Filling up at the Fullerton

I guess you could say that end of term deserves a little celebration. High tea at the Fullerton should do it.

Tea being a red vanilla-cocoa-mint concoction which was surprisingly good. I kept this pot with me throughout, although I could have switched to another blend if I wanted.

Our fully-loaded starter tray. As usual, we were only interested in refilling the savouries rather than the sweets. Sign of ageing, definitely.

Mid-year break, at last!

It's been a brutal Term 2, but it's over... more or less. Just another few days to go with our commitment at PUS 2013, which promises to be (if I may quote Amy) exciting, delirious or mad. What it entails is advising yet another bunch of kids on a project they are proposing that will accrue great national significance by 2030. Oh, is that all? No pressure, then.

She's got the looks

The advantage of having a maltipoo is that she can either keep the Bohemian maltese look...

or get her fur trimmed and neat so she looks like a smart poodle.

Man, those gams! This girl's built on stilts!

Cherry red

Cherry red Pebble arrived a couple of weeks ago, but has remained unboxed until now. Initially purchased for the wife, but it's not quite her style. Been debating what to do with it. Thought of wearing it myself, but red really isn't my colour either. But I found a happy buyer in my neighbour, so I'll be selling it off at cost. Yay for colleagues with geek cred!

Off campus rom-com

Who would have guessed, when we arranged a weekend road trip way back in '09...

that this pair would find themselves on a leaky boat

and wind up tying the knot in '13?

Congrats, Ton*y and Pauline! :)

Sports Carny 2013

Here I am traversing one of the high elements structures on campus during Sports Carny 2013. This station was one of my more successful attempts, being that it was the easiest of the four stations I signed up to try.

Abseiling was an abject failure as I lost my footing on the wall and couldn't get back, resulting in an ignominious lowering back to ground level like a rag doll on a harness.

The Huggies is a tightrope along which are suspended grab ropes and, well, things to hug for stability. My initial attempt at this station caused a near unstoppable wobble along the cable until I was advised to cross sideways and I learned to grab my supports using alternating hands rather than rely on just one with the other holding on for dear life to the belay rope.

My final station was the Confidence Leap: launching myself off a platform to smack a target ball suspended a couple of meters ahead, all the while trusting that the three belayers below could support 80kg of flying meat.

Closest thing to bungee jumping 'cos what appears to be a free-fall isn't. It's only the moment when you dive off the platform that you're truly airborne, the rest of the way down you're just being lowered gently and slowly till touchdown.

In case you're wondering, that's not me in the pix (Left). One does not take a self-portrait in mid-air -- too much shake for the shot to turn out well.

In other news: dNYel won the staff race for once! The gold medal winning effort was an historic moment for us. Very proud of BLoh, Gerald C, WR, the new Josh, and JoLee for proving that English teachers can run too.

Bobs up... again

In the aftermath of Drama Night, we did a stock take and found Bob, whom we thought we had lost over the years. He is in serious need of a bath, but the wear and tear that he's exhibiting tells me he won't survive another spin cycle. We also have a new exco -- all female, which I suppose is compensation for the all male exco of last year. And we've decided to grant honorary NYeDC membership to all cast and crew of Drama Night 2013 to thank them for their contributions. That means that if they are already involved in one CCA, they can consider us their second CCA in their testimonials.

Mo' money

The secret to being rich is to convince a lot of people to give you a little money. A thousand people won't miss the dollar they spend on your cause, but you will be a thousand dollars richer.

Maybe the reason why the income divide we have here is growing is because our national aspiration is to attain the cushy, air-conditioned job with the stable pay for life. With such an assurance, we don't mind spending a little here and there to make our lives cushier because there's always more money -- even if it is a mere pittance -- coming in next month.

In the meantime, somebody's gratefully receiving the money we are thoughtlessly frittering away. Those guys are the rich and are getting richer because there aren't too many of them while the mass of us fork over our hard-earned cash over to them because we think we deserve what they are offering to us in exchange: mostly disposable luxuries which we know we can live without, but are nice to have anyway.

So the poor, that's us, are those who spend money at every opportunity we get. The rich, on the other hand, are those who make (or take) money every opportunity they get. Seen in this light, it isn't so much the system that's exacerbating our income disparities as it is our frugality or lack thereof in managing our own incomes and impulses.

This would also explain why we are a great place for foreign multimillionaires to park their wealth. I'm assuming 'foreign' because... well look around; how many locals do you know who are millionaires compared to those who aren't? Our local people are neither ambitious nor dishonest. We know our place and would do nothing to jeopardize our ricebowl by stepping out of line and doing stupid things with other people's money. We are a nation of nose-to-the-grindstone employees, happy with a fixed wage, but at the same time hopelessly vulnerable because we are both easily replaceable and disposable. It's ironic, but our desire for job-for-life has made us this way. But we are trained from young to be a redundancy of cogs in the machine, after all.

I'm not knocking the system. I like the system, in fact. It's an open system that allows those who have seen through the facade to exploit it and make themselves rich as long as they have a plan to do something different, and are willing to risk it all, possibly more times than once.

I have seen through the facade... now if only I had a plan... and some guts...! And if I didn't already buy [insert random disposable luxury item here] to make me believe I've already made it, and therefore don't need to work any harder for any more money.

It is Finnished (actually, it's barely begun)

It's a misconception that Finnish schools don't conduct tests until the kids are 16 or whatever. There is no learning if there are no tests. We always test knowledge for veracity, accuracy, adequacy and applicability to the contextual environment we are learning in or for. To do otherwise is to accept teaching wholesale and without question -- which is indoctrination rather than education.

Every experiment conducted is a test, every problem to solve is likewise a test. The difference is that in the land of the Finns, it is the process of knowledge acquisition that is being constantly tested, while back in the rest-of-the-world it is the competence of the child that is periodically tested. Failure in the former means back to the drawing board, try another approach, do more research, ask more questions; whereas in the latter, failure means the kid is not fit for a higher band, so off you go to join the other dregs of society 'cos that's where you belong. After all, it can't be helped... scarce resources and all that.

What is really absent from Finnish schools that we have in abundance is not tests but competition between the learners. This is not to say that there is no competition at all, but that within the Finnish education system, the emphasis is not on individuals competitively scrabbling about for limited university places, but on cooperative and collaborative learning where success is a total team effort involving teachers and kids working together to make it happen.

Over here, we marvel at the Finns but we make a lot of excuses as to why we are unable to replicate their system in our own schools. After 40 over years of succeeding through competitive education, there's too much inertia to make drastic changes at the national level. However, the nature of systems is that they're infinitely scalable, hence if too big for the entire organization, I can reduce it down to encompass a class or three.

Today was my test case. Last week, I did my set-up: an in-class timed compre assignment under exam conditions. Individual effort, closed off from any external sources, although I did give them the concession of additional time to complete the assignment. This exercise was to make it clear to everyone that there were no free riders, and that everyone was putting their own individual effort to come up with their own answers to the questions therein. But I did not collect their scripts at the end.

Today, I reminded them that although their individual effort was evident, the result distribution could hardly be expected to be equitable. Some bright sparks would do better, the others could only look forward to more dismal prospects. In order to level the playing field, I told them to identify those who probably had the best answers and let the rest 'copy' from them. I didn't tell them who had the best answers, and I didn't tell them how to identify them. I did tell them not to get superglued to their furniture and that they could move around to find the answers they wanted.

As expected, they gravitated around their own immediate social groupings, but it was the first time I heard everyone focused on listening to each other and reading out their answers to one another while they collectively and critically discussed the merits (and demerits) of the answers they were sharing. There were even instances of intellectual promiscuity as information was traded and evaluated across discussion nodes, though that was far and few between. But still, a promising start.

And so begins a new adventure in turning the end of year 'A' levels from an impossible solo slogfest into a massively multiplayer co-op game. If I can create and sustain this kind of collaborative learning environment for my classes, the benefits are twofold: at the end of year consultation period, the kids will be first consulting each other before consulting me, leaving me free to concentrate on the most desperate cases or to deal with common group problems, making consultations more effective, directed and focused. Second, the kids would have built for themselves a network of telepathically interlinked brains which they can tap on through the ether as they are working on their final exams without feeling the need for me to be there with them telling them what to do. At that point, they will be independent just when they need to be.

Success in the education game in S'pore has a lot to do with correctly identifying friend from foe. In the classroom, their are no foes, only friends. Remember our campus motto? It's time to make it real.

Source: How do Finnish kids excel...

Imperfections 2013

Because I was performing in a play for Drama Night 2013, I have precious few production stills; and not for all six, either. This is one of the best from a tiny collection of stills culled from the video camera I was using to shoot the performances on both nights.

6 10-minute plays, a mixture of dramatic moments and absurd comedy in a performance we called 'Imperfections' because of the flawed nature of the relationships and situations our characters found themselves in.

Tickets were a hard sell this year. Our publicity engine was definitely not running at full steam and not being very imaginative either. The poster-ticket booth campaign is so last century, but we stuck with tradition, resulting in a lukewarm box -office response. Fortunately, we didn't incur too much cost, so we should at least break even.

As usual, what audience we had was supportive and generous with their cheers and applause, which is always nice.

Most gratifying for me was the fact that most of our cast and crew were no members of NYeDC but a mixture of kids from a variety of other CCAs who were interested in theatre and wanted a go at it... without the investment of too much time and energy, of which they already have so little.

My own little cast and crew (mine was the only ensemble piece) was no less enthusiastic, though they, like everybody else, had so many other commitments to juggle. Green like anything, yet recruited so close to curtain, I had to resort to mainly tableaux set-ups, sacrificing movement and comedy for clarity of intent. If only I had even just one more week...! Oh, well.

I was also fortunate to have Sirius as my Director-in-chief again. She is so dedicated to the show and worked like mad behind the scenes. She was good for costuming and blocking advice; stagecraft training; and most memorably jumping in wholeheartedly with a crazy, unreasonable request of mine: get every single cast and crew member made up like a zombie as soon as they were done with their piece. The closing zombie onslaught would last only seconds in real-time, but she did everything she could to make as many as possible look truly horrific.

Drama Night 2013 is now officially over and I can sleep again. At least until PUS prods me back into action all too soon. Bleh.

PS: I'd like to post the video of the finale night's performance, but my licence agreements forbid me to do so. Yes, we do things legally at NYeDC. Darn it all.

Director's reservations

I've never been so freaked out over a performance this close to curtain. My little 10-minute offering is still in pieces and I've been adding to it until there's far too little time to rehearse all the ideas I have. While the core cast have been quite committed, they're still very inexperienced and I estimate we need at least another week to get it up to satisfactory. There are peripheral cast purely for gags as well, but I've decided to cut them as they need even more time before they are ready to perform the kind of physical comedy called for. Instead of milking the script for laughs, my new objective is just go minimalist and impress the audience with precision delivery instead. It'll have to do.

Perhaps it was a mistake to be director and cast member at the same time. As Producer I should be looking after the overall show, but my focus is too tight and narrow and I've let a lot of other things slip. Fortunately LL's there to pick up the slack. But some things are too little, too late.

Curtain up on Friday. Yikes!

Pebbles is two!

"It's my 2nd birthday. Is everything in readiness for the celebrations like I asked?"

"We're working as quickly as we can, milord!"

The eclairs are looking especially tempting

"Yes, this spread is satisfactory. Well done, humans!"

"Die, cake, die!"

"Meh. Wake me up when it's all over."

Untweakable

Just rehearsed with the footage we shot on Wednesday. I now realize why we try to avoid such multimedia effects. The projection is fixed. I can't tell it to do anything else apart from being what it is, whereas with 'live' performers I can still say, "try this" or "try that..." It's the ability to continue tweaking scenes and characters that keeps the eventual quality on the upswing. Now I just have to work around what I have. Not that it's bad, or anything, it's just untweakable.

Now, why don't I just trash the footage idea and just bring everybody back onstage? Because Mags and her crew, who helped me shoot the video and are currently doing post-production on it, will kill me for wasting her time and effort, especially on a public holiday morning. She is apt to drown me in a flood of tears -- she was already about to go there when I suggested that a scene might have to be re-shot.

Next time I want to shoot, it'll be a short film format or something. No more mixing media.

It's a conspiracy!

Spent the morning shooting footage for Drama Night. It'll be the first time we'll be featuring video for our stage productions and I'm quite excited about that, though it also creates a heap of new staging problems I have yet to wrap my mind around. Balance and scale, mostly. Onstage, 'live' action and sound will pale in comparison to the video projection and soundtrack amplification. So how...?

Also, just returned from Jen's dad's wake. That's like six wakes now in four months. If I were a conspiracy theorist, I'd be very suspicious of the common thread linking our recently departed: all but one were in their 80s and all succumbed to lung cancer. None, as far as I know, were smokers, but they did live through a time when second-hand smoke was more common than first-hand air.

I'd like to request the-powers-that-be to put a temporary moratorium on more people I know dying. I'm particularly unsociable and wakes are terribly difficult places to have to show a social face in. And I'm exhausted. So, please, nobody else die for a while, 'k?

The "like/don't like" game

I played the "I like X, but I don't like Y" game in tutorial with x34. The idea is for the kids to take a turn each to guess the combination X and Y. By listening to the combinations randomly guessed at and my responses of "correct" and "wrong", the kids will eventually figure out the combination and get to torment those who have yet to cotton on.

But the guess of one smart Alec went, "I like to spoon, but I don't like to fork". So correct, but also sounds so wrong.

Bad idea #41

It is our job to train kids to think for themselves.
It is not our job to train kids to pass exams.
If they can think for themselves, they can pass their exams themselves.
If we train kids to pass exams, they won't learn to think for themselves.
Then we would have failed our jobs.

Wild games

One of the rare instances when Tasha looks like she's smiling. Otherwise she's mostly got a furrowed brow, perplexed at the world and all its myriad wonders... and her bi-polar owners who alternately drive her to a frenzy with wild games of 'fetch' and then ignore her 'cos they're passed out on the ground with fatigue.

Getting into the flow with education

The current challenge for schools in staying relevant to our changing times is that instead of locking down information, they should free it up. It seems the memorization by rote thing isn't endemic to the Asian approach to education but a common malady, judging by the rising problems of student engagement and dropout rates everywhere in the world.

Old school functioned by parcelling information out in dribs and drabs according to a prescribed dosage based on the age of the recipient. It categorized information into subjects and topics and kept the disciplines apart from one another, each developing a unique jargon and "accepted" approach so as to discourage cross-contamination between their disparate spheres. It designed exams that rewarded those who accumulated and hoarded information, keeping it to themselves, while declaring those that didn't incompetent and unworthy. Has there ever been a more unnatural environment in which we expected learning to flourish?

Until today, school still generally functions along those lines with the packaging of pre-digested information in textbooks, reading kits, handouts and notes. We teach answers to questions, then test them on the same questions, and award As to those who best reproduce those same answers back to us. The kids themselves can't answer questions they don't already feel they know the answers to, so it's a vicious cycle. And because we spend most of our time 'spotting' questions that are 'most likely' to come out in the finals and teaching the kids to answer only from a specific range of 'safe' questions, we are bored, the kids are bored, and it sucks to be us.

What we have forgotten, or perhaps failed to observe, is that information is more like a stream or river than a block of ice. Schools freeze information and expect the kids to hold on to it. At the next level, the school rewards the kid with another ice cube and so on up the chain. But the kids' hands are hot and ice melts. It's such a frustration to hold on to melting ice with liquid water dripping all over the place, or it's just so cold, hands turn blue and freeze over themselves. Neither is a good outcome for a learning experience, but that's how we still do it.

But information is a stream or a river, constantly flowing, always bringing something interesting and new along with its current. A fish, a leaf, a branch, an insect... every one of us immersed in the river sees different things at different times, approaches and interprets the experience differently, and is enriched by just being where they are, in their spot in the river. And as we learn from our own immediate circle of reach, we're sharing our own experience with others, just as they are sharing theirs with us. So instead of trying to hoard the same frozen piece of water (which is physically impossible, anyway) in the hope of keeping it from others in order to just enrich ourselves, what we learn from sharing is a myriad different perspectives from different aspects of the same river we have immersed ourselves in. And that's a lot more learning than we ever can get from a lump of ice in our hands.

If we want more of our kids to aim for better (and more meaningful) grades, telling them to cut themselves off from the river and just focus on their set texts will be, as usual, counterproductive. They have to get comfortable navigating the currents in the river at this stage, because when they complete their undergraduate studies, that river would have turned into the ocean... and if they have been well-prepared before, they will marvel at the transition. Else, they'll just drown like so many others before them.

A day with no car

M2's in the shop diagnosed with a faulty brake switch. I'm not sure what that means, exactly, other than that it's put me out of a car for a day, thus having to rely on public transport for a change.

Which is to say I took the MRT to work in the morning. Left at the same time as I would have if I were driving -- and arrived earlier too! Not just a little bit earlier, but I-can-eat-breakfast earlier. Impressive.

Because I left home early, the crowd situation at the station was not too bad and the trains arrived well within five minutes of wait time. And it was pretty much the same when I finally decided to come home at the end of the day.

Of course, if this keeps up and eventually deprives me of my own wheels, it is not as inconceivable to take public transport as I had imagined. I get a brief workout walking to and from the stations. The journey is quite fast and not unpleasant. At least, it would be until people start taking advantage of the harebrained free MRT ride before 0745 hrs scheme. (Note that it's 'harebrained' because if I were an early commuter, at some point the idea is bound to inconvenience me somehow).

Regardless, I'll be glad to collect M2 from the shop in the morning.

Abandon car

Had to abandon M2 on campus. It's nothing, really... I hope. Just being paranoid. The 'Check Engine' dashboard warning light lit up and refused to go away like it usually does.

I was imagining horrid scenarios of my engine block falling out onto the street, or exploding in a shower of impressive pyrotechnics, or worse.

As it was already dark, I couldn't perform the routine checks on the engine to see what was wrong. I'll be back to check on him in the morning -- in bright sunlight. If I still can't see the problem, it's back to the workshop with him.

I may be paranoid, but going by how expensive even tiny little cars like M2 are these days, I'd rather be careful than sorry.