May the force be with you

It started innocently enough. Earlier this year, my cousin gave us the complete digitally remastered Star Wars in a 6-dvd set. What we didn't expect was that it would spark off a Star Wars frenzy in Andre, to the extent that it dethroned even his beloved Lord of the Rings. Almost all of his daily tv quota thus far has been dedicated to reliving Star Wars episodes 1-6 in turn.

Every other day, I'll hear emanating from the screen, the original, ultimate climatic scene, which Andre loves to ham up:

Luke Skywalker: You killed my father.

Darth Vader: No (heavy breathing). I am your father.

Luke Skywalker: Nooooooooooooooooooooooooo!!!!!!!

I was not a Star Wars fan growing up but I can see why it's every boy's fantasy. Flying, fighting machines, sleek robots, oozy, slimy creatures and of course, the fabulously cool light sabres.

I don't allow the purchase of any toy weapons in our home so Andre decided to fashion his own light sabre, using an empty shuttlecock tube and a part from a kids' basketball game set. Quite ingenious, I thought!

Last week, I found him recreating scenes from the Star Wars movies using Kenneth's stack of flip chart paper and coloured markers.

This is Attack of the Clones:

A New Hope:

Some close ups of key characters:









Alamak, somebody needs to work on his spelling.







Star Wars has its unexpected side benefits. Andre is always lamenting over his diminutive stature but recently, he told me, "Now I feel better about being small."

"Why is that?"

"Yoda is small but he's the wisest and most powerful."

The truth you speak, my young Padawan.

"Size matters not. Look at me. Judge me by my size, do you?" - Yoda (The Empire Strikes Back)

Officially a teenager!

Lesley-Anne celebrated her 13th birthday on Saturday. It was a simple celebration with dinner at Sushi Tei on Friday, followed by ice-cream at Swensen's.

On Saturday, my sister and brother-in-law came over for a simple meal and we had a chocolate fudge cake. Just as Lesley-Anne had requested, most of her presents were books. I overheard Andre comment, "Hah? All books? Not a single Lego brick??" (Obviously to him, that was a complete waste of a gifting opportunity.)



How did my little girl become a teenager overnight? Lesley-Anne now wears the same shoe size as I do, and she can borrow my blouses (though we obviously have different tastes in styles). In the blink of an eye, she's now 13, though in my mind, I will always see her in her fresh new p1 school uniform and two pigtails, all of 6 years old.

Actually, Lesley-Anne becoming a teenager isn't a very drastic transition. A family member once commented that Lesley-Anne was born a teenager. That's because she has always been very mature for her age, thinking and saying things beyond her years.

Even as she reaches adolescence, I know we will continue to have our mother-daughter fights and there will be many times when we cannot see eye to eye, but her intelligence, level-headedness and uncanny sensitivity to those around her never fail to amaze me. So here's my message to her: May you never sell yourself short, always grow in your spirit of care for others, and know what a blessing you are to your family and friends.


Happy birthday, baby girl!

Let the little children come to me

Both Kenneth and I are first generation Christians in our families, meaning we were not born into Christian families and made the decision to become believers on our own accord. Like many Christian parents, we sometimes worry that our kids may not be as convicted in their faith because they had "inherited" it, so to speak.

For Andre especially, God always seemed more like a fairy tale - someone he hears about on Sundays and in school, but a little detached from his everyday life. Even though we say prayers at bedtime, his tend to sound a little like a wishlist, as is typical of many kids. Something along the lines of "Thank you God for a wonderful day, please help me with my studies and my badminton."

At some point after Easter Sunday, something changed. I'm not sure what or when but it started with me finding Andre reading the children's bible on Tuesday. We've had this bible in our home since Lesley-Anne was a baby but he's never been very interested in it. He then asked me about certain bible verses and where he could find them.

Yesterday, I came home to discover him totally engrossed in the bible during his play time (this last point is significant because play time is usually sacred to Andre - reading is work!) I still didn't know what to think. Then that night when I went into his room, he eagerly brought me the bible. To my wonder, I realised that he'd read it cover to cover in two days. As he flipped the pages, he excitedly recounted each story to me.

These are all stories he has heard before but for the first time, I could tell that they held meaning for him. Over an hour or so, he earnestly shared how God had worked in the lives of Jacob, David, Daniel, Joseph, Jonah, among many others. His childlike enthusiasim was infectious - through him, I experienced once again the fervour and fire of someone who had just discovered the marvel of a personal relationship with God.

He asked me many questions about God and his prayer that night was completely different from those in the past. I almost felt like I was listening in on a private conversation. I won't repeat it here because that would be disrespectful to him but it was touchingly heartfelt and personal.

There is no way to describe how I felt, no words can do it justice. When you see the hand of God touching your child, it's simply magical. I don't know if it was sparked by prayer over many years, the school's influence or something that someone said to Andre. I only know that it was the perfect Easter present, and as always, given in God's perfect time.

"I praise you, Father, Lord of heaven and earth, because you have hidden these things from the wise and learned, and revealed them to little children." - Matthew 11:25

How to fit a boy into an education system made for girls

Last week, I received a call from Andre's teacher telling me that Andre had been playing with his pens when he was supposed to be doing his math corrections.

Perhaps I should first paint the background. Every year without fail, I would receive calls from Andre's teachers telling me that Andre had been talking in class/not doing his homework/not bringing his books. I begin every school year ever so hopeful, praying that the year would be different but this dream has so far remained a pipedream.

The complaint call I mentioned above was the third this year (and we're barely into April!) It has gotten to a point where I can feel my blood pressure rising just hearing the teacher's voice. I appreciate that she's being conscientious and concerned but honestly, I feel that teachers are getting slightly too gung-ho about calling parents. I don't want to trivialise the matter but if playing with pens in class warrants a call to parents, she might as well put me on speed dial right now because I can guarantee I'll be hearing from her a lot more.

One of my friends previously remarked, "the Singapore education system is designed for girls." Of course it's a generalisation but it pretty much hits the nail on the head. Our system stresses compliance, following of detailed instructions and neat, structured work. Guess which gender tends to thrive better in such an environment.

Before all you mums of angelic boys and wayward girls protest, let me stress again: it's a generalisation. Much as I dislike gender stereotypes, having spoken to many mothers, I've discovered that for the most part, the kids who struggle to cope in our school system tend to be boys. The most apparent difference comes from parents who have both sons and daughters. Most of the time, the girls fit in better than the boys. My own personal experience attests to this - in all of Lesley-Anne's six years in primary school, I never received a single complaint call from any of her teachers.

I remember last year, Andre recounted to me most indignantly, "the teacher let the girls go for recess first AGAIN!"

"Why was that?"

"She said they were quieter."

"Is it true?"

"Yeeesss... but STILL!!"

My frustration arises from the fact that when teachers call me to complain, I feel helpless because there's a limit to what I can do. I've tried persuading, scolding, counselling, screeching, even pleading. Each time, Andre seems remorseful and repentant, and he accepts his punishment like a man, without whining or complaining. But I know the effects are temporary because it's like trying to tie a squirrel down. For him, having to spend hours at a go, quietly doing focused seat work, is challenging. It's too much to hope that there won't be a lapse every now and then. I can only keep praying that the lapses will be fewer and further in between.

Meanwhile, I'm tempted to tell the teacher, if you're waiting for Andre to turn into a good little girl, don't hold your breath.

I didn't want to turn this post into a whine so on the upside, I'm so thankful Andre discovered badminton. He attends badminton training with his good friend Paul, who's very similar in temperament to Andre. Last week as Paul's mum was observing them, she commented, "they're happiest when they're on the court."

It's true - when they're playing badminton, you can see their joy and utter abandonment. No matter how stressful it gets, our kids have this outlet a few times a week to release the tension from the constant grind of studying and help them recharge. That's truly something to be grateful for.

Cor blimey, it's a fish pie!

I was aimlessly browsing the Internet for new Western recipes to expand our very limited repertoire when I stumbled across this BBC Good Food recipe for fish pie. Fish pie is the quintessential British dish, arguably as emblematic as fish and chips or bangers and mash. Just the other day, I was at Marks and Spencers and noticed that they had a new selection of ready freezer foods, including several types of fish pies (and a very yummy looking sticky toffee pudding but I digress).

It was the picture on the website that convinced me to try it. My family loves practically anything with a cream sauce like pasta and gratin. Plus it was a one-dish meal which is always attractive for busy people like us!

So I gave it a go two nights ago, adjusting the recipe to suit our tastes (and ingredients that I had). Usually, I'll need to repeat and alter recipes a couple of times to get them just right but amazingly, this one turned out to be practically perfect the first time. Lesley-Anne and Andre loved it, even Kenneth, the biggest critic, declared it "very credible".

So readers, here you go - my fish pie recipe, complete with pictures. Please note though that the ingredients and method I've listed are only for the pie filling. For the mashed potato topping, check out my shepherd's pie recipe.

Ingredients

400g skinless white fish fillet (I used frozen sutchi fillet)
400g skinless salmon
500ml milk
2 stalks celery, roughly chopped
1 small onion, quartered
2 bay leaves
small bunch parsley, leaves only, chopped
50g butter
40g plain flour
50g cheddar , grated
paprika
black pepper
salt

Fish pie

1. Poach the fish. Put the fish, celery, onion and bay leaves in a large pot. Add paprika, salt and pepper to taste. Pour the milk over the ingredients and bring to the boil - you will see a few small bubbles. Reduce the heat and simmer for 8 mins.
   
   
2. Lift the fish and celery onto a plate and strain the milk into a jug to cool. Flake the fish into large pieces in the baking dish. Add the celery.
   
   
3. Scatter the chopped parsley over the fish.
   
   
4. Make the sauce. Melt the butter in a pan, stir in the flour and cook for 1 min over moderate heat. Take off the heat, pour in a little of the poaching milk, then stir until blended. Continue to add the milk gradually, mixing well until you have a smooth sauce. Return to the heat, bring to the boil and cook for 5 mins, stirring continually, until it coats the back of a spoon. Remove from the heat, season with salt and pepper, then pour over the fish.
   
   
5. Preheat oven to 200 degrees celcius. Pile the mashed potatoes on top of the fish mixture, leaving no gaps. Sprinkle with cheese.
   
   
6. I love the extra zing of paprika so I usually sprinkle some on top.
   
   
7. Bake for 30 mins or until top is golden brown.
   

The result is a very creamy, succulent and hearty pie. It's also relatively healthier than its meat cousins because it's all fish and I added celery for the veg. Although the original recipe calls for full cream milk, I used low fat milk and it was still tasty.

Fish pies are extremely versatile because you can substitute many of the ingredients. You add use prawns or scallops in place of some of the fish to have a seafood pie, similar to what some cafes here serve in individuals portions. Some recipes I've seen add carrots, peas or corn, basically whatever you like!

Jumping on the 'band' wagon

CCA is considered a very significant part of secondary school. It's taken very seriously and the time spent on your CCA can almost be as much as curriculum time, especially if you choose a competitive one.

In primary school, Lesley-Anne was in the library CCA, which she never fails to blame me for. The story behind it was that she was in p4 and had just gotten into GEP. I was worried about the upcoming workload and so urged her to take up a light CCA. Since she wasn't into sports, library seemed ideal - just a couple of hours of duty a week and you perform them in air-conditioned comfort. Quite shiok right? Except she found it supremely boring. I guess wrapping and shelving books isn't exactly heady stuff.

So when it came to secondary school, I'd learnt the error of my ways (basically never make certain decisions for your kid or you'll never hear the end of it). "Go choose whatever CCA you want!" But old habits die hard and mummy always thinks she knows better. So while I didn't force her to choose any path, I couldn't resist planting some ideas.

You see, I always wished that I'd joined a concert band when I was in school. There's something very appealing about playing music as a group - it's a much more dynamic experience then playing solo. So I made the suggestion to Lesley-Anne, even nudging her to speak to my sister who played percussion in her JC band (which if my memory serves me well, was also instigated by me. Once a kaypoh, always a kaypoh.)

Quite to my delight, Lesley-Anne was rather taken by the idea and decided to opt for the concert band as a CCA. Such is the power of suggestion. Or maybe projection. She auditioned and was accepted, thanks to her music background. Initially, she'd wanted the flute but there was only one vacancy and it was quickly filled so she ended up with the clarinet which was her second choice.

Since the sec 1s are newbies, they take almost a year to learn their allotted instruments under the junior band. They stay back after school twice a week, 3 hours each time to have sectional practices as well as practices together as a band. Each section has its own music teacher and there is a main teacher who leads the entire junior band. When they have progressed sufficiently, they will join the main band towards the end of the year, to take over the outgoing sec 4s.

It's been about two months since Lesley-Anne started the CCA and she's enjoying every minute of it. She has already begun to play simple songs although I haven't heard her play as the students are discouraged from bringing their instruments home for now. When she talks about the band, her eyes light up - it's clearly one of the highlights of school for her.

I can see that the appeal is more than simply playing music. Being part of the band means bonding with a small group of like-minded students. The clarinet section (which happens to be the largest section) holds regular bonding sessions and activities, it's like a mini club and the kids form strong friendships. Eventually when the band enters competitions or plays in concerts, I can imagine the shared experience will only serve to strengthen ties.

Before I wrote this post, I asked Lesley-Anne, "So was joining the band everything that you expected it to be?" She didn't hesitate. "No. It's even better than I expected." Well, one thing's for certain - it sure beats library. Phew.

Ballet, piano... and exams

Lesley-Anne has had a hectic past two weeks. While other kids were probably enjoying the one-week break, she was busy preparing for her ballet exam (Grade 5) and piano exam (Grade 6).


What with starting a new school, new curriculum, tons of homework, demanding CCA, she ended up with little time to practise and it became a rather stressful period. Shakespeare claims that music soothes the savage breast but I'm sure he never accounted for ABRSM exams. Amidst the flurry of activity and frayed nerves, we wondered why we even made the decision for her to take both exams at the same time. In such situations, my reply is always: "It seemed like a good idea at the time."

Anyway, it's done! I thought I'd post Lesley-Anne's piano exam pieces so I'd have a record of them since she's probably never going to play these again in her lifetime. That kinda tends to happen to exam pieces.

The first piece typically is a fast one in classical style.



The second piece is a gentle, lyrical song. When I was doing exams, I tended to love second pieces as they called for less finger technique and more expression.



Finally, the third piece is a contemporary, rambunctious one that I love best among her three pieces. Maybe it's because it's such an antithesis to Lesley-Anne's character that it's fun to watch her play it!

Breakfast for Andre

Before school closed for the holidays last week, Lesley-Anne's Civics and Moral Education teacher gave the class an assignment - the students had to perform five different household chores during the week.

This was Lesley-Anne's list:

1. Hang laundry
2. Fold clothes
3. Sweep floor
4. Dust furniture
5. Make breakfast for Andre

As you can imagine, it was the last item that elicited the most excitement from Andre. At last, his sister was going to wait on him and his stomach was the beneficiary. A double bonus!

The menu: scrambled eggs and cheese toast. Andre went crazy with the digital camera (I think he felt he had to record the momentous event).

The final product was pretty credible, so much so that Lesley-Anne gamely obliged with scrambled eggs breakfast for the whole family yesterday.

And here's the happy gourmand!

More book recommendations for boys

As you know, I'm constantly scouring the internet for book recommendations for Andre. It's an uphill task as reading is not one of his favourite pastimes and the stories have to be able to capture his attention, make him laugh and not be too difficult.

The very helpful readers here have suggested a few titles (thanks so much!) and I've tried most of them, some with better success than others. There was one that was a particularly big hit, recommended by Lilian - Charlie Small.













Charlie Small is an 8-year-old boy who goes on a series of wild adventures and has close encounters with crazy creatures like a spitting Spidion (a cross between a spider and a scorpion). Andre was especially taken by Book 2 "The Perfumed Pirates of Perfidy" which featured, surprise surprise, a gang of cut-throat lady pirates!

The books are written in the form of a journal, complete with vivid illustrations which heightens the appeal. It's a series, I'm not sure how many books there are at the moment. The last I counted, there were five but I'm sure the author is still adding to the collection.

I was commenting to Lilian not too long ago that it seems like kids' reading levels are so advanced these days. They're reading Roald Dahl at p1 and below, by the time they're in p4, they're already into Artemis Fowl and Percy Jackson. I was slightly concerned when Andre was still into Beast Quest last year but then Lilian and I recalled that when we were in p4, we were still reading Enid Blytons! And we turned out fine in the English department.

So I'm not going to worry too much about the level of Andre's reading. Reading is not a race (the way everything seems to be in Singapore), there really is no compulsion to get to the difficult books in such a hurry. As long as he reads and enjoys it, that's good enough for me.

Education is not a business

A reader sent me this link a while back. Some students were forced to write letters of apology to their teachers for scoring below 85 marks in a maths exam. The principal justified the teacher's action and told Lianhe Wanbao that the purpose of the letters was to make the students reflect, and encourage them to improve their performance.

In a way, this post is long overdue - my thoughts on this topic date all the way back a decade or so when I was working at a local polytechnic, then a university. Most universities are run like businesses or at least pseudo-businesses. At the polytechnic, the Principal gave himself the title of CEO and he unabashedly said that running a polytechnic was akin to running a business.

I have fewer problems with this concept at the higher education level as these institutions have to be at least partially self-funding. However, it perturbs me to learn that more and more primary and secondary schools are also turning towards this direction.

These days, teachers are ranked against each other measured by KPIs (Key Performance Indicators). If their students don't perform up to par, then they drop in ranking. I assume this affects their appraisal and promotion prospects. Principals are also under pressure to keep up in school rankings (and not just in academics), hence they push their teachers to achieve better results.

Here's what happens when schools are run like businesses. Teachers become workers assessed and ranked according to quantifiable output. The principal is like the CEO, answerable to a higher authority based on numbers. Students become products, they are valued only according to the quantifiable output they can contribute, everything else is peripheral or redundant. Everything is reduced to numbers.

Therein lies the problem. When you run a business, the focus has to be on results. And preferably quantifiable results. Don't get me wrong, I think it's well and good to try and assess the effectiveness of a school. Afterall, we don't want ineffective schools and teachers.

But instead of seeing how we can better assess the effectiveness of schools, we run the schools to make them easier to assess. Do you see the difference? One tries to find the means to an end, the other changes the end to suit the means.

Education administrators love this because it's so neat, structured and orderly. But the problem is education is about moulding of individuals. And neither individuals nor learning is neat, structured or orderly. The process of education is not and should be like that of manufacturing, taking place in a factory.

If we take this route, there is no "business" value in helping a student overcome his learning disability or giving special attention to a child from a difficult family background because the outcome is not quantifiable. We're leaving it to the assumed social conscience of the teacher and the school to step forward in such instances. But realistically, ensuring A students continue to get top grades will likely get priority because it directly impacts on the teacher's KPIs.

There are so many problems with this model and it has frustrated me to no end that the authorities cannot seem to see it. I attribute this to the world's obsession with numbers. A degree in Finance or Economics is considered wow, so valuable. There's just something so finite and secure about numbers, we think they can't lie. But anyone who believes in the unquestioned objectivity of numbers is, well, to put it bluntly, an idiot. Numbers can be so easily manipulated or massaged to suit your own interests. Remember the financial crisis?

Financial people seem obsessed with reducing everything to numbers. I remember at the university, the Finance department implemented a financial IT system which made everyone crazy because it was so rigid it wouldn't allow for variations in anything. Basically, it suited nobody except the Finance guys because it enabled them to compute everything in neat, quantifiable categories. Instead of adjusting the system to cater to variations, they insisted that all departments adjust their output to fit within the given categories.

Using the same analogy, we need to adjust the means to suit the end, not the other way around. Education is not a business. It causes schools to ask kids who don't perform to transfer out; schools to focus on adding to their medal tally instead of character building; students to gauge their own self-worth by the marks on their exams; teachers to ask underperforming students to write apology notes.

Let's bring the focus of education back to its original goal - educating.

Let's hear it for art, music and PE!

I gave a little cheer when I read the headlines of yesterday's Straits Times: "Schools to develop 'soft skills' - Greater emphasis to be placed on physical education, art and music"

I can't provide a link as the online articles are deleted weekly and the full article is too long to post here. But for those who didn't read it, here's a condensed version reproduced from Straits Time online:

Focus on soft-skills

SCHOOLS will emphasise more on soft-skills such as creativity, innovation and global awareness to prepare students for work in a fast-changing and technologically advanced world.

The Ministry of Education on Tuesday announced that such skills will be stepped up through a range of strategies such as assessing them through project work other than pen and paper tests, increasing opportunities for co-curricular activities, more time for physical education lessons and placing greater importance on music and the arts.

The Ministry recognises that PE teaches student important life skills like team work and resilience and it will increase the time for PE lessons for Primary 1 and 2 pupils from 1.5 hours per week to 2 hours.

Primary 3 to 6 pupils will also attend 2.5 hours of PE, from 1.5 hours now. Sec 1 to Sec 4 students will attend 2 hours of PE from 1 hours now. These changes will be implemented in phases.

All new art and music teachers will be trained to teach only music or art so that they can specialise in the subject and improve lessons.

I think it's a step in the right direction. I'd previously mentioned how the Singapore education system is too overly focused on academic subjects, especially at the primary school level. It's not just about the number of hours allocated to art, music and PE. Right now, these are already at the minimal level but yet, they are constantly being cannibalised for more academic time. I've lost count of the number of times my kids have complained to me, "no art today, the teacher used the period for maths."

I've also heard many, many anecdotes of parents who enthusiastically start their kids on art or music lessons but gradually replace them with extra tuition or enrichment classes instead. Like it or not, these are generally still considered peripheral and almost always the first to be sacrificed.

A friend of mine once made a poignant comment on my Facebook account, which I'm taking the liberty to paste here: "I loved music and PE when I was in school but of course, they're never "important". I read somewhere 'when we teach our kids to draw, we're teaching them to see; when we teach them music, we're teaching them to listen.' Creativity and imagination are , in my opinion, far more impt than being able to spit out facts in record speed."

Isn't that what we need really? Not more kids who can work out algebraic equations faster than a calculator but creative individuals who can see beyond the end of their noses and listen amidst the cacophony of sounds.

As for PE, Education Minister Dr Ng Eng Hen acknowledged that sports allow students to acquire physical fitness and values such as self-esteem, teamwork, fair play and a can-do spirit. He also agreed to a comment from an MP that sports should be for all, not just for athletes who can win medals.

Sounds familiar? I've made all these points before on my blog. BUT the fact that they're finally publicly acknowledged by the authorities can only be good news moving forward. Hopefully with art, music and PE formally given more importance in schools, teachers, parents and kids will come to see these as so much more than just peripherals.

A moment of self-indulgence on International Women's Day

Most of my readers are probably not aware that my hubby Kenneth has a blog too. But it's not a social blog like mine, it's work-related. He blogs about training and management concepts which he finds fascinating (not to mention relevant to his field).

I'm the total opposite, I find management theories very dry. It's one of the reasons I never pursued my MBA when it was the hot thing to do. I'm more the "go with your common sense" type which probably won't be good enough for large corporations but works well enough for my little business.

But today, I'm going to introduce readers to his blog because *ahem* he wrote a tribute to me. When you have been married for 15 years, "sweet nothings" is more likely to mean not talking to each other at all! So we have to savour moments like these when our other halves actually make a deliberate effort to appreciate us. Here, most unashamedly, is the link to his post.

Incidentally, today is also International Women's Day. To all the great ladies I've met through this blog, take a moment to bask in the limelight because without you, the world certainly would have been a lesser place.

Let's change the way Chinese is assessed at PSLE

I've been mulling over the Chinese issue for a while now. When MM admitted publicly that he was wrong to assume that people could master Chinese with equal dexterity as English, I thought to myself, "Finally!"

Hordes of people will tell you that they've known this to be true for decades but nothing was done to help them. Just ask all my convent counterparts. Many of us only had tuition in Chinese, yet we continued to struggle with this subject. In school, I was always pretty good at my studies but I just couldn't master Chinese. We came to the conclusion rather quickly that you simply cannot become fluent in a language by swotting (we were all the jiak kantang types, our only exposure to Chinese was scolding from the characteristically fierce Chinese teacher for our total non-comprehension). Then came the inevitables - phobia, even extreme hatred, for the subject and the inadvertent sigh of relief when we finally passed the final compulsory exam for Chinese. No more Chinese!

Or so we thought. Sometime during the past two decades, China became an ecomonic powerhouse and there was a resurgent interest in all things Chinese, if only for pragmatic reasons. Suddenly, it was fashionable to be Chinese and in Singapore, more Chinese started realising the value of embracing their Chinese heritage.

In education, things changed too. The Chinese syllabus underwent several evolvements, slowly the focus shifted from the written to the spoken language, from mundane rote memorising to more interactive and relevant methods.

All this is great but you know what I found? Like me, my kids STILL struggle with Chinese. Despite all the changes in curriculum, the hard sell, the soft sell, my kids face the same problems I did 30 years ago. And this struggle has pushed them to the precipice of hating the language.

I thought long and hard about it and came to the conclusion that changing the Chinese curriculum is not enough to change the mindset of our kids. One of the biggest hurdles in my mind is the assessment approach, particularly in primary school. I find the issue less daunting in secondary school partly because the kids are more mature and also in secondary school, there is less pressure to ace Chinese. At the primary school level, for some inexplicable reason, instead of instilling the joys of learning and discovery, the kids are put through a rigorous channel aimed primarily at acing exams, culminating in the PSLE.

The PSLE is a strange animal. To do well in the PSLE, a child basically needs to ace or at least fare above average in every subject. There's no concession. You can't really do very well in one subject and hope to pull up bad performance in another subject, it just doesn't work that way. Because the scores are all in relation to others in the cohort, a bad grade in one subject completely drags your T-score down.

From where I'm standing, this is bad news for kids who struggle with Chinese. You see, unlike maths or science, I believe it's much more difficult to simply study your way into an A* for Chinese. In Lesley-Anne's GEP class last year, two very bright kids scored less than 245. Both have this in common - they are non-Chinese taking Chinese. It was the Chinese that pulled their scores down, despite having spent much more time on this subject than the other three put together.

I think this is such a shame and sends the wrong message. We should be applauding these kids for having the gumption to take up Chinese. Instead, we are basically penalising kids who for various reasons, their Chinese will never be on par as the Chinese nationals or those who speak Mandarin at home. There is another backlash - more and more parents, especially those who have been abroad, are trying to seek Chinese exemption for their kids for PSLE because they know it would be highly disadvantageous for their kids to sit for this dreaded exam. Our system is deterring them from even attempting to learn the language because unfortunately once you do, you will have to sit for the exam and God knows, your PSLE score can have such a great impact on your choice of schools and your future.

So here's my suggestion: if education authorities truly believe that Chinese cannot be "studied" so easily and want to promote the love of the language, then reduce its importance at the PSLE. Calculate the T-score based on either the four subjects OR the three subjects without Chinese, whichever is higher. The latter is what is currently being calculated for kids exempt from Chinese anyway so it's not new.

This system is fair for who can ace Chinese and for those who can't, without putting pressure either way. If the authorities are afraid that kids will then throw Chinese to the wind altogether, put a minimum requirement, ie you have to still pass Chinese. This is similar to the O level system. I think conversely, once the pressure to ace the exam is off, kids can focus on actually enjoying the language.

I think it could work - anyone from MOE listening?

Test your world geography knowledge

Kenneth has been urging me to post more about curriculum matters as he thinks parents are more interested in knowing what kids are learning at school. I don't know if that's true but I'm happy to give it a go. If you have any feedback on the type of topics you like to read on this blog, feel free to let me know.

It's more fun for me to post about secondary school curriculum because it's new to me. Almost everything that Lesley-Anne has been doing in school so far sounds interesting and refreshing.

Geography this term is focused on physical geography, including map reading. Below is the quiz that the students sat for (based on the given map) to test their knowledge of the topic. I'm also appending the answers below but just for fun, try the quiz before checking the answers to see how many you know. The numbers in brackets are the marks allocated to each question. The answers are below the map so don't scroll to that portion first.

1. Write the letter name and identify the mountain range located north of India. [2]
2. Write the letter name and identify the longest river in the world. [2]
3. Write the letter name and identify the mountain range located in Russia. [2]
4. Identify the continents labeled A and B. [2]
5. Write the letter name and name the ocean nearest to the coldest continent. [2]
6. Identify Sea C. [1]
7. Write the letter name and identify the capital of Australia. [2]
8. Write the letter name and identify the capital of United States of America. [2]
9. Identify Country D and E. [2]
10. Identify line X, Y and Z. [3]



Answers:

1. P, Himalayas
2. H, Nile
3. W, Ural
4. A: Africa, B: South America
5. K, Southern
6. South China Sea
7. N, Canberra
8. L, Washington DC
9. D: The Philippines, E: Japan
10. X: Equator 0 degrees, Y: Tropic of Capricorn 23.5 degrees, Z: Arctic Circle 66.5 degrees

Maths mummy retires

I realise I haven't had a maths post in a long time which is kind of ironic since at one point, I think my blog was primarily about maths.

There's a simple explanation for this: maths was Lesley-Anne's stumbling block and I had to be actively involved to guide her through the subject so that she would be sufficiently prepared for PSLE. Now that the PSLE is over, I'm off the hook!

This is not to imply that Lesley-Anne has magically grown some mathematical DNA overnight. It's just that the transfer from primary to secondary school seems to have sparked a switch in my brain - primary school: Mummy On, secondary school: Mummy Off. I don't know what it is but I feel like at secondary school, the child should be mature enough to learn on her own and make sure she meets her deadlines. Mummy's role is now purely functional, ie see that she gets three square meals a day (well, one is in school so that's two) and that she gets enough sleep.

This mental switch is quite strange - it impacts me not just intellectually but affectively. I mean, Lesley-Anne came home with a 6/10 for her maths quiz and I was quite unperturbed, in fact nonchalant. My response was, "Do you know where you went wrong? You gao tim (handle) yourself, ok?" In other words, her not getting great results doesn't even stress me out anymore. Somewhere in the illogical region of my brain (maybe the part that controls food), I assume that she'll find a way to manage.

Maybe there's another reason for it and that is, I couldn't help even if I wanted to. If I thought primary school maths was tough, at least I could get away with drawing cutesy models and working out problem sums with narratives like "Ali and Ahmad have 25 balloons between them". How fun is that?

In secondary school, maths is serious business. Here are two samples of the no-nonsense questions from one of Lesley-Anne's math quizzes:

1) Given that 450 = 2 x 3² x 5² and 2625 = 3 x 5³ x 7, find

• the largest common factor of 450 and 2625
• the least common multiple of 450 and 2625, leaving your answer in index notation
• the smallest positive integer n, if 450n is a perfect cube
• the smallest positive interger m, if 450m is a multiple of 2625

2) Find a three-digit number A such that A + 17 is divisible by 15, A + 77 is divisible by 25, and A + 107 is divisible by 35.

Imagine a big, neon question mark above my head. What happened to all those fictitious names, the transferring of women and men into Halls A and B, and time taken to walk from playground to library? Sorry, this is secondary school. No more Ahmad and Ali. Didn't you hear? Maths is about NUMBERS. And PS, I have no burning desire to know the answers to the questions above so please don't email me.

After each topic, the teacher gives a quiz to test that the students understand what they have been taught. Those who score less than 6/10 have to attend maths remedial for that topic. I think it's quite a good system as the remedial sessions zoom in on specific topics rather than on specific individuals. After all, some kids may have difficulty only in selected topics.

And while we're on the subject of maths, Lesley-Anne called home sometime in January, informing me that she had been selected for Maths Olympiad training. She couldn't stop giggling as she told me. I asked her several times, "Sure or not???" She attributes it to her superior tikam skills on the MCQ diagnostic test ("Hmm... so many Cs, I think I'll colour a B...")

I let her go for the two-hour weekly training sessions, figuring hey, free maths tuition, why not? She's since been having thoughts about dropping out as she claims she has no idea what the teacher is talking about.

Bring back Ali and Ahmad, I say!

A tiger story to usher in the Tiger year

Secondary school means the introduction of new subjects, notably the humanities, which is a big attraction for the very much humanities-inclined Lesley-Anne. It's still early days yet but so far, she has been enjoying the lessons, especially geography.

Under history, Lesley-Anne has already done one assignment which I thought was pretty interesting so I'm sharing it here. The assignment was to pick an object which had historical significance to the student's life or family and write about it. The writeup had to cover the item's significance, student's reflection, and challenges faced in doing the assignment.

Here's what Lesley-Anne wrote, verbatim.

History Around Us


My item is this photo of my great-grand father and his hunting party with their hired worker behind the tiger they just hunted. This took place around the 1930s. At that time, many tigers, which were said to have swum to the island from Johor, used to roam Singapore. However, they could only be found in the old Chua Chu Kang Village, thus making it a popular hunting ground. Many people would think that the ones in danger would be my great-grand father and his hunting party. However, they do not know the full story.

The ones that were actually in real danger were the hired odd-job workers. Their job is to track down. When the tiger was found, they would start making loud noises to confuse it and chase it to the designated location, which would be where the hunting party was waiting. Then, one member of the hunting party would shoot the tiger on arrival. The process of tracking the tiger could sometimes take up to a week, hence the hunting party often camped out near the site.

My great-grand father was also the friend of the sultan of Johor. This resulted in his hunting party being granted permission to hunt, not only in Singapore, but in Johor as well. Back then, hunting was considered a sport meant only for the rich. This was because a lot of money was required to buy weapons, hire workers and last, but not least, the photographer. My great-grandfather’s hunting party was quite well-known at that time. A photograph of his hunting party was recently featured in the newspapers. However, it is unknown to us how the press managed to acquire the photographs.

This photograph is special to me as my aunt and grandmother would often show me this photograph and tell me about my great-grandfather when I was young. My family and I find the photograph very fascinating as it lets us get a glimpse of what life was like for my great-grandfather back then. We also like the fact that it shows Singapore before the Second World War just as she was developing.

Through this assignment, I made use of my interviewing skills as I had to interview my aunt and grandmother to get the information. Some difficulties I faced were trying constructing the interview questions to make sure I get actual facts for answers instead of opinions and assumptions. I also found out about my weakness in time management. I found it quite difficult to find time to work on this project whilst juggling many other activities and my busy school life. However, in the end, I’m glad that I managed to pull it off and I’m extremely happy that I managed to learn more about my great-grandfather and his life back then.

I thought this was a very interesting assignment as it helped bring home the relevance of history in the students' lives and made them reflect on their past. Lesley-Anne scored 16/20 for this project which I thought was a credible result for the first try. Her use of language is very simple but I think the teacher only marked based on content.

The humanities is definitely an area of interest for me as well. Looking ahead, I will probably be blogging about some of Lesley-Anne's lessons and curriculum so I've created a new label called "humanities" (duh) which will cover language arts/literature, history and geography.

"All the better to eat you with, my dear"

Life through the lens of a nine-year-old:

While we were visiting an elderly relative's place during Chinese New Year, Andre had to use the bathroom. As he came out from the bathroom, his eyes were wide as dinner plates and he whispered to me urgently, "There's something in the water!"

"Aiyoh, what?" I dismissed impatiently.

"It's TEETH!"

I hastily explained that this was not a ghoul house that kept body parts... after I'd stopped giggling. I'm not sure if he was more relieved or disappointed that his gentle 80-year-old grand-aunt wasn't really an ogre in disguise.

Well, artificial body parts can be pretty cool too - just look at Darth Vader. Happy New Year!

Chinese New Year in pictures

Chinese New Year is tradition, festivities, noise, colours and celebrating the fullness of life in all its glory. And because a picture is worth a thousand words, here's several thousand words' worth of what Chinese New Year is like in our household.


























A big part of Chinese New Year in our household revolves around food, largely thanks to the fantastic culinary skills of my mother-in-law. It involves feasting so major that it is customary to stagger away from the dining table feeling extremely tight around the waist.

The pictures are but merely a small sample size of the spread that was offered during the first three days at my mum-in-law's place. Other unsung, unphotographed delicacies included butterfly prawns, yam basket, kung ba pao, lotus root soup and stir-fried bamboo shoots, all greedily lapped up before the idea to take photographs could surface.


A rip-roaring Year of the Tiger to all my readers and may your plate of blessings never be empty!