Based on video clip 1 on social cohesion, the stereotype reflected is that Indians are messy and eat oily food, as Vanessa thought that her Mathematics textbook would be stained if she lends it to Carol, as suggested by Izzah.
I like the way the video was designed. Two simple and straightforward ideas are presented in a comic-style, which is engaging and relevant to our society. What I learnt from the video clip in regards to values education is that differences in culture of races can provide opportunities to develop values in students such as understanding and tolerance. I think the two ideas from the video are good points to get pupils to talk about to understand how similar or different and unique they are compared with others.
To promote social cohesion, teachers can educate children by explaining the rationale behind people’s actions and using stories that has good morals to foster values in their students. Taking ideas from the video, as a teacher, I could ask the pupils to find out what are their preferences in food, what they cannot eat and why, also who are the friends they mix with, what are their races and what are their feelings about them. These discussion topics would probably lead students to understand differences in races and cultural practices and they will learn to appreciate the differences, learn to think creatively and overcome issues, and live in harmony.
Well, there is nothing in particular that I disagree with or dislike about in the video clip, other than some of the words in the speech bubbles seems to be in a mess. That’s all I have to comment.
Cheers,
Jennifer
Wednesday, October 8, 2008
Friday, October 3, 2008
A little help with the essay
I happen to come across this website from the NUS Centre for Development of Teaching and Learning (CDTL) ... look at the left side of the page under archives... May be some words from the professionals there can give us an idea of what to write in the essay too...
http://www.cdtl.nus.edu.sg/brief/
Cheers!
http://www.cdtl.nus.edu.sg/brief/
Cheers!
Tuesday, September 23, 2008
Can philosophy be used to foster values education?
Can philosophy be used to foster values education?
Besides being able to distinguish right actions from the wrong, I believe children should also be taught the necessary skills to reason for themselves whenever they encounter moral conflicts. Children following a moral education lesson conducted in a plain didactic manner may not always internalise the values taught; for these lessons often deal only with superficial aspects and do not allow children to reflect thoroughly.
Before a values philosophical discussion lesson can be conducted, the class environment should be a safe community where children are are not only free to share what they feel, think and experience, what they feel, think and experience will also be heard. This is in-tune with Lipman's concept of philosophical discussion.
According to Fisher (2000), philosophical discussions not only contribute to values education programmes, they can also develop language and thinking skills. The discussions can aid children in developing necessary social skills. Children's self-esteem and intellectual confidence can also be boosted through participation. Also co-operative learning takes place through interaction between children.
Next, Fisher (2000) also mentions that a philosophical discussion can spur children into reflecting about meanings and values. It encourages children to think what it means to be reasonable and to make moral judgments. Such discussions are essential to help create a moral culture, a way of thinking and acting together that cultivates virtues of conduct such as respect for others, sincerity and open-mindedness.
Some teachers might feel that the main problem with philosophical discussions is that moral philosophy is not the young, for two main reasons: children's lack about experience and lack of rational principles. However Fisher claims that there is a growing body of evidence that young children of four or five can answer questions about simple moral rules, fairness and can consider the consequences for others. And as limited as children's experiences may be, through philosophical discussions using stories and real-life situations, these skills of reasoning can be sharpened.
I can recall I was relieving a class of primary one pupils in Rivervale Primary School for a period. And I was supposed to talk to them about the coming Games Day. Through this talk I asked them what fair play and sportsmanship are. The pupils managed to give me many answers and real-life examples pertaining to fair play and sportsmanship. Many of them even suggested what we could do if we spot someone who is not playing fair, or is demonstrating poor sportsmanship, which then led to the discussion of difference between rough play and foul play.
That discussion reaped the benefits of conducting a philosophical discussion as mentioned in the above paragraphs and, it was a fruitful discussion with all pupils actively participating and eager to share their thoughts and experiences. And through this discussion, not only were pupils' critical-thinking skills harnessed, their social skills were also brought into practice. Hence I strongly feel that philosophical discussions should be ultilised in any values education.
Fisher, R. (2000). Philosophy for children: how philosophical enquiry can foster values education in schools. In: ed Gardner, R., Cairns, J. & Lawton, D. (2000). Education for values: morals, ethics and citizenship in contemporary teaching. Kogan Page, London.
Besides being able to distinguish right actions from the wrong, I believe children should also be taught the necessary skills to reason for themselves whenever they encounter moral conflicts. Children following a moral education lesson conducted in a plain didactic manner may not always internalise the values taught; for these lessons often deal only with superficial aspects and do not allow children to reflect thoroughly.
Before a values philosophical discussion lesson can be conducted, the class environment should be a safe community where children are are not only free to share what they feel, think and experience, what they feel, think and experience will also be heard. This is in-tune with Lipman's concept of philosophical discussion.
According to Fisher (2000), philosophical discussions not only contribute to values education programmes, they can also develop language and thinking skills. The discussions can aid children in developing necessary social skills. Children's self-esteem and intellectual confidence can also be boosted through participation. Also co-operative learning takes place through interaction between children.
Next, Fisher (2000) also mentions that a philosophical discussion can spur children into reflecting about meanings and values. It encourages children to think what it means to be reasonable and to make moral judgments. Such discussions are essential to help create a moral culture, a way of thinking and acting together that cultivates virtues of conduct such as respect for others, sincerity and open-mindedness.
Some teachers might feel that the main problem with philosophical discussions is that moral philosophy is not the young, for two main reasons: children's lack about experience and lack of rational principles. However Fisher claims that there is a growing body of evidence that young children of four or five can answer questions about simple moral rules, fairness and can consider the consequences for others. And as limited as children's experiences may be, through philosophical discussions using stories and real-life situations, these skills of reasoning can be sharpened.
I can recall I was relieving a class of primary one pupils in Rivervale Primary School for a period. And I was supposed to talk to them about the coming Games Day. Through this talk I asked them what fair play and sportsmanship are. The pupils managed to give me many answers and real-life examples pertaining to fair play and sportsmanship. Many of them even suggested what we could do if we spot someone who is not playing fair, or is demonstrating poor sportsmanship, which then led to the discussion of difference between rough play and foul play.
That discussion reaped the benefits of conducting a philosophical discussion as mentioned in the above paragraphs and, it was a fruitful discussion with all pupils actively participating and eager to share their thoughts and experiences. And through this discussion, not only were pupils' critical-thinking skills harnessed, their social skills were also brought into practice. Hence I strongly feel that philosophical discussions should be ultilised in any values education.
Fisher, R. (2000). Philosophy for children: how philosophical enquiry can foster values education in schools. In: ed Gardner, R., Cairns, J. & Lawton, D. (2000). Education for values: morals, ethics and citizenship in contemporary teaching. Kogan Page, London.
Friday, September 12, 2008
Reflection: The Passion to Teach
Dr Tan T.W. mentioned that school work and (sometimes even school culture) often take away the zest, passion and energy of new teachers. It's quite true, speaking from my experience in primary school teaching.
It's my third year in NIE (I'm a Dip Ed crossover) and I'm quite fortunate to be able to experience teaching in 3 different primary schools: Hougang Pri (1 term for contract teaching), St. Gabriel's Pri (5 + 10 weeks of practicum) and Rivervale Pri (6 weeks after graduation from Dip Ed). Workload in schools are very heavy. Besides preparing lesson plans, there are other duties such as marking, dept committee duties, level committee duties, school initiative/projects etc. It can be a nightmare if you do not know how to manage your priorities and time well!
It certainly wasn't what i expected teaching to be! Nevertheless I told myself that I have to survive, partially because I am bonded (>$60,000 by the end of NIE year 2 and >$100,000 by year 4!) and also because it has always been my first ambition to be a teacher. How then to survive? Let me share my views.
The key thing is to stay motivated always. Of course, motivation can make or break your career in school. I feel that teachers have to be motivated by the right things (not money!) or life becomes more difficult. Sometimes the going can get tough, which brings me to the next point.
It is very important to have good relationships with the senior teachers in school. I recall when I was feeling very stressed out during my practicum and didnt feel like going to school at all. My Cooperating Teacher (CT) sensed that something was bothering me and we did some talking. After that I felt a lot better as I know it's a problem which I can overcome and someone is there to help me. In school, it is definitely impossible to survive on your own! Always be sure to be around people who are highly motivated so that you can use each other's energy to stay positive, optimistic and motivated.
Thirdly, when you feel that your passion is dying out, think of the students who need you. A teacher once told me when I almost gave up on a student, that those students who often upset you, are always the ones who need your help most. I could not agree more. I feel that being a teacher, the most fulfilling part is when you see how your actions actually help your students in various aspects of their lives. And when you do see results, the satisfaction is immense! I feel all teachers should work towards this satisfaction; for this satisfaction is the most powerful fuel for sustaining the passion to teach.
(I've added a newspaper article for your reading as well)
Thursday, September 4, 2008
Teachers as moral role models.
I guess it cannot be stressed enough that it is important for teachers to be role models and for teachers to practice what they preach. I think that in order to produce good students, teachers must have a good relationship with their students first. This of course requires teachers to have a good "moral vision".
That is to say, teachers must be able to see the moral significance of events, both minor and major, have in the long-term effects of students' experience in school, which directly influence their personal values and character and even the type of society which they will in the future help to shape and mould.
Besides having good moral vision, I think respect and concern are vital for a healthy student-teacher relationship. It is because if students do not experience their teacher as a warm person who respects and cares about them, they are most unlikely to be open to anything else which the teacher might want to teach, especially on values. Recall your primary and secondary days and I'm sure you can identify teachers whom you adore and inspired to be the line of education, and teachers who you dislike!
That is to say, teachers must be able to see the moral significance of events, both minor and major, have in the long-term effects of students' experience in school, which directly influence their personal values and character and even the type of society which they will in the future help to shape and mould.
Besides having good moral vision, I think respect and concern are vital for a healthy student-teacher relationship. It is because if students do not experience their teacher as a warm person who respects and cares about them, they are most unlikely to be open to anything else which the teacher might want to teach, especially on values. Recall your primary and secondary days and I'm sure you can identify teachers whom you adore and inspired to be the line of education, and teachers who you dislike!
Tuesday, August 19, 2008
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