Sunday, December 30, 2012

Maths Timetable 2013

this is the newest timetable for Maths Slots 2013

Monday, November 5, 2012

Syllabus for week I (Nov 5th)

Form 1
I've prepared a Test To test their standard.
syllabus on test including:
先乘除,后加减,有 BRACKET先个做BRACKET.
fraction, decimal & percentage.

Form 2
背square, square root.
1^2 until 20^2 (用1496的方法)

Form 3
Circles 11

Revision Form-2(Jian Wen)
First week
Linear Eq
* keywords to focus
✓single fraction→divide bring over and make it Times
(X-1)/2 = 5
divide 2 bring over and times 5
that's single fraction's main thing!

✓single fraction = single fraction

Holiday Timetable 2012

Holiday Timetable 2012

Holiday Timetable 2012 Syllabus

Liang j
* All material centralised at Gasing (i will pass it to you all)

Friday, March 23, 2012

Body Language And Classroom Management Body Language And Classroom Management

Body Language And Classroom Management
Body Language And Classroom Management
The core principles we associate with classroom management—rules and consequences, incentives, and following through—are important. No doubt about it. The first step for teachers wanting to improve is to learn how to use them effectively.
By following these principles, your classroom management plan will be built on a solid foundation. However, to be remarkably effective, to create the class you really want, you have to learn how to create leverage.
Leverage simply means having great influence with your students.
This is where the real power comes from. It explains how a teacher can take over a classroom of students from a tough neighborhood, given up on and deemed uncontrollable, and turn them into a dream class.
It’s the answer to the question, “How was she able to do that with those kids?”
Leverage makes everything you do as a teacher easier and more effective, particularly classroom management. The topic of today’s article, body language, is one way to increase your leverage.
Creating Leverage Through Body Language
Seven percent. That’s how much speaking impacts your students. The other 93% is attributed to non-verbal communication. Part of that 93% is the way you use your voice—tone, volume, pace, enunciation, etc.
The rest is body language.
Your body language has a strong impression on students. Therefore, it makes sense to use it to your advantage.
What follows is a short list of how to use body language to gain more leverage with your students. It’s not comprehensive, but it’s doable. And with regard to cultural differences, the items on this list are generally universal.
Eye Contact – Eye contact is perhaps the most powerful way we communicate. A single fleeting look from across the classroom can speak volumes. Longer eye contact is associated with trust, good feelings, and rapport—all of which are important leveraging qualities. Be aware, however, that too much eye contact can be intimidating, especially for shy students. So although we want to utilize the power of eye contact and should use it often, we shouldn’t over do it.
Facial Expressions – This one is easy. Smile. A smile makes communication easier, less awkward, and more persuasive. It’s also a mood-changer and will evoke warm and happy feelings in both the giver and the recipient. So let your guard down and smile away.
Posture – A sagging posture displays a lack of confidence and is associated with weak leadership. To students, it says that you’re unsure of yourself. They won’t listen to or trust someone who appears wishy-washy. Walking tall, with your body erect and shoulders straight, engenders confidence in you as a leader. You then become more believable, and students are more apt to accept what you say. The difference between telling a student to go to time-out with a tall comportment versus saying it with a sagging, defeated posture is night and day.
Proximity – Some classroom management “experts” recommend standing close to difficult students during lessons. But moving into someone’s personal space without permission is a show of dominance. It’s aggressive and antagonistic and is universally perceived as a threat. And although it may dissuade unwanted behavior during the brief moment you’re standing there, doing so will give youless leverage and influence in the long run, resulting in more disruptive behavior. Allow students their personal space. They’ll appreciate and respect you for it.
Touch – A brief tap on the shoulder or arm of a student you’re speaking with can elicit a subconscious response that makes you more persuasive. I know it sounds manipulative, but in reality, all it does is help build rapport. It’s a natural thing to do when speaking to someone in a friendly manner. It says: “Hey, I like you, and I want what’s best for you.”
Think about what your typical body language is communicating to your students and how it’s affecting your classroom management success. Is it increasing the amount of leverage you have with your students? Or is it making it more difficult to influence them?
Try out the above recommendations. Use more eye contact, smile more often, stand up straight, allow your students their personal space, and use the persuasive power of touch. Take note of how differently your students respond to you. I know you’ll be pleased.
Also, notice how changing your body language affects how you feel.
I’m certain you will look and feel more attractive and confident, resulting in greater leverage with your students and more effective classroom management.

Liang Jie sign out.

Monday, March 19, 2012

Which level of tutors you are?.

Lately, there has been a  YouTube video sharing on social networks depicting a  lecturer/professor demonstrating a lesson using real-virtual person interaction. Basically, the real “him” in the lecture room interacted with the pre-recorded video of the virtual “him” in a carefully designed scenario. You can tell that his students were really amused, and the international audience as well, more than 36k views. But if you watch the video, and unless he is demonstrating for his students how real-virtual interaction is done, there is not much learning taking place. View the video here

The 3 level of tutors.
Level 1
of thinking about teaching is concerned with what students ‘are’, also known as “blame the student’ approach to teaching and is “level one” of John Biggs’ three level of thinking about teaching. For him, assessment is a way to sort good students from the bad.

Level two
teacher is focused on the teacher. He is concerned with what the teacher does. From this perspective, there are “Good teachers” and “Bad teachers”. This perspective is also known as the “blame the teacher” perspective. A typical teacher at this level arms himself with tips and trick in teaching to activate but not engage students. One result of “level two” teacher is “passive students” where the teacher pours knowledge in their minds believing that their brains were empty vessels up till they enrolled in his/her class. One example of this type of teachers is the “entertaining teacher”, the one depicted in the video above. This second level teacher does not reach the level of understanding intended for the course.

The highest level teacher,
Level three, is more concerned with what “students do” before during and after teaching. This means he is particularly concerned with the learning outcome of the lesson/course and thus designs learning activities that are meaningful for the students. These learning activities are tightly aligned with the course objective and assessment. So, which level teacher are you? Think back to how you write your lesson/course objectives and how you design a learning environment to facilitate student learning in attaining the course outcomes. Think also on how the activities and objectives are aligned with the assessment stage, which could be formative and/or summative. Also, recall on what you focus during the design stage of your level and during teaching. Are you focusing on what you want to teach, deliver or on meaningful activities that help students make sense out of them?

I got this article from this website, and I find it quite interesting :) Click here

Sunday, February 19, 2012

Little update for SPM

  1. Seminar meeting on Thursday morning 11am (Only for LJ, KK and KB).
  2. Coming Tuesday class (KB's class) will be taken by Geaps (temporary).
  3. 4th March Extra class by ALL tutors, 10am to 1.30pm.
    1. Please start informing all your students
    2. For USJ 9, Kok Kin pls settle with LJ.
  4. Coming Saturday Xiao Yuan's class:
    1. Call all your students to ask if they are coming for seminar, and how many can replace on weekdays (Tuesday and Thursday)
    2. Arrange for replacement for those who can't make it.
  5. Next week start EFC for Form4 (Do first 2 chapters). Form 5 continue with the next 2 chapters of EFC (Straight Line & Sets).
  6. Need a meeting after seminar to talk about loads of stuff. Suggest to do it right after our extra class. Things to talk:
    1. Coming normal class notes. (Job separation)
      1. Review Geaps & Xiao Yuan's notes.
    2. Catch up with normal class performance, exchange opinions, etc.
    3. Future plans (Technology-fy the rack, students boost, etc)
    4. CLEAN THE RACK!!!!!

Tuesday, January 17, 2012

SPM Jan Week 3

Form 4
Quadratic teach everything. Just leave the Revision alone. I don't think u can do all of the exercises, so don't need to do everything la. But those that I've marked a star are important ones which I think should be discussed in class.

The In Class Practice after 2.4 got some circled one. If cannot finish ask them to do at home la.

Simply put:
2.1 Teach expansion (Method 1 method 2 no need demo, just ask them refer, cause' they have learnt in PMR dy)
2.2 Teach factorization (Format a), b), c) are PMR revision. focus more on d) and e). But e) usually use calculator one la)
2.3 I skipped cause' nothing to talk
2.4 Solve/Find the Roots/Find x. Ask them to copy the 4 steps. Notes not clear enough. (I got write in notes dy)
  • Remove bracket/fraction
  • Write equation in general form
  • Factorize
  • Solve
Those parts that I've highlighted, pls ask them to highlight also. Cause' the notes very luosuo so dun need to go thru everything one by one.

Form 5
Teach them to identify graph & shading. I got not enough time cause' I spent too long doing ICP with them. I let them do first then only discuss so not enough time. Depending on how long u teach them how to identify graph, if not enough time only do those I mark star de. Beside got write what to focus on.

Basically 2.1 keep repeat and tell them to know 3 + 1 things:
  • Know 'a' (Go up or down stairs, smiley or sad face etc)
  • Know 'c' y-intercept
  • Know x-intercept (Especially quadratic - factorization)
  • Substitute coordinates.
Next part is shading. I only managed to do Q1 and Q2 with them. Q2 got error,  y = 2x + 8, gradient should be negative. I think you know why.

Focus 2 things only:
  • Shade up/down or left/right
  • Dotted line or solid line

Basically Form5 focus more on explaning. So see how u explain to them only la.