Attachment @ Shuqun Primary Essay 2

How does your organisation measure the effectiveness of its programmes? Why is this important?

There are many ways to measure the effectiveness of its programmes; one of the most commonly used in Shuqun Primary is Surveys or Feedback.

This is the concept of effectiveness of the programmes. According to Devon and his staff, they have a research that by having a hierarchy of organisational mission and purpose which will come then produce a macro goals and objective and lastly formed the micro goals and objectives.

It started off with Shuqun’s philosophy, mission and purpose which it is to enable exploration with experiential learning through outdoor lesson. Next we have different programmes for different level of students to learn and explore. The larger program of goals and objectives of Shuqun is to create a leader or star in every Shuqun students with knowledge, skills and values to make a positive contribution back to human process. Finally the micro goals and objectives of each individual programmes or camps that attributes back to mission and larger program and goals.

There are 3 different evaluations that can be done, goal based evaluation and process evaluation and outcomes – based evaluation. For Shuqun Primary, we usually do outcomes – based evaluation. This is because we need to identify the major outcomes that we want to examine or verify for the program and to reflect if it link back to the mission and that if the program impacts the pupils.

Although by doing questionnaires, surveys and checklists have it disadvantages; it at least allows us quickly and/or easily gets lots of information from people in a non-threatening way. Pupils are too young to understand the concept of the surveys and that they tend to get confuse if are to do other methods so by doing questionnaire at least they can choose and easily get the non-biased feedback.

According to a research done by the free management library of North Minneapolis, Minnesota, these are the challenges that are expected to face when using questionnaire as the resource of evaluating. The feedback might not be clearly identify, the wording can be bias to client’s response, they can be not personal and that in the surveys, may need sampling experts and most of the time it is hard to get the full story.

After having the surveys/checklists and questionnaires being done up, collating of the data and coming with the statistic will help the school in understanding if the program have achieve the micro goals and objectives. If the micro goals and objectives have been achieved, it will then go into the macro goals and objectives which finally will result in the organisational mission and purpose. The school’s methodology differs from most of the schools which also the main key reason to why evaluating of such program is important.

By doing evaluating, we can check if the methodology that we uses on our pupils work or not. This will then ensure that our pupils are achieving to their full potential if our methodology works and if it does not work, our pupils will not be able to do their fullest. Evaluating will help us to keep in check if the program are fulfilling the macro program goals and objectives and lastly to satisfy Shuqun’s philosophy.

In conclusion, Shuqun’s way of evaluating could result in bias response but the possibility is low therefore resulting that the method is successful in indicating if the program is fulfilling to the organisational philosophy.

Resources:

Martin, Bruce. "Outdoor leadership: theory and practice - Google Books." Google Books. N.p., n.d. Web. 1 Apr. 2011. <http://books.google.com.sg/books?id=D4ewmFjesOcC&pg=PA226&lpg=PA226&dq=how+to+evaluate+outdoor+adventure+learning&source=bl&ots=iVu6j4rSqj&sig=Uepf5_e4skT7NI0W1uSVQnXb7u4&hl=en&ei=qN2TTYLSMcLMcMrg1aUH&sa=X&oi=book_result&ct=result&resnum=10&ved=0CFgQ6AEwC>

evaluation, the, and the more efficient you can be in your evaluation. "Basic Guide to Program Evaluation (Including Many Additional Resources)." Free Management Library (SM). N.p., n.d. Web. 5 Apr. 2011. <http://managementhelp.org/evaluatn/fnl_eval.htm>.

Attachment @ Shuqun Primary Outing 2

Zoo Trip with P3s


Objectives

The objectives for the pupils to do on the day of visit to the zoo is to learn about the diversity of the animal kingdom, to solve a few word problems based on scenarios at the zoo and lastly is to write a journal to a friend about their day at the zoo.

For the 3 different days that I have went, there were different a slight variation to the route that is taken including rest time.

Day 1

For Day 1 I was with class 3A2, Mr Kenny Goh’s class. There were little breaks as the Mdm Morni was rushing from one exhibition to another exhibition. Most pupils do not have enough time to finish taking down the notes either from our flash cards or from the notice board. Most of the time, pupils have a hard time even noticing the animals as they take a slightly longer time to identify the animals or to take a photo of the animals.

In between different destinations there was lack of time for pupils to rest or even to take a sip of water. I am choosing to believe that most of the teachers have recce the place and they must have lookout for toilets so that pupils can have their toilet breaks. But during the first day trip, from my memory, there was not much toilet break. From the time table that is shown, there is suppose to be 2 toilet break session but there was only one toilet break session.

Pupils for the first day have a longer breaks compared to the other 2 days. They have at least 20 minutes more break than the rest of the pupils. This would clearly say that the timing was not managed properly. Pupils were restless and they were more tired than before as they spend more time waiting then to see the animals. It makes it harder to drag them to see the animals.

Day 2

I was not given any class to follow so I just decided to follow the first class which is Ms Nurdiana’s class. At first all the pupils were able to follow the instructions before the trams come appear at the wild Africa side which is starting from the Nyala/Gnu. For this particular class, they have toilet break at the Forest Lodge before we move on. So most of the pupils are behaving themselves but like mentioned before they start to misbehave after seeing Nyala.

At this station, I then realised that Ms Nurdiana’s class do not need much attention when compared to the other two classes such as Ms Cheong Gui Ying and especially Ms Zheng Minghui. For Ms Cheong Gui Ying’s class, there was another teacher there therefore it was not misbehaving as much as Ms Zheng Ming Hui’s class. Ms Zheng Ming Hui, from my point of view, tried to be fierce but not fierce enough to draw attention to the danger that might be involved in the trip. I had to become a bad person, and yelled at them. Tram is coming to their way and there was a line of 6 when asked to line up in twos quickly. I do not know what to do but all I know is that their safety comes first so I yelled at them. After the tram has passed by, I shouted to the group that line up in 6s. I was totally disgusted by the way the pupils behave. They do not have the sense of urgency or sense of danger.

For B cluster, we did not see at least 2 to 3 animals. We missed out on the frogs, proboscis monkey and the penguin. Penguin may have glance but not really see as they were almost lacking of time for breaks before the show. Students see the different kind of monkeys but that is not according to the trail that is stated on the paper. I do understand at times it is okay to not follow the trails. But apparently I do not think that by missing out the frogs and proboscis monkey is good for them as the pupils might share what happen during the trips and found out that they missed out on these they might not feel good about it. Throughout the trip, Ms Zheng Ming Hui’s class is really the worst class compared to the other classes that I have taken and been before. I really wondered what I should do to get the attention of the pupils when such things happen.

Day 3

This is the last day for the 3 different clusters. I followed Mr Zhang Si’er’s class as it is like the day before we have more than enough teachers and PSG to help out on that day. There was not much incident that happens throughout the day. All three classes are on their best behaviour. I wondered was it because it is the C cluster and thus they are behaving better. They have a sense of urgency in them that makes it easier to get them to line up in twos and see the reason to why we want them to be in twos.

Mr Zhang Si’er actually scolded one of the pupils in his class. I do not really know what the real reason is for him to scold that particular pupil so fierce that the zoo attendant actually came and ask me what exactly happen. I was asked for information on the incident but I only gave the name of the school and the teacher’s name (Mr Zhang). I told the person in charge that any other information she will need to ask Mr Zhang directly. I do not really know the reason. I would have not given any information if they are going to ask about the incident that happened. I hope I have not landed the school into trouble or landed Mr Zhang into trouble.

After the show ended one of the pupils from Mr Zhang’s class felt giddy and want to vomit. After checking her, I realised that there are 2 reasons to why she is feeling that way. She did not have breakfast before the trip and that during the trip when I reminded them to drink their water, she did not even drink. From this I predicted that she is just dehydrated and hungry. I started to get her to drink sip of water slowly until the buggy come to bring her to a cooler area to rest. While resting at the rest area provided by the Zoo, the zoo attendant brought her some breads and milo for her to eat. After munching finish, she felt better and energetic. I guess next time I will prepare some bread for such emergency.

All 3 Days

There was not much facilitation seen in the trip. Due to the number of pupils in each classes is not the same but it is still too much in facilitating the class. I agree that it is good for the whole class to move together. But there is a problem. One exhibition can hold at most 30 – 40 pupils at one go, this resulted that when all 3 different classes are all gathered there, it is hard for the pupils to see the animals and pushing was seen in the process of seeing the animals.

If the pupils of each class are split to 2 different group, group A and group B, it will help the pupils to stay focus easily and that even if the pupils try to misbehave, at least we can easily identify them and put them into another group. If the worry is that the PSG is unable to facilitate the group well, then I believe that we can hold a session to teach them on facilitation skills so that there could be better quality is given to the pupils and that they will not feel last minute given work.

Most of the pupils do not have the time to complete every question in the worksheet. Since the notes did not have the time to complete, I believe that most of the pupils have not complete word problem scenarios and to write a journal.

Most of the classes do not have last man to help in assisting the teachers in ensuring the numbers of pupils are correct.

Solutions:

Firstly I think the routes should be clearly identified and that all teachers should have racee before the trip. This is to ensure that every teacher know what to do and where to go in case of emergency. All PSG and interns should be briefed a day before or an hour early before the activity to ensure that they are clear about what they are going to do in the trip. I think it is also important for the teacher in charge to inform the PSG and intern who are the pupils that tend to misbehave easily so that PSG and intern can be on the lookout.

I think it is better that teacher have planned the route with breaks so that they can ensure that pupils will have sufficient breaks and have enough time to do their notes. If possible it is wiser for teachers to come up with the worksheet that follow the routes so that it is easier for pupils to copy their notes.

In term of facilitation, I think it is better for the teachers to be given a portable mike so that they are easier to talk to the whole group of students.

That’s the end of my reflection.

Attachment @ Shuqun Primary Outing 1

Zoo Trip with P1s

30^th March – 1^st April 2011

For the 3 days I was out with the Primary 1 pupils to Singapore Zoological Garden.

These are the objectives of the outdoor lesson. It is to allow them to identify the different animals they can see at zoo, observe and write short notes on an animal that interest them, count the number of farm animals found at Rainforest KidzWorld and lastly to make an addition and a subtraction story based on the information collected at the Rainforest KidzWorld.

I felt that the Primary 1 pupils fulfilled the objectives of why we brought them to zoo. There is no incidents in bring the kids around as the kids from all the 3 different clusters are all obedience and that they have the sense of urgency which from my point of view the sense of urgency and sense of danger at this age is not as great as Primary 3 students. After taking 3 different groups of pupils over the past few days, I realized something, Primary 1 and Primary 2 students seems to have more sense of urgency and danger when compared.

The Primary 1 pupils were able to identify the different animals that they see at the zoo. They were able to observe and write short notes on the animals that interest them. They were able to count accurately the number of farm animals that are supposed to be found at the Rainforest KidzWorld. They have a clearer understanding about how the farm animals look like. The 2 different shows that are watched, shows a clear view on the different animals how cute they look, how big size the dogs are but they have the same feeling and attitude of a human being.

The only problem for the trip  is that the teachers are unsure of the route that is suppose to walked and that for the animals that are not seen are listed in the worksheet. This is not that good for the pupils as they tend to compare answer and that most of the answer may not be right as they did not see it or they seen it and not mark it. For the pen house the number of rabbits was a problem. Why is it so? Simply the teachers are unsure which pens to use or have the teachers to mark all the 5 pens. It causes confusion for the pupils that they were totally unsure if they are doing correctly.

Pupils were not given much toilet breaks. This is because teachers were not sure where the toilets were or if there were toilet, it was limited with 2 or 3 cubicles. I have to bring the pupils to other toilets which were a distance away from the venue where the rest of the class is. I feel honored to do so but I felt that if all the pupils are there together at the same venue at least they will not have the chance to misbehave.

Pupils did not have enough water. Although we teachers also brought a few bottles of water, but it was not enough to satisfy the needs of the pupils. Most of the pupils would have finished their bottle of water by the time we reached Rainforest KidzWorld. Due to the lack of knowledge, we were unable to locate the place where the pupils can refill their water. I understand that there was a consideration for the pupils to bring at least 1L of water but because it may be too heavy for the pupils to carry around and therefore it was scrapped off. So I am unsure how we can go about doing it beside asking the Zoo to provide a water point or allowing the pupils to buy water from vending machine.

Overall for the P1 zoo trip, it was quite fine as most of the teachers are well prepared with the essential items although at the first day there were 2 classes missing from the first show as they were lost and that most of the teachers were unsure of the routes.

Relationship that never seems to START!

Relationship

Someday I just wondered when is the right time to get into a relationship and to be thinking further. What are the key pointers that make up or called a good relationship? I am totally clueless about it.

When you thought you have grasped it, but you then realized that it is not yet. I thought I have the full knowledge to handle both him and our both side of our family. But I now realized that I am not there. I am so childish. I need to think further than that. He is there for me all the time but I am not. I do not even feel that I ever want to go further than him being my best friend.

At first I thought it was my feeling that it is because I am fat that resulted that I withdraw from being open about my relationship. But as time goes by, it is not just fat; it is also my commitment toward relationship. I do not see myself committing to anything especially in term of relationship. Clarification it is not a normal relationship that I am talking about. It is about Boy and Girl Relationship (BGR). I do not see or want to commit. Simply working life makes things more realistic and resulting that I see different things from different perspective.

Making it is working that makes things really different. By working full time and working part time is totally different which make life more realistic. When working part time, I am still quite sheltered by my parents resulting that I am still ignorant to a lot of things. But when I start having attachment, I start to understand even better and get to be less ignorant to things. Being less ignorant to things resulting that I see how realistic and how harsh the world is.

Hoping not to make the wrong decision and therefore delayed from communicating my real thoughts/family discussion that I had with him. In relationship over 2 years and with at least 1½ years trying to delay from telling exactly how I feel how I want how I think. Why so, simply just do not want to hurt him. I hurt him more than ever. I feel stupid and dumb. I know so many ‘no, no’ yet I break every single ‘no, no’.

I am not a very good leader, because I pull him to do things that are ‘no, no’. I should have stand up for the ‘no, no’. Clarification: Against the rules of my parents equal to the no, no. I feel so hard to concentrate at work now. I have 2 good colleagues who are NIE trainees. I am afraid to cry in front of them. I am afraid to cry in front of my supervisor. I am even more afraid to cry in front of students if I accidentally lose my control. It is my entire fault for going too fast in a relationship. I should have put a break and go slow, but no we went slightly too fast. In my parents’ eye we are too fast, and now trying to break and go slow, he finds it hard to understand me. He felt that I treated him not even as a friend. My entire fault, should have break. If I have break it early, it would not have resulted in this. 

Sigh. Me ah, just think too much and then went into a relationship and then break up like how a typical happens. Ha. Ha.

Sigh. With my hood up, trying to cover my red eyes or tears that suddenly flow, I hope that no one will see or notice those tears and red eyes. Focus. You can do it Ruth! J

21st Century Girl?

Someone please tell me this is so not happening to kids? 

This is so sad. A sad life for our coming generation. I wondered. As we get richer with knowledges and capabilities to provide our future generation with the newest technology in the world does that mean that they must and become like some gang leader at such an young age. God knows what is going on and what will happen with our future.....

Give your comment. I would love to hear from you. :)

Attachment @ Shuqun Primary (Food)

Food that energies me.... forget to take my favorite breakfast meal which is Mee Rebus. ....

Attachment @ Shuqun Primary Essay 1

Must you give choices to your participants when they undergo adventure- learning programmes? When would you not give choices?

Adventure learning programmes refer to interpersonal growth or educational skills that interlink with certain physical skills that is learnt in an outdoor environment concept.

Let’s further break it down into a much detailed details on the two varied details that is given to us. Interpersonal growth/educational skills, refers to the different values and attitude that can be instil into the participants and for physical skills that is learnt in an outdoor environment concept could be learning to pitch a tent or learning to cook in an outdoor environment.

Now that we have a clearer view about what is an adventure learning programmes, we can now go into a debate about giving choices. There are two usual ways that most instructors in a company would do to empower their participants in doing but because the company that I am in is a school setting, most of the time we will allow participants to have choices to a certain extent.

Let me give an example, a group of pupils from Hong Kong came to Shuqun for an annual programme; “Friends for LIFE”. They are supposed to try out a few of the outdoor activities that were prepared by the teachers from Shuqun. These three elements were selected; flying fox, abseiling and bouldering. Most of pupils were trying such elements for the very first time; therefore it is expected to see them in fear.

There was a particular student, he was extremely afraid of height but at the same time wanted to try out flying fox. When it was his turn, he was quite hesitant and when he sits onto the edge of the building he started crying. An instructor from Exponent was there to encourage him to try. But when he started crying our principal told the instructor to give him choices. There are 3 choices which are to wait for the next pupils to go first then come back to him or he wants to go right then or he do not want to try at all. The pupil picked the first choice, which after his friend have went down via flying fox, he was still hesitant and started to cry again when he sits at the edge of the building. He was then pulled out from the activity by choice. When he was being interviewed, he learnt that he needs to be stronger in term of mental fight. He replied that he really wanted to try but because his mind was giving him all sort of fear that he cannot get his body to move so that he can try.

From this example we can see that choices was given to the pupils and that the pupils have decided not to go through it even though his friends have shown him that it was not as frightening as it is.

Let see from another example, same scenario the only difference was the choice. The pupil is a girl, and she cried, exactly same 3 choices but she picked the 3^rd choice which was to give it a try. She completed the element and when being interviewed; she learnt that in everything that she does, she must have the courage to take her first step and whether success or fail, it is not important at all but experience was all it takes.

From the two examples, we can see that even though a choice that was make by the pupils are different, but both pupils learned different things which actually makes an impact in their life. According to Schoel, Prouty and Radcliffe in 1988, describe the 3 different choices that can be given; chance to try in a support and caring environment, a chance for them to back off if self doubt is too much, trying is more important than performance. These 3 different choices could impact participants’ life directly or indirectly.

From another research done by Keith McRae (1990), enhancing of personal qualities and abilities is rank 4 with 62.8% of a cohort of students from Christchurch Secondary School in Sydney. The survey was split into 4 different parts; outdoor, personal, social and environmental concern. In the survey, personal upgrading was in the 3^rd and 4^th positions after the outdoor aspect. This shows that in an outdoor environment by giving choices, students or participants are more aware of the different choices that they make and enhance their personal qualities and abilities.

In conclusion, giving participants choices allow participants to decide and to make a better decision for themselves. This will also train them to make better choices in real life situation. Therefore it is a must to give students or participants choices.

References:

Neill, J. T. (1997, January 20). Outdoor Education in the Schools: What can it achieve?. http://wilderdom.com. Retrieved March 30, 2011, from wilderdom.com/pdf/Neill1997SchoolsOE.pdf

Priest, S. & Gass, M.A. (2005). Empowering clients. In S. Priest & M. A. Gass. Effective leadership in adventure programming (2^nd ed.), (pp. 186-187). Champaign, IL: Human Kinetics.


Comment from Facilitator:
Well-researched and written. Your conclusions about giving participants choices are correct. It's also important that whatever choices the participants make, the experience must be facilitated to achieve meaningful learning outcomes.


Grade: A