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Helping Children Cope Beyond the Classroom
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Teaching by Example
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Grammar Matters
 
Helping Children Cope Beyond the Classroom
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From left to right: CGC Counsellor Ms Natalie Lim with teachers - Ms La Vonda Koh, Mdm Surayah Ibrahim, Ms May Ng and Ms Petrina Tay (from TN).

A Primary 5 child with low verbal skills, unable to answer simple questions. Another student so disruptive that his classmates become affected. How do teachers deal with students like them?

The desire to help students with such learning difficulties and other problems made at least three teachers join the Child Guidance Clinic (CGC) for a stint during the recent holidays, under the Teacher Work Attachment Programme facilitated by Teachers Network (TN).


Of Help and Special Needs

Mdm Surayah bte Ibrahim, teacher counsellor at Loyang Primary and who is pursuing a masters course in school counselling, started with the thought that what she learned at the CGC would be useful for her coursework. “But once here, I realised that the skills I pick up will really help the kids
I teach. This is my 20th year in teaching and I’ve done nine with EM3 pupils. I believe that I can help my non-readers pick up reading skills faster – that’s one of my biggest takeaway from this attachment.”
But once here, I realised that the skills I pick up will really help the kids I teach.  
 
 
Mdm Surayah

As one of the senior staff members at CGC put it, the gleam in a child’s eyes when it dawned upon him how to link letters, words and sounds truly made all the effort worthwhile.

For Ms May Ng, who was formerly a teacher counsellor and pastoral care coordinator before joining West Grove Primary last year, the motivation was to gain more skills to fulfil both roles. Interestingly she had been seconded to a special school a few years back and observed that the children actually learnt at a slower pace.

“In mainstream schools, however, we still need to see a change in the children in terms of academic performance. The children who can’t read or articulate are really quite helpless. When they are in doubt, they can’t get help. Even their peers reject them because of their ignorance,” said May. After her experience at the Child Guidance Clinic, May feels more confident of helping parents see special education in a better light, so that their special needs students could receive the attention they need.

Walking in Someone’s Shoes
For a young teacher like Ms La Vonda Koh, also of West Grove Primary, the attachment was almost a “life-saver”. She recounted that during her contract period, she saw pupils with learning difficulties and felt helpless, not knowing how to help them. She added candidly, “I thought that after going for professional training, I’d be equipped with skills to help them, along with the other ‘normal’ pupils who didn’t exhibit learning problems.”

The system of referral is time-consuming. I try to put myself into the students’ and their parents’ shoes.  
 
 
Ms Koh
Describing how the work attachment has helped her overcome her struggles in teaching students with learning difficulties, she said, “The system of referral is time-consuming. I try to put myself into the students’ and their parents’ shoes. With this CGC attachment, I can try to understand what their problems are and see how to help or refer them to other resources. I have opportunities to learn from the experts here and bring pointers back to my classroom.”

On the current school referral system, Mdm Surayah had this word of advice for parents: “They have an alternative. They can also choose to come directly to COPES, which means Children’s One-Stop Psycho-Educational Services. They take walk-ins so children’s concerns can be addressed at a young age."

Note:
COPES is the new educational extension of services at the Child Guidance Clinic. It provides a comprehensive, multidisciplinary assessment and intervention service for pupils requiring learning, social/emotional and/or behavioural support. Families that are unable to afford the fees can seek help from the medical social worker. Surayah, May and Le Vonda were just three of 196 teachers involved in the Teacher Work Attachment (TWA) Programme facilitated by Teachers Network, Training and Development Division, MOE, over the November – December Holidays.

For more information on the TWA, go to http://sam11.moe.gov.sg/tn/twa_intro.htm
(intranet log-in needed).

PLUS! Read about Mr Saiful Sobuh’s experience working with Citigroup Mumbai, India at http://workattachment.blogspot.com/

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