we will sing tomorrow.... (then she hummed the rest of the song to lull me to sleep)</strong></span></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span class="postbody"><span style="color: #660000;"><strong>She whispered, "I love you Mummy. And i will always be here for you. Don't worry, with me here the bad dreams will go away. God will also protect us."</strong></span></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span class="postbody"><span style="color: #660000;"><strong>DD2 hugged me to sleep, whispering sweet nothings and hummed till i really slept i suppose, cos the next thing i realised they were both outside watching TV with very low volume. The last thing i heard her whisper to my ears was. "Luckily you have me, right Mummy... ssh ssh sshh.. you sleep now, i'm here."</strong></span></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span class="postbody"><span style="color: #660000;"><strong>DD2 ever asked about how she came to this world. I mentioned in casual passing that we never intended to have her. We thought we'd have one first which meant only jie-jie... then see how we would cope. But we sorta accidentally (unplanned) had her. And when she asked how she was as a baby, we told her that she was a very naughty baby, refused to sleep, so hard to fall asleep, always wanted to be carried... (etc). But she was just so super chubby and cute and she was nevertheless a gift from God for us.. We loved her anyways... that as she grew older she became more and more our little angel... and at times the mischievous little monkey as well.</strong></span></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span class="postbody"><span style="color: #660000;"><strong>So from that day on, whenever she CAN do something nice or something right, she never failed to remind us that her existence did bring us happiness.</strong></span></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span class="postbody"><span style="color: #660000;"><strong>As an educator, i believed children are always listening... even though at times we think they're not. This magical wee hours of this morning just proved to me she listened and absorbed and understood what i've been telling her since she was little... she used the exact same words i used to pacify her when she cried or when she felt sad... and to hear her say, that she would always be here for me was the best thing she could've said today.</strong></span></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span class="postbody"><span style="color: #660000;"><strong>It calmed me down enough to go back to sleep. This was one morning i knew that my staying home was more than just sacrifice. It was this magic that was brewing all the while awaiting to be cast upon. The magic i shared with my DD2.</strong></span></span><br />
<span style="color: #660000;"><strong> </strong></span><br />
<span class="postbody"><span style="color: #660000;"><strong>"Mummy loves you DD2, you're my one and only little angelic monkey." <img alt="" src="http://www.kiasuparents.com/kiasu/modules/fckeditor/fckeditor/editor/images/smiley/Yahoo!/hearts.gif" /></strong></span></span><br />
<!-- google_ad_section_end --><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/5090618648548883949-3044619270207357557?l=budsiesjuices.blogspot.com' alt='' /></div>buds juiceshttp://www.blogger.com/profile/11424595293437585997noreply@blogger.com0