Dear Parents,
Our learning centre will be closed from 29 May to 2 June. If you would like to contact us, please send an email to: serenagreenhouse@gmail.com. We will reply you by email. Thank you.
Tuesday, 29 May 2012
Saturday, 26 May 2012
Updates
Updates:
(A) Regular Classes
P5 Math Class (Confirmed)
Sun 9 a.m. to 11 a.m. - Full
P4 Science Class (Confirmed)
Sun 11.30 a.m. to 1.30 p.m. - FULL
P4 Science Class (Confirmed)
Thur 6.45 p.m. to 8.45 p.m. - Limited vacancies
P4 Math Class
Tentative slots:
Wed 2 pm to 4 pm OR
Wed 4.30 p.m. to 6.30 p.m.
Note: The class will be confirmed when a minimum of 5 pupils register for the class.
(B) P5 Math Holiday Classes
Due to the overwhelming response from parents, we are conducting a second run for the P5 Math Holiday Programme.
Schedule:
18 June 3.30 p.m. to 6 p.m.
19 June 3.30 p.m. to 6 p.m.
20 June 3.30 p.m. to 6 p.m.
21 June 3.30 p.m. to 6 p.m.
22 June 3.30 p.m. to 5.30 p.m.
(C) Contact Details
HP: 98736115 (SMS)
Email: serenagreenhouse@gmail.com
Thursday, 17 May 2012
Updates
Updates:
(A) Regular Classes
P5 Math Class (Confirmed)
Sun 9 a.m. to 11 a.m. - 2 vacancies left
P4 Science Class (Confirmed)
Sun 11.30 a.m. to 1.30 p.m. - FULL
P4 Math Class
Tentative slots:
Wed 2 pm to 4 pm OR
Wed 4.30 p.m. to 6.30 p.m.
Note: The class will be confirmed when a minimum of 5 pupils register for the class.
P4 Science Class (Tentative)
Thur 6.45 p.m. to 8.45 p.m.
Note: The class will be confirmed when a minimum of 5 pupils register for the class.
(B) P5 Math Holiday Classes
Due to the overwhelming response from parents, there are no more vacancies for the P5 Math Holiday Programme. We may be running another P5 Math Holiday Programme.
Tentative Schedule
18 June 3.30 p.m. to 6 p.m.
19 June 3.30 p.m. to 6 p.m.
20 June 3.30 p.m. to 6 p.m.
21 June 3.30 p.m. to 6 p.m.
22 June 3.30 p.m. to 5.30 p.m.
(C) Contact Details
HP: 98736115 (SMS)
Email: serenagreenhouse@gmail.com
Let's Chat Parent-child Journal
My brother-in-law and sister-in-law started a Let's Chat Journal recently with my two nephews who are four and five years old respectively. My nephews wrote down what they wanted to share with their parents who would then respond.
Benefits
I think there are benefits to this. It encourages bonding between the parents and the child. You could use this as an opportunity to share feelings and build dialogue between you and your child. You can write in the journal when your child is sleeping and your child can also respond to you at his or her convenience. As parents, we may have to go overseas at times due to work commitment. During the week, there may be exciting, happy or sad moments that your child would like to share with you. You could then read more about these moments when you return home.
Moreover, it also encourages the child to express his thoughts, feelings and opinions in writing. It's a non-threatening way for the child to engage in writing. The teacher will not be using his or her red pen to put crosses in the journal.
What to write about in the Let's Chat Journal
You can write about anything that you want in the journal. Rule of thumb: Keep the tone positive. Do not scold your child or give your child instructions via the journal.
Spending Quality Time and Communication are Important
One of my friends pointed out that spending time together and face-to-face communication are still the best ways for family bonding. She is absolutely right. We are not encouraging parents to use the Let's Chat Journal as a substitute for spending quality time together. It is just a good tool to encourage the kids to pen down some of their inner thoughts and feelings when we are not around at home to listen to them. It is also a good tool to let them express themselves in writing.
Benefits
I think there are benefits to this. It encourages bonding between the parents and the child. You could use this as an opportunity to share feelings and build dialogue between you and your child. You can write in the journal when your child is sleeping and your child can also respond to you at his or her convenience. As parents, we may have to go overseas at times due to work commitment. During the week, there may be exciting, happy or sad moments that your child would like to share with you. You could then read more about these moments when you return home.
Moreover, it also encourages the child to express his thoughts, feelings and opinions in writing. It's a non-threatening way for the child to engage in writing. The teacher will not be using his or her red pen to put crosses in the journal.
What to write about in the Let's Chat Journal
You can write about anything that you want in the journal. Rule of thumb: Keep the tone positive. Do not scold your child or give your child instructions via the journal.
Spending Quality Time and Communication are Important
One of my friends pointed out that spending time together and face-to-face communication are still the best ways for family bonding. She is absolutely right. We are not encouraging parents to use the Let's Chat Journal as a substitute for spending quality time together. It is just a good tool to encourage the kids to pen down some of their inner thoughts and feelings when we are not around at home to listen to them. It is also a good tool to let them express themselves in writing.
Wednesday, 16 May 2012
A Good Read - Three Cups
My nephew and niece just read this wonderful story about financial responsibility and management, "Three Cups". It is written for kids by Tony Townsley and Mark St. Germain.
On his fifth birthday, a boy receives the gift of three cups from his parents: one is for spending, one for saving while the third for giving. That’s where he is to keep his allowance. Over time, how much goes into each cup changes. The text includes a parents’ guide.
"Teaching Children How to Save, Spend and be Charitable with Money." It is a great book that teaches earning, saving and donating. Besides teaching the kids about money management and financial responsibility, it teaches the kids the importance of compassion too. A GREAT read!
I tried to find this book in the NLB catalogue but failed to do so. If you are keen to buy the book, you may have to get it from the amazon website:
http://www.amazon.com/Three-Cups-Mark-St-Germain/dp/0979456304
Tuesday, 15 May 2012
Have a Book Chat Session With Your Child
My child likes to read. However, he is not able to apply what he has read to his writing. What can I do to help him? This question has been posed by many parents. Very often, when children read the story books, they are only focusing on the plot.
Tips:
For reluctant readers, let them enjoy the plot first. As a parent, you could read the same book. Tag out the pages that contain vivid descriptions or good writing techniques such as metaphors, personification etc.
After your child has read the book, you could set aside time for a book chat. Ask your child to share his or her opinions after reading the book and you will share yours too. Here are some prompts:
(a) Did you come across certain parts that show an emotion very well? Could you remember where the parts were? Get the child to share with you these paragraphs. If he or she could not remember, show him or her some sections that you have tagged out.
You could do the same for the use of literary devices such as personification and metaphors, characterisation and themes (for advanced learners).
Focus on one aspect for one book so that it is not too overwhelming for your child.
(b) What part of the book was the best? Why?
(c) What was especially effective about this book?
(d) What would you change about the book? Why?
Benefits of A Book Chat
(1) A book chat helps the child to be more aware of writing techniques and vivid phrases used by good authors.
When I share certain parts of a book with my pupils, some of them will share with me that they have read the book before but they are not aware of the interesting writing techniques or vivid phrases used. For such cases, I advise them to read the books again, looking out for these interesting techniques or vivid phrases.
Once the child is aware of the good writing techniques and vivid phrases used by authors, they will then be able to read the books from a different perspective. They will be able to look out for these gems when they are reading.
(2) A book chat is a good time for family bonding.
The child will be delighted that the parents are interested to read books that he or she likes.
Monday, 14 May 2012
Celebrating Success
It's the time of the year when kids take home their examination scripts or report books. What is your first response? Do you zoom into those subjects that they have not done well? Do you start scolding them for not doing well? Do you compare their results against the results of other children? Or do you zoom into the areas that they have improved in and start praising them? Do you analyse and identify what has gone wrong and what can be done?
According to Maslow's hierarchy of needs, our esteem needs (confidence, self-esteem, achievement etc) have to be satisfied. All of us feel good when we are praised by our bosses for submitting a well-written report or for handling a project well. We also feel happy when our friends comment that we look good in an outfit or with a new hairdo. The child behaves in the same way. In fact, the words that we use when we talk to a child has a great impact on him. Have you noticed the glow of happiness on your child's praise when you praise him for something good that he has done?
Hence, when your kids take home their examination scripts in a few days' time, instead of just zooming into what your child has not done well in, you could focus on the subjects or questions in the paper that he has done well in. Perhaps there are a few Math questions that he did not know during the revision period. However, he has understood them and is now able to solve those questions during the examination, shouldn't we recognise his efforts and celebrate his success?
I am not saying that we should not review the areas or subjects that the kids have not done well in. What I am suggesting is that celebrate their success (big or small) first. Then we look through the areas for improvement and discuss with the child how we can address the areas of improvement. The child will be more receptive as he knows that you are fair and give him due recognition for areas that he has done well or shown improvement in.
According to Maslow's hierarchy of needs, our esteem needs (confidence, self-esteem, achievement etc) have to be satisfied. All of us feel good when we are praised by our bosses for submitting a well-written report or for handling a project well. We also feel happy when our friends comment that we look good in an outfit or with a new hairdo. The child behaves in the same way. In fact, the words that we use when we talk to a child has a great impact on him. Have you noticed the glow of happiness on your child's praise when you praise him for something good that he has done?
Hence, when your kids take home their examination scripts in a few days' time, instead of just zooming into what your child has not done well in, you could focus on the subjects or questions in the paper that he has done well in. Perhaps there are a few Math questions that he did not know during the revision period. However, he has understood them and is now able to solve those questions during the examination, shouldn't we recognise his efforts and celebrate his success?
I am not saying that we should not review the areas or subjects that the kids have not done well in. What I am suggesting is that celebrate their success (big or small) first. Then we look through the areas for improvement and discuss with the child how we can address the areas of improvement. The child will be more receptive as he knows that you are fair and give him due recognition for areas that he has done well or shown improvement in.
Mathematical Reasoning and Communication - Its Benefits (Post 3)
Getting
your child to reason and communicate mathematically has many
benefits:
(1) It is a very good opportunity for your child to
see that Mathematics is more than just doing and doing questions(blindly!).
(2) It is a good opportunity for you to identify misconceptions
that your child might have.
(3) It is a good opportunity for you
to celebrate your child’s strengths. Your child might have got that question wrong simply due to erroneous calculations but he has
the ability to think logically. Shouldn’t we celebrate that?
~ Mrs Teo
Serena's Greenhouse
Friday, 11 May 2012
Mathematical Reasoning and Communication (Post 2)
Strategy to promote mathematical reasoning: Get your child to reason and communicate his solutions to you
Some parents may be wondering why there is a need for the child to reason and communicate his solutions to you, especially the correct ones. Do you know it’s possible that your child has managed to solve the problem correctly even with misconceptions? Have you felt exasperated when you realise that your child does not know how to do a question similar to one that you have gone through just a few days ago? Why does this situation occur?
Children sometimes memorise the steps involved without understanding the rationale behind the method. Then when they do a similar question some time later, they may not be able to recall the steps.
Let’s look at a lower primary example below.
Question - Planting Trees
Some trees are equally spaced out along a road. The distance between the 1st and the 5th tree is 20 m. What is the distance between the 1st and the 10th tree?
Correct solution:
20 m ÷ 4 = 5 m
5 m × 9 = 45 m
Common misconception:
20 m ÷ 5 = 4 m
4 m X 10 = 40 m
If we just mark the questions without analysing the child's misconception, we may just get frustrated. We may just make this comment, "I thought we have done this type of question before?" However, if we get the child to communicate his reasoning, we will realise that the child cannot relate the concept of intervals or gaps between the trees to the distance between the trees. Don't be surprised if your child who is in the upper primary and weak in Maths cannot answer this question wrongly too.
Drawing a diagram will be extremely useful in this case. The child will get to realise that there are four intervals between the 1st tree and the 5th tree.
Some parents may be wondering why there is a need for the child to reason and communicate his solutions to you, especially the correct ones. Do you know it’s possible that your child has managed to solve the problem correctly even with misconceptions? Have you felt exasperated when you realise that your child does not know how to do a question similar to one that you have gone through just a few days ago? Why does this situation occur?
Children sometimes memorise the steps involved without understanding the rationale behind the method. Then when they do a similar question some time later, they may not be able to recall the steps.
Let’s look at a lower primary example below.
Question - Planting Trees
Some trees are equally spaced out along a road. The distance between the 1st and the 5th tree is 20 m. What is the distance between the 1st and the 10th tree?
Correct solution:
20 m ÷ 4 = 5 m
5 m × 9 = 45 m
Common misconception:
20 m ÷ 5 = 4 m
4 m X 10 = 40 m
If we just mark the questions without analysing the child's misconception, we may just get frustrated. We may just make this comment, "I thought we have done this type of question before?" However, if we get the child to communicate his reasoning, we will realise that the child cannot relate the concept of intervals or gaps between the trees to the distance between the trees. Don't be surprised if your child who is in the upper primary and weak in Maths cannot answer this question wrongly too.
Drawing a diagram will be extremely useful in this case. The child will get to realise that there are four intervals between the 1st tree and the 5th tree.
Mathematical Reasoning and Communication (Post 1)
I thought we have done this question before?
As parents, many of us are, in one way or another, involved in our children’s learning journey in Maths at some point in their primary school years.
For those who are able to explain Mathematics concepts to our children, do we only spend time discussing those questions that our children have answered wrongly? Are we the ones doing the explanations most of the time? Are our children who are on the receiving end, sometimes nodding their heads even if they are not really sure what we are explaining? How often do we get our children to explain their solutions to us, even the correct ones?
From my experience working with children in schools and even my own son, I would be discussing some strategies that you could use when you are involved in your child’s learning journey in Math.
I will be discussing mathematical reasoning and communication in a series of posts.
What is mathematical reasoning and communication?
As of 2007, MOE has included mathematical processes such as:
mathematical reasoning,
communication and making connections, as well as
applications and mathematical modelling
into the teaching and learning of mathematics (MOE, 2007).
Mathematical reasoning refers to the ability to analyse mathematical situations and construct logical arguments. Communication refers to the ability to use mathematical language to express mathematical ideas and arguments precisely, concisely and logically. It helps students develop their own understanding of mathematics and sharpen their mathematical thinking. It is important that students apply mathematical problem-solving skills and reasoning skills to tackle a variety of problems, including real-world problems. (extracted from MOE website above)
If you would like to find out more about the Mathematics framework in Singapore, you can refer to the link - http://www.moe.gov.sg/education/syllabuses/sciences/files/maths-primary-2007.pdf
~ Mrs Teo
Serena's Greenhouse Learning Centre
As parents, many of us are, in one way or another, involved in our children’s learning journey in Maths at some point in their primary school years.
For those who are able to explain Mathematics concepts to our children, do we only spend time discussing those questions that our children have answered wrongly? Are we the ones doing the explanations most of the time? Are our children who are on the receiving end, sometimes nodding their heads even if they are not really sure what we are explaining? How often do we get our children to explain their solutions to us, even the correct ones?
From my experience working with children in schools and even my own son, I would be discussing some strategies that you could use when you are involved in your child’s learning journey in Math.
I will be discussing mathematical reasoning and communication in a series of posts.
What is mathematical reasoning and communication?
As of 2007, MOE has included mathematical processes such as:
mathematical reasoning,
communication and making connections, as well as
applications and mathematical modelling
into the teaching and learning of mathematics (MOE, 2007).
Mathematical reasoning refers to the ability to analyse mathematical situations and construct logical arguments. Communication refers to the ability to use mathematical language to express mathematical ideas and arguments precisely, concisely and logically. It helps students develop their own understanding of mathematics and sharpen their mathematical thinking. It is important that students apply mathematical problem-solving skills and reasoning skills to tackle a variety of problems, including real-world problems. (extracted from MOE website above)
If you would like to find out more about the Mathematics framework in Singapore, you can refer to the link - http://www.moe.gov.sg/education/syllabuses/sciences/files/maths-primary-2007.pdf
~ Mrs Teo
Serena's Greenhouse Learning Centre
Friday, 4 May 2012
Updates - New Classes Starting in July
Dear Parents,
Thank you for your support. We are glad to receive smses and emails from parents who have shared with us that they have found the posts on our blog informative and useful. We have always believed that education is a partnership. Hence we will continue to share educational related issues and tips with parents.
Updates:
P5 Math Class (Confirmed)
Sun 9 a.m. to 11 a.m. - Limited vacancies
P4 Science Class (Confirmed)
Sun 11.30 a.m. to 1.30 p.m. - 1 vacancy left
P4 Math Class
Tentative slots:
Wed 2 pm to 4 pm OR
Wed 4.30 p.m. to 6.30 p.m.
Note: The class will be confirmed when a minimum of 5 pupils register for the class.
Thank you for your support. We are glad to receive smses and emails from parents who have shared with us that they have found the posts on our blog informative and useful. We have always believed that education is a partnership. Hence we will continue to share educational related issues and tips with parents.
Updates:
P5 Math Class (Confirmed)
Sun 9 a.m. to 11 a.m. - Limited vacancies
P4 Science Class (Confirmed)
Sun 11.30 a.m. to 1.30 p.m. - 1 vacancy left
P4 Math Class
Tentative slots:
Wed 2 pm to 4 pm OR
Wed 4.30 p.m. to 6.30 p.m.
Note: The class will be confirmed when a minimum of 5 pupils register for the class.
P5 Intensive Math Holiday Programme in June
|
P6 Math Holiday Programme in June (Conducted by Experienced Ex-Math HOD)
Dear Parents,
Here are the details of the P6 Math holiday programme in June.
Here are the details of the P6 Math holiday programme in June.
|
Q&A on Cumulative Review
Thank you for your interest in adopting cumulative review. Here are some questions posed by parents.
I cannot explain those problematic questions to my child. What can be done?
Get your
child to approach the school teacher or tuition teacher after lessons
to explain those concepts again. Trust me, as educators, we are more
than happy when our pupils are so involved in their learning and want
their misconceptions clarified. It sure beats forcing unwilling
learners to stay back for remedial lessons!
Do we have to copy the questions down?
Yes, we know that
time is limited especially with all the homework and extra classes
that some of our children are having. I told my ex-pupils that they can write down the question numbers that they need to review on the first page of the revision papers. Then they just
cover up the previous work and re-do on other sheets of paper in the cumulative review sessions.
However, with technology, I do suggest
that these questions can be typed out so that they may be re-printed
in the next cumulative review sessions. Moreover, parents can also
just change the names and objects involved to create a new question.
I have used this method in my classes to show the pupils that they
are still getting the same questions wrong simply because they have
not understood and internalized the concepts. So don’t be
surprised that with just some minor changes, your child is still
unable to do those problematic questions.
Thursday, 3 May 2012
Can cumulative review be applied to Science and English?
We have received emails and smses from parents who shared with us that they would adopt this learning tool. They asked, "Can cumulative review can be applied to Science and English?"
Yes! We have shared with parents of our ex-pupils how they can use this learning tool in other subjects before. Try it! You will be amazed at your child's progress after some time.
For English, you or your child can write down those grammatical items or synthesis questions that your child has made mistakes in.After a few days or a week, get your child to do these questions at least one time (for faster learners) or a few times over a period of time. Make sure your child understands the grammatical rules involved instead of memorising the answers. Have a conversation with him to find out why he chose a certain answer.
For Science, it may be tedious to copy the questions and pictures. You can do the following:
- photocopy the relevant question, cut and paste it into the learning journal
- tag out the questions
- jot down the title of the revision paper and question number
Yes! We have shared with parents of our ex-pupils how they can use this learning tool in other subjects before. Try it! You will be amazed at your child's progress after some time.
For English, you or your child can write down those grammatical items or synthesis questions that your child has made mistakes in.After a few days or a week, get your child to do these questions at least one time (for faster learners) or a few times over a period of time. Make sure your child understands the grammatical rules involved instead of memorising the answers. Have a conversation with him to find out why he chose a certain answer.
For Science, it may be tedious to copy the questions and pictures. You can do the following:
- photocopy the relevant question, cut and paste it into the learning journal
- tag out the questions
- jot down the title of the revision paper and question number
Tuesday, 1 May 2012
Cumulative Review and How it Works
What
is cumulative review?
Cumulative
review is covering concepts that have been taught throughout the
whole year frequently, not just reviewing work covered in the current or past unit.
How
does this learning tool work?
1. Encourage your child to keep a learning
journal of all the Mathematics questions that he or she has not
managed to solve. These questions can be from the workbooks, school
worksheets, examination papers, assessment books and even tuition
homework assigned.
2. Update this learning journal on a daily or weekly
basis. For younger children or those older children who have not
taken responsibility for their own learning, the parent may need to
be more involved in keeping this learning journal. However, I do suggest
that parents need to train their upper primary children to be
involved. Remember that when they go to secondary school with even
more subjects, our abilities as parents in helping them with their
homework will diminish. So start training them early to be
independent leaners!
What
do you do with this learning journal?
For children who are weaker in
Mathematics, it will be more useful to review on a daily basis at
least 5 to 10 questions from this journal. This means that the child
has to resolve the questions starting from scratch, without any
reference. You should not be surprised that despite corrections
having been explained by the teacher, your child might still be
unable to solve some of the questions independently.
If you are able
to explain to your child how to solve those questions, that does not
mean the end of these problematic questions. A few days later or a
week later, let your child review those problematic questions again.
If your child is able to master it now, may I suggest to you that you
should still review these questions but maybe over a longer interval
in between.
Cumulative Review and Math Achievement
Many
parents often lament that their children are doing badly or failing
their Mathematics despite the fact that they are attending tuition classes.
Could
it be that your child’s method of revising Mathematics is not
leading to improvement? What does revision in Mathematics mean? Doing
more and more assessment books or practice papers? Does your child’s
weekly Math learning involve a unit review, going over the topics, ideas and concepts covered in the current unit? Does your child’s preparation
for examinations entail an extensive review of the whole semester or the whole year of work over a short 2 weeks?
If
your answer is yes to any of the above, then I will suggest this strategy known as cumulative review.
The cumulative review that I am going to
suggest is what I view as a learning tool that the parent and child
can work on together at home. Yes, you can be involved even without
knowing how to solve the mathematics problems yourself.
~ Mrs Teo
Ex-Math HOD
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