Civic and Moral Education

Civic and moral education...Can be taught, but mostly caught.

If so, how can it be better 'caught'?

It can be
- caught by pupils who see the genuiness and sincerity of teachers who taught that values lesson.
- caught by pupils who are put through experential learning.
- can be better caught by pupils who gets to reflect and speak about it..and
- taught by teachers who know how to facilitate these experential learning process.

What other ways?

Holistic Education_a more balanced education

Holistic Education, some key words and adjectives for it:

Balanced, whole person, infused, along the way teaching (incidental), harmonized.

5 Aspects: Moral, Intellectual, Physical, Social, Aesthetic
Grouping them into 3 groups:

1. Moral/Social
2. Intellectual (or cognitive)
3. Physical/ Aesthetic (or generally 'talents')

Against the current situation of heavily leaning on Intellectual domain, for a balanced/ harmonized holistic education to happen in school, we need to determine the amount of time/ effort of school management, teachers and pupils. What is a good proportion? Will it be realistic? Can a school do it alone within its own system? Likely it would take the MOE changing it's policy, but will it be able to do it?

KP dialogue 12th Sept 2011 about Leadership

Following up from the previous post on Leadership philosophy, I went for the KPs of N2 cluster dialogue. Some 25 KPs of N2 came together to discuss in groups of 5, about some 11 leadership skills, behavior and competencies. We were also to link them up them to form a framework, pictorial of concept map so as allow us to use it in continual growth as a leader. In my group of 5 middle managers from different N2 schools, we came up with this. I suggested the human pictorial link to help us to remember better. Now, I shall call it "The person of a leader"

Another contribution I made was to link SEL competencies, familiar to educators that leaders should possess and then continue to grow them with practical experience. As well as placing "Actions management" and "Developing People" as the hands (picture shows shoulders). Other teammates helped to place logical sequencing of vision, thinking, strategic planning as well as "communication skills" at mouth and linked to ear, and putting in feedback loop with it. All of 5 of us all agreed that the heart of leaders is "Service Orientation": remembering that we are servant leaders.

We were very proud of our contribution. Several other KPs also express their "likes" for it.

It was fruitful session: getting to know a few more KPs in N2 cluster; hearing different perspectives about leadership concepts; there was also some personal take-home about 1 one the 11 aspects- "Service Orientation" after Supt asked for views about what it meant for us. Following are some key words that caught my attention: "Cheer leader" (cheerful, encouraging, excellent spirit); "Humility" (humble leading in service); "Consistency-leaving a trail" (leaving an good impression, pleasant experience all time); "Persistent focus on Purpose/ Mission (of Serving others- heart of all servant leaders).

Leadership Philosophy

The KPs were asked to share about our Leadership (Behaviours, skills and competencies), ranking these behaviours and the reasons.

So I look back into my EPMS work review forms, found that I have some information. It was the 2007 WR forms, that year I became a HOD. In it, there was a section that asked us, the school middle managers, what are our belief statements of leadership and I put this down:
1. A good leader models the way
2. A good leader cares for fellow collegues and encourages the hearts
3. Communications is vital in ensuring good working relationship and work efficiency

I think it was that around that time that I was researching about leadership principles that I could introduce to the Student Council. It was then I came to know about "The Leadership Challenge" Model also know as the KP model (Kouzes and Posner). I also came to know that our Principal, Mr Stephen Chin, also uses it as his leadership principle.

As I read more about this model, I felt quite akin to the 5 Exemplary Practices that a good leader should have. Wanting the Student Council to have a Leadership model to shape their leadership practices and since our principal is also using it (and he can also use this principles to informally mentor the SC, I decided that this would be the Leadership Principles I would adopt and strive to excel in. I later used the following as part of the concept paper for Student Leadership Development. Personally, I have been checking myself how I am doing in these 5 aspects even as I assess and mentor the Student Councillors with these same 5 practices. These has also been useful in other domain of my personal life too as I also lead, influence and develop other people in my life (children, wife, church youths, young people etc)



As I reflect again on these 5 aspects, I thought of what I have done or at least tried to do.
1. Model the way:
- professionalism: doing things well, excellently
- continual improvementhttp://www.blogger.com/img/blank.gif
- showing care for pupils and staff
- tried to be learning new things, being open and teachable.
Have I been exemplary in Learning and Caring?

2. Inspire a shared vision:
- firstly: I personally needs to catch a vision "For without a vision, the people perish". That vision thereafter needs to be cascaded down to Strategic Plans and then action plans.
- practicing "Influencer" skills: to motivate, influence and effect changes
(6 circles: Personal, Social, Structural x motivation, ability)

This is a useful concepts to influence people and effect change in organisation.
"How am I doing in forming the vision/ a target for the organisation, myself and people who are important to me? If the vision is clear, am I motivating, inspiring them, are the people following me?"
- organization and supervisees

3. Challenge the process
- This is one of my passion (look into not just own area but other part of organization) trying make things better, sometimes I will also use my handyman skills to effect change more quickly.
Eg: school environment, major functions, organizational excellence (pen picture forms), school culture.
- However, sometimes, there are challenges to effect change due to bureaucracy and money. I probably have to find a better way of packaging or sometimes use constant bugging of higher authority.

4. Empower others to act
- To me, it's more like coaching. To help and guide others to be able to do their job well. It can be
> through walking with them/ hand holding/ demonstration
> through modeling the way
- There are a few colleagues (new teachers as well as new leaders) that I am supposed to guide and coach.

- This is also an ability to Foster Collaboration/ build team spirit.


5. Encourage the hearts
- This is basically to be Caring, getting people to be Resilient, strong in their heart, not to give up.
- Have I done well here? Generally, people says I am caring. However, I probably still lacking in details.

Links and Ranks:
"Model the way" tends more to the personal caring attributes, just like "Encourage the hearts". I always remember and use this famous phrase: "The pupils do care how much you know, until they know how much you care". I have always shared with new teachers my philosophy as a teacher: the 3 Fs: Firm, Fair, to be a Friend. Before being appointed as a HOD, I have already been using this, and I strongly believe that all teachers should be able to practice the 3 Fs. The 3rd F requires us to be able to reach out to the hearts and interests of the pupil, encouraging them to bring out the best in them.
To be a leader of teachers who deal with young people, one should be exemplary in these 2 "Model the way" and "Encourage the heart". This, I believe is fundamental.

"Challenge the process": This requires one to be thinking, innovating, improving...not resting on the laurels but challenging status quo. If a leader is to be leading people to higher ground of progress, whether in academic, mental strength or even spirituality, he has to be knowing the way or finding the new and better way, exploring new frontiers. For the betterment of the organisation, always.


I have always feel that the last 2 are of the higher order, not just for the Student Council but for myself too.
"Enabling others to act" and "Inspire a shared vision" both requires one to be inspirational, motivational,sometime even charismatic..to gel people together. Enabling other to act requires one to be quite an expert before we can coach or at least facilitate other learning. To have a vision requires one to be visionary.. look very far ahead of everyone. Making it more difficult is getting all the comrade to share the same vision.

They are also the 2 areas of growth for me.

SAPD Reflection @ June 2011

Frankly, the going has been slow wrt this SAPD.

Things started well initially: even before meeting my counterpart from CCHY, I have already thought of a few things that I would need help in, particularly assessment of 21CC and C2015 outcomes. After meeting, I quickly listed out a few areas for her to choose: portfolio, CCE program, student leadership, discipline and counselling, character assessment..etc. She has had much experience being Student Development, ECG, CE, NE, etc hence she decided "to help critique on the CCE program in AISS". Quickly, I share with her our newly crafted PD and CCE framework as well as our working document of the PD/ CCE Plan for her to take a look.

However, being the chairman of the Achievement Day Committee delayed our follow up meeting somewhat although I did invite her to our AD to allow her to see and hear our school culture in a different perspective.

We only came to meet again after Achievement Day, on 19th April after much difficulties and re-shuffling. Learning from my own experience as the 'consultant' in my last SAPD, I arranged for the CCE committee member in each of the CCE component to help her to understand our plan as well as for them to hear what types of things are done in her school. They all have a fruitful session with her and some had gotten valuable ideas that they will wish to try out.

We had yet to meet yet since.

Reflecting on both SAPDs experience I had last year as a 'consultant' and this year a 'Host', these are some of my thoughts in respect to the 3 segments (as guided by our principal)

1. Commitment to personal change in leadership philosophies or practices:
i. Challenge the Process (2 of the 5 Exemplary Practices of the KP model)- To improve our own processes, we need others to come in to critique. An 'outside' person will come in with no baggage and properly will not take any baggage away, they do give good critical views. (That was how I felt in my first SAPD, visiting another school).

ii. Willingness to share- for the system to improve and mutually benefitting, we need to be willing to share what we have and not to reserve details. In my first SAPD, they were willing to share what they have and I have benefitted and suggested some changes that was later taken up by the SMC. (revival of Level OLE 3 and level camps together at OLE week)

iii. Being honest in being critical: As Asians, I feel that we are more reserved in being critical... we try to be politically correct, less willing to be confrontational. It will take courage and willingness and openness on both parties (giver and receiver) for us to be really improve. I do need to do that more.

iv. Reading up: there are a lot of materials out there if we make time to read. For me, being more of a hands on person, although it's a struggle, but really have to do more.


2. Plan to implement change to your unit/department policies or practices:
- There is a need to reconcile the chain of command and working policies in this department.
- Within those who directly reports to me, there is a need for more Communication: we get overtaken by urgent things, leaving important critical things like this reflection fall back.


Will update when I meet up with my counterpart again...should be soon.

Ideas Generator

Another busy week passed, a busier week ahead.

Wanted to note down some idea that popped up last week to prevent it from being forgotten.

I have been very motivated with my 7 Sec 5N1 D&T pupils and have been trying new stuff by way of acronyms and analogies.

After CSI Investigator analogy, this 2 weeks, I am asking them to be like "Generator". Likening a electric coil being spun around a Magnet core to generate electricity, moving the electrons, I told the pupils, who studied Electricity Generator in Physics, to generate as many 'electrons' ideas as possible for their Design problem.

I hope the idea electricity will continue to work out some bright sparks of ureka idea for their design problem. :)

BIG ROCKS first

The BIG ROCKS First lesson introduction last week came in at the right time. For this month and the rest of this Semester ahead , I am feeling all the small pebbles are falling on me but I've yet to position the BIG ROCKS. The video of the lady trying to put things in is so real to me now.

What I need to do now is to consider and decide which are the BIG ROCKS and which are the pebbles.

There are also cases like: "Is this even my rock or monkey?"; "some other types of precious stones left waiting outside"

I am feeling all the small rocks are falling on me now though I've yet to postion the BIG ROCKS properly.

Maybe some of my fellow colleagues have similar feelings. Hope the following pointers from the following article helps.

Big Rocks First: Double Your Productivity This Week

Every Monday is Productivity & Organization Day at Zen Habits.

If your week is seven buckets, and you go into each bucket without planning ahead, and you fill it up with little pebbles and grains of sand and whatever other debris comes your way … soon there will be no room for the Big Rocks. Your buckets fill up faster than you know it, and once your buckets are full, you’re done. You can’t get bigger buckets.

What you can do is put the Big Rocks in first, and fill in the pebbles and sand around them.

The Big Rocks are the major things you want to get done this week. A report, launching a new website, going to the gym, spending time with your spouse and kids, achieving your dreams. These Big Rocks get pushed back from week to week because we never have time to do them — our days fill up too quickly, and before we know it, weeks have passed and the Big Rocks are still sitting on the side, untouched.

Plan your week ahead of time, placing your Big Rocks first.

This is a similar concept to MITs, except on a weekly scale instead of a daily scale. Big Rocks are your MITs for the week.

Here’s how you do it (with the unavoidable list, of course!):

1. Make a list. At the beginning of the week — Sunday evening or Monday morning — write out the Big Rocks that you want to accomplish this week. These should be the important things — if you looked back on the week and said you did them, you would be proud of having done them. Be sure to include not only work stuff, but some of the tasks that will further along your life’s goals and dreams.
2. Keep it short. In the beginning, just have 4-6 … you don’t need to try to do 10 or more Big Rocks, especially not at first. Later, you may get better at judging how many Big Rocks you can do in a week, but for now, shoot for about one per day.
3. Place the Rocks. Look at your weekly schedule. If you don’t have one, write out the days of the week with one-hour blocks (or print out a schedule from an online calendar). Write out pre-existing appointments. Now take your Big Rocks, and put them in the schedule. Try to put them in a spot where you know you’ll get them done. Not a spot that’s traditionally too busy to concentrate, and not in a little half-hour window between meetings. Give yourself time to do it.
4. Leave space for the incoming pebbles. Don’t fill in the rest of the schedule if possible. Every morning, look at your schedule and commit yourself to doing the Big Rock(s) for that day. That’s your MIT for the day. If there are less important MITs, you can put them in the schedule, but don’t put too much. A tight schedule tends to bump into itself, pushing things back when other things inevitably take too long.
5. Do it early. If you can, place your Big Rocks first thing in the morning. Don’t schedule them for later in the day if possible, because by that time, a few fires have come up, and the Big Rock will get pushed back as always. Do it first, and then you’ve got the rest of the day for the busy-work.
6. Be Proud. When your week’s done, look back on it — if you got any (or all!) of the Big Rocks done, be proud of yourself and happy. It feels good!