ESF --> Local?

smlsml

I'm very disappointed with the teachers/ homework policies in Clearwater Bay School. Thinking of moving my kid to a local or another IS which is not so loose in their monitoring of students' progress.

Any ideas?

Has anyone ever heard of some comments about CWBS?

nintendo

(Wanted to PM you but failed.)

May I know which year is your child in?
And what exactly the problem is?

I used to have a couple of friends that had children in CWBS. Not heard complaints from them. They like the school very much. However, the kids are now in another school (secondary). Not sure whether any thing changed over time.

There are other international schools that are more demanding and more challenging. I presume you live near Sai Kung so you may want to try see whether you like RCHK or ICS. I have friends at both of these schools and they all like the very balanced workload.

Unfortunately, both of these schools are very full. But since RCHK is newer and it is within the ESF family, I feel that you should have a better chance.

Good luck.

[ 本帖最後由 nintendo 於 10-1-28 22:17 編輯 ]

smlsml

原帖由 nintendo 於 10-1-28 22:03 發表
(Wanted to PM you but failed.)

May I know which year is your child in?
And what exactly the problem is?

There are other schools that have "more demanding" workload. I presume you live near Sai Kung  ...

Let me share some of the problems here:

PTH & class teacher: never chase after kids for homework even after deadlines.

Class teacher: collects homework which requires a lot of students' and parents' hard work (the Home Learning Log) but they never (have the time to) read it, because the deadline for submission is just one day before the book is returned to the kids!

Music (& perhaps other teachers): if your child (esp. girls) is outstanding in an area (e.g. singing/ playing the piano/ football), he/ she will always have a chance to perform in concerts/ assemblies or be reported in the school newsletter. For others, including those who are willing to learn, they may just be asked to stand in the choir and be the backdrop in the show. Not attending practice or rehersals? No one cares or no one even notices.

The students' progress depends very much on the teacher. If they are lucky enough to meet an experienced teacher,then their strengths and weaknesses will be identified soon. But the problem is many teachers leave each year. Result? students suffer from inexperienced teachers who don't seem to know much.

Half of the students in my child's class are new faces compared with the start of the academic yearsince. People just leave the school and look for a better one.

[ 本帖最後由 smlsml 於 10-1-28 22:34 編輯 ]

nintendo

Curious. Where do all those children that left CWBS go to? Do you think you can get a better picture of which schools welcome CWBS kids by looking at whereabout of those kids?

WYmom

原帖由 smlsml 於 10-1-28 22:30 發表


Let me share some of the problems here:

PTH & class teacher: never chase after kids for homework even after deadlines.

Class teacher: collects homework which requires a lot of students' and parent ...

Hi, I also have kids in ESF, but not in CWBS.  Just don't understand:

1. Why you need the teachers to chase after homework?  Did you check your kid's homework and ask him/her to submit on time?
I believe it is always the responsibility for students to finish homework and submit on time, kids in IS are especially trained to be self-organised, self-initiated and independent since they are small.  If students do not submit homework frequently, this will be reflected in the year end assessment report.

2. Music - do you mean you expect the school to teach your kid how to play piano or other instruments??  If so, it is very unrealistic expectation.  The school has music lessons and all kids can join the school choir if they want.   However, all kids learn music instruments outside school and can volunteer to perform in school if they wish.

3. Re your problem about the teachers, have you discussed with the teachers about your concerns?  Or maybe you can raise it to the principal and seek for answers.  No matter in which school, local or IS, there are always teachers not meeting your expectations.

[ 本帖最後由 WYmom 於 10-1-29 07:44 編輯 ]

happy-kid

May I know your kid is in which year?  How long have you observe the situation?

smlsml

Dear Nintendo & WYmom,

Thank you very much for your opinions. I understand that it's unrealistic to look for a perfect teacher. But as what WYmom said, I would expect that students' everyday performance (e.g. class participation, homework) would be reflected in their end of term assessment. But different from other int'l schools like CIS, students in CWBS can escape from homework without any follow-up work/ punishment!

As I said, even if they have not completed their homework or fail to submit it, no one bothers because kids are expected to put their exercise books in a tray. Late submission? No problem. So, it's common that every day, there're 2-5 students handing in their work for the same assignment. As parents of my child's classmates said, their children don't often hand in their homework on time, but during the 3-way conference where parents, the class teacher and the child meet to discuss their progress, no teacher has ever pointed out the problem over these years.

I understand that it is the student's responsibility to follow instructions, but if the homework policies are so loose, who will really observe them? Parents are teaching or reminding their children to do this and that, but when they forget to pass their work to the teacher (sometimes day after day), there's no punishment. Then who cares? what is the message sent to the kids?

As for music, of course I don't expect children to learn how to play a musical instrument in the music lessons. But since kids start to learn playing the recorder in Year 2, they are expected to have basic knowledge of how to read the notes on the staff.
It is not fair for those who have not learnt music before (some of my friends sent their kids to Tom Lee music courses, yet instead of ABCDE..., they're taught do-re-mi-fa-so, never learnt the stuff taught in CWBS after 88 lessons!)

I know some kids left CWBS and study in Shatin Junior, RCHK. Quite a number went to Australian int'l.

baby-cj

My daugther is in year 1, doesn't seem that she has the same problem so far ?!

原帖由 smlsml 於 10-1-28 22:30 發表


Let me share some of the problems here:

PTH & class teacher: never chase after kids for homework even after deadlines.

Class teacher: collects homework which requires a lot of students' and parent ...

Pianokc

As I have mentioned before, I observed same problems with my students from CWBS. But many parents think it's not a problem.

So if you are a parent that doesn't or cannot accept such "discipline methods" and so "free" in the teaching atmosphere.... you need to find another school for your child.

Like I, have drawn the line, I cannot teach certain kids from certain schools (in piano).... I think I am so much happier now after I drew that line.

So as a parent, you need to be happy, and be able to trust your child's school is the right one for your child, and for your family's standards, values, and direction. If not, time to look for a new school.

Good Luck !

WYmom

原帖由 smlsml 於 10-2-2 17:27 發表
Dear Nintendo & WYmom,

Thank you very much for your opinions. I understand that it's unrealistic to look for a perfect teacher. But as what WYmom said, I would expect that students' everyday performa ...

smlsml,

Then have you talked to the teachers about your concern?  As I understand, some western parents do not like the children to do homework in primary stage, and teachers in IS usually like to encourage kids to do things instead of punishing them.  For local Chinese parents, usually they are more concern on kids doing homework and will monitor them.  Maybe this is a cultural difference.  

So far the teachers in my kids' schools manage discipline quite well, my kids' teachers will mark the work and remind them to do the missing parts.  All kids usually do homework and hand in by themselves. They are trained to do things all by themselves, go overnight camping without parents since 6 or 7 years old.   This is really very different from local schools.

If you switch your kid to local schools, maybe you need to consider if your kid can adapt to the new culture easily, especially local schools are much more exam-oriented, kids usually have to spend a lot of time on doing homework and study for tests and dictations everyday.

Good luck!

cocobean225

AL_mom,

CWBS have daily PTH lessons? for all grades??

原帖由 AL_mom 於 10-2-2 21:52 發表
smlsml, which year is your child? what kind of homework do they have? Can you share what SJS and Renaissance is like in terms of these areas - homework, music..etc?  I'm also considering to change to  ...

smlsml

原帖由 WYmom 於 10-2-3 08:55 發表



smlsml,

Then have you talked to the teachers about your concern?  As I understand, some western parents do not like the children to do homework in primary stage, and teachers in IS usually like to  ...

I'm afraid it's not cultural differences but the sense of responsibility. If they really don't think that exercises are necessary for consolidation, they should NOT have assigned any homework. But once students are asked to do something, there should be some follow-up, may it been just a tick or a "Seen" chop. (Sadly, this is what the teachers do in their home learning log.

vwmh

From QBS's website:

QUARRY BAY SCHOOL - CHINESE CURRICULUM


Dear Parents,

        It is the new beginning of your child’s Chinese learning in QBS. In this letter you will find some general information regarding the QBS Chinese curriculum.

Pathways
        
In ESF primary schools, a six-year, three-pathway course is designed for the primary years. While allowing students to reach achievable goals at their own pace, each pathway provides challenges and stimulation to maximize achievement through internal differentiation.
Pathway 1 focuses on the development of basic linguistic structures at elementary level. Oral Chinese is the primary concern and therefore precedes writing skills. However, exposure to printed media is important so that reading skills may develop after initial periods of 1-2 years.
Pathway 2 represents a solid foundation for pursuing Chinese at Language B Level in secondary school. Four macro skills (Reading, Writing, Speaking and Listening) are equally important, but Literacy development receives more attention in Year 5-6.
Pathway 3 caters for students with strong potential to use Chinese as an additional language, eventually for studying in university or for entering the local work force.
(ESF centre Chinese Curriculum, 2008)

Learning materials

        In QBS, we view language learning as a multi-dimensional process. Although the students use textbooks for learning (details are enclosed with this letter), Chinese teachers also develop a lot of other learning resources, for example, reading articles, writing workbooks and pinyin exercises in order to enrich your child’s learning experience.


Timetable

          With the new timetable taking place this year, Y1 will have four periods of Chinese lessons per week (4× 45 min= 3 hours), Y2 to Y6 will have five periods of Chinese lesson per week (5× 45 min= 3.75 hours).


Reading Programme

        Since last year, the Chinese department has invested a lot of resources in developing the Chinese reading programme for Year 1 to Year 2 primarily. Depending on the students learning progress, the Chinese reading programme has extended to other year levels as well. This year, the reading programme will rollout to Year 3 and Year 4. As for Year 5 and Year 6, other forms of reading practice will be developed by individual teachers to facilitate students’ reading development.


Assessment

        There are two types of assessment in place. Formative assessment happens regularly throughout the year in order to inform teachers and students about students’ learning and allow teachers to follow up. Summative assessment happens once a year near to the end of term 3. The results will be used as one of the references to allocate students’ pathways for next academic year.
        With Year 6, ESF centre has developed a benchmark test for all Y6 students during term 3. The results will be collected by ESF centre to share with ESF secondary schools and students as well.

Communication

        Open communication is the culture in the Chinese department and throughout Quarry Bay School. Whenever there is an enquiry or concern, please do not hesitate to contact the Chinese teachers through email or leave a message in the students’ diary book.

Enclosed: Timetable
                Chinese room and learning centre timetable
                Pathway and textbook details


Kind regards,
QBS Chinese Department



















Chinese Lesson Timetable
        Monday        Tuesday        Wednesday        Thursday        Friday
8:15-9:00        Assembly        Y6
        Y6
        Y6        Y6
9:00-9:45        Planning
9:45-10:30        Y3        Y3        Y3        Y3        Y3
10:30-10:50        Break
10:50-11:35        Y2        Y2
        Y2
        Y2        Y2
11:35-12:20        Y6

        Y1
        Y1        Y1        Y1
12:20-1:10        Lunch
1:10-1:55        Y4        Y4

        Y4        Y4        Y4
1:55-2:40        Y5
        Y5        Y5        Y5        Y5






















Chinese room and Learning Centre timetable

        Mandarin Room        Learning Centre (Every Wed)
Term 1                  
W1                  
W2        Ms. Ng        Ms.Wong and Mr. Yu (Textbook Borrowing)
W3        Ms. Ng        Miss. Ong and Ms. Ng (Textbook Borrowing)
W4        Ms. Ng        Ms. Wong
W5        Ms. Ng        Ms. Wong
W6        Ms. Ng        Ms. Wong
W7        Ms. Ng        Ms. Wong
W8        Ms. Ng        Ms. Wong
W9        Ms. Ng        Ms. Wong
W10        Term Break        Term Break
W11        Miss. Ong        Ms. Wong
W12        Miss. Ong        Ms. Wong
W13        Miss. Ong        Ms. Ng
W14        Miss. Ong        Ms. Ng
W15        Miss. Ong        Ms. Ng
W16        Miss. Ong        Ms. Ng
W17        Miss. Ong        Ms. Ng
W18        Miss. Ong        Ms. Ng
Term 2               
W1        Mr. Yu        Ms. Ng
W2        Mr. Yu        Ms. Ng
W3        Mr. Yu        Miss. Ong
W4        Mr. Yu        Miss. Ong
W5        Mr. Yu        Miss. Ong
W6        Mr. Yu        Miss. Ong
W7        Term Break        Term Break
W8        Mr. Yu        Miss. Ong
W9        Mr. Yu        Miss. Ong
W10        Ms. Wong        Miss. Ong
W11        Ms. Wong        Miss. Ong
W12        Ms. Wong        Mr. Yu
Term 3                
W1        Ms. Wong        Mr. Yu
W2        Ms. Wong        Mr. Yu
W3        Ms. Wong        Mr. Yu
W4        Ms. Wong        Mr. Yu
W5        Ms. Wong        Mr. Yu
W6        Ms. Ng        Mr. Yu
W7        Miss. Ong        Mr. Yu
W8        Mr.Yu        Booking
W9        Ms.Wong        Ms.Wong and Mr. Yu (Textbook Return)
W10        Booking        Miss. Ong and Ms. Ng (Textbook Return)
W11        Booking        Booking





 
Pathway and Textbook Details
        Pathway 1        Pathway 1A        Pathway 2        Pathway 2A        Pathway 3        Pathway 3A
Year 1        No pathways. Learning materials are centrally developed by Chinese team.

Year 2        Teacher: Mr. Yu (Yu laoshi) and Ms. Huang (Huang laoshi)
Textbook: SAP 1A and CME1
Room: 2K        Teacher: Ms. Ng (Wu laoshi) and Ms.Lai (Li laoshi)
Textbook: SAP 1A and CME1
Room: 2C        Teacher: Ms. Wong (Wang laoshi) and Ms. Jin (Jin laoshi)
Textbook: SAP 1A and SAP 1B
Room: 2B        N/A        Teacher: Miss. Ong (Wang  laoshi) and Ms. Ooi (Huang laoshi)
Textbook: SAP 1A and SAP 1B
Room: 2V        N/A
Year 3        Teacher: Ms. Wong (Wang laoshi) and Ms. Jin (Jin laoshi)
Textbook: CME1 and CME2
Room: 3C        N/A        Teacher: Mr. Yu (Yu laoshi) and Ms. Huang (Huang laoshi)
Textbook: CME2 and SAP 1B
Room: 3G        Teacher: Ms. Ng (Wu laoshi) and Ms.Lai (Li laoshi)
Textbook: SAP 1B and SAP 2A
Room: 3R        Teacher: Miss. Ong (Wang laoshi) and Ms. Ooi (Huang laoshi)
Textbook: SAP 1B and SAP 2A
Room: 3A        N/A
Year 4        Teacher: Ms. Wong (Wang laoshi) and Ms. Jin (Jin laoshi)
Textbook: CME2
Room: 4B        N/A        Teacher: Miss. Ong (Wang laoshi) and Ms. Ooi (Huang laoshi)
Textbook: SAP 2A
Room: 4H        Teacher: Mr. Yu (Yu laoshi) and Ms. Huang (Huang laoshi)
Textbook: SAP 2A and SAP 2B
Room: 4L        Teacher: Ms. Ng (Wu laoshi) and Ms.Lai (Li laoshi)
Textbook: SAP 2A and SAP 2B
Room: 4F        N/A
Year 5        Teacher: Miss. Ong (Wang laoshi) and Ms. Ooi (Huang laoshi)
Textbook: SAP 1A+ CME2
Room: 5C        Teacher: Ms. Wong (Wanglaoshi) and Ms. Jin (Jin laoshi)
Textbook:  SAP1B
Room: 5L        Teacher: Mr. Yu (Yu laoshi) and Ms. Huang (Huang laoshi)
Textbook: SAP 2A and SAP 2B
Room: 5S        N/A        Teacher: Ms. Ng (Wu laoshi) and Ms.Lai (Li laoshi)
Textbook: SAP 3A and SAP 3B
Room: 5W        N/A
Year 6        Teacher: Miss. Ong (Wang laoshi) and Ms. Ooi (Huang laoshi)
Textbook: CME2+ CME3
Room: 6M        N/A        Teacher: Ms. Ng (Wu laoshi) and Ms.Lai (Li laoshi)
Textbook: SAP 2B and SAP 3A
Room: 6W        N/A        Teacher: Mr. Yu (Yu laoshi) and Ms. Huang (Huang laoshi)
Textbook: SAP 3A and SAP 3B
Room: 6V        Teacher: Ms. Wong (Wang laoshi) and Ms. Jin (Jin laoshi)
Textbook:  SAP3A +SAP3B
Room: 6J
Key: SAP (Singapore Chinese 小(xiɑ̌o)学(xué) 华(huɑ́)文(wén))
         CME (Chinese Made Easy for Kids 轻(qīng)松(sōng) 学(xué) 汉(hɑ̀n)语(yǔ) 少(shɑ̀o)儿(ér) 版(bɑ̌n))

mommyapple

i don't think it will be a good idea to change to local schools, the kids will find it difficult to adapt to the workload and stress

MayAnne

I am also an ESF parent. I was getting worried because my daughter was not bringing home homework on a daily basis like she used to at her kindie. So what I did was I volunteered to be a parent helper. Maybe you could consider doing this also? This way, you'll know exactly what the teachers and kids do at school on a daily basis. You can then judge whether or not they are doing their jobs. If after observation, you feel they are not, you can raise this with the Year Advisor or the principal. They are pretty receptive.
I believe that expectations are due to cultural differences. As asians, we are more inclined to see progress through ticks and marks on worksheets. ESF does not work that way. They don't mark papers. They create an environment where children have to constantly think about what they are doing and learn at their own pace. Homework is not priority but merely a tool to assist in the children's creative learning.
After observing the teachers for a whole semester, I can say that now I do not like it when the teachers spend all their time in class marking children's work instead of paying attention and teaching them.