Thursday, September 30, 2004
Some problems about myself, school and the education system
I'm feeling really downright stupid and inferior right now. Everyone around me, with regards to their prelims results can now be broken into two categories. The first being they're better than me, the second being they're on par with me. I attained new highs for subjects like chem and econs, but with everyone else improving so much, while I'm considered downright mediocre. The moderations will work against me, I think... PSC and any foreign universities who look at my prelim grades will most likely dismiss me off even though the teachers might predict 4As.... I shall discuss this in great detail later when all marks are in and all moderations are done. I've really no mood to do revision, I've either no momemtum for the arts subjects, while too much momemtum for the science subjects. Perhaps it's more of my own miscalculations in terms of strategy... I was neither complacent nor efficient this time round... can't stand myself now. I really dunno how to answer to my mother, and some of my peers (NOT from 33) and teachers who think highly of me.... To be continued..
The number of latecomers has surged dramatically to the hundreds thanks to the college times being brought forward by ten minutes, regardless of whether they're yr1s or 2s. I really don't see any rationale to the admin's decison. Will it help make up time for the 5-day week? PDPs now face a challenge of rescheduling their trainings/meetings, never mind. But why pushing the times earlier, like from 0740 to 0730? I don't see any difference. I do not see how it creates efficiency, or perhaps, positive externalities in production. I do not see how students can end school earlier, or to able to complete the syllabus not in a hasty manner. I'm a graduating student and hence I don't really give a damn now about following school rules. 5-day week? OK...... but earlier college times?.... pointless....
Mr Tharman just introduced radical educational reforms recently. "Study less, learn more" is the recent punchline of the day coined by PM Lee, that even Mrs Ivy Lim refused to conduct remedials thanks to him. In the first place, how're we going to learn more when we study less. When the MOE first reduced the syllabus in 2000, there came in PW. There came in the concept of 'independent learnining'. Because of this, students have to take their own initiatives to learn themselves, and to 'learn more'. So the Ministry perceives that with a reduced syllabus, the study less at curriculum time. However, with so many shortcomings in the reduced syllabus, which is so significantly witnessed in the humanities subjects, students in the end have to slog harder to find their own resources (if the teachers don't give enough) and as usual, back to square one of 'stress'.
Look at TJ's history department. I quote Mr Bala as "If you don't read your reading, if you don't find your own stuff, be my guest." Taking history as an example, Cambridge gives a syllabus too brief and ambiguous, and provides an endless list of books to refer to. Hence, history tutors all over Singapore wonder what'll really be tested in Cambridge papers, and end up trying to desparately to fill up the gaps in the various topics, and in sheer horror realise that they forget to teach their students an important issue. (For example, the Belgian crisis of 1914 over the events leading to Belgium's neutrality being trangressed by Germany was not really considered a significant topic [which appeared in N2003 source based]; and Mr Thompson said that all history tutors in Singapore unanimously agreed that that question "stinks".)
Also, when MOE introduced their thinking skills element in their reduced syllabuses, what they didn't know is they actually raise the stress level of the students even further! While in the past students would worry about missing out a point in their answer scripts, now they worry about how to hit a certain "level of response" in their answers! The Combined Humanities at O Level and the Case Studies component in A level Economics is a good example of this. Though these componnents actually encourages students to be further integrated and more aware of the real world around them, they actually make students loathe the subjects even further just because the questions are too difficult. (Like TJC's "Interest Rate Fallacy" and Cambridge's Bank of England for Economics) Teachers have to undergo even more hours of retraining and they themselves struggle with uncertainty over how to teach, and how to really help their students make the fullest advantage over such questions. In the end, students (who are responsible) end up studying more (and perhaps, learning more).
I hence believe that studying and learning is of a direct relationship at present. If the MOE wants to fulfill an inverse relationship, they must further explore more alternatives to fulfill their aims. Reducing the syllabus and increasing the number of teachers is not enough. Firstly they perhaps should consider the mode of assessment done in polytechnics and universities for their mode of assessment ensure that the passion in students with regards to the subject, despite having have to study a huge chunk of information, will never wither. The current assessment methods, like the levels of response in the humanities subjects, kills the passion of students in the humanities, making them feel only to aim for a certain "L5" answer rather than exploring the true nature of the subject. This is also similar in the sciences where SPA frustrates students further and introduces even more regimentation in the field of laboratory-based learning. The word "regimental" is something all students loathe indeed.
I'm not saying that these assessment methods are absolutly ineffective and unbeneficial. These methods are actually good methods, for students who do survive appreciates the humanities at a higher level; but it is how the MOE considers the benefit in the long run. Exams, if set in the wrong manner will kill the passion in students. Students can only do well if they have the passion and drive towards the subject. While the MOE advocates "study less", they must be sincere towards it. They should let students do things their own style. Let them set the standards of these subjects through alternatives like projects, debates and field trips; while teachers play the role of the mentor. If all of these in the end help students to "study less" for their exams, then the more go ahead. The MOE is now treading on thin ice. Any shortcomings in their reduced syllabus, will only 'kill' the passion and dynamicism of our students today, and will only defeat the true purpose of education which is to encourage society to understand and have an interest in a field of their own interest. We want open-minded children, NOT indoctrinated robots.
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zeligdhilee breaking the MUSIC.
18:44
Saturday, September 25, 2004
The two parallels of Friendster -- a tale of two principals
Friendster seems to be getting liven' up following the prelims. Nevertheless, I'd like to take this opportunity to talk about something peculiar I've witnessed in this online network. Friendster aims to "connect people through networks of friends.", as quoted from their mission statement. In fact, many users of Friendster has used this network as a platform to gather online users based on a common interest or idol, from sports, schools, countries, political leaders to even principals! Now this is where I'll be basing today's article on. It's about two different principals being featured on Friendster, whom I assume the account has been created by anonymous students. These two principals are friends of each other. One runs a top five JC (and soon to be IP), and one runs a SAP school. One was then a principal of a secondary school in the west while the latter was just a humble chemistry teacher who sets papers which are even nastier than the teachers of TJ. One is venerated in Friendster, while the latter is lambasted in Friendster.
I shall now talk about Mrs Lim from TJC and Mr Yue from my alma mater, Chung Cheng. Mrs Lim is known as "Lai Cheng" in Friendster, with 91 friends and 3 testimonials, while Mr Yue is unfortunately possesses an "Anti-Yue" movement with 220 members with 35 testimonials. So... this seems interesting. Both principals are high-achievers in the education service. Both ensured that their respective schools garnered the Singapore Quality Class. Both know each other. Both are married. Both do go online. But why is one respected while the other hated?
The way principal sets a school's strategic goals, and how he is able to gain the mandate of his/her strategic goals from his fellow staff and students is often crucial to how the school is going to function. When he/she sets such strategic goals, it must ensure an equitable and smooth benefit for teachers and students alike; and it should not in one way affect any teacher or student's passions or interests. It must ensure that everyone regardless of their ability is able to cope well with it. Lastly, it should encourage a holistic development of the student and a holistic progress of the school, not merely on paper but in actual practise. A good principal must be able to gain a confident mandate from the school, and be sensitive to the views/opinions which may be helpful in attaining the strategic goals of the school.
Mrs Lim has created the slogan of "Passion, Purpose and Drive"; while Mr Yue has "DEBEST" (Developing character, Energising curriculum, Building capacity, Empowering staff and STrengthening partnerships). Both slogans has equally captured the essence of what an all-rounded and holistic development of a school. So this boils down to HOW the strategic goal is carried out. Now consider the following scenarios:
CASE 1: The struggle for academic excellance
LIM: Plays inspirational videos of Olympians, showing their never-give-up attitude. Shows the results of current and previous batches, yet never makes reference to any rankings or value-added awards. Advises TJCians to find out more about themselves and reflect more on their needs. Identifies the wide education system, showing inferior routes (like retention and poly) rather as a positive, beneficial choice. A former GP tutor, but leaves job of improving academic results to the experienced, dedicated TJ tutors.
YUE: Shows data of past year results, and emphasies heavily the importance of the school's rankings. Constantly complains about the insufficient percentage distinctions of the various subjects. Has personally interfered in academic departments, like helping to teach chemistry. Has worked reasonably well for chemistry but his ranking-oriented, ambitious behaviour overshadows any positive acts.
CASE 2: The struggle for free speech and reforms
LIM: "I'm all for radical changes", said to me when I spoke to her following an SPP-related workshop which encourages SPP students to plan projects to reform the school. Her "invisibility" in the online forums gives TJCians courage to voice out any problems about the college without getting into trouble. (for they can use nicks) Healthy relationships with the Student's Council. (SPP = Scholarship Preparatory Programme) Reforms either in the JC or IP system are speeding up. The stage under LT1, as well as the tent outside the canteen, were set up following SPP suggestions. Also gate-closing times were extended willingly when students asked for it.
YUE: Juniors tell me that despite a platform for free speech is provided, most of the views are largely ignored and rebutted heavily. Student's Council tries to maintain healthy but ambivalent relationship. Some councillors don't really like the way the school is run. Maintains a domineering presence in the online forums which is restricted only to students where they must identify themselves.
CASE 3: Use of scarce resources
LIM: Whilst understanding the limitations of being a government college, the mechanism of keeping costs down seem to be handled more by the Operations Manager. For Chinese New Year Celebrations, the traditional floats were replaced with bazaars to encourage the raising of funds for the needy. Traditional floats, a former TJ tradition were impermanent, hence a waste of valuable resources like paper, etc. The canteen and toilets were upgraded, and the toilets function on a sensor system hence reducing the electricity bill.
YUE: Being government-aided seems to be an excuse. While splurging heavily on a performance at the Esplanade theatre this year to commemorate the 65th school anniversary, rumours suggest that the school is making losses due to the high operating costs of renting the theatre. Meanwhile says that it's not financially feasible to air-condition the grand auditourium.
CASE 4: Staff relationships
LIM: In general most tutors are fine with her policies though some are not very happy as well. Students kept out of staff politics so I myself as a student don't know much to comment about it.
YUE: Some teachers disgusted by his ranking-oriented approach has either resigned, exiled or transferred themselves, hence a great loss of talent for the school. The rest just try to conform. A quarrel with a prominent teacher in mid-2003 led to her exile, and perhaps a turning point in his popularity ratings.
CASE 5: Non-academic achievements
LIM: Basks in the glory of TJ's strong performing arts and sports culture. Gives praise and encouragement regardless of the acheivements. Has done well here.
YUE: "Today I'm proud of Chung Cheng. Tomorrow Chung Cheng is proud of me." is the punchline. Has also done equally well here in terms of moral support. Apparently, it is visible that students do not really like him in terms of academic and discipline-related policies. No complaints about this case.
CASE 6: Handling the media and the outside world
LIM: Often ensures TJC is well-covered in the media as it can be used as a tool to attract prospective students. Such aggresive media coverage ensures that TJ is one of Singapore's most popular JCs. However, a small minority calls her a "Media Whore" for her actions, failing to understand the harsh reality of competition from other colleges and polys.
YUE: Being a SAP school, he ensures a partnership with neighbourhood schools to encourage inter-racial cohesion. Unfortunately when he invites speakers in career talks, NYJC, Chung Cheng's brother school gets neglected. Whenever I speak to Chung Cheng students in TJ's JC and IP open house, they always bring me bad news. The latest news I heard is he's not very happy with sec 2 students trying to get out of the school into TJ and VJ's IP.
CASE 7: Discipline
LIM: Since JC students in general are well-behaved there's nothing much to do here. However in March this year she warns the student body against transgressing school rules fearing the image of the school being affected. The student body nearly thought that she has a split personality leading to a heated debate in the forums but it's all over anyway.
YUE: Creates the "Six Classroom Unacceptables" slogan which has been met with contempt from most students. Viewed as too excessive. Students with poor disciplinary and academic records get threatened with expulsion rather than compassion and understanding. Is the paparrazi of classroom cleaniness, decorum and vandalism, hence leading to the "Big Brother" mindset of students in general.
Enough said this time round. Now you know why two equally successful strategic goals get a completely different response. That is why parents when choosing schools often believe in looking at who's on top, making it a significant factor apart the normal school achievement indicators. Actually, there's nothing that bad about Chung Cheng. Chung Cheng has a great school spirit, dedicated and patient teachers, but it just takes ONE principal to alter the school climate of all. This shows how powerful an effect the person on top of an organization can have. Look at the leaders on top in the countries around the world. How they behave and act often alters their people's impression of how the country will be run. This goes the same for a school! Both principals are acting in the zest of helping the students and the school in general, but when they approach it in a different way, it shows how things that should be good turns out to ne bad. This is something most of the "Anti-Yue" testimonials have forgot to consider on, for they merely focussed on trivial points about he being "sissy" and "gay". Most of them perhaps, when writing their testimonials against him, were too emotional to the extent that they forgot the true reason of why they were even in the "Anti-Yue" club. Perhaps Mr Yue should learn something from how TJC functions, as Ms Norhsheha of TJC puts it to me when I spoke to her during the IP open house. She believes that the caring culture of TJ teachers apparently has a significant effect on Chung Cheng since it was carried upon by Mr Yang and Mdm Teo. Mr Yang was Mr Yue's predecessor, and was once a Physics cum VP of TJ. Life in Chung Cheng seems better with "a very good morning to all of you." Now you know why TJCians love TJ so much and CCHS students hate Chung Cheng so much. The standing of a school is indeed in the principal's hands.
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zeligdhilee breaking the MUSIC.
21:30
Thursday, September 23, 2004
Mutually Assured Destruction (Part 2)
I just threw away about 15 marks for this morning chem's MCQ... makes me feel stupid right? And I just realised something weird..... there's a tendency for students in TJ taking 4 subjects to curse more about the prelims (me included) than those with only 3 subjects. Well enough bragging cos' it's one more paper for me tomorrow....(maths s)....
Anyway, I just realised I loved history way too much. Well I don't find it very disconcerting to myself, but in vasudha's view, it might be. I thought it would be a bit of a good additive for my readers... Don't worry Vasudha. History won't eat me up.
Anyway this topic is again MAD, thanks to yesterday's Amazing Race. It was really that destructive as I thought it was be, though it seem cos' Chip/Kim seem to win the race without a fight, thanks to the other two teams' delayed flights. Starting from the 12th leg, all four teams actually appeared strong and in my opinion, Colin/Christie could only progress into the final three by grace of Linda/Karen who simply couldn't match the fitness level of Colin/Christie in the Roadblock. Nevertheless, it seem heartening to see Linda/Karen having progressed so far and having gone through so many challenges throughout the race. They're the best performing all-female team in TAR and they actually could've gone into the final three. They play clean, they play strong and I guess they're really great role models as the bowling mums out there! They were not destroyed though eliminated.
As for Brandon/Nicole, they've gone through several ups and downs. They deserve great respect for their immense faith in the Lord, taking the role of religious faith in a reality show to a new level. Though many of my peers out here find it a bit disturbing, but wouldn't it be good when one can assure oneself on a religious level that your god is always by your side, bestowing his blessings on you and making sure that you're safe. Brandon deserves greater credit for being able to rein Nicole, for his great ability to soothe his girlfriend in the midst of troubles, seen to dismiss a commonly-perceived fact that TAR is not for those undergoing relationships. (Look at Colin/Christie, Flo/Zach, Kelly/Jon and you'll know) From the caviar roadblock, to the indian brick dilemna up to the Canadian Winter Mountain Bikes, no other team would be able to recover from such frustrating and taunting tasks. Were they destroyed? No, though Chip/Kim in one way mutually assured their downfall thanks to the delayed flight.
Colin/Christie is indeed a controversial team to talk about. This team despite deserving credit for being a highly competitive team, they seem to give an impression of the traditional, conservative view of the man having the greater say than the woman. Look at Colin's commands being the "undisputed" one. I guess women's rights groups will hate him alot. Look at how Colin makes decisons. Look at how Colin gets mad when things get wrong, especially if it's of Christie's fault. Look at how Colin blames himself in the Phillpines. It is amazing, in my own view, how Christie is able to tolerate Colin's hot-tempered behaviour. I hope their future marriage will last long, since Colin said after the race that if they could survive TAR, they could have a better relationship. Nevertheless, nobody can deny how strong they were as a team. Winner of 6 legs and 6 holidays (could be worth 1 million), and Chip/Kim feared them even when he left the maze way ahead of Colin/Christie. Like what Chip has said, they're the LA Lakers, and they've very brainy. Colin's spirit has indeed sent nerves chilling on the final four indeed. The Yield never stopped them. Nothing can stop them. They may've gone abit MAD in this race but I hope MAD doesn't occur in marriage.
Chip/Kim is another controversial figure. They're the most scheming, tactful (though Colin/Christie were equally tactful as well) and deceptive. They're team full of trickery, that no one would trust. Kami/Karli being their archrivals, I was simply hoping that both teams would be booted out of the race ASAP during the first few legs. They seem to feed on each other, and they've indeed deceived us in Egypt when they gave friendship to the twins. We saw their true colours when they considered their Yields. I think Chip/Kim would be seen in a better light as parents rather than racers. Perhaps they're on the wrong show. Do you think Chip should be in Survivor? I think that show fits him better. They're the ones who really boil up the tensions in a level never seen before in TAR. They're the perpetuators of MAD, they've really assured the destruction of all the teams they've crossed paths with. It was just a delayed flight. A delayed flight that changed everything.
To sum up, TAR in one way equals to MAD unlike previous races. With new twists in the TAR5, the producers have been able to sustain the high level of interest in the viewers. The result? An entertaining, insightful and challenging race. I can't wait for TAR6, and hopefully, TAR All-Stars...
P/S: More articles coming up soon! Perhaps if I've time I'll say something about Indonesia..... After all it's the nearest neighbour you can find for some sensationalized politics....
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zeligdhilee breaking the MUSIC.
17:00
Wednesday, September 22, 2004
Mutually Assured Destruction
Zenon's back!!! The above title is obvious, and I guess I've been mutually destroying this blog just for the prelims, hence a urgent need for me now to revive it before it rots in November for the 'A's....
Realised some wombats have helped in the MAD process on the tagboard... yep, like what Su Hui and Yi Jian has said, if you question whatever's written here, please do it in a civil manner, as what Yi Jian has said. If I've said something that is greviously wrong in your own opinion, I'm more than willing to concede provided you give me a proper rebutal and NOT vulgarities...
I'll be adding Yi Jian to my 'Friends' section. To my 33/03 peers, I strongly encourage you to read his journal, for he indeed has a greater level of intellect in his writings compared to me. He's indeed my most faithful reader of this blog (even when it's dead) and the only way I can reciprocate his acts is to encourage the rest of my readers to read his journal. You'll be intrigued by his comments, and his unique grand designs... (after all all of us have our own grand designs, right?)
Remember a previous article where I described mugging for prelims as MAD?? Well the prelims is almost over (I have two more papers to go, Chem MCQ and Maths S, argh..) and I guess all TJCians would unanimously agree that the examinations was indeed a form of MAD. The teachers set challenging, tricky and nasty questions meant to mutually destroy our ambitions of getting our dream grades. Those students who're aiming for scholarships, and those just aiming to get the 2A2AOs for the 1st time will realise that the prelims is exceptionally frustrating this time round.
I guess the post-prelims period will be a time of self-reflection, of how to recover from the ravages of MAD. We'd have to think of creating our own 'Star Wars', for the 'evil empire of Cambridge' will not be merciful. We need to have Nuclear Test Ban Treaties, Perestroika and Glasnost with our merciless tutors so that we can successfully overcome this 'virus' of the A levels. We need to relook and reimplement our policy of "(yourname)nomics" or "(yourname)ism". It is indeed the high point of the preparation of the revolution, just as the prelims was merely the "dress rehearsal" for the A levels. We need to ignore people who're Brezhnev-like or Evangeline-Ho-like ("Zenon, still haven't mati in the gas chambers?", said on Day 2 of prelims).
I chose the wrong question for GP ie. "How and to what extent has your country been affected by recent world events?" The thing is this right, (yah and the 33/03 people will attempt to be the next Zenon twin ie. Zheng Quan), this question is easy to pass but hard to score being a common question. Just felt my arguments were neither strong nor convincing. I just lamed about the economy, terrorism, bird flu and even hurricanes(as an environmental point) and argh I forgot about the olympics). I should've done the environment question about poverty which was my speciality but it just that the question didn't make sense at the beginning but make sense at the end of the paper when I finished my essay. I have nothing to say about my compre. The application will be the most screwed. After all, ethics (medical ethics like euthnasia and sex-change appeared) is the last thing any JC student would want to have in their GP comprehension. Science is the easiest of all, though the Arts can be tricky.
For Maths, I can kiss my A goodbye. If I get a B, I'm very happy. Gary Quek won't be impressed, cos' I lost 30 marks in paper 1 and about 20 marks in paper 2 due to SHEER CARELESSNESS!! BLITZKREIG HAS FAILED!! (Blitzkreig was my policy for tackling maths and science papers ever since my primary school days) The Mathematicians has responded with a scorched earth policy that is damned crippling on me. Now I cannot imagine of unseating my two friends in my class who has already unseated me in the JCTs.
For Chemistry, Blitzkreig has failed thanks to all the tricky questions. Realise that if the clock would have turned back, I could've done reasonably well. Well Mrs Lokman cannot dream of raising the moderation marks this time round. Though practical was okay, I dunno what'll happen for tomorrow's MCQs. That's why the prelims = MAD. I've assured my own destruction and if I pass the physchological 50-mark for Chemistry, I'm happy.
For Economics, I found the essays a morale-booster after the past few days of destruction. Unforunately, the Achilles heel was in the MCQs and CSQs, where even the top students found it hard! The "Interest Rate Fallacy" was well, didn't make sense. I was bascially crapping all the way. I think we're going to the dogs in terms of grades just as the Japanese economy (as in the case material) will go to the dogs thanks to deflation. I hope Economics will be a miracle.
History is my best bet. (The History faculty of TJ will know what I mean). However, both Mr Bala and Mr Thompson set very nasty hypotheses for the source-based questions that almost gave me no room to redefine it, so I don't even know if they'll accept my proposals. The essays in Paper 1 was fine but I'm not very confident for Paper 3. I just felt ill-prepared for Paper 3 and Economics Paper 2. The possibility of Mr Bala giving me a C (he gave me this threat having been disgusted with my A in the JCTs) is indeed very high and could indeed spell my downfall. Now everyone knows what the Zenon grand design is. As for S paper I chose not to attempt any Paper 3 questions. And the S paper is as usual, unpredictable. I shall say no more on this.
That's why the prelims = MAD. I cannot imagine my scholarship and university dreams being destroyed, and it's do or die for everyone. Anyway I've started to destress (even though I still've 2 more papers) and I'm awaiting the finale of the Amazing Race. MAD has indeed occurred in TAR, especially when Chip/Kim's yield attempt on Colin/Christie backfired due to the surprise that last week's leg was a non-elimination one. And tonight the final four will mutually destroy one another. The anti-Charla/Mirna movement and the Chip/Kim and Kami/Karli rivalry are strong evidence of MAD occuring in a higher level unlike other reality shows.
We all dream of taking the pickaxe and knock the barbed wire which is the A levels. I suggest that you read Leslie's blog about the true purpose of Singapore's education, and I indeed agree with him. In the real world, Darwinism is the number ideology above others, and it is the universal political, social and economic ideology that underlies every state's policies. This is where MAD comes into the picture, for whoever has the edge will prevail and destroy the less competitive one. However when issues like unemployment, protectionism, the widening North-South divide, an energy crisis exacerbated by Global Warming, and perhaps the world being led by two errant guys called Bush and Osama, I guess the world indeed has no escape from the imminent danger of MAD. It is a matter of time. It is the end of history.
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zeligdhilee breaking the MUSIC.
19:31
