Parent's Evening during the early grades always went the same way. "Your son is mischievous, he isn't working to his potential. But he is such a delightful boy. I love teaching him."
In Gr 3 his teacher said there could be a problem with his reading. As an ex optometrist I knew quite a bit about child development and perceptual problems. I took him to various professionals to check vision, hearing etc. and for extra reading lessons. An OT offered some hope. She said his right and left brain weren't connecting well. But as he was already good at judo, swimming and gymnastics she struggled to find any activities that brought about more integration.
By early Gr 5 his marks were on a slippery slide downhill. We had a meeting with his teachers but they said we expected too much of him. "He isn't like his older sister. He just needs to apply himself a bit better. He'll end up a fair 60 percenter." I knew that wasn't true. He was sometimes quite brilliant.
We wanted him to change schools and he wanted to stay. So we said it was up to him to turn his marks around.
Then we stumbled across a person who could assess his brain dominance profile. The profile showed us the strange way in which he processed information and that when stressed his brain "closed down" - information couldn't go in or out. The practitioner was able to show him that he wasn't stupid. He needed to do things like using colours, sitting where he couldn't be distracted easily and having a ball of prestick handy to fiddle with. He also had some Tomatis therapy to stimulate the brain integration.
From this point onwards his self confidence began recovering, he learnt ways to calm himself and to work with, instead of against, his own style. He was also lucky to have a couple of terrific subject teachers the following year. His marks picked up and by the end of Gr 7 he won the award for top Technology student.
One of those terrific teachers was an ex headmaster with many years of experience. At prize giving I went to thank him. He said "Your son still hasn't reached his real potential. Just wait. He will come into his own in Gr 11/12."
This year he is in Gr 11 working towards a fully academic matric. Today the first term reports were issued. His results - two A's and an A+ and two more A's knocking at the door!
An update from 2021: This boy is now a young man with an honours degree plus a further post grad qualification earned cum laude. He is a leader, a sportsman, enjoys good social relationships, is moving into his second career and truly lives his life.
Showing posts with label education. Show all posts
Showing posts with label education. Show all posts
Friday, 25 March 2011
Tuesday, 14 September 2010
Choosing Subjects - To do or not to do...
Should I take history or biology, accounting or geography? It is that time of the year when Grade 9 learners have to choose their subjects to study for the next three years. Not an easy decision. In some cases a wrong choice could become a big barrier later if applying for tertiary study.
It can be a difficult time both for the learner and for their parent. We want to guide them in the best possible way but we don’t always know what that is and we may unintentionally guide them in a direction that suits us better than the child.
I went through this exercise a few years ago with my daughter and last year again with my son. Different children, different schools, different talents and interests, different final subject choices, but the same process.
So I am going to share my thoughts on how to go about this. Firstly remember that, although it is a bit complicated, learners are allowed to change their minds during Gr. 10 and even Gr. 11 or 12, so there is a very narrow escape route. Secondly the first four subjects are pretty much set. Life Orientation is compulsory as well as two official languages and one of the mathematics. So unless you do more than the minimum seven subjects there are only three true free choices. And thirdly, although I said earlier that an incorrect choice could make tertiary studies difficult this is really only the case where mathematics or science/biology are required - think BSc, engineering, medicine...
Very few children are going to know in Gr.9 what they want to do after school. Even if they think they do there is a strong chance it will change. And if it doesn’t then it may only be their first career, as multiple career lives are becoming much more the norm. Please don’t put your child under any pressure to make career decisions at this stage of their lives.
If your child has already decided what subjects they want to do then you only need to check the list for suitability – jump to ***.
If not, start here, together with your son/daughter (part 1):
• make a list of the subject choices available at the school outside of the compulsory ones mentioned above
• eliminate any subject really disliked or in which pass marks have not previously been achievable
• from the remaining ones your child needs to ask, which do I like the most? (or dislike the least )
• from those chosen as favourites double check that there is understanding of what that subject entails eg does it involve both practical and theory papers (Art & Drama), have they spoken to older learners studying it and/or teachers?
You should now have three or more hot favourites.
***At this point you need to check whether these allow for the possible career paths that your child may choose (part 2).
Take a big piece of paper and write down keywords that encompass your child’s answers to the following questions:
• what is important to you (could be things, values, circumstances…)?
• what makes you feel excited/happy/energetic/warm inside?
• what are you doing when time either seems to fly by or you forget about time completely?
• what have others commented you are good at (could be actions or behaviours)?
• what else have you thought you are good at?
These answers should give some broad ideas of the career areas they may take an interest in. For some this could be quite narrow and for others very varied. Please do not try to limit or narrow it down.
Look at the subjects already selected in the first part and check if they support the general ideas coming out of the second part.
Look at the general areas in part 2 and see if they would obviously require a subject which has not already been selected in part 1. Two of the key subjects in this regard are physical science and life science (the old biology). If so consider adding that subject back in.
By now you should have found your child’s three most popular subjects that have relevance to their possible broad career interests.
To return to the compulsory subjects. As far as languages are concerned these are mostly a personal choice. In South Africa many courses do require English.
The only remaining choice is between mathematics and mathematical literacy. Mathematics is required for entry into many of the courses at tertiary institutions. Therefore choosing mathematical literacy instead should only be done after careful consideration. Think about
• does not having maths exclude the child from any course they are likely to want to study?
• can they cope with maths if they really work at it or have additional help?
I came across a simple little book written by Norma Colley called “Choose the correct school subjects” (www.normacolley.info) which is a useful resource.
And lastly please share these wise words with your son/daughter.
"Don’t ask yourself what the world needs – ask yourself what makes you come alive, and then do it.
Because what the world needs is people who have come alive."
Harold Thurman Whitman
Republished for the benefit of parents of this year's Grade 9's
It can be a difficult time both for the learner and for their parent. We want to guide them in the best possible way but we don’t always know what that is and we may unintentionally guide them in a direction that suits us better than the child.
I went through this exercise a few years ago with my daughter and last year again with my son. Different children, different schools, different talents and interests, different final subject choices, but the same process.
So I am going to share my thoughts on how to go about this. Firstly remember that, although it is a bit complicated, learners are allowed to change their minds during Gr. 10 and even Gr. 11 or 12, so there is a very narrow escape route. Secondly the first four subjects are pretty much set. Life Orientation is compulsory as well as two official languages and one of the mathematics. So unless you do more than the minimum seven subjects there are only three true free choices. And thirdly, although I said earlier that an incorrect choice could make tertiary studies difficult this is really only the case where mathematics or science/biology are required - think BSc, engineering, medicine...
Very few children are going to know in Gr.9 what they want to do after school. Even if they think they do there is a strong chance it will change. And if it doesn’t then it may only be their first career, as multiple career lives are becoming much more the norm. Please don’t put your child under any pressure to make career decisions at this stage of their lives.
If your child has already decided what subjects they want to do then you only need to check the list for suitability – jump to ***.
If not, start here, together with your son/daughter (part 1):
• make a list of the subject choices available at the school outside of the compulsory ones mentioned above
• eliminate any subject really disliked or in which pass marks have not previously been achievable
• from the remaining ones your child needs to ask, which do I like the most? (or dislike the least )
• from those chosen as favourites double check that there is understanding of what that subject entails eg does it involve both practical and theory papers (Art & Drama), have they spoken to older learners studying it and/or teachers?
You should now have three or more hot favourites.
***At this point you need to check whether these allow for the possible career paths that your child may choose (part 2).
Take a big piece of paper and write down keywords that encompass your child’s answers to the following questions:
• what is important to you (could be things, values, circumstances…)?
• what makes you feel excited/happy/energetic/warm inside?
• what are you doing when time either seems to fly by or you forget about time completely?
• what have others commented you are good at (could be actions or behaviours)?
• what else have you thought you are good at?
These answers should give some broad ideas of the career areas they may take an interest in. For some this could be quite narrow and for others very varied. Please do not try to limit or narrow it down.
Look at the subjects already selected in the first part and check if they support the general ideas coming out of the second part.
Look at the general areas in part 2 and see if they would obviously require a subject which has not already been selected in part 1. Two of the key subjects in this regard are physical science and life science (the old biology). If so consider adding that subject back in.
By now you should have found your child’s three most popular subjects that have relevance to their possible broad career interests.
To return to the compulsory subjects. As far as languages are concerned these are mostly a personal choice. In South Africa many courses do require English.
The only remaining choice is between mathematics and mathematical literacy. Mathematics is required for entry into many of the courses at tertiary institutions. Therefore choosing mathematical literacy instead should only be done after careful consideration. Think about
• does not having maths exclude the child from any course they are likely to want to study?
• can they cope with maths if they really work at it or have additional help?
I came across a simple little book written by Norma Colley called “Choose the correct school subjects” (www.normacolley.info) which is a useful resource.
And lastly please share these wise words with your son/daughter.
"Don’t ask yourself what the world needs – ask yourself what makes you come alive, and then do it.
Because what the world needs is people who have come alive."
Harold Thurman Whitman
Republished for the benefit of parents of this year's Grade 9's
Sunday, 13 December 2009
Grow Through Speaking
"we shall fight on the beaches,
we shall fight on the landing grounds,
we shall fight in the fields and in the streets,
we shall fight in the hills;
we shall never surrender"
Those were powerful words. Words spoken by Winston Churchill in 1940. Words that pulled a nation together.
The words themselves are important but if they had been delivered differently would they have been effective? Would they have been remembered?
Imagine
Ghhh we shall UM fight on the beaches,
actually we shall fight on the landing grounds,
um um we shall fight in the fields and in the streets,
we shall fight you know in the hills;
and we shall I mean never surrender
It just doesn’t work, does it?
Being able to speak well is one of the most powerful life skills we can have.
Earlier this year I was at the elections for the new school governing body at King Edward VII school. A Mr Owusu was standing but he could not be at the meeting so he sent his 18 year old son to represent him. Owusu junior walked up to the lectern with confidence and clearly explained what his father could offer the school. He spoke well and with confidence. And he got his father elected.
Why? Because his speaking impressed us. Rightly or wrongly first impressions count and if you speak well the impression is that you are intelligent, capable, confident. And we assumed his father must be the same.
Speaking well opens doors of opportunity.
Where do we need to make good impressions ?- job interviews, dating, meeting new clients or the boss.
We all want something from our lives – it maybe money, position, good relationships, the opportunity to give. Certain skills and qualities make these easier to achieve. Apart from speaking what are some of the others?
Two big ones that come to mind are communication and confidence. Communication is not only speaking but listening as well.
We all feel quite confident about walking don’t we? Why? Because we know we have the skill to walk and because we have had positive experience of doing it. The same is true of gaining confidence in anything in life. Learn the basic skill and put it into practise. The more times it works the more confident you will feel.
Where do we learn these skills and gain this confidence? Well Owusu junior was in the school debating club and public speaking society . He was the deputy head boy of 2008 and he was the Mayor on the junior city council.
If we didn’t learn it at school what can we do?
We can join the local Toastmasters International club.
Toastmaster’s prepared speeches and table topics (impromptu speaking) are the debating society and public speaking club. Being on the committee is a chance to be the deputy head boy and being the area or divisional governor is being the junior mayor.
The TMI system has been designed to build the skills of communication and leadership and it gives people a safe space in which to practise so they have positive experiences and gain confidence. This then rubs off into other areas of their lives.
Many of us will rarely do prepared speaking in our daily lives but we all do much impromptu speaking. We introduce ourselves to people, we talk to clients, we talk to the manager or boss, we receive poor service from a company and we approach management to get it resolved or perhaps we get interviewed on the radio.
How do we develop impromptu speaking skills? Through prepared speaking. Think how say a tennis player becomes skilled at match play. They practise set shots over and over and then they practise them as a variety and then they use them as required in the game – spontaneously. The routine practise is used so that the skill is available for the spontaneous need.
The other half of TMI is leadership development.
In a business good leadership takes a company from good to great. But it is not only at work that we need leadership. Communities need leaders. Families need leaders. And we need to lead ourselves – organise ourselves, be punctual, take decisions, be accountable – so we can succeed for ourselves.
In Toastmasters this is learnt from the speaking projects and from the meeting roles.
When one puts leadership and communication together you can achieve most things.
You can inspire your team at work to put in a little more effort
you can help your teenager understand and enjoy their schoolwork
or you can persuade the bank to refund you the interest they over charged.
The TMI system is designed to give members the opportunity to develop these communication and leadership skills. But perhaps the greatest benefit of working the TMI system is the sense of achievement you feel for achieving your own personal goal. Whether that be to complete an Advanced Communicator gold or just to be able to stand up in front of people without your knees knocking. Or maybe it is to be the Club Secretary or the next District Governor.
So whether you want to inspire a nation or just your little girl; lead an army into battle or your team to an increased turnover; work the toastmaster system and it will work for you.
For information on your nearest club - phone or e-mail as per the moving banner at the top of this site
we shall fight on the landing grounds,
we shall fight in the fields and in the streets,
we shall fight in the hills;
we shall never surrender"
Those were powerful words. Words spoken by Winston Churchill in 1940. Words that pulled a nation together.
The words themselves are important but if they had been delivered differently would they have been effective? Would they have been remembered?
Imagine
Ghhh we shall UM fight on the beaches,
actually we shall fight on the landing grounds,
um um we shall fight in the fields and in the streets,
we shall fight you know in the hills;
and we shall I mean never surrender
It just doesn’t work, does it?
Being able to speak well is one of the most powerful life skills we can have.
Earlier this year I was at the elections for the new school governing body at King Edward VII school. A Mr Owusu was standing but he could not be at the meeting so he sent his 18 year old son to represent him. Owusu junior walked up to the lectern with confidence and clearly explained what his father could offer the school. He spoke well and with confidence. And he got his father elected.
Why? Because his speaking impressed us. Rightly or wrongly first impressions count and if you speak well the impression is that you are intelligent, capable, confident. And we assumed his father must be the same.
Speaking well opens doors of opportunity.
Where do we need to make good impressions ?- job interviews, dating, meeting new clients or the boss.
We all want something from our lives – it maybe money, position, good relationships, the opportunity to give. Certain skills and qualities make these easier to achieve. Apart from speaking what are some of the others?
Two big ones that come to mind are communication and confidence. Communication is not only speaking but listening as well.
We all feel quite confident about walking don’t we? Why? Because we know we have the skill to walk and because we have had positive experience of doing it. The same is true of gaining confidence in anything in life. Learn the basic skill and put it into practise. The more times it works the more confident you will feel.
Where do we learn these skills and gain this confidence? Well Owusu junior was in the school debating club and public speaking society . He was the deputy head boy of 2008 and he was the Mayor on the junior city council.
If we didn’t learn it at school what can we do?
We can join the local Toastmasters International club.
Toastmaster’s prepared speeches and table topics (impromptu speaking) are the debating society and public speaking club. Being on the committee is a chance to be the deputy head boy and being the area or divisional governor is being the junior mayor.
The TMI system has been designed to build the skills of communication and leadership and it gives people a safe space in which to practise so they have positive experiences and gain confidence. This then rubs off into other areas of their lives.
Many of us will rarely do prepared speaking in our daily lives but we all do much impromptu speaking. We introduce ourselves to people, we talk to clients, we talk to the manager or boss, we receive poor service from a company and we approach management to get it resolved or perhaps we get interviewed on the radio.
How do we develop impromptu speaking skills? Through prepared speaking. Think how say a tennis player becomes skilled at match play. They practise set shots over and over and then they practise them as a variety and then they use them as required in the game – spontaneously. The routine practise is used so that the skill is available for the spontaneous need.
The other half of TMI is leadership development.
In a business good leadership takes a company from good to great. But it is not only at work that we need leadership. Communities need leaders. Families need leaders. And we need to lead ourselves – organise ourselves, be punctual, take decisions, be accountable – so we can succeed for ourselves.
In Toastmasters this is learnt from the speaking projects and from the meeting roles.
When one puts leadership and communication together you can achieve most things.
You can inspire your team at work to put in a little more effort
you can help your teenager understand and enjoy their schoolwork
or you can persuade the bank to refund you the interest they over charged.
The TMI system is designed to give members the opportunity to develop these communication and leadership skills. But perhaps the greatest benefit of working the TMI system is the sense of achievement you feel for achieving your own personal goal. Whether that be to complete an Advanced Communicator gold or just to be able to stand up in front of people without your knees knocking. Or maybe it is to be the Club Secretary or the next District Governor.
So whether you want to inspire a nation or just your little girl; lead an army into battle or your team to an increased turnover; work the toastmaster system and it will work for you.
For information on your nearest club - phone or e-mail as per the moving banner at the top of this site
Saturday, 6 December 2008
Ethics in school and at home
A recently circulated e-mail emphasized that the Bible says though shalt not kill. It went onto say that schools no longer teach Christianity or Judaism and therefore children don't learn this "rule". The conclusion was that this results in incidents such as school shootings.
The author was of course referring to the Ten Commandments. I think all the major religions and philosophies of the world teach something along those lines. No matter what anyone’s personal religious views are, parents and teachers can and should be, bringing up children to know and respect a set of ethical values. During the teenage years, being the turbulent stage that they are, it is very helpful for a teenager to have an ethical religion or philosophy to hold on to: to be their guidance when confused and to give them a greater reason to hold out against peer pressure.
At www.globalethics.org there is a list of what they call universal values – honesty, respect, responsibility, fairness (justice) and compassion (love).
If we all followed those universal values and brought children up to do the same would it reduce incidents such as the one at Skielik and the West Rand samurai sword killing?
The author was of course referring to the Ten Commandments. I think all the major religions and philosophies of the world teach something along those lines. No matter what anyone’s personal religious views are, parents and teachers can and should be, bringing up children to know and respect a set of ethical values. During the teenage years, being the turbulent stage that they are, it is very helpful for a teenager to have an ethical religion or philosophy to hold on to: to be their guidance when confused and to give them a greater reason to hold out against peer pressure.
At www.globalethics.org there is a list of what they call universal values – honesty, respect, responsibility, fairness (justice) and compassion (love).
If we all followed those universal values and brought children up to do the same would it reduce incidents such as the one at Skielik and the West Rand samurai sword killing?
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