Attachment @ Shuqun Primary Event 2

This is the second important event at Shuqun Primary. It is the W7 Cluster camp 2011.

Date: 14th March - 15th March 2011

Reflection of W7 Cluster Camp 2011

Let me first describe what is exactly this camp is about.  This camp is actually a leadership camp, it is to let them to understand and apply basic principles of leadership skills in their respective school settings. The W7 cluster teachers hope that through this camp, they will be able to overcome the fears and challenges of a primary school leader, becoming an overcoming leader of courage, character and care and lastly to learn to communicate better with their peers. These are the participating schools; Fuhua Primary, Jurong Primary, Lakeside Primary and Shuqun Primary.

For this camp, the W7 cluster teachers engaged vendor to help in assisting them in completing these objectives. This vendor is none other than Camp High Achievers (CHA). This camp takes place in Shuqun Primary School compound.

There are a few main games that actually affect the students and from there they were graded accordingly to the skills. These skills are influence, initiative, care, commitment and respect which Shuqun teachers felt that it is essential for leaders to have.

These are the few main games: Hort Park Race, Candle War and Dry Rafting.

Hort Park Race:

It is just a race that involves pacing and orienteering. But because it was raining and there was Cat 1 (Lightning Alert). This meant that it is impossible to start the race. So the trainers started to give them strings to learn how to tie timber hitch. Although it was just a short time, they were able to make the lash look like timber hitch.

After that we started the pacing journey up Mount Faber. It was tedious to me as I am not as active as before so I felt very tiring and exhausted but I decided to look as if it was not tiring at all to the kids. This is because I remember that as an instructor you must look professional in term of being fit at all times. The group that I was with is quite pampered kids. Simply because they were complaining about the rain and do not know how to wear raincoat.

The instructors do not know how to encourage them or give them words of affirmation to get them going. It seems like only the teachers are the one giving words of affirmation to the students and encouraging them. I felt that as if the teachers are the instructor, as an instructor should be more confident and should be the one encouraging them at all times. If using what I learn, motivation is a way to get them to develop a realistic view of themselves but if the instructors do not even bother to explain how would the students know what they are in for? That is what I feel.

Leadership skills are supposed to be seen in them during the camp. But from my point of view I do not really see it in them. For example in my group, the instructor wants the student to express their view on a mural that is at Mount Faber and guess what, everyone just stand there and do absolutely nothing. The instructor just keep saying quickly, faster but apparently nothing happens. Only after my prompting of what they have learn during the workshop, the instructor then recall that she needs to puts what they have learn into practice.

Their OIC have already given them some hints about how to go about in this camp yet we as teachers still need to prompt the students about what they should do so that they can complete a task faster, then that is a bit pointless of hiring such instructors. I feel that the instructors are not equipped with the skills that can bring the students up to the level that the schools are expecting.

Candle War:

The CHA have an interesting game that actually can test the integrity of the leaders. I find this really prove the integrity level in the leaders. For my team, they often complained to me about how other teams blow their light away and how other team strategy to cheat. The instructor in charge keep explaining that other teams cheat is their problems; the most important thing is that their own team is not doing against their integrity. This then gives them the confidence and that they are doing the right way.

I am not saying for other teams as I do not really know what was going through their minds when they are strategizing it. If I am do say about it, I felt that the instructor really need to emphasis more about integrity to their teams like my instructor did. But for an overall, it was debrief that actually I felt it impact the students further. This is because it really emphasis on integrity and that why it is important to have integrity when playing games and even in real life.

Although the games were played differently between the 3 different ICs, but I felt that it should impact them in the same way.

Dry Rafting:

This is the last game of the camp. Basically students are given 4 poles, rafra strings, a hula hoop and newspaper. They are to form a shape of a raft with 4 poles and rafra string and banner with hula hoop and newspaper. After they have formed the raft and banner, a few balls are given to them, they are to throw the balls into the banner and when the banner breaks, the team is then out of the game. I felt that this game is interesting in term of getting the students to think of solutions but at the same time, facilitators should not just teach about how to tie the different lashing but at the same time to get those who have grasp the concept to teach.

Firstly by doing so we can ensure that students who have learnt are sure of what they are doing. Secondly, by doing so we can ensure that students are able to put what they have learnt into use by teaching others; this act as a way of revision. But most of the instructors did not really do so and that I have a strong belief those students have long forgotten these lashes after the camp.

There was an incident about the group not being that co-operative which result a girl was accidentally fell down, with no injuries of course. The girl after one part of the game decided not to play the game anymore as she felt that she was wronged by other people and that she felt being ignored by a few of the members in the team. The instructor did not do anything about it. I felt that if I was the instructor, I would have asked my other instructors to help out in watching out while I would have gone to talk with the girl.

By having discussion with the girl and encourage the girl in doing a few things and debrief with her, we can get from her understanding what exactly she feel before, during and after the game. This will then fulfill the fact as an instructor in term of being inspiring instructor.

Conclusion:

After the camp, I was doing up the statistic, and I have a discussion with two different in-charge and I have two different answers. OIC want to ignore those who are scoring pure 1 or 1 – 2 marks per traits while vice principal hope to give them more training or room for improvement. My ideas are that students who are counselors should be given more training while those who are not, do not really need to be given training. If I am to follow the school’s motto, vision and core values, I would have agreed with vice principal to give them more trainings.

Recommendation:

This should be more of a follow-up but since it is my reflection it is a recommendation to me. I feel that since we have 30/49 students who are student councellor, I would advise that we could give them some things to plan for, for example planning for speech day/prize presentation day, planning a carnival/fundraising for Japan or even as simple as planning for a teachers’ day celebration. This is because they can put what they have learnt from the camp into use and that through the planning process we can see how much they have learnt.

Not forgetting our CCA leaders, I would suggest that by having them to take initiative to host events. Although they are only primary school, I believe that they can do miraculous things when given a chance to show what they really have in mind. This is still not possible to be done without the help of the instructors/teachers/principals. Simply because there might be a need to use school fund for certain events, such as teachers’ day, that is definitely given for.

With this in mind I felt that the feedback that the instructor have given are quite subjective and that maybe those who are scoring pure 1 or 1-2 marks per traits would shine brighter than those who are scoring well. This is because certain students just do not like camps so they do not do well but when they are given a role to lead in an event, they might excel in it.

After events are done, we would have even more clear ideas about who are the students that really have leadership qualities in them and who do not have.  

Leaders are not leaders if they are not given a chance to lead but if everyone is a leader who then will be a follower. I think this is still a debatable question that no one can prove it wrong nor prove it right.

More to come for Attachment @ Shuqun Primary School.... :)

Attachment @ Shuqun Primary

Dates of the event is not accordingly because only now I have the time to blog about the event. Best right? Yup I know.

Date: 1st March 2011 - 3rd March 2011

Reflection on Friends for LIFE

First thing, I think I will need to clarify what exactly is Friends for LIFE? This is actually a culture exchange program for Hong Kong students (TMMs) and Shuqun students. It is usually over a period of 4 days. This program mostly is for Shuqun Primary 4 students to get to know more about the culture of the world and to allow TMMs students to know more about the culture of Singapore which is different from theirs.

Day 1: Bouldering Wall

On the first day, they have the usual ice-breaking games and deinhibitisers which to break down barriers between Shuqun students and TMMs students. Most of Shuqun students are able to break the ice and get to know their buddies but a minority of TMMs students are unable to step out of their comfort zone to communicate with their buddies especially when the main language conversation between Shuqun students and TMMs students is English.

After lunch, I helped out with Mr. Lau with bouldering. It was suppose to be an easy task as there was no much danger that can be involve in the process. But when the activity started, it proved me wrong. There was a major problem which was to get the students of TMMs to focus. This is simply tough as most of them are more interested in the flying fox which is up at third stories and is right behind the bouldering wall. But with the experience of Mr. Lau, we managed to get all the students of TMMs to try and have Shuqun students to support their buddies. That is with self efficacy theory. Mr. Lau told me that because there is way too much distraction and that flying fox is definitely more interesting than bouldering, we need to make use of their emotional arousal to get their attention.

I was thinking with just verbal persuasion or vicarious experiences will get their attention to try out. But I was proved wrong again with the distraction of watching their friends flying pass and landing, it is impossible to get them to focus on the bouldering wall. Mr. Lau told me that if we are able to turn their focus to something that other group do not have, we will be able to get them to try it out. It is by emotional arousal we can get their attention. All the other stations do not have any present but for our bouldering wall, we have small gifts that bear Shuqun logo. In this way, we got TMMs students to try and have their buddies (Shuqun) to help.

But there were other dangers around, which most of the students are not aware of. I myself was not aware of until all the activities have been going on for 5 – 10 minutes. The flying fox rope produces friction which means that it produces heat which might result in rope burn if the students are too close to the rope. Most of the student from Shuqun knows about the danger so they do not touch or even to hold the rope. But TMMs do not know about the danger that is being involved that they have to be told many times not to do so. I am unsure if it is because of language barrier or was my English pronunciation that bad that they are unable to understand me. But I was reconfirmed by TMMs teachers that most of their students have a hard time in mastering English so there could be a chance that they do not understand.

There was an incident that I felt that TMMs teachers should be more aware of the danger of bouldering walls and low elements. When Mr. Lau knows that there was no more group coming and a few of our teachers are interested in trying out flying fox, I was left in charge of two stations which I decided to close bouldering station and focus on flying fox. Next thing I know TMMs students were all climbing the bouldering walls all at one go. It is dangerous as the second person was climbing so close to the first person that if the first person let go, there is a high chance that the second person will be injured.

Since I was put in charge as of that two stations and that I have decided to close bouldering wall to help those teachers that are doing flying fox, I have to inform TMMs teachers that the bouldering wall is closed and that the rest of the low elements are originally out of bound so if any injuries happen after I have tell them, Shuqun will not be responsible for it.

I am pondering about how to solve the issue on ensuring safety of the students. If we place a red tape to mark the place where the students can sit or to stay in, could it reduce the injuries from unsupervised play? It is a question that I am thinking as I felt that if this is minimize then student will have no possibility of having heat burn.

Oh well, day one ended with no injuries and most of the students have fun and that those that are at bouldering wall tried climbing it.

Day 2: Field Trip to Chinatown and Little India

Day two, it is an outdoor field trip for both TMMs and Shuqun students. The objective for Chinatown, it is to understand the different religions that co-exist in one place and for Little India; it is to learn about Henna art. I was in charge of ensuring that all group arrived at Chinatown on time and go off to Little India or going back to Shuqun at the exact time.

For the first part of the day, it was quite alright for them to arrive early or on time. According to the time slot that was given by TMMs, I was expecting a few groups to reach to leave for Little India. Unexpectedly, I found out from Shuqun teachers that they have a different schedule from the one that is given by TMMs. I get to know only during the transition period, and realized that the interchange was the crowded with at least 9 groups, with 6 groups are queuing up to get their tickets to travel to Little India.

I was wondering if the timing for both schools was to be the same then the interchange might not be so crowded. Not just timing issue. There is a problem in conveying message to from overall-in-charge to checkpoint IC. I was suppose to head over to Little India after the first group leave from Chinatown, but when I was there, the other checkpoint IC was still there and then we realized that message was not passed down to me. I guessed that just by attending briefing talks do not allow us the checkpoint IC to be clear of what we are doing. So maybe we should have a checkpoint meeting so that we can be clear.

Third Day: Jurong Bird Park

I was to follow them as a safety officer, but due to lack of staff, I was given a role of facilitating. Looking at the map, I was unsure of how the whole event was going to turn out. Even though I was taught that I should be prepared for all sort of event. But because I was a safety officer, I did not prepare anything. When I am suddenly switched, I was prepared with neither food nor water.

On the journey, I was to guide them through the various attractions and ensure that they complete their booklet. But as the day wears on, I was asked by Shuqun students if they can buy food even though bread and cakes were given to them. I asked TMMs students if they are hungry, they say not. I pondered over it and realized that it was the different timing of break that affects it. At the 9.25am, Shuqun students are to have their meal while TMMs students are to have theirs at 10.45am. This is an hour different that affects the rate of hunger.

Most of Shuqun students felt tired and lethargic after the Penguin expedition when they know that they need to walk a long distance to Lori Loft. I have to keep encouraging them to keep moving on. By directing their hunger to completing feeding at Lori Loft, allows them to stays focus and quickly complete their task. I guess if I was told about my role before hand, I would have prepared food for the group and that the students will be able to focus better. But at the same time I felt that the school could inform their students to bring a few of tidbits/biscuits/bread so that if they are hungry they can still have food to munch on.

Day 4: Sending off

I was not involved but that is one of the thing that Shuqun students have to do. They are to send TMMs student off at airport.

Conclusion:

I guess overall I was quite prepared for the unexpected only Jurong Bird Park just stunned me. I felt that from this journey I learnt that communication with students and teachers are the key thing to succeed in completing the task that is on hand. If our communication system breaks down, there is a higher chance that the whole event will fail even though I am in charge of a minor role most of the time in the journey.

That is just the first event for my attachment....