Please enable JavaScript.

Coggle requires JavaScript to display documents.

MOE Interview (Why do you wish to return to teach? (Teaching itself (Math,…

- - - - I am still very interested in math and teaching mathematics. I was glad to be able to use my teaching experience to help Bruno. Moreover, it showed me again that i really do have a strong passion in teaching.
        
        One of my fondest memories from SCGS was a particular lesson with my sec 3 e math class on the proofs of circle properties. Earlier in this class, i had rejected a students' proof. 20 mins later, i was presenting my proof of another circle property. This student returned the favour by pointing out that my proof was invalid, because i had violated the same rules that i pointed out earlier about her proof. On the spot, decided to work out the proof using a different route, albeit a longer one. As the class saw how I tried to work out a proof on the spot, those who followed along began to get more excited as we got nearer. A few of them even suggested how I could proceed with the proof. Eventually we worked out the proof, and there was a round of applause. I miss such classroom moments. I was able to show them that the (1) teacher is not immune to criticism, (2) my failed attempt motivated me to immediately find a better solution - resilience, (3) I do not have all the ready answers and the students can contribute as well to working out a problem.
      - After completing my Masters thesis, I began reading up on matters of education and assessment. I have a growing belief that there are some material out there in education studies which can greatly help motivate and inspire mathematics teachers.
        
        Eg: Daisy Christodoulou has written a very interesting and provocative book upholding traditional education. I think she has some very interesting things to say that will encourage the tired math teacher. Her book is on the 7 myths of education. One such myth is that knowing facts don't matter anymore in today's world, because we can just "google it". Her arguments show that we cannot neglect providing our students with the means to deep learning of knowledge and facts. For it is these knowledge and facts that allow one to then go on to be truly critical and creative in thinking.
        
        Anders Erickson - DELIBERATE PRACTICE
        
        Daniel Willingham (Cognitive Psychologist) - Why technology is helpful in education, but must be handled and applied judiciously.
    - - I attended a course in logic at the St Andrews Philosophy dept to gain background knowledge for my dissertation. I began to think that there might be value in teaching logic and philosophy to our students even before university. I spoke to one of the lecturers in Philosophy and Logic and he agreed that we should teach logic and critical thinking in our pre-university schools!
        
        I stay in touch with my students using social media. It is apparent to me that there is a flood of information coming at us in social media. These information, true or false, shape our views of life. I strongly believe that teaching logic and critical thinking to our students in schools will better prepare them to detect and evaluate differing perspectives in life.
- - - - American students are extremely outspoken. They are fearless when it comes to articulating their thoughts. Almost every question is respected by the teacher. There is little control by the teacher. The topic may be set by the lecturer, but the content, questions and direction of the lesson are largely determined by the students.
        
        Good points:
        
        Allows more room for risk taking and creativity in forming and expressing ideas
        
        Encourages great participation in class
        
        Cultivates great confidence in one's own opinions and ideas - challenging of norms and long established orthodoxies
        
        Bad points
        
        The objective of lessons are vague and not met
        
        Frustration when questions are not relevant and skews the discussion from the main topic
        
        Rewards only the outspoken and the quick-witted, fast-talker
        
        Ironically, it lessens critical thinking in that one does not have to strain to think hard about engaging the main topic. It is easy to go off-topic
    - - Too much deference to authority
      - Students are fearful of speaking up in class, expressing their thoughts
      - Easy conformity to norms and orthodoxies
      - Good
        
        Think hard before speaking
        
        Humility in one's own views - Self-critical
    - - Teacher-directed participation in class
        
        Teacher remains in control of the discussion
        
        Teacher lays out the topic and agenda at the start
        
        Teacher sums up the discussion at the end
        
        Teacher is facillitator and questioner - not simply answering machine