North East, Ang Mo Kio, Bishan, Hougang, Punggol, Sembawang, Sengkang, Yishun, Yio Chu Kang, Buangkok, Kovan, Braddell, Woodleigh
Qualification
Graduate
Tuition Background
Part-Time
Tuition/Teaching Experience
Taught oral communication courses in St. Joseph's Institution, Convent of the Holy Infant Jesus, Anglican High School, Raffles Institution for 7 years. Was registered with the Ministry of Education as a relief teacher for 4 years. Taught in several neighbourhood schools, mostly secondary ones.
Attended School of Methods and Instruction in Singapore Armed Forces Training Institute while serving as an active officer with the Republic of Singapore Air Force. Designed and conducted Air Intelligence Courses in the RSAF. Later lectured at Hanoi University and Ho Chi Minh City University under the auspices of a German NGO, the Hanns Seidel Foundation.
Found great joy in seeing my charges do well not just in grades but as well-rounded individuals and responsible yound adults.
Lower secondary level - Accounting English Geography History Literature Mathematics Science
Upper secondary level - A Maths Accounting E Maths English Geography Literature
Junior college level - Economics General Paper Geography
Commitment / Other Details
I am able to take on students as soon as possible and will continue to take on assignments as long as I remain physically fit and mentally alert. Both attributes I possess at this time.
Group sessions are a very effective way of encouraging peer learning and friendly rivalry. The group, however, must not be too large. An ideal size is four per group. Late afternoon sessions allow students to have at least some rest before a learning session begins, so a 4 pm to 6 pm time frame is good. To give students a breather, weekend sessions will only be conducted near examination periods. So a Monday to Friday tuition week is preferable. A student, who is seeking to improve on a particular subject, must be able to commit to an extended tuition regime. No promises will be made to guarantee vast improvements in a short time frame, simply because building a foundation takes time, especially if the student is found to be weak in the subject. A Junior College student who came to me with a failing grade for her General Paper managed a B grade in her 'A' Levels finals. She learned to be focused and did not let up for the ten months leading up to the November examinations. While she and three of her friends were under my charge, my home was available to them when they needed help in their school GP assignments. It would be convenient if a student might be able to offer his or her home as a place for other students to attend group tuition sessions. Students could possible rotate their homes as venues for tuition classes.
While group sessions are what I would like to handle, one on one sessions will be considered on a case to case basis. Genuine under privileged students will be tutored at a reduced rate. The condition for taking on these cases is the students must be good learners, as evidenced by their school records or, possibly, consultations with their schools' teachers. In schools that I have taught in, under privileged students who know their plight deserve often are keen to improve their condition through learning. It is always a pleasure to see them make much of themselves later on in life. They are often the only ones who will remember to thank you and come up to you, outside the school environment and years after you have taught them, when they see you.
Rapport Building
It is my 'modus operandi', to meet parents of the students at least once. I will always insist on an exchange of telephone numbers with parents. I speak to the parents if I feel their intervention is totally necessary or, routinely, I text to inform them of the progress of their children under my care. This does not mean I am relegating my responsibilities to the parents. Students become more confident if they know there is true collaboration between teachers and parents in looking after their welfare. Teachers must provide genuine feedback to parents in managing expectations. At the same time teachers must also provide solutions to overcome obstacles in a student's learning path. Above all, gaining a student's trust is paramount. This trust must be conveyed to the student's parent/s so that a backdrop of confidence can be built all round. Just as critical is the teacher's knowledge and competence in teaching a subject. Students are quick in assessing the teacher's abilities and will lose faith once they perceive the teacher's ineffectiveness. Teachers must, without conditions, respect the students' individual capabilities or inaptitudes. There is no harm in celebrating capabilities but there is great danger in denigrating those who are less capable. The best way to rapport building is to cheer and cheer effort on the part of the student. Highlighting effort boost a student self confidence. Praising only results when these are achieved have negative connotations. It shifts attention to an end without recourse to the means in achieving the end. In doing so, students may learn to get results no matter what, even through dishonest means. A teacher, on all accounts, must also be a mentor.
Keeping Up with Curriculum
Ministry of Education publishes broad curriculum in the internet. Some full time teachers are comfortable in sharing details of curriculum because they feel it benefits all students at large.
