The Day My Son Was Smacked In Class

The following article was first published on 25 January 2016 in The Straits Times

• Tee Hun Ching, a former editor and copy editor with The Straits Times, is now a freelance journalist.

Kids should be taught to raise the alert when teachers are out of line, but parents should also trust schools to handle any disputes.

I could tell that something was wrong as my son strode towards me after school one recent Friday.

His face seemed more flushed than usual and his jaw was clenched tight. He was one angry boy.

The minute I was within earshot, my eight-year-old let rip. "My teacher hit some of us with a ruler for getting an answer wrong. Two of my friends cried. Mama, go with me to the general office. I want to tell them what she did."

I was more amused than surprised. He looked rather cute as he gave vent to his ire, gesticulating wildly like a tight coil of spring that had finally been set free.

I tried to calm him down and had him recount the incident in detail. I wasn't about to confront anyone without first getting the facts.

By the time we had driven home, I'd got a full account, as well as several text messages from concerned mums of his classmates who had heard that my son had been smacked by a teacher.

According to him, he was first rapped a few times on his forearm with a wooden ruler because he got the answer to a health education assignment wrong.

Then, when he went back to show her his correction, the teacher hit him again several times because he had written something else she wanted above instead of below the first answer.

"She didn't say she wanted it below the answer," he insisted.

After he gave his side of the story, I probed him to see if he had provoked her first. "Were you rude or disobedient? Did you talk back to her? Were you fooling around? Did you pay attention in class?"

It wasn't right of her to lash out at him and his friends over what sounded like minor and honest mistakes, but I thought there could be mitigating factors.

As a parent volunteer with his school, I've been attached to different classes for various activities over the past two years, and I have nothing but respect and admiration for the teachers.

Managing 30 to 40 energetic boys at one go while trying to pump knowledge and, hopefully, some values into them is no walk in the park. It takes just one or two rascals to disrupt the lesson and throw the whole class into chaos.

My son denied misbehaving in any way, and I know he is usually more eager to please his teachers than his parents.

Besides, if he was guilty of any misdemeanour, I doubt he would have had the cheek to want to lodge a complaint against her. He knows a worse fate awaits him at home if he lies or tries to cover up any transgression.

I have, however, been hearing unsettling reports about the teacher from my son and his friends since the new school year started. These mostly revolve around how she shouts at them over seemingly trivial matters and sometimes uses hurtful words like "dumb" and "fat".

In the WhatsApp chat group for his class, several mums have also shared stories from their sons about this "very fierce" teacher, who has lessons with the boys four days out of five every week.

I had shrugged all this off as part of schooling and growing up. We can't all be blessed with gentle and caring teachers all the time, and even the most patient teacher can snap sometimes. The unwarranted physical punishment, however, was worrying.

I verified my son's account with some of his friends and decided to write an e-mail to the principal.

I know, I know. At this point, some of you are probably rolling your eyes and thinking: "Another one of those parents from hell who would kick up a fuss over the slightest thing."

I don't blame you. Today's mollycoddling parents have acquired such a poor reputation that any negative feedback from them is likely to be dismissed as an over-reaction or mocked as yet another example of over-protectiveness.

In fact, I did wonder if I should send the e-mail for fear of being labelled a monster parent.

But I wasn't so much upset that my son was hit as concerned about the teacher's behaviour. My son's case was not an isolated incident. Neither was the smacking confined to his class. Going by the feedback I'd gathered, this teacher seemed to have a volatile temper that led to angry outbursts nearly every day.

There is a clear difference between strict and erratic. If she could not keep her emotions in check, worse could follow.

The mums who heard about the incident were mostly shocked by the use of physical force. The question that often followed was: "Is that still allowed these days?"

I am in favour of corporal punishment in serious cases of grave or repeated misconduct, which I believe is the Education Ministry's stand.

I wouldn't complain either if my son was rapped for disobedience or insolence. I would think he deserved it. One of my biggest fears is to have my children grow up to be self-centred brats who are a liability to society.

In this case, however, the teacher was not dealing with a bunch of rebellious or recalcitrant teens,but eight-year-olds who are still getting used to the faster academic pace of Primary 3.

At this age, most of them still hold their teachers in awe and would not think to question what they do or say. Even if they sense inappropriate behaviour, lower primary kids might not be able to articulate their fears.

To them, the word "fierce" likely covers the whole spectrum from stern to psychotic.

I wrote to the school because I wanted a clearer picture of what went on in the teacher's class and, to be fair to her, hear her side of the story. If she was, indeed, wielding her ruler or hand too carelessly, we should find out why.

The school's prompt response was heartening. The principal replied the next morning, vowing to look into the matter right away.

Several boys, including my son, were asked to give verbal and written accounts of what had happened. That same afternoon, the principal called to say they had issued a stern warning to the teacher, who admitted to hitting the kids because "she lost it".

He stressed that corporal punishment cannot be carried out by staff without his consent and parents' knowledge, and promised to monitor the teacher closely.

All has been well since and, as one of my son's classmates reported, the teacher is "not so screamy" these days.

Some friends thought I should have confronted her in person or perhaps asked for her removal. But I believe there is a line that parents should not cross, and calls that are not ours to make.

While younger kids should be taught to raise the alert when teachers are out of line, we should also trust schools to handle any unhappy or unfortunate incidents once we flag them.

We parents have drawn enough bad press in recent years for our supercilious attitude and lack of respect for teachers, which critics say have caused student discipline and staff morale to suffer.

Just as we don't appreciate being told how to do our job by outsiders, we should also accord educators the same courtesy and respect.

But schools and teachers should also recognise that not all parents who voice their concerns are neurotic mother hens or insufferable know-it-alls who hold teachers in contempt.

Just as how there are kids with issues who require extra attention, some teachers may also face challenges that need addressing.

The stakes are too high these days for us not to work together. We do our kids a big disservice when parents and schools view each other with distrust and disdain.

My son now knows that his school and parents will always look after his welfare. But we have also stressed that he can expect no support from us if he acts up in school and risks being whacked.

Support Your Child in His or Her Homework

The following article was first published on 22 January 2016 in Schoolbag - The Education Website

As parents, you can help your child to understand his/her responsibilities towards homework.

Purpose of Homework

Homework reinforces your child’s learning, helps him/her cultivate good study habits, and informs the teachers’ on his/her progress so that timely feedback and support can be given. 

Effective use of homework can help your child to:

- deepen his/her understanding of lessons taught; 

- allow him/her to regularly practise, and apply skills and concepts learnt in class; and

- have greater ownership and responsibility for independent learning. 

Homework can also provide you with: 

- timely information on the learning progress of your child; and

- opportunity to be involved in your child’s learning

Supporting Your Child

As parents, you can help your child to understand his/her responsibilities towards homework. He/she should:

- understand the purpose of homework and what is expected of him/her;

- keep track of homework instructions and deadlines;

- manage time well to ensure that homework is completed and submitted on time (e.g. prioritise homework appropriately so that it is not left till late at night);

- give his/her best effort in completing homework; and

- review feedback from teachers on homework submitted. 

Optimal Amount of Homework

Research shows that time spent on homework should be responsive to students’ age and development. The beliefs that ‘the more homework, the better’ and the ‘more difficult the questions, the better’ are not sound approaches. In fact, providing too much or too difficult homework could be detrimental to your child’s attitude and motivation towards learning and deny him the time and opportunity for more holistic development. Therefore, while time spent on homework is generally helpful to academic development up to a point, too much can bring about adverse effects.

As such, it may not be beneficial for your child to complete additional worksheets and assessment papers beyond what is assigned by the school (e.g. from tuition, assessment books and practice papers). For the holistic development of the child, parents and educators alike must bear in mind that children need a balanced life with time for family bonding, social activities, hobbies and rest. They need time to participate in other activities that inculcate important life skills. 

Hello P1 CCEs

A warm welcome to all new P1 CCEs!

It is definitely an exciting time as you begin this memorable journey with your girls as they embark on their primary school life.

We had the pleasure of meeting you on Monday (4 January 2016) during the P1 Orientation programme in school.

Thank you to all parents who have signed up for the FamilyMatters@ School Talk "Primary School - The Next Adventure" on Saturday 16 January 2016 9.00am to 11.30am - an sms reminder will be sent to you next week.

Many have also registered at the CCE Recruitment booth. We are heartened to see many dads who have indicated their interest to be more involved in their daughters' school journey. All contact details will be added to our database and you would receive email blasts of upcoming events in due course

For those who were undecided then and would now like to be included in the loop, please email us at cce.sacps@yahoo.com.sg with your name, contact number, daughter's name and class.

Do browse through the blog to see what we have been up to the last few years and do check in on the blog on regular basis to keep abreast of what is happening.

In the meantime, do enjoy the first week of school!

See you soon @ a CCE event or @ a FamilyMatters@School workshop!

Thank You 2015 P6 CCEs

Mrs Corinna Foo and  the CCE Exco would like to thank all 2015 P6 CCEs for their support and participation of CCE programmes when their girls were in SACPS.

We would like to wish you and your girls all the best as you move on to their secondary school journey.

For those who still have girls in SACPS, we look forward to your continued support.

Children's Day 2015

Check out the pictures of the day here

Mrs Corinna Foo and the CCE Exco would like to thank all P1 to P4 parents who have answered our call and generously donated cash for the purchase of goodies - ice cream, snacks and stationeries - for the girls. 

Thanks also to all the CCEs who helped out during recess - you have definitely made Children's Day Celebration extra special for the girls in your assigned roles!

MOE Work Plan Seminar 2015 - Every Parent A Supportive Partner

The MOE Work Plan Seminar was held on Tuesday, 22 September 2015. 

Click here to access for more information on Minister Heng Swee Keat's speech, media releases and videos on the Seminar.

We would like to specially highlight one of the video that was shown during the Seminar - It Takes A Neighbourhood To Raise A Child - which featured Jimmy Pang, a pioneer daddy of Dads@SACPS with his family - wife Christina and daughters Kayley (P6 Steadfast), Kendra (P3 Steadfast) and Kenzie (P3 Piety).

Dads for (School) Life

Parent support groups are typically perceived as mums’ turf. One dad made it his mission to draw more fathers in and correct this misconception. 

Read Mr Edwin Cheng's story here!

At SACPS, dads are strongly encouraged to be actively involve in their daughters' lives. Under Dads@SACPS, dads can be involved in a variety of ways - bonding with their daughters during FamilyMatters@School bonding programmes as well as volunteer during some school events in support of school's programmes. 

We thank all Dads who are already in the loop and volunteering your time to be with us. 

Dads who are interested to be part of the Dads@SACPS, you may email to dads_sacps@outlook.com with your name, contact number, daughter's name and class and we will keep you posted of upcoming volunteer opportunities.

Strengthening School-Home Partnerships Videos

Teachers shared tips on how parent partnership with schools can help your child in his/her learning.

Find out how you, as parents can work together with schools to deliver the best education for your child.

How can I be an involved parent?

Learn about Joyce Epstein's six types of parental involvement for effective school-home collaboration.

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There are various models of effective school-home collaboration. One that is widely known is Epstein’s (2001) six types of parental involvement: parenting, communicating, volunteering, learning at home, decision making and collaborating with the community.

Adapted from the six types of parental involvement, here are some practical involvement tips and suggestions that you may consider:

1. Parenting your child

*Recognise that your child has different needs at different milestones of his/her development

*Make time to connect with your child and to show an interest in his/her daily activities by actively listening and gently guiding

*Create an environment that is nurturing and affirming and look for opportunities to reinforce the values learnt at school

2. Communicating with your child's school 

*Communicate with teachers to help you stay connected with your child’s progress, behaviours and achievements. Discuss with them your concerns if any. Be open to ideas and feedback on your child’s development

*Familiarise yourself with the various school communication platforms and channels that will best serve your needs and will help you to understand the school’s various programmes in relation to your child’s needs and interests

3. Join as a parent volunteer! 

*Enrol to be a member of the school’s Parent Support Group

*Contribute your service and/or expertise to school initiatives, programmes and events

*Respond to calls for assistance by your child’s teachers in class-related matters

4. Learning at home 

*Encourage a positive learning attitude at home by fostering a love for life-long learning in your child

*Engage your child in fun and relevant learning activities that will help him/her feel excited and enthusiastic about learning

*Help your child draw connections between the content or concepts learnt in school and everyday life

5. School Decision Making 

*Provide constructive feedback and suggestions to schools on programmes and practices through the various school’s communication channels and platforms

*Assume leadership roles on Parent Support Group executive committees, where available

*Contribute your ideas to other parents who serve in the same Parent Support Group executive committee

6. Community Partnership 

*Gather information on community services and programs that will benefit your child and/or family

*Share information about useful community services and programs with other families and neighbours

*Surface opportunities for school-community collaborations in your community that your child, family, and school could be involved in

*Support the school’s projects and programmes with the community

The above article was first published on 7 September  2015 in https://www.schoolbag.sg/story/how-can-i-be-ainvolved-parent#.Vfd4DBGqqko

Children's Day Celebration 2015

As part of our annual Children's Day treat for the girls, the CCE Exco is inviting parents to contribute in making the celebrations a happy and unforgettable day of treats and goodies. Every year, we are always so heartened to receive donations for the celebrations from parents of all levels.

We would like to appeal for cash or cheque donations for the celebration on 8 Oct 2015. All donations for this appeal will be spent in the purchase of food items, lucky dip prizes and decor for the celebration. 

Your donation can be in the form of cash or cheque made payable to "SACP Magdalenian Fund". We would appreciate if you can write "Children's Day Donation" with your daughter's name and class and submit the donation in an envelope to the General Office by Thursday, 17 September 2015.

Any amount of donation is welcomed. Thank you for your support and generosity!

For queries, please email to cce.sacps@yahoo.com.sg

Check out what we did for Children's Day 2014 here.