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By Mrs Sharon Siew, former Vice-Principal, Bowen Secondary School
and present Vice-Principal of Tampines
Primary School |
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(Click on each question to read the answer.)
| Q |
Why should teachers welcome the TLLM approach to teaching and learning? |
| A |
The spirit of TLLM returns teachers to the fundamentals of education… teaching pupils so as to equip them for life, and for living a full life. TLLM inspires teachers to take a closer look at how they are exciting and engaging their pupils in learning, and how they are interacting with their pupils in order to bring this about. |
| Q |
What do you think will be critical to the success of TLLM in helping teachers help students learn better? |
| A |
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Teachers’ understanding
of what they stand for as educators; |
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Teachers’ beliefs in students as learners,
e.g. every child is teachable; |
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Teachers’ awareness of the current profile of the learners, the environment they are living in (including the distractions they encounter), and using this knowledge to better engage the learners; |
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Teachers’ understanding of why they teach, what they teach and how they teach; and |
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Teachers’ repertoire of pedagogical tools and assessment modes, in order to teach effectively and assess suitably. |
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| Q |
Is there anything in the way teachers teach in your school that is already in line with TLLM approach? |
| A |
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Programme Design: Adopting
a variety of learning modes in any one
instructional programme, for holistic
education and balanced development (e.g.
drill-and-practice; group work; e-learning;
learning journeys; etc). |
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Pedagogy Design: Focusing on educational
outcomes and adopting various strategies
that bring about these outcomes (e.g.
providing differentiated instruction;
engaging learners in experiential learning;
promoting active learning; and instilling
good habits of mind through learning protocols).
For example, “Rainbow Days” in Bowen Secondary
comprise out-of-the-classroom experiences
designed with specific educational objectives
in mind. Sec 1 students spent a morning
at the Botanic Gardens observing
people and nature; discussing
with their group mates regarding the task
at hand; and expressing
their thoughts and feelings in essays,
poems and drawings; while fostering a
sense of harmony with the natural
environment and a sense
of community with one another.
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| Q |
What do you think is the most welcome TLLM recommendation for your teachers and why? |
| A |
To me, the most welcome TLLM recommendation is the timetabled time for professional planning, reflection and sharing. It is a strong signal for teachers to focus on their core business of teaching and learning; expending time on designing effective and innovative lesson plans and pedagogies to better engage learners, reflecting on what went right, what went wrong and what could be done better in their lessons; and exchanging professional ideas and best practices with fellow practitioners.
In particular, the timetabled time can be used creatively to systematize team learning in schools, thus deepening the professional learning culture.
This concrete move signals to teachers that the Ministry recognises the importance of professional planning, reflection and sharing, and appreciates the time and energy teachers are already spending on these endeavours. Teachers would feel supported and their morale would be lifted!
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| Q |
What are your thoughts as a school leader? |
| A |
To me, the spirit of TLLM in terms of quality interaction and quality learning is one that should permeate all levels. I see the need to role-model the spirit of TLLM in my interaction with and engagement of my teachers and colleagues in the TLLM landscape.
Operationally, it means the need to spend time to better understand my staff’s learning needs, concerns and aspirations; seek out opportunities for them to learn and grow in ways that best meet their needs; and to engage them through various modes of learning – conversations, meeting protocol, dialogue sessions, learning circles, e-learning, e-forums, reading and reflection, renewal activities, etc. We must, in every way, provide opportunities for teachers to immerse in varied learning experiences and grow in capabilities, thus equipping and inspiring them to create the desired school experience for their students.
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