It is certainly an understatement to say that my system was once again shocked by the amount of things (namely .. MATHEMATICS) i learnt over the one week module.
I'll try my best to organise my brain..
ER-HMM. let's start.
3 things that I learnt.
One/Satu/Isa
WE HAVE BEEN TEACHING CHILDREN THE WRONG THINGS!!! Oh well, not really the wrong things, but rather we are phrasing it wrongly for the children. Who would ever thought that the simple question of ..
"What is your weight?" could bring about such a lengthy answer. I use to think a one word answer would suffice, like 40kg (which is not my weight unfortunately.). Mathematically correct question would be, how much do you weigh? I have learnt the clear distinction between cardinal, ordinal and nominal. Believe me, for a maths-impaired person like me, that was a lot to take in. It certainly cleared the air for me to plan my maths lesson properly for the children so as not to confuse them.
Two/Dua/Dalawa
The very infamous CPA approach which every child has to learn in their Primary School years and how it is being used to further children's thinking. This also brings me to the point where first we have to start with concrete objects when we teach maths to younger children. It is also an interesting point when I learnt that there is no 1 specific way to solve a problem and as long as there is a way shown, points will be awarded. Interesting.
Three/Tiga/Tatlo
4 critical questions that I can ask myself as a pre-school teacher;
1) How to make children learn?
2) How do i know he had learnt it?
3) What if i have children who can and some who can't?
4)Vice versa to number 3.
These questions are very useful in my self reflection and evaluations and it can prompt me to look into my lesson and see the neccessary modification i can make so that children can LEARN more and how to make my lesson more engaging to the children, for the slower learners and for the advanced ones. I am very sure that I will ask these questions many times.
AND MY QUESTIONS?
1) Why does some Primary school stress the children some, particularly those who is graduating over from Pre-school? Isn't there such a thing a over-teaching? When they stress the children, the parents gets stressed, when the parents gets stressed, the teacher gets stressed and when the teacher gets stressed, the children gets stressed. Vicious cycle it certainly is. So how do we combat this?
2) Is there a reason for the change in the syllabus for the children this year? Would that affect the preschool maths learning outcomes?
And this is my reflection. I shall try (note the word TRY) to nurture ahate-hate love-hate love-love relationship with this long time enemy i call Mathematics.
I take my hats off to you guys who love Maths. Bravo.
I quote Dr Yeap's words ; "Children must leave preschool knowing what can be counted and what cannot be counted".
i shall bear that in mind.
I'll try my best to organise my brain..
ER-HMM. let's start.
3 things that I learnt.
One/Satu/Isa
WE HAVE BEEN TEACHING CHILDREN THE WRONG THINGS!!! Oh well, not really the wrong things, but rather we are phrasing it wrongly for the children. Who would ever thought that the simple question of ..
"What is your weight?" could bring about such a lengthy answer. I use to think a one word answer would suffice, like 40kg (which is not my weight unfortunately.). Mathematically correct question would be, how much do you weigh? I have learnt the clear distinction between cardinal, ordinal and nominal. Believe me, for a maths-impaired person like me, that was a lot to take in. It certainly cleared the air for me to plan my maths lesson properly for the children so as not to confuse them.
Two/Dua/Dalawa
The very infamous CPA approach which every child has to learn in their Primary School years and how it is being used to further children's thinking. This also brings me to the point where first we have to start with concrete objects when we teach maths to younger children. It is also an interesting point when I learnt that there is no 1 specific way to solve a problem and as long as there is a way shown, points will be awarded. Interesting.
Three/Tiga/Tatlo
4 critical questions that I can ask myself as a pre-school teacher;
1) How to make children learn?
2) How do i know he had learnt it?
3) What if i have children who can and some who can't?
4)Vice versa to number 3.
These questions are very useful in my self reflection and evaluations and it can prompt me to look into my lesson and see the neccessary modification i can make so that children can LEARN more and how to make my lesson more engaging to the children, for the slower learners and for the advanced ones. I am very sure that I will ask these questions many times.
AND MY QUESTIONS?
1) Why does some Primary school stress the children some, particularly those who is graduating over from Pre-school? Isn't there such a thing a over-teaching? When they stress the children, the parents gets stressed, when the parents gets stressed, the teacher gets stressed and when the teacher gets stressed, the children gets stressed. Vicious cycle it certainly is. So how do we combat this?
2) Is there a reason for the change in the syllabus for the children this year? Would that affect the preschool maths learning outcomes?
And this is my reflection. I shall try (note the word TRY) to nurture a
I take my hats off to you guys who love Maths. Bravo.
I quote Dr Yeap's words ; "Children must leave preschool knowing what can be counted and what cannot be counted".
i shall bear that in mind.
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