Keep Teachers from Harm's Way..

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Aug 3, 2010
Take stern action to keep teachers from harm's way

I READ last Friday's report ('Girl, 14, allegedly kicks her teacher') with a mixture of anguish and anger.

The secondary student in question allegedly harmed her English language teacher three times in one day - stomping on her foot, kicking her twice in the abdomen and then hitting her on the head. However, the punishment she received was surprising for an alleged offence as serious as assault - after she apologised to her teacher, she was 'given time off from school to reflect on her actions and assigned schoolwork to be completed at home'.

I write this letter to express my deep concern for today's teachers. The abused teacher suffered physical and emotional pain, and humiliation before an entire class. Obviously, teachers are not sufficiently protected from harm at the hands of students.

An employee who attacks his employer or colleague could be punished with dismissal from work. One might argue that the girl should be forgiven on account of her age; but to condone is not to forgive. What values are we imparting to students if we signal that the severity of the punishment does not match that of the offence?

If the penalty is too light, more students would be emboldened to commit similar acts. The accused already had a record of being rude to teachers and violent in school. No teacher should be exposed to such danger.

Teachers are made to take on many roles today, but being an outlet for a student's anger should never be one of them.

In a culture which expects teachers to devote themselves to caring for their students, guiding them and helping them to do well academically, let us also ensure that measures are in place to protect the teachers.

Wong Heng Tong

The $26,000 mistake.. (and replies from Ministry, SEED)

This experience by an early childhood education aspirant shows the need to take on a course (any course) with your eyes open, and ask all questions, even silly ones, until you are satisfied that the course and the institute delivering it are exactly what you seek, in building your career. But as can be seen from the replies, all's not lost..

Mar 20, 2010
NO PRESCHOOL JOB AFTER MASTER'S
The $26,000 mistake

IN 2006, I found that the Regional Training and Resource Centre in Early Childhood Care and Education for Asia (RTRC Asia) - now known as the Seed Institute - offered a master's programme in early childhood education together with the Wheelock College in the United States. It was published on the website and prospectus that a bachelor's degree in any discipline qualifies for admission to the master's programme.

When I asked about career prospects, I was told by RTRC that graduates of this master's programme were qualified to be curriculum specialists and the programme was popular among preschools here. The cost of the programme was $26,000 without GST. With this information, and the notion of a possible career in early childhood education, I applied for the programme and was admitted.

However, after paying $26,000 and completing the two-year part-time master's programme with distinction, I was told by all preschools that I am not qualified to be a preschool teacher, let alone a curriculum specialist, or hold any management role in a preschool setting. This is because I do not have the basic teaching qualifications such as a certificate or diploma in early childhood education.

On further check, I found out from the Ministry of Community Development, Youth and Sports' (MCYS) childcare division that it would recognise the Master of Science (Early Childhood) qualification conferred by Wheelock College only at the diploma level and only after I fulfilled supervised practical modules of diploma programmes run by approved training agencies.

I also found out from MCYS that it does not recognise the Master of Science (Early Childhood) conferred by Wheelock College as a qualification to teach or supervise in preschools here. To work as a preschool teacher, I must pay additional fees and complete the diploma course.

I hope Seed Institute and MCYS can address the following:

•Why did RTRC offer a master's programme that is not even recognised at diploma level by MCYS?

•During my registration, why did RTRC lead prospective students like me - and especially those seeking a career change to early childhood education - into an expensive master's programme instead of introducing the fundamental certificate and diploma courses accredited for the preschool teaching profession?

•Why did MCYS and other government agencies not intervene to prevent such costly mistakes?

•Why are the additional requirements for graduates with a master's in early childhood education not highlighted in the training route for preschool teaching?

Madeleine Chang (Ms)

**********************************************

Mar 26, 2010
Preschool teachers need practical training

I REFER to the letter by Ms Madeleine Chang last Saturday, 'The $26,000 mistake'.

Early childhood teachers require a Diploma in Early Childhood Care and Education-Teaching (DECCE-T) and at least five GCE O-level credits including a B4 grade (or better) in English Language.

Tertiary-level early childhood qualifications which demonstrate that a candidate has undergone relevant practical training and acquired appropriate academic content are also acceptable. Teaching children requires both theoretical knowledge and practical skills. This information is available at www.childcarelink.gov.sg.

The Master of Science (Early Childhood Education) conferred jointly by Wheelock College and Seed Institute provides important academic grounding for those wishing to further their career in the early childhood sector as trainers and curriculum specialists. This course, however, does not provide a 300-hour practicum module, as most candidates already have basic qualifications in early childhood education. The practicum module ensures that would-be teachers are able to translate academic knowledge into practice in an early childhood setting.

To be a qualified preschool teacher, Ms Chang need not undergo the full DECCE-T course. She would only need to pass the practicum module.

We thank Ms Chang for her feedback and wish her well in her career in early childhood education.

Eugene Leong
Director, Child Care Division
Ministry of Community Development, Youth and Sports

===========================================

Mar 26, 2010
Seed Institute helping aspiring educator

I THANK Ms Madeleine Chang ('The $26,000 mistake'; last Saturday) for the opportunity to clarify on the value and intent of our master's programme.

The Wheelock College-Seed Institute Master of Science (Early Childhood Education) is an academic qualification that equips professionals, including those from other fields, with a strategic understanding of the industry.

To date, the course is into its sixth intake. We have seen a mix of students with prior early childhood education experience and qualifications, as well as those who do not have that but meet the academic entry requirements.

Our graduates have since been employed as curriculum specialists, trainers, business managers and franchise owners.

Our master's programme enables educators, industry professionals and mid-career professionals to better understand and develop young children and industry requirements.

Graduates who are keen to practise as a preschool teacher after the course can take an additional practicum module to be recognised as a qualified teacher. Briefing sessions are held before the start of our courses to help students understand the programme and how it can support their career aspirations in the industry.

We have contacted Ms Chang and are discussing with her how best we can support her in a career as an early childhood education professional.

Ho Yin Fong (Ms)
Academic Director
Seed Institute

Autism and Vaccines : No link, says MOH

No link between vaccines and autism: MOH

ST Forum: 26Oct 2009

MR TAN Soon Kiam ('Dispel concerns about complications after vaccinating kids', Forum Online last Thursday) was concerned about complications from childhood vaccines.

We would like to assure Mr Tan that the vaccines used here have been approved by the Health Sciences Authority and are deemed safe for the intended use by the general population. Side effects are usually mild, like a sore arm or a slight fever. Serious allergic reactions are very rare.

As for Mr Tan's concerns about autism and vaccination, there is strong scientific evidence to show that there is no link between vaccines and autism. This view is shared by the health authorities in the United States, Britain and the World Health Organisation. Independent reviews by the Cochrane Collaboration and the US Institute of Medicine have also come to the same conclusion.

In fact, the unfounded belief that vaccines can cause autism has caused much harm. It had led to declines in immunisation coverage in some countries in Europe, to the point where measles had been declared endemic in Britain, and epidemics had occurred in Switzerland, Austria and Italy last year.

Karen Tan (Ms)Director, Corporate Communications

Ministry of Health

Legislate Preschools..Are You Kidding?

Email from George Lee

to Josephine Teo - Centric/YDU/SISEU
cc Vivian Balakrishnan, Ng Eng Hen
date Sat, Oct 17, 2009 at 6:34 AM

subject Legislate preschooling..Are you kidding?

Dear Mrs Teo,

A quick note to thank you for putting some sense into the argument of legislating preschooling, in the recent article in The Straits Times (dtd 10 Oct '09).

If every community issue which shows a 2.5% deviation from the population (in this case, 1 child out of 40 not receiving preschooling) is met with a solution that involves legislation, our Parliament will be rife with issues of all and sundry.

The so-called expert group may have confused the need to sharpen the arrowhead, ie 1 unified body for preschools, with the wood, and thus dragged in the lowering of compulsory school age and putting preschools under the government as the cure-all prescription for some of the preschool ills.

Together with Mrs Ng Gim Choo of EtonHouse espousing the need for children to be children (at 2 to 6 years of age) before the rigours of formal education kicks in, you have shown the need to not get caught up with the symptoms but to get to the "root cause".

I therefore thank you for lending your wisdom in that important article on preschooling, as the Chairman of the Education GPC.

regards,

George Lee (early childhood educator and parent)

Reply from Josephine Teo - Centric/YDU/SISEU

to George Lee
cc Vivian Balakrishnan, Ng Eng Hen
date Sat, Oct 17, 2009 at 7:31 AM

subject Re: Legislate preschooling..Are you kidding?

Thank you, George, for sharing your views.
It is healthy in a debate on important issues to have a diversity of views.
Whichever part of the spectrum we stand, I'm glad to see so many taking a very strong interest in early childhood education and caring to give their views on ways forward.

Happy weekend!

Preschool Education should be MOE's baby : ST Forum

Preschool education should be MOE's baby (ST: 16Oct09)

I REFER to last Saturday's report, "Should preschools be 'nationalised'?".
With the Ministry of Education overseeing the preschool education sector, continuity from early childhood education to primary school level will be guaranteed.

Research has shown that education should start at a preschool level as children are most receptive at a young age. Preschool education will then serve as the foundation to primary education.

In addition, if preschool education were to come under the MOE, it would raise public awareness on the importance of early childhood education. Consequently, more research would be dedicated to it and more focus placed on it.

This would lead to a rise in the quality of preschool education, meaning better teacher qualifications and better curriculum development. It could also lead to a moderation in the cost of preschool education, and this would make it more accessible to more families, especially those from the lower income strata.

Preschool education should be nationalised and made compulsory.
Its curriculum units would have to be structured around the existing kindergarten curriculum framework as developed by the MOE. At the same time, it would give all children coming from diverse economic backgrounds equal opportunities to quality preschool education.

In time, Singapore could be the leading educational pioneer in preschool education in the region. If Singapore's ultimate goal is to cultivate an industry of critical thinkers for the fast changing economy, our nation will need to recognise the development of our young and start their education early.

Samantha See (Ms)

Comments:
NYJC4
-->
Yesterday, 11:08 AM
Please, give the kids a break. I can imagine tuition for tots, already.Leading educational pioneer in preschool ed? Kids learn best by play! Don't stick them in a school, given them some elbow room, some breathing space! Ms See sounds a bit confused. 'industry of critical thinkers'? For whatever that means.


Stormrider65
-->
Yesterday, 01:20 PM
Our entire world, in particular developing and developed countries, are in population decline.Think China is 'booming' with children? That is because it has exceeded its 'critical population'; any couple giving birth to one child on any day in any hospital of any province propels the country's populatin by leaps and bounds. India is facing that problem.However, as a whole, humans are fast becoming comfortable to the notion of 'fewer children' and 'lesser burden. Why? Because as technology speeds up, things get heated up faster, with larger amount of elements being squeezed into a smaller time and space unit. Pressure goes up and mental stress keeps humans away from procreating.Singapore is one 'fine' example of such a '21st-century' illness. From day one of our 'ten years education' - Primary 1, we are fed and instilled and imparted with knowledge and informaton, round after round. On top of it, we are told to aim high and imrpove and excel and achieve. Things got worse when we step into our small, limited labour market and working force, where we have to fight with foreign talents from all over the world. And these do not include setting up families and buying a house and securing finances for generating the next generation, as well as maintaining a critical amount in our CPF for our retiring and post-productive lives.Please, spare our children the lifeless and meaningless lives we Singaporean adults are living. Give them some empty space, a couple of toys, several colours around them, abundance of sunshine and breeze, and let them PLAY with all their might, for the moment they step into a concrete building called 'school', and a brightly-lit room called 'classroom;, they may forever NOT have the chance to play and laugh and run anymore, for the rest of their lives.P.S.: if the entire above chunk of words don't enlighten you, my bottomline statement is - don't even *think* that adults know what children should have and need. In all truthful sense, children are in fact here to teach these adults how to *think*.

suakusuaku
-->
Yesterday, 08:02 PM
Let preschool kids spend as few hours as possible in a formal learning environment. They should associate learning/reading to something pleasurable like in the company of their parents. Once they like learning, the battle is won. The rest depends on nature

Falling English Standard in Schools : Education Minister

Raise standard of English: Ng Eng Hen
A language institute will pool resources at national level, could eventually cater to teachers in other countries
Neo Chai Chin 05:55 AM Sep 18, 2009, Today Online

IT HAS been a long-standing issue punctuated by periodic media reports of bad English usage and the Speak Good English Movement's efforts.

Yesterday, Education Minister Ng Eng Hen issued the challenge to all teachers for the year ahead: Raise the standard of English.

In his keynote address at the Ministry of Education Work Plan Seminar, the most important speech in the annual education calendar, Dr Ng not only stressed the need to speak better English, he said Singapore can aim to be an English teaching hub for Asia.Language ability is "an important skill that we must cultivate in our students for this globalised world", where those able to communicate their ideas and convince others will have a competitive edge, he said.

"While most teachers are proud of our standards in, say, Maths and Science, we are less enamoured of our standard of English. This is a sensitive subject and I'm not raising it to demoralise teachers and students, but to signal that we should begin concerted efforts to raise the standard of English."

One of the building blocks for teachers will be an English Language Institute of Singapore - a recommendation of the English Language Task Force, itself newly set up by MOE in June, with Senior Minister of State (Education) S Iswaran as adviser and director-general of education, Ms Ho Peng, as its head.Dr Ng said the institute will pool resources at the national level and could eventually cater to English language teachers "in the region and beyond".

Progress is starting to show, with programmes such as Strategies for English Language Learning and Reading (Stellar) introduced to all Primary One classes this year and to be phased in at all levels by 2014. It aims to develop better speakers through the use of show-and-tell, role-play and dramatisation, and schools attest that Stellar students speak with more confidence.

Grammar is also taught more explicitly now, said Ms Jeyalaxmy Ayaduray, a teacher of 29 years who guides a cluster of schools in Literature-driven English programmes. Through exposure to books such as Sing To The Dawn, she sees Secondary One Express students' writing "getting more descriptive, with less paucity of ideas when they write".

Another boost will come next year: A new English Language curriculum for Primary One and Two students, as well as at the Secondary One Express and Normal (Academic) levels. It will focus on developing oral confidence, grammar knowledge and a love for reading, said an MOE spokesperson.For more senior students, a new subject called English Language and Linguistics was launched at six junior colleges and schools this year.

But Singapore's bilingual policy has served it well, and curriculum time for mother tongue languages will not be cut, assured Dr Ng.In a landscape where the proportion of Primary One students from English-speaking households has spiked in the last 25 years, however, getting students to use and appreciate their mother tongues should garner as much emphasis as test results, he said.

Today, English is the dominant home language for the majority of Primary One pupils - and in Malay households, the figure has grown from 27.7 per cent in 2005 to 35 per cent.

"We need to face these challenges for mother tongue languages squarely," said Dr Ng, who advocated the use of innovative approaches such as podcasts."If our students are put off by their mother tongue languages when they leave schools, then I think we have failed in our efforts."

"Why leave us out?" - Voices, Today

Why leave us out?
Pre-school teachers should be included in Teachers' Day
Letter from George Lee
05:55 AM Sep 03, 2009

SEPT 1 was Teachers' Day and it was heartening to see advertisements in print and on television, exhorting the virtues of the teaching profession.

But these inevitably talked about primary, secondary and tertiary educators. What about us, the early childhood educators?

Do we not count as educators in the eyes of the Education Ministry and the other relevant authorities? After all, do we not preside over the critical years of growth, as by the age of five, a child has already developed 92 per cent of an adult brain?

Do we not teach the young ones with the same degree of dedication and inventiveness as a primary or secondary school teacher? Many would argue, and justifiably so, that early childhood educators indeed do more than a typical teacher - on top of teaching, they provide the crucial care these two- to six-year-olds need, while their parents are busy at work, holding up the economy of this country.

Doesn't this fact alone justify a small advertisement on Teachers' Day by the Ministry of Community Development, Youth and Sports, the ultimate gatekeepers of the more than 750 childcare centres in Singapore?

There are approximately 6,000 preschool teachers in Singapore. Don't we merit some recognition?

Why make us feel like the "poor cousins" of this noble profession of teaching?

Url in TodayOnline:
http://www.todayonline.com/Voices/EDC090903-0000059/Why-leave-us-out?


For completeness, this was the original letter that was sent to the Today newspaper on 01Sept:

Why treat us like the 'poor cousins' of the teaching profession?

Today, being Teachers' Day, it is heartening to see advertisements in both the print and TV media, exhorting the virtues of the teaching profession. But they inevitably relate these virtues to primary, secondary and tertiary educators.

But what about us, the early childhood educators?

Do we not count in the eyes of the ministries as educators?
Do we not preside over the most critical years of a growing human being, when by the age of 5, a child has already formed 92% of an adult brain?
Do we not teach the young ones to the same degree of dedication and inventiveness as a primary or secondary school teacher?

Many would argue, and justifiably so, that the early childhood educators are indeed doing more than a typical teacher by the mere fact that, on top of teaching, they are providing the crucial care that the 2- to 6-year olds need, while their parents are busy holding up the economy of this country.

Doesn't this fact alone justify a small advertisement in the papers today by MCYS, who are the ultimate gatekeepers of the over 750 childcare centres (or approximately 6000 preschool teachers!) in this country, to recognise us?

Why make us feel like the 'poor cousins' of this noble teaching profession, whenever we open the daily papers every Teachers' Day?

Joy of Painting..

I remembered my arts lecturer telling us (preschool teacher trainees) to refrain from drawing and painting in front of the children in our class, because we are "limiting the child's ability to visualize what they can paint or draw for themselves".

I wonder what her comment would be after seeing the joy and beauty of free-spirited painting in this video clip. Wouldn't seeing something like this spur the interest of the children in our classes in painting or drawing to even greater heights? You decide.

(thanks to Jane from DPT class 08/09 for bringing this video to us)

Tribute to our lecturer..

A fitting tribute to our lecturer, Philip Koh, for giving us the best teachings (and 'laughable moments') during our ECE

course.

Thanks again, Philip, you made the difference!

..from the Class of 2008-09 NY-EC-A2

Should We Wipe Bums and Noses?

Question : "Should preschool teachers be wiping bums and noses of their charges?"

Last month, in the midst of our class lesson, a lecturer suggested that preschool teachers should not be wiping bums and noses of their class children, as this part of her duties detracts her from being a more effective early childhood teacher. And it deters preschool teachers from continuing to be in this profession because this is an "unglamorous" part of the job..screwing up her nose as she spoke.

With my jaw on the ground, I said to her,
"In one quick sentence, you have managed to make all of us early childhood teachers resent what we have been doing all these years because you think cleaning bums is beneath us."

Various views were shared and argued, but in yesterday's Forum page, a mother has this to say and it couldn't come at a more opportune time, for us to reflect on:

What makes a great pre-school teacher

I WELCOME the increasing calls to 'professionalise' pre-school teaching by providing better pay and training for teachers.

But I am concerned about the attitude that pre-school teachers should not 'waste' their time on tasks like wiping bottoms and feeding children.

The argument is that these tasks lower the prestige of pre-school teachers and distract them from their more important role of teaching. As a parent of two pre-schoolers, I believe that such an attitude reveals a misunderstanding over the way young children learn.

Educating pre-schoolers cannot be equated to imparting lessons to older children. Pre-school children do not differentiate between an 'educator' and a
'caregiver'. They learn best from adults who are prepared to relate to them in a caring and personal way.

Those who aspire to be pre-school teachers must be prepared to meet the children's developmental needs, whether that involves singing the alphabet song or wiping runny noses.

Pre-school teaching is not just about disseminating information, but also about developing the whole person.

The teacher should not have an attitude that certain tasks are beneath her because of superior education or pay.

With the right attitude, pre-school teachers have a wonderful opportunity to impart life lessons beyond mere book learning. That would make the difference between a well-trained pre-school teacher and a great one.

Boey Shee Lye (Ms)

Open Letter to Minister Dr Vivian Balakrishnan

to: Minister Dr Vivian Balakrishnan
date :Wed, Jan 7, 2009 at 9:46 AM

subject: Childcare Name Needs Serious Makeover to Improve Image




"Childcare" Name Needs Serious Makeover to Improve Image

An Open Letter to Minister Dr Vivian Balakrishnan, from the eyes of a happy preschool child :



"Dear Honourable Minister Sir,

I came to my childcare centre this morning with my Mum, under our usual gloomy monsoon January sky. But I was greeted with a shining wide smile from my Teacher Jen, who took my temperature to ensure that I am healthy, so that I do not accidentally bring the naughty HFMD virus with me into my class and spread it to my friends.

I had a hearty breakfast to start the day, patiently assisted by my teacher, because I am only 3 years old, you see, and I am still struggling to hold my spoon properly. I know my teacher is teaching me self-help skills that will be soimportant to me when I grow up.

In class today, another boy called me a name which I did not like. My teacher asked him politely to say sorry to me and in so doing, helped me build up my self-esteem, which Mum said is very important to me if I want to grow up to be a successful man, and not be bullied.

My teacher then read a wonderful story to me about the tortoise and the hare. It was so funny and I laughed out loud. Silly hare, to be sleeping before crossing the finishing line!

Teacher Jen gave us different colours to mix today and I now know where the orange colour comes from. I love painting and she gave me 3 extra sheets of blank whitepaper today to paint, while she sat on the side watching me. I know she is observing me. Maybe she wants to see how good I am with holding my paint brush so that she can find new things for me to do, scaffold me and in so doing, help me grow even more.

She also showered me today and calmly nudge me to sleep during my nap time. Sleeping is growing, she said.

In the afternoon, my Chinese teacher came to my class and told us another story in Chinese. I can only understand a bit of what she said but I know I will learn Chinese quickly because Teacher Jen said the first step to learning a new language is to listen first. Teacher Jen then brought us to play with blocks. This is my favourite part of the day because I can make a train with my blocks, or even build an aeroplane. I can imagine and dream big, she said.

Soon, it was time to go home, and yes, Mum fetched me,right on cue, as she said she would.

It was another happy day for me at my childcare centre.But wait a minute, why is it called "childcare"? With all the learnings I have gained today, I think all childcare centresshould be changed to "EduCare Centres" to show that I am being educated so well and cared for so lovingly by my Teacher Jen.

Maybe then, my Teacher Jen will not be mistaken as as a nanny anymore. She was my educator today, first and foremost, who also happened to care for me.

Please consider this change of name, Minister Sir, so that everyone in this early childhood education field can get their much overdue recognition. Afterall, am I not the future of this country and isn't the early childhood years crucial to my growth, development and success in my adult life?"

Yours playfully but seriously,
Liu Yi Dao, 3 years and 3 months old.



Reply from the Minister:

Dr Vivian Balakrishnan@mcys
to : glee
cc: NG Mie Ling@mcys
date: Wed, Jan 7, 2009 at 10:11 AM

subject: Re: Childcare Name Needs Serious Makeover to Improve Image
Reply

Dear Mr Lee,

Thank you for the imaginative open letter and the suggestion on chaning the name.We will consult the other stakeholders in this sector. I am also mindful that the term "childcare" was not invented by us, but one that has evolved into common usage.

However, your more important point is that this is really about education rather than just child minding.

Best wishes for a Happy New Year.

You Gave a "Starbucks Moment"!

to: Philip Koh
cc: "Nanthini. v" ,"Alfred Pang"
date: Wed, Dec 10, 2008 at 9:05 PM
subject: You Gave a "Starbucks Moment"!

Dear Philip,

At a time when my view of the ECE course that I am currently undertaking at NIM had been severely fractured by questionable teaching styles and rudderless assignments, you came along and gave me, in your own words, a "Starbucks Moment" today.

For the first time, I could sense that the entire class under your tutelage was truly enjoying ourselves, with unqualified vigour and zest.

Your teaching method was a breath of fresh air, and your assignments were (are) relevant to our wish to begood early childhood education practitioners, when we graduate. You made us think of new ways to reach outto the children through the often all-too-serious subjects of Science and Math, but more importantly, you made us want to learn more, explore more. That, in itself, is saying a lot, given your adult audience.

Once again, I thank you for giving me my "Starbucks Moment" and helping me to regain my belief in NIM. I look forward to more of your "IMPACT", and I am sure there are many, if not all, in our class who share similar sentiments.

rgds,
George Lee
NY-SD-A2


Philip, you gave us laughter and inspiration in your class, as richly shown in these 2 video clips here..
Happy New Year, Teacher Philip!

(and thanks, teachers for sharing)

Reponse from NIM to Open Letter

Responses from NIM Management to my Open Letter dated 12Nov:

(click here: http://childrenareourfutureteachthemwell.blogspot.com/2008/11/open-letter-to-nim-management.html )


Nanthini.v to me, Alfred.Pang

Nov 13 Reply

Dear Mr George Lee.

Thank you for your letter of 12th November 2008 regarding your feedback on 'An Open Letter: "Did I Really Learn this During MY ECE Course?"

Please accept our sincerest apology for any trouble we have caused you. We highly appreciate your feedback as it will assist us in becoming better at what we do.

We will conduct an investigation in regards to your concerns and at the same time Alfred and myself would like to meet with you to have a discussion.We would apprecaite if you could give us a date and time in the coming week. Thank you

Regards

Nanthini

Head of SchoolEarly Childhood Education

Nanyang Institute of Management Pte Ltd

Nanthini.v to me, Alfred.Pang

Nov 24 Reply

Dear George,

Thank you George. I will definitely look into your inputs. I will work along side with the Nanyang team as well as the Associate lecturers to "Make the Change". Thank you again

Regards

Nan

Alfred.Pang to me, Nanthini.v

Nov21 Reply

Hi George,

You are most welcome. I have enjoyed our session.

Best regards

Alfred

(attached)

George Lee to v. Nanthini, Alfred.Pang

Nov 21

Dear Nan and Alfred,

Thank you for taking the time to provide a listening ear yesterday, as a followup to my open-letter. I hope that the inputs given were taken in the right spirit, and that you will consider using them to bring the standards of NIM's courses to a new level.

I am still in this course, and so, my vested interests are clearly there. All the same, I appreciate the quick response from the both of you, as senior management, to my inputs.

regards,

George Lee

Open Letter to NIM Management

12 November 2008

Dear NIM Management (Nan and Alfred),

An Open Letter : “Did I Really Learn This During My ECE Course?”

I felt compelled to write this open letter to you, as guardians of your institute, about the current course on Early Childhood Education that I am undertaking. I am just past halfway through my course, so this act of sending this letter to you may well be suicidal (to my grades), or at best, foolhardy. But I would prefer to think that the better judgment on the part of senior management would prevail.

Yesterday’s class broke the camel’s back for me. I had intended for this open letter to be sent after my course is over, but I believe this should not wait.

Why would your lecturers deliver such messages/materials/assignments to us :

1. referring to the ECE teaching community as “caregivers”?

Shouldn’t the lecturer be taking the effort to propagate a more positive term like “ECE educators” to us wide-eyed, eager trainee teachers? While the whole ECE sector, particularly AECES, is trying hard to move away from being perceived as merely caregivers in the eyes of parents here and thus, the negative connotations which come with it (low salary for ECE teachers being one), your lecturer had chosen to feed us this term. The argument for this choice of word was that the “textbook I am referring to uses it”. Are those Powerpoint slides that troublesome to change? Surely, the role of the lecturer ought to be one of taking the joint leadership to propagate the ECE field in the best light, be it in class in front of new trainees or elsewhere, shouldn’t it?

2. telling us at the start of a module that we will not be good teachers upon completion of our course because it is a crash course?

Now, why would a lecturer put such a caveat in front of the trainees? To motivate? Hardly. Coming from a person from the same teaching fraternity, this comment to young trainees seemed most odd.

3. assigning us the task of designing a childcare centre from scratch, or drawing up a snacks menu?

May I ask how would these tasks help me as an ECE teacher? Both assignments are clearly outside the bounds of a typical ECE teacher’s responsibilities when they are in-service, which therefore begs the question. “Why are we being given such an assignment in the first place?” Are there not more relevant tasks that could have been assigned to us that would help us be better practitioners when we graduate?

These are but 3 examples of what we have been “taught” todate.

I therefore ask this question:
Have both the materials/contents and the quality of the lecturers in your institute been screened and vetted by you for proper relevance and for professionalism? Just because these materials have been used in other institutes or that the teaching methods had been deployed elsewhere (such as “show & tell”) do not mean they qualify to be applicable in the context of an adult education environment. Your institute is the sharp end of the arrow in helping the ECE field upgrade itself, and in so doing, reduce the large turnover and dropout rates that seemed endemic today. I am sure the Ministries overseeing ECE would readily agree.

I am hopeful that this open letter will bring some insights to you from the eyes of one of your students (read, ‘customers’), and thus, initiate a review of your course for the better, if not this year then perhaps for the next cohorts to come, for the good of the ECE sector as a whole. Otherwise, the next open letter may well be titled “Did I Really Pay $10,000 for this ECE Course?”

Sincerely,
George Lee
NY-SD-A2

ACJC Girl Gets Tied Up by Friends..

What has become of our girls and boys in schools (in this case, mostly girls)?

Is ragging a dinosaur that has no place in our school system in this day and age? How would you feel if this schoolgirl was your daughter?

Wikipedia defines ragging as..

"Ragging is a form of abuse on newcomers to educational institutions. Some senior students force the unorganized newcomers to undergo several forms of mental, physical and sexual abuses. The juniors are usually too frightened to resist their organized group of tormentors."

Here's the recent ACJC version..

http://alvinology.wordpress.com/2008/11/13/acjc-girl-gets-tied-up-and-tortured-by-friends-celebrating-her-birthday/