GONG XI FA CAI
and
XING NIAN KUAI LE!
and
XING NIAN KUAI LE!
Dear Friends,
Happy Chinese New Year. May the Year of the Dog bring prosperity, health, happiness and
peace to you and your family!
(L-R) Amrita, K V, Arian, Wai Leng and Samanta
INTERCONNECTIONS. Everything is connected, somehow.
Sunday, January 29, 2006
Thursday, January 19, 2006
COMMENT: ‘Ideal’ schools face multi-culturalism woe By ABDUL RAZAK AHMAD
Source: NST Jan 19, 2006 http://www.nst.com.my
COMMENT: ‘Ideal’ schools face multi-culturalism woe By ABDUL RAZAK AHMAD
The introduction of Mandarin and Tamil in schools nationwide has been
delayed by a shortage of teachers. The bigger hurdle to the Government’s
noble effort to make national schools more appealing to all races will be to
overcome entrenched stereotypes about what multi-culturalism should mean in
Malaysia, writes ABDUL RAZAK AHMAD. IS it possible to build a school that
can truly unite multi-ethnic and multi-religious Malaysia while catering to
its diversity?
Such a school would have to offer a single national curriculum. But it would
also have to be one where Chinese pupils could learn Mandarin; Indians,
Tamil; and Malays could delve into Arabic, learn Jawi and gain in-depth
knowledge about Islam. And where any one of them could study each other’s
languages out of interest.
This "ideal" Malaysian school is what the Government is trying to establish.
It is attempting this through a move to empower the 5,789 national schools
nationwide (See box).
They are to be moulded into the school of choice and promoted as the best
medium to foster greater tolerance and understanding.
But some things are easier in theory than in practice.
Some of the proposals to make national schools more popular are going
smoothly, such as the introduction of JQAF (jawi, al-Quran, Arabic and
fardhu ain) for Muslims.
The subject was introduced in stages last year and will be taught in over
1,235 schools this year.
But the introduction of Mandarin and Tamil has hit a snag. It may well prove
to be the trickiest measure to accomplish.
Last year, Prime Minister Datuk Seri Abdullah Ahmad Badawi announced the
introduction of the two languages as electives.
The programme was supposed to have been implemented in stages this year, but
the roll-out has been delayed and scaled back.
The syllabus is being tweaked, and a pilot project involving selected
schools will only begin next year. The earliest date for full implementation
is 2008.
No reason has been given for the delay. Ministry officials have declined to
comment, but earlier reports quoted sources citing teacher shortage.
Is this really the case?
"I don’t think so. The Government has various options to secure the teachers
needed," said Lok Yim Pheng, secretary-general of the National Union of the
Teaching Profession.
MCA education bureau chairman Senator Lee Sing Chooi offered some
suggestions:
The first is to rope in unemployed graduates; the second is to hire foreign
teachers from China and India; the third is to employ Malaysian graduates
from Chinese or Taiwanese universities; and the fourth is to train those who
studied in our independent Chinese schools.
"Getting the teachers should not be a problem. There are many ways we can
overcome a shortage."
Resolving the teacher shortage could be the easy part in making national
schools attractive to all races.
A larger problem is the potential ethnic and political sensitivities about
multi-culturalism in Malaysia.
Tan Sri Murad Mohamad Noor, a former director-general of education, cited
one recent example of a well-meaning initiative embroiled in controversy, a
fate he worries could also befall the Mandarin and Tamil initiative.
When the Government announced a switch from Bahasa Malaysia to English as
the medium of instruction for Mathematics and Science, some protested,
claiming that the policy ran counter to the interests of their particular
community.
"The debate over the language switch became politicised. You had groups
making all sorts of demands, putting the Government in a spot.
"That was unfortunate, but that is what often happens. Issues relating to
language and education often end up being hijacked," said Murad.
He now heads a committee of education experts set up by the Government to
study how national schools can be made more attractive.
Another hurdle is changing entrenched attitudes about what the national
school system in Malaysia is all about.
Many principals and teachers believe national schools should reflect the
diversity of their pupils, yet some introduce Islamic and Malay practices
into their schools.
One reason why non-Muslim parents are not eager to send their children to
national schools is because these practices create an atmosphere that leaves
them uncomfortable.
They include reciting doa (supplications) in some school assemblies and
mandating the wearing of baju kurung for all female pupils on Fridays in
some schools — indicating low awareness of the sensitivities of non-Muslims.
Murad said some national schools, especially those in rural areas, put too
heavy an emphasis on "Malayness" because teachers and staff feel they have
to cater to the demands of society.
"They forget that rapid urbanisation is changing the landscape of society.
Schools need to reflect this but, unfortunately, the general atmosphere in
some national schools leaves much to be desired."
As Universiti Pendidikan Sultan Idris Associate Professor Dr N.S. Rajendran
puts it, teacher training institutes "are not doing enough to train our
teachers across the board in terms of our multi-cultural education and how
to handle students of multi-cultural backgrounds".
He referred to the 1956 Razak Report on Education, which clearly stated the
need to foster multi-culturalism in schools.
"The policy on multi-culturalism was very clearly stated from the beginning,
but even now, our teachers are not prepared," he adds.
Changing entrenched attitudes not only takes time, but also has to happen at
the right level.
"Policy-makers can talk all day about the importance of fostering greater
multi-culturalism, but at the end of the day, that change needs to happen at
the school level, because it is the teachers who will make all the
difference."
Murad said any debate over the introduction of Mandarin and Tamil must keep
in mind the programme’s ultimate aim: to prepare Malaysia’s younger
generation for a rapidly changing future.
"Some argue that we have fine outstanding citizens who were products of the
present school set-up, so why change anything?
"That may be true, but we must also ask ourselves whether our present school
system is able to prepare our children for the future," Murad added.
Ultimately, yes, this is how the initiative to teach Mandarin and Tamil in
national schools should be seen.
"It must be about giving non-Malay pupils an opportunity to learn their
native language," said Dr Rajendran. "It should be about providing an
opportunity for pupils to learn to respect each other.
"It is important that the two elective subjects be promoted not only among
Chinese and Indian pupils but among all pupils in national schools.
"Our dream is to see national schools with a Malay teacher teaching Tamil
and an Indian teacher teaching Mandarin. "That would greatly reflect what
being multicultural in this country is about."
Unfortunately, the only thing standing in the way of achieving this goal is
the pockets of narrow-mindedness about what multi-culturalism means for
Malaysia.
© Copyright 2006 The New Straits Times Press (M) Berhad. All rights
reserved.
COMMENT: ‘Ideal’ schools face multi-culturalism woe By ABDUL RAZAK AHMAD
The introduction of Mandarin and Tamil in schools nationwide has been
delayed by a shortage of teachers. The bigger hurdle to the Government’s
noble effort to make national schools more appealing to all races will be to
overcome entrenched stereotypes about what multi-culturalism should mean in
Malaysia, writes ABDUL RAZAK AHMAD. IS it possible to build a school that
can truly unite multi-ethnic and multi-religious Malaysia while catering to
its diversity?
Such a school would have to offer a single national curriculum. But it would
also have to be one where Chinese pupils could learn Mandarin; Indians,
Tamil; and Malays could delve into Arabic, learn Jawi and gain in-depth
knowledge about Islam. And where any one of them could study each other’s
languages out of interest.
This "ideal" Malaysian school is what the Government is trying to establish.
It is attempting this through a move to empower the 5,789 national schools
nationwide (See box).
They are to be moulded into the school of choice and promoted as the best
medium to foster greater tolerance and understanding.
But some things are easier in theory than in practice.
Some of the proposals to make national schools more popular are going
smoothly, such as the introduction of JQAF (jawi, al-Quran, Arabic and
fardhu ain) for Muslims.
The subject was introduced in stages last year and will be taught in over
1,235 schools this year.
But the introduction of Mandarin and Tamil has hit a snag. It may well prove
to be the trickiest measure to accomplish.
Last year, Prime Minister Datuk Seri Abdullah Ahmad Badawi announced the
introduction of the two languages as electives.
The programme was supposed to have been implemented in stages this year, but
the roll-out has been delayed and scaled back.
The syllabus is being tweaked, and a pilot project involving selected
schools will only begin next year. The earliest date for full implementation
is 2008.
No reason has been given for the delay. Ministry officials have declined to
comment, but earlier reports quoted sources citing teacher shortage.
Is this really the case?
"I don’t think so. The Government has various options to secure the teachers
needed," said Lok Yim Pheng, secretary-general of the National Union of the
Teaching Profession.
MCA education bureau chairman Senator Lee Sing Chooi offered some
suggestions:
The first is to rope in unemployed graduates; the second is to hire foreign
teachers from China and India; the third is to employ Malaysian graduates
from Chinese or Taiwanese universities; and the fourth is to train those who
studied in our independent Chinese schools.
"Getting the teachers should not be a problem. There are many ways we can
overcome a shortage."
Resolving the teacher shortage could be the easy part in making national
schools attractive to all races.
A larger problem is the potential ethnic and political sensitivities about
multi-culturalism in Malaysia.
Tan Sri Murad Mohamad Noor, a former director-general of education, cited
one recent example of a well-meaning initiative embroiled in controversy, a
fate he worries could also befall the Mandarin and Tamil initiative.
When the Government announced a switch from Bahasa Malaysia to English as
the medium of instruction for Mathematics and Science, some protested,
claiming that the policy ran counter to the interests of their particular
community.
"The debate over the language switch became politicised. You had groups
making all sorts of demands, putting the Government in a spot.
"That was unfortunate, but that is what often happens. Issues relating to
language and education often end up being hijacked," said Murad.
He now heads a committee of education experts set up by the Government to
study how national schools can be made more attractive.
Another hurdle is changing entrenched attitudes about what the national
school system in Malaysia is all about.
Many principals and teachers believe national schools should reflect the
diversity of their pupils, yet some introduce Islamic and Malay practices
into their schools.
One reason why non-Muslim parents are not eager to send their children to
national schools is because these practices create an atmosphere that leaves
them uncomfortable.
They include reciting doa (supplications) in some school assemblies and
mandating the wearing of baju kurung for all female pupils on Fridays in
some schools — indicating low awareness of the sensitivities of non-Muslims.
Murad said some national schools, especially those in rural areas, put too
heavy an emphasis on "Malayness" because teachers and staff feel they have
to cater to the demands of society.
"They forget that rapid urbanisation is changing the landscape of society.
Schools need to reflect this but, unfortunately, the general atmosphere in
some national schools leaves much to be desired."
As Universiti Pendidikan Sultan Idris Associate Professor Dr N.S. Rajendran
puts it, teacher training institutes "are not doing enough to train our
teachers across the board in terms of our multi-cultural education and how
to handle students of multi-cultural backgrounds".
He referred to the 1956 Razak Report on Education, which clearly stated the
need to foster multi-culturalism in schools.
"The policy on multi-culturalism was very clearly stated from the beginning,
but even now, our teachers are not prepared," he adds.
Changing entrenched attitudes not only takes time, but also has to happen at
the right level.
"Policy-makers can talk all day about the importance of fostering greater
multi-culturalism, but at the end of the day, that change needs to happen at
the school level, because it is the teachers who will make all the
difference."
Murad said any debate over the introduction of Mandarin and Tamil must keep
in mind the programme’s ultimate aim: to prepare Malaysia’s younger
generation for a rapidly changing future.
"Some argue that we have fine outstanding citizens who were products of the
present school set-up, so why change anything?
"That may be true, but we must also ask ourselves whether our present school
system is able to prepare our children for the future," Murad added.
Ultimately, yes, this is how the initiative to teach Mandarin and Tamil in
national schools should be seen.
"It must be about giving non-Malay pupils an opportunity to learn their
native language," said Dr Rajendran. "It should be about providing an
opportunity for pupils to learn to respect each other.
"It is important that the two elective subjects be promoted not only among
Chinese and Indian pupils but among all pupils in national schools.
"Our dream is to see national schools with a Malay teacher teaching Tamil
and an Indian teacher teaching Mandarin. "That would greatly reflect what
being multicultural in this country is about."
Unfortunately, the only thing standing in the way of achieving this goal is
the pockets of narrow-mindedness about what multi-culturalism means for
Malaysia.
© Copyright 2006 The New Straits Times Press (M) Berhad. All rights
reserved.
Sunday, January 15, 2006
I cannot help but to put my thought on the the case of Ranveer Singh, a fifth former in the school in Batu Gajah. The principal of the school ordered him to shave off his facial hair. When his father appealed, the principal did not even want entertain him, and asked him to transfer to another school if he is not happy (The Star, Jan 13, 2005).
I cannot but wonder why such an issue ever arose in the first place. When we were in school in the seventies to the early eighties, we did not have such a problem. We had traditional Sikhs (full turban, complete with facial hair and all), moderate Sikhs (much simpler turbans) and modern Sikhs (without turbans). We had no problem, our teachers had no problems, our headmaster surely did not have a problem. They respected the religious beliefs. More importantly, we did not thought of our friends and Sikhs - just friends. The school saw them as students - not Sikhs. We had good times and till today, I still keep in touch with my Sikh friends. We did however had a discipline teacher who walked round the school with a pair of scissors and was prepard to snip off the hair of any student whose hair was longer then stipulated in the school guidelines. Yes there were guidelines. They were fair and did not infringe on religious beliefs.
What happened over time? When did discipline guidelines got downgraded to such personal interpretation? Clearly the Ministry of Education's decision to allow Ranveer Singh to maintain his facial hair overrides the principal of the school's decision. Over time, aren't suppose to be a more integrated society, much stronger spirit of muhibbah?
It seems we are still not there yet. If I may add my two-sen worth, we have even taken a step back. From primary schools, the Vision Schools needed to be created. Why the need now? Parties have acknowledged that in local universities the racial divide is greater, from hostels to tutorial room interactions.
Then again, could it be just this particular headmaster? If so why? How can we remedy this?
More importantly, what will be our children learn and what will they be?
KV
I cannot but wonder why such an issue ever arose in the first place. When we were in school in the seventies to the early eighties, we did not have such a problem. We had traditional Sikhs (full turban, complete with facial hair and all), moderate Sikhs (much simpler turbans) and modern Sikhs (without turbans). We had no problem, our teachers had no problems, our headmaster surely did not have a problem. They respected the religious beliefs. More importantly, we did not thought of our friends and Sikhs - just friends. The school saw them as students - not Sikhs. We had good times and till today, I still keep in touch with my Sikh friends. We did however had a discipline teacher who walked round the school with a pair of scissors and was prepard to snip off the hair of any student whose hair was longer then stipulated in the school guidelines. Yes there were guidelines. They were fair and did not infringe on religious beliefs.
What happened over time? When did discipline guidelines got downgraded to such personal interpretation? Clearly the Ministry of Education's decision to allow Ranveer Singh to maintain his facial hair overrides the principal of the school's decision. Over time, aren't suppose to be a more integrated society, much stronger spirit of muhibbah?
It seems we are still not there yet. If I may add my two-sen worth, we have even taken a step back. From primary schools, the Vision Schools needed to be created. Why the need now? Parties have acknowledged that in local universities the racial divide is greater, from hostels to tutorial room interactions.
Then again, could it be just this particular headmaster? If so why? How can we remedy this?
More importantly, what will be our children learn and what will they be?
KV
Monday, January 09, 2006
Thoughts on Sunday Dhamma Class
It has been more than 10 years since I really gave Buddhist teachings, with the exception of one or two seminars and conferences. I guess a long break helped in gettting focus on key activities of my life. Rekindling the passion to learn and teach helps is something I wanted to do for a long while. Hence, I felt I was ready to return to teaching.
I volunteered to teach Sunday Dhamma school at a local Buddhist community and went straight for the Youth classes (form 2 and beyond). When I ageed to take the class, I felt that this group of student would be able to best appreciate my somewhat different approach and would be ripe for a much more socially-engaged Buddhism.
Well never mind all that. In this morning's class I was tested in my ability to first engage with student in the age group of 14 and above. The challenge to trying to understand the teenagers and get them interested to explore the values of the Buddha's teachings away from traditional sutta quoting and "Buddha said......." methodologies. The is just too much detatched lecture approach making Dhamma classes either too class room orientated hence causing the lessons to be another school lesson - something student are trying to shake off in the weekends. On the otherhand, there may be too much flexibility to please and address the student - putting in so-called fun activities. Both ways the value of Dharma can get watered down.
In my class, I had to confront the fact that almost all the students who were there attended the class because they felt "there was no choice". Their parents "forced" them to attend. Whatever the reason or reasons were none from the 14 students asked their parents why? When asked why did they not object or dialogue with their parents, one of them responded that it was out of "respect" not to question. Come from a background and training where I have often encouraged my kids to speak up, this response was a little bit a surprise to me.
Chinese in an Asian community often equate respect as fear and not trust. Respect goes both ways as well. I guess in the same manner Siddhartha respected his father, Sudhodana. Siddhartha questioned and made his decisions. Finally, Sudhodana accecpted and respected the path Siddhartha took. Respect is also not the blind violent objections to anything the parent brings-up.
One challenge for our youth is the ability to decide what they want and to be firm to go the whole nine yards and later communicating that mesage effectively. In order to decide, there must be opportunity where youths are given the opportunity to have right information with the appropriate exchanges and getting each other to understand.
As a parent, I feel the bigger challenge is the ability to gain the "mind share" of our children. Our society is a society where information (read: messages) are bombarded to us on a daily basis. From the start of the day, there is the radio. Besides spattering of news, most information are about trival stuff like celebrity gossips, songs and music. Just try listening to Light & Easy for a day and you will see what I mean. Now try flipping to Radio 4 and you have "matsallehs wanna-be" talking (mostly) rot. I wrote about this before in earlier articles. Television is not much different. Satisfaction of the advertisers is paramount. Some good documentry however, offers some ray of hope though.
Our lives are very much guided by these information and messages which is oftened aimed at making decision about lifestyle in the material world. Apart from mass media, the schools struggle to get into the minds of the students as well. Leaving little time and space for parents, what more Dhamma school teachers.
Hence, getting connected with students is really key. Once that done, communication willl begin to flow or at least meaningful dialogue....
I volunteered to teach Sunday Dhamma school at a local Buddhist community and went straight for the Youth classes (form 2 and beyond). When I ageed to take the class, I felt that this group of student would be able to best appreciate my somewhat different approach and would be ripe for a much more socially-engaged Buddhism.
Well never mind all that. In this morning's class I was tested in my ability to first engage with student in the age group of 14 and above. The challenge to trying to understand the teenagers and get them interested to explore the values of the Buddha's teachings away from traditional sutta quoting and "Buddha said......." methodologies. The is just too much detatched lecture approach making Dhamma classes either too class room orientated hence causing the lessons to be another school lesson - something student are trying to shake off in the weekends. On the otherhand, there may be too much flexibility to please and address the student - putting in so-called fun activities. Both ways the value of Dharma can get watered down.
In my class, I had to confront the fact that almost all the students who were there attended the class because they felt "there was no choice". Their parents "forced" them to attend. Whatever the reason or reasons were none from the 14 students asked their parents why? When asked why did they not object or dialogue with their parents, one of them responded that it was out of "respect" not to question. Come from a background and training where I have often encouraged my kids to speak up, this response was a little bit a surprise to me.
Chinese in an Asian community often equate respect as fear and not trust. Respect goes both ways as well. I guess in the same manner Siddhartha respected his father, Sudhodana. Siddhartha questioned and made his decisions. Finally, Sudhodana accecpted and respected the path Siddhartha took. Respect is also not the blind violent objections to anything the parent brings-up.
One challenge for our youth is the ability to decide what they want and to be firm to go the whole nine yards and later communicating that mesage effectively. In order to decide, there must be opportunity where youths are given the opportunity to have right information with the appropriate exchanges and getting each other to understand.
As a parent, I feel the bigger challenge is the ability to gain the "mind share" of our children. Our society is a society where information (read: messages) are bombarded to us on a daily basis. From the start of the day, there is the radio. Besides spattering of news, most information are about trival stuff like celebrity gossips, songs and music. Just try listening to Light & Easy for a day and you will see what I mean. Now try flipping to Radio 4 and you have "matsallehs wanna-be" talking (mostly) rot. I wrote about this before in earlier articles. Television is not much different. Satisfaction of the advertisers is paramount. Some good documentry however, offers some ray of hope though.
Our lives are very much guided by these information and messages which is oftened aimed at making decision about lifestyle in the material world. Apart from mass media, the schools struggle to get into the minds of the students as well. Leaving little time and space for parents, what more Dhamma school teachers.
Hence, getting connected with students is really key. Once that done, communication willl begin to flow or at least meaningful dialogue....
Friday, January 06, 2006
Children Not Important-lah
Someone has a heart! (Jan 7, 2006)
It is heartening to know that our leaders to care. In the NST today it is reported that the Chief Minister of Penang critized the developer, Motif Era for it action.
More importantly is what next? Can State Government do something positive and give priority to the education process of the children affected.
Children Not Important-lah (Jan 6, 2006)
Or is it that learning is not important.Or where is the heart? If you have read the story of SJK (C) Sin Chuan in Butterworth and how the developer, the owners of the land tried to tear down the school to make way for a "mixed development" (read: more money to make, school does not matter), you will begin to wonder where is the heart of the owner if this developer.
If anyone who lived in Seremban can recall, about 10 years ago a similar situation happened to the Tamil school of Convent Seremban. The poor primary schools students were still in the school when the workers began dismantaling the school. What happened in Butterworth is not the first time.
Executing the court's judgement almost immediately - giving little chance for any appeal to be made? Tearing the school down - while classes are going on? What is this? Never mind if the developers have rights to the land. Never mind if there are only 49 students there. How can they do this while classes are going on?
Couldn't the developers have done it during the school hoildays and give notice to the parents and schools? Maybe they have done that but. Maybe there were resistence but going ahead to tearing a school down on the third day of school with kids inside?
What's the priority? Where is the heart? WHERE IS THE HEART?
It is heartening to know that our leaders to care. In the NST today it is reported that the Chief Minister of Penang critized the developer, Motif Era for it action.
More importantly is what next? Can State Government do something positive and give priority to the education process of the children affected.
Children Not Important-lah (Jan 6, 2006)
Or is it that learning is not important.Or where is the heart? If you have read the story of SJK (C) Sin Chuan in Butterworth and how the developer, the owners of the land tried to tear down the school to make way for a "mixed development" (read: more money to make, school does not matter), you will begin to wonder where is the heart of the owner if this developer.
If anyone who lived in Seremban can recall, about 10 years ago a similar situation happened to the Tamil school of Convent Seremban. The poor primary schools students were still in the school when the workers began dismantaling the school. What happened in Butterworth is not the first time.
Executing the court's judgement almost immediately - giving little chance for any appeal to be made? Tearing the school down - while classes are going on? What is this? Never mind if the developers have rights to the land. Never mind if there are only 49 students there. How can they do this while classes are going on?
Couldn't the developers have done it during the school hoildays and give notice to the parents and schools? Maybe they have done that but. Maybe there were resistence but going ahead to tearing a school down on the third day of school with kids inside?
What's the priority? Where is the heart? WHERE IS THE HEART?
Thursday, January 05, 2006
Our Homeschooling Journey – Thoughts and Reflections
Starting Jan 3, 2006, Amrita, our eldest daughter, begins her own journey in learning process. She begins he life as a Primary 4 student in Kelana Jaya. Over the past 2 years Amrita has been persistently and consistently talking to us about experiencing the more structured learning environment in a school. At first, we thought it was the influence of her school-going friends and that she wanted to be with them. Perhaps it was partially the friends. At first, we put it aside and left things as it was. Over time, as she brought this matter up again (and again) it dawn us that she was serious. She was also consistent and most importantly she felt strongly about taking this path of formal educational experience.
As our mode of homeschooling is adopting the “unschooling” approach which basically respects the child’s decision and to put “trust our children” to guide us guide them in their educational experience, this approach led us to finally allow her to be enrolled in school.
We looked around the schools and we agreed that the current state of the public schools is out as we had to consider an environment where the transition from homeschooling can take place as seamlessly as possible. Through Sook Ching’s recommendation, we explored this private school – which pioneered the “fungate” education approach for pre-school students and has recently introduced primary education. We felt this school was closest to a smooth transition from homeschooling. Hence the beginning of Amrita’s schooling experience. She will complete her primary education and we will leave it to her if she feels she want to continue into secondary school or revert back to homeschooling later. We are prepared for that. Whatever it will be, we emphasized that she must go through certain process and not give up half-way. We are aware of the challenges, the shortcomings and that a lot of work needs to be put in. I guess Amrita is already aware of it. She is very excited and is looking forward to it.
Our families, both our parents were equally excited (and relieved that we have come to our senses – at least where Amrita is concern) as well. They have been helping in their preparation of the first day at school.
What are some of the thoughts that made use make this decision for Amrita. Firstly, Amrita’s persistence and consistency in articulating what she wants. Next, Amrita’s learning style. She is very academic inclined and love learning. With us, she asks very indepth questions and often go into very interesting discussions. She is also inclined to a more structured learning environment and feels comfortable with this approach. Most important to me was her desire to experience formal schooling – something we cannot deprive her from. The home schooling environment did not give her a chance to interact with other people as much as she would like to. Hence, we saw that she could not articulate her thoughts well outside our family environment.
So, what happens to Sam and Arian? Arian, is ok as he still has time. For Sam, the ocean seems too big and sky too high at this point in time. I guess it is still not the right time yet, even if she wanted to go into school now.
Some thoughts about homeschooling……. coming soon….
Wai Leng & K V
As our mode of homeschooling is adopting the “unschooling” approach which basically respects the child’s decision and to put “trust our children” to guide us guide them in their educational experience, this approach led us to finally allow her to be enrolled in school.
We looked around the schools and we agreed that the current state of the public schools is out as we had to consider an environment where the transition from homeschooling can take place as seamlessly as possible. Through Sook Ching’s recommendation, we explored this private school – which pioneered the “fungate” education approach for pre-school students and has recently introduced primary education. We felt this school was closest to a smooth transition from homeschooling. Hence the beginning of Amrita’s schooling experience. She will complete her primary education and we will leave it to her if she feels she want to continue into secondary school or revert back to homeschooling later. We are prepared for that. Whatever it will be, we emphasized that she must go through certain process and not give up half-way. We are aware of the challenges, the shortcomings and that a lot of work needs to be put in. I guess Amrita is already aware of it. She is very excited and is looking forward to it.
Our families, both our parents were equally excited (and relieved that we have come to our senses – at least where Amrita is concern) as well. They have been helping in their preparation of the first day at school.
What are some of the thoughts that made use make this decision for Amrita. Firstly, Amrita’s persistence and consistency in articulating what she wants. Next, Amrita’s learning style. She is very academic inclined and love learning. With us, she asks very indepth questions and often go into very interesting discussions. She is also inclined to a more structured learning environment and feels comfortable with this approach. Most important to me was her desire to experience formal schooling – something we cannot deprive her from. The home schooling environment did not give her a chance to interact with other people as much as she would like to. Hence, we saw that she could not articulate her thoughts well outside our family environment.
So, what happens to Sam and Arian? Arian, is ok as he still has time. For Sam, the ocean seems too big and sky too high at this point in time. I guess it is still not the right time yet, even if she wanted to go into school now.
Some thoughts about homeschooling……. coming soon….
Wai Leng & K V
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