Teacher, Teacher, Teacher

Teacher, teacher, teacher

I love you!

Teacher, teacher, teacher

I will miss you!

Teacher, teacher, teacher

I like your smile

Teacher, teacher, teacher

You are so pretty

Teacher, teacher, teacher

Hugs and kisses for you

Teacher, teacher, teacher

I like when you laugh big!

Teacher, teacher, teacher

I like when you jump and clap!

Teacher, teacher, teacher

I sing for you**

Teacher, teacher, teacher

Don't forget me

Teacher, teacher, teacher

Teacher Anizah... XOXO

A Photo a Day: 0-10 years old

Natalie's father took a photograph of her everyday from her birth till she reached the age of ten. The following video is titled "Stop Motion Human Growth!"
By JAMagicFilms.

Natalie time-lapse video: From birth to 10 years old @ Yahoo! Video

Fun with words :)

Don't throw away your old calendar

Sequencing

Presented by Rahimah, Bahirah & Shakinah

Presented by Aishah, Eda, Rahmah & Naz

Presented by Waani, Lisa & Mariana

Majong Paper Sharing

Rainy Day Activities By Naz,Aishah,Eda & Rahmah

Lecture 29/11/2010: Lion Script

Adaptation of the story of the Lion Who Couldn't Roar

Lion: I am a lion who cannot roar
When I roar my throat gets sore

I talk sweetly and nicely to my animal friends.

"How are you today?" "I'm fine, thank you."

Animals: Lion, Lion, we like you.
You're kind and sweet, that is so true!

::A whiny and tiny pig comes along::

Stupid and Stubborn Pig: Hello lion, how do you do.
I cannot agree with your point of view.

Lion: My little friend, it's okay.
I don't always have to have my way.

Stupid and Stubborn Pig: How can you say the sky is blue... can you help me to tie
my shoe?

::Lion agrees::

Lion: Little pig, little pig, I do not fib
The sky is blue as sure as a baby sleeps in its crib.

Stupid and Stubborn Pig: You lie, you lie, it is not true.
I will not thank you for tying my shoe.

::Lion gets angry and tries to roar::

Lion: GRRRR--- eek.

Lion: I need something else I do.
I'll make a machine to roar at you.
Just you wait you buffoon
I will see you in three moons.

::Lion goes to make the machine. It takes him three months to complete. Soon after it was finished, the pig turns up::

Stupid and Stubborn Pig: Here I am you silly cat.
The sky is purple and the world is flat.

::Lion pressed a button on the machine with his paw, and suddenly resounded this tremendous...::

ROOAAAAAAAAAAAARRRRRRRRRRRRRRRRRRRRR~!

Animals: *scream and run away*

::Lion looks sadly at the departing animals::

Lion: Never will I roar again
Now my heart's in so much pain.
I'm all alone as you will see
There's no one else here but me.

::Lion begins talking nicely to the animals once more::

Animals: Lion, Lion, please don't roar anymore
Let's just share this packet of Chipsmore.
*sorry our group was feeling peckish

Lion: Indeed I'll never again use the Roaring Machine
It made me the loneliest I'd ever been.

~The End & Happily Ever After~

Discussion - 19/11/10 ( 5 activities to facilitate children's language acquisition.)

Activity 1


"Soundworks " - Phonology and syntax ( with drama )      
1. Copy me copy me copy me do
2. I do this can you do it too? (while we clap )
3. Make the sound "a" with action then repeat 1 and 2.
4. Make the sound "n"with action then repeat 1 and 2.
5. Make the sound "t" with action.
6. With all the sounds, let us collect some magic dust. ( scoop and sprinkle on the 
    sounds).
7.Show me your muscles and let us squeeze the sounds together.
8. Put all the sounds together slowly and then go faster.
9. Hey everybody, we made the word "ant". Yay! CELEBRATE.


Activity 2


" Phonics Song " - Phonology and semantics ( music & movement )
1. Sing the song " ants on the apple".                                                           
2. Emphasize on the sound like "a".
3.Show them the concrete material while singing.
4. Reinforce the sound "a".


Activity 3


Puppet play or dramatization - pragmatics







Activity 4


Storytelling - Phonology , Semantics, Syntax and pragmatics

Activity 5

Show and Tell - Phonology , Semantics, Syntax and pragmatics

Thought by : the lovely Waani, Eda, Aishah and Naz. : ) : )  : )

caterpillar

Plan an activity....

1.Art and craft

Finger printing, straw printing,colouring,sand painting,aqualic painting,blot painting,sculpture

2.IT

picture taking,video recording,mini documentary

3.Indoor games

dog&bone,passing parcel,musical chairs,duck-duck-goose,chop chilli chop, mr wolf, freeze game

4. Physical Education

indoor gym,indoor playground,music&movement, hopscotch,skipping,hula hook,bean bag

5.Language

Storytelling,dramatisation

6.Science

prediction on aftermath of rain

7.Moral education

competition-picking up the most litter , talk on moral values

Done by

Ima,alie,ira,ina,ana.

Saving These Up for a Rainy Day - List of Activities

1 - Twister
2 - Shadow puppet play (animal shadows, finger shadows)
3 - Duck, Duck, Goose
4 - Indoor hopscotch
5 - Board games
6 - Charades
7 - "Plastic ball swimming pool"
8 - Parachute play with balls
9 - Freeze game with music
10 - Musical chairs
11 - Crossword puzzles
12 - Guessing games with animal sounds
13 - Giant collagework
14 - Treasure hunt
15 - Simple cookery (warm food that's nice to eat on a chilly day)
16 - Transferring things with tongs
17 - What's the Time, Mr Wolf?
18 - Colouring and drawing while listening to soothing music
19 - Simple origami
20 - Hot & Cold

A birthday-themed lesson: Subjects Eda & Lisa

DECCE01's group presentation =D

Limbo Rock

As performed by the DECCET01 chorus, Lecture 22102010:

Just for your entertainment (:

CHOPE!!!

enjoy...

more can be found on youtube, just search for happeepill or simply go to his website (:

2nd BRAIN JUICER FOR TODAY - 20/10/10 : )

Does your mind ever go around in circles or do you loose sleep trying to come up with a solution for a problem?

YES !

The problem?

• when you think at the last second
• when you do not expect unforseen circumstances
• when you do last minute planning and do not explore the consequences

The solutions?

• Think or plan ahead
• Do not force your brain to think if you are tired.Get help! Surf the net,read books or call a friend for ideas or solutions to solve your problem.
• Always have a back-up plan/idea/solutions- have contigency plan.
• Expect the unexpected.

Advantages?

• Your thoughts will flow in a a more organised manner.
• You will be more prepared for unforseen circumstances.
• You will know how to react accordingly

Disadvantages ?

• You will have to be more resourceful.
• Be willing to sacrifice a little bit more time.

The best solution?

• Expect the unexpected.

When you do so, mentally you will be prepared for unforseen circumstances.You will have more choices or back-up ideas/plans/solutions to tackle the problem smoothly with the best solution.

When will act on it?

• IMMEDIATELY!

: ) By us - Eda, Rahmah, Aishah and Naz

What is creativity?

" Creativity is one of the essense in everyone that brings out the other side of them." - Naz

The question is - How do they apply it in their lives?..

Hmmm...something for you to think about fellow coursemates.. : )

From us - Eda,Rahmah,Aishah and Naziah.

Lecture Qns

What is your problem?

• saving money
• changing of job (environment)

What are the solutions for resolution of the problem?

• having budget list ( A: be discipline, know where your money goes. D: Not being truthful to yourself, being p procrastinate e, being too stingy, no enjoyment)

• be thrifty and consistent ( A: Long run planning, enjoy benefits at the of the savings. D: Having limitations, frustrated to own self)

• knowing what is necessity and luxury ( A: Discipline own self, knowing how to prioritize. D: No enjoyment.)

• find job with higher income less work ( A: New experience, better income. D: No bonding with colleagues, rivalry, cannot adapt to changes)

• try to find job that is less working hours ( A: More time for own self and family, go shopping. D: Less income, have to bring work home)

• Loanshark/Bankloan ( A: Easy & Instant Cash. D: Trying to DIG YOUR OWN GRAVE!!!!)

Our BEST solutions...

Saving Money: Have budget listing and be consistent and truthful to own self

Supportive rationale: Without budget listing, one cannot decide of how much to save and how much to spend. Budget listing help to keep track of one's spending.

Changing Job: Find job with higher income.

Supportive rationale: a way to reduce stress as everything is getting expensive, we need more income to pay for our expenses.

When will we act on it?

ACT NOW!!! So the problem would not arise. Prevention is better than cure =)

Done By: Irah, Imah, Inah, Ana, Alie DECCE- T-01

Lecture 20102010: Problems and Solutions

1.What is the problem?

- Miscommunication with people

2. What are the solutions for resolution of the problem? (with advantages and disadvantages)

- Approaching the person and being upfront/ Clarifying the matter (the Calm Approach)
Plus: Better chances of solving the conflict in a rational way most beneficial to both parties

Minus: Not everyone may be willing to be rational, or may like being approached at all

- Confrontation (the Waani Approach)
Plus: Can be very satisfying. It allows the party to voice out or stand up for themselves.

Minus: May worsen the conflict.

- Keeping quiet / ignoring

Plus: Does not cause any further conflict or open hostility. Minor problems may go away with time and without fussing over.

Minus: The silent party may be taken advantaged of/ or there may be unresolved problems and feelings leading to a build-up of tension and bad vibes


- Punching the person's daylights out

3. What is the best solution with supporting rationale?

- (a) analyse the situation (b) consider the pros and cons of each type of action (c) stay calm and level-headed as far as possible (d) carry out the action accordingly, and regardless of the outcome, best not to dwell on it.


4. Once a decision is reached on the best solution, when will you act on it?

- Immediately, ASAP, pronto. Settle the matter quickly before new problems breed from it.

Creativity

done by nat ana imah irah sha

Lecture 20102010: Creativity

Our group's take on creativity:

- It's about expressing our feelings
- It's about exploring and testing our limits
- It is about us and our thoughts
- "Something spontaneous or unplanned to spark an idea that leads to movement with success promoting teamwork, engagement of all five senses."
- Doing or making something new with whatever we have

Food Glorious Food

Ice Jelly Recipe

Ingredients

• 1 packet of agar powder
• 500g sugar
• 3.75 liters of water
• cincau leaves (can be bought from sinseh shop, ask for 50cents or $1)
• 1 can of fruit cocktails
• some lime
• pandan leaves

Steps

Mix water and agar-agar powder in a large pot until smooth. Boiled over low heat and add all the sugar, pandan leaves and cincau leaves.

Bring to boil. Reduce heat. Let it boil for 10 minutes then turn off the heat and strain.

Pour it into containers and let it cool. After that place it in the refrigerator.

While serving, take a few scoops of jelly and place in bowl. Garnish top with one or two tablespoons of lime juice and fruit cocktail.

Happy trying (:

Bread Lesson: Basic Bread Recipe

Ingredients
• 1kg/just over 2lb strong bread flour
• 625ml/just over 1 pint tepid water
• 30g/1oz fresh yeast or 3 x 7g/¼oz sachets dried yeast
• 2 tablespoons sugar
• 1 level tablespoon fine sea salt
extra flour for dusting

Stage 1: making a well
Pile the flour on to a clean surface and make a large well in the centre. Pour half your water into the well, then add your yeast, sugar and salt and stir with a fork.

Stage 2: getting it together
Slowly, but confidently, bring in the flour from the inside of the well. (You don't want to break the walls of the well, or the water will go everywhere.) Continue to bring the flour in to the centre until you get a stodgy, porridgey consistency – then add the remaining water. Continue to mix until it's stodgy again, then you can be more aggressive, bringing in all the flour, making the mix less sticky. Flour your hands and pat and push the dough together with all the remaining flour. (Certain flours need a little more or less water, so feel free to adjust.)

Stage 3: kneading!
This is where you get stuck in. With a bit of elbow grease, simply push, fold, slap and roll the dough around, over and over, for 4 or 5 minutes until you have a silky and elastic dough.

Stage 4: first prove
Flour the top of your dough. Put it in a bowl, cover with clingfilm, and allow it to prove for about half an hour until doubled in size – ideally in a warm, moist, draught-free place. This will improve the flavour and texture of your dough and it's always exciting to know that the old yeast has kicked into action.

Stage 5: second prove, flavouring and shaping
Once the dough has doubled in size, knock the air out for 30 seconds by bashing it and squashing it. You can now shape it or flavour it as required – folded, filled, tray-baked, whatever – and leave it to prove for a second time for 30 minutes to an hour until it has doubled in size once more. This is the most important part, as the second prove will give it the air that finally ends up being cooked into your bread, giving you the really light, soft texture that we all love in fresh bread. So remember – don't fiddle with it, just let it do its thing.

Stage 6: cooking your bread
Very gently place your bread dough on to a flour-dusted baking tray and into a preheated oven. Don't slam the door or you'll lose the air that you need. Bake according to the time and temperature given with your chosen recipe. You can tell if it's cooked by tapping its bottom – if it sounds hollow it's done, if it doesn't then pop it back in for a little longer. Once cooked, place on a rack and allow it to cool for at least 30 minutes – fandabidozi. Feel free to freeze any leftover bread.

Source: http://www.jamieoliver.com/recipes/bread-recipes/basic-bread-recipe

~Fadillah, Saberah, Lisa, Waani, Aqilah~

Pearly Shells By Naziah,Eda,Rahmah& Aishah grp Presentation

Cars by Ana,Imah,Irah,Shak n Nat

Here's the video presentation.

Our Dream Library Centre: Under Bloom's Taxonomy

Categories in the Cognitive Domain:
(with Outcome-Illustrating Verbs)

Knowledge of terminology; specific facts; ways and means of dealing with specifics (conventions, trends and sequences, classifications and categories, criteria, methodology); universals and abstractions in a field (principles and generalizations, theories and structures):
Knowledge is (here) defined as the remembering (recalling) of appropriate, previously learned information.
defines; describes; enumerates; identifies; labels; lists; matches; names; reads; records; reproduces; selects; states; views; writes;.
=>Our Library: A full range of age-appropriate books covering a variety of themes and styles is provided. Books may or may not relate to themes discussed in class. Children are able to recount their favourite book contents, effectively use new vocabulary and describe scenes and facts from their readings.

Comprehension: Grasping (understanding) the meaning of informational materials.
classifies; cites; converts; describes; discusses; estimates; explains; generalizes; gives examples; illustrates; makes sense out of; paraphrases; restates (in own words); summarizes; traces; understands.

=>Our Library: The children are able to discuss their favourite stories, and reproduce them through their preferred modes of expression. Being able to relate what they have read to the changing specimens and displays provided in the library centre (plants, hamsters, fish, stones and gravel, water, bubbles, terrapins, etc) too comes under this category.

Application: The use of previously learned information in new and concrete situations to solve problems that have single or best answers.
acts; administers; applies; articulates; assesses; charts; collects; computes; constructs; contributes; controls; demonstrates; determines; develops; discovers; establishes; extends; implements; includes; informs; instructs; operationalizes; participates; predicts; prepares; preserves; produces; projects; provides; relates; reports; shows; solves; teaches; transfers; uses; utilizes.

=>Our Library: Children can for instance be put in charge of taking care of the plants in the library, and use information from the books to help them. Do plants need water? Why?

Analysis: The breaking down of informational materials into their component parts, examining (and trying to understand the organizational structure of) such information to develop divergent conclusions by identifying motives or causes, making inferences, and/or finding evidence to support generalizations.
analyzes; breaks down; categorizes; compares; contrasts; correlates; diagrams; differentiates; discriminates; distinguishes; focuses; illustrates; infers; limits; outlines; points out; prioritizes; recognizes; separates; subdivides.

=>Our Library: The different coloured bookcases to indicate different types of books will lead the children to question and differentiate between them. "Why is this book in the red shelf and not the blue?" They will compare and categorise, using the contents of the books as evidence. Props and displays, with encouragement, will also lead to comparisons between pictures (two-dimensional forms) and real or three-dimensional objects.

Synthesis: Creatively or divergently applying prior knowledge and skills to produce a new or original whole.
adapts; anticipates; collaborates; combines; communicates; compiles; composes; creates; designs; develops; devises; expresses; facilitates; formulates; generates; hypothesizes; incorporates; individualizes; initiates; integrates; intervenes; invents; models; modifies; negotiates; plans; progresses; rearranges; reconstructs; reinforces; reorganizes; revises; structures; substitutes; validates.

=>Our Library: Through the dramatisation props and materials provided, children are allowed the chance to role-play as they like. They have free choice to become any of the characters they have encountered. Enacting a scene would require construction, imagination, discovery, exploration, extension and preparation to an end product. They are transferring their new knowledge to their dramatisation and using it to make it work.

Evaluation (On same level as synthesis?): Judging the value of material based on personal values/opinions, resulting in an end product, with a given purpose, without real right or wrong answers.
appraises; compares & contrasts; concludes; criticizes; critiques; decides; defends; interprets; judges; justifies; reframes; supports.

=>Our Library: Asking questions about their work may prompt them to analyse their own work. Which part of it had they liked? Which parts of it would they like to do again differently, and why?
The teacher may facilitate the building of more ambitious or elaborate projects on the children's part.

*Major Categories in the Taxonomy of Educational Objectives
(Bloom 1956) - http://krummefamily.org/guides/bloom.html

8 Desired outcome for Preschool

Taken from www.moe.gov.sg
thank you!!!

• Know what is right and what is wrong
• Be willing to share and take turns with others
• Be able to relate to others
• Be curious and be able to explore
• Be able to listen and speak with understanding
• Be comfortable and happy with themselves
• Have developed physical co-ordination and healthy habits
• Love their family, friends, teachers and kindergarden

Here is your other weapons teachers (:

From our perspective...

1. What is the purpose of early childood education?

• nurture young minds
• to tap on their abilities and capabilities
• to provide them with the foundation of basic concepts and life skills
• to make use of the "windows of opportunity"- once missed,it is forever missed.

2. What should curriculum for young children include?

• self-help skills
• fun and enjoyment
• lots of exploration and discoveries
• age-appropriate activities
• interesting and captivating
• objectives that will enhance their development in all areas
• hands on activities
• challenging and
• mind boggling

3. What is competence?

• the ability to accept challenges
• the will to achieve more than the current performance
• the ability to improve oneself
• the ability to accept ones weakness and strength

4.What do teachers need to know to foster competence in children?

• be aware of the children's abilities and capabiliities
• understand their development
• knowledgeable in early childhood education

Done by the lovely ladies of DECCE-T-01 11 October 2010
Naziah
Aishah
Eda
Rahmah

our perspective......

1. purpose of ECE is to educate children academically, morally upright citizens spiritually,life skills, critical thinkers(HOLISTICALLY) as well as prepare them for primary school


2. Apart from all the academic subjects, we should include moral values, manners, life skills, creativity, music and movements, speech and drama, art & craft and field trip.( by introduce project work and hands on activities.)

3. Competence is to equiped ourselves (teachers) and our children with up to date knowledge, Work smart instead of working hard, have updated and relevent skills, to be on path with current progression in ECE.

4. Teachers have to posses in depth knowledge, believe in themselves, be competence themselves, be updated with current issues, resources and having net working before instilliing relevant to the children.

By: Rahimah, Natalie, Shakinah, Bahirah & Mariana
DECCE-T 01
11th October 2010

Lecture Questions 081010

On the artifact:

Our thoughts: We believe that such activities help to foster creativity. A common complaint among teachers is having limited resources and materials. (Hence we end up hoarding almost compulsively).

It is good practice for teachers to be able to speedily come up with ideas to make crafts out of salvaged scraps.

By providing a sufficient assortment of everyday disposable and easily accessible materials, children can create anything they like and want.

Why we chose what we did (the flower and pot with stand): It is simple yet has aesthetic value. The method is versatile enough; children can improvise where they feel like it, and come up with different end products. It is also something which is easily stored or displayed, in school or at home.


What is the purpose of early childhood education?

Answering the parent: It is to develop your child mentally, socially, emotionally and academically, to build in him/her resilience and equip him/her with necessary life and schooling skills. A proper early childhood education will imbue him/her with confidence and optimisim, and the readiness to face the challenges of primary school.

Answering the stranger: Through developmentally-appropriate curriculum consisting of catered activities, lessons, projects and programmes, Early Childhood Education provides the young child with a holistic education that will help prepare him/her for later levels of schooling.

Answering the management: As a teacher, in line with the school's philosophy, I will endeavour to plan and fashion my lessons for the children such that they will benefit from them in all their six human domains (PILES).

Answering the MCYS officer: I believe my colleagues and myself put in our best effort to (insert individual school philosophy), (insert personal philosophy).

Answering our personal philosophy and professionalism:
The ECE educator/practitioner has an in- depth understanding of the child’s developmental milestones. Educators are able to create a developmentally appropriate curriculum, lesson plan and activities for the children. Harnessing their potential in their six human domains (P.I.L.E.S) is a keystone in ECE, as well as understanding the different ways in which each and every child perceives things.

What should curriculum for young children include?

The curriculum should include activities, projects and programmes that aim to help children develop the knowledge, skills and attributes for learning, life and work.

It should address not just one or two, but all six human domains of learning and development (PLIES).

The purpose of the curriculum is to enable each child or young person to develop into a successful learner, a confident individual, a responsible citizen and an effective contributor.

What is competence?

We believe competence having the skills and knowledge needed for the task, and the ability to put those skills and knowledge into practical application.

It includes the ability to solve problems, whether through trial and error or otherwise, the initiative to seek help from more knowledgeable others (MKO), and being able to work both independently and with a team.


What do teachers need to know to foster competence?

Teachers need to get to know themselves (through reflection), their children (through observation and perseverance), their working colleagues (through initiative, diplomacy, humility, tolerance and patience), their working environment and the demands of their role (through the MKOs).