Hello, Dr.T speaking...

Dr.T

相信呢d只係過渡期的表現,小小朋友成日都會有轉變嘅

小朋友從來未返過學,自然覺得d叫佢做東做西嘅人"惡"...但究竟係咪我地所理解嘅"惡",定係其實小朋友係人叫佢做d唔願做嘅野都定義為"惡",就好難講.在班房裡面維持一定嘅秩序是必需嘅

[quote]
lam's-mother 寫道:
...會否是老師很惡, 所以使她覺得做大人是惡的而模仿她呢?因有家長和我說, 她的囝囝不願上學之餘, 還說老師好惡呀!!
...quote]

sonma

Hi Dr. T,

你好! 本人正為小兒搵小學煩惱, 請問你覺得有邊幾間直資小學真係能做到資優培訓? 小兒既verbral 的表現是比 non-verbral 好些.

萬分感激!

sonma

Dr.T

即使小朋友是已進行智力測驗兼且總分是達資優程度,但單從語言部分比非語言部分好是不足以了解他的強弱項,只有分析各分部測驗的表現才有更確實的建議...又是那一句:原先那一位評估人員沒有解釋清楚嗎?

據了解如果你是指"真正"的資優培訓,事實上暫時是沒有一間可以做到...即使那一間號稱資優學校也只是...唉...

sonma 寫道:
你好! 本人正為小兒搵小學煩惱, 請問你覺得有邊幾間直資小學真係能做到資優培訓? 小兒既verbral 的表現是比 non-verbral 好些.

sonma

Hi Dr. T,

多謝你這麼快地回覆

無辦法啦, 香港的教育就是這樣.. 咁有冇其他好介紹? 如果不方便, 可以pm我

謝謝!    

Dr.T

我會先考慮小朋友的自控能力,是否資優是其次...新辦的直資學校一般教法較自由,班房秩序往往是一個大問題,如果孩子本身是要人經常提醒才能守規矩的話,那就要盡量避免.

另一個考慮點是抄寫要求,孩子目前對這些功課有多大反應,如果抄寫速度並不太快,再加上他轉數快,如果入到一間很多無謂重複抄寫的學校,你將來便會面對日日"矮"佢做功課的情境.

至於那一些學校較適合,實難一概而論,你要視乎他在測試中的細分分佈去決定.

sonma 寫道:
...無辦法啦, 香港的教育就是這樣.. 咁有冇其他好介紹?...

ZoeTse

Dr.T :

請問你對該所"號稱資優學校"的內部運作很熟悉嗎??

Dr.T 寫道:

據了解如果你是指"真正"的資優培訓,事實上暫時是沒有一間可以做到...即使那一間號稱資優學校也只是...唉...

sonma

Dr. T,

多謝你的意見!    

Dr.T

不敢說"熟悉",但是是綜合多年來各方家長及學生意見,以及亦有一直留意它在創校以來的發展...原校長都算小弟舊友 ,但他早已掛冠他去...

ZoeTse 寫道:
請問你對該所...的內部運作很熟悉嗎??

6378

Dr. T,
I would like to seek some advise from you re my girl who is now 3 yr and 1 mth.

Basically, my girl is OK or even considered advance in almost all aspect except that I found out some "reading & writing problem" (don't know the exact term) of her since she was 2.5 yrs.

I taught her A-Z, a-z and 1- 10 since she was1 yrs old.  However, she always got mixed up the W & M, i & t, u & n, 2 & 5 when she read them (these happended when she was aroun 2.5 yrs old).

And, recently, we tried to teach her starting writing.  And, I noticed that she mixed up the left and write side of the words.  Eg, for E and F, the horizontal lines, she will put on the left hand side of the vertical line.

I just wonder is it a problem?  I check with my doctor, he said that she is still young and cannot tell until she is 5.  Is it ture, or what should I do to find out earlier if there is some problem?

Thks
6378

Dr.T

如果是抽象文字符號不太能掌握不出奇,但若言小朋友連砌一些簡單圖形拼圖也感吃力(又或者是不太願玩那一類玩具)的話,那就有可能要盡快跟進一下...到了5歲嚴格上都未太遲,因為未上小學,理論上都未駛寫咁多字...但如有懷疑,越早幫越好

6378 寫道:
...3 yr and 1 mth...we tried to teach her starting writing...she mixed up the left and write side of the words.  Eg, for E and F, the horizontal lines, she will put on the left hand side of the vertical line.

6378

Thks Dr. T.

BTW, what do you mean by 簡單圖形拼圖?
She can finish the animal/transportation picture puzzle of 8 pcs since 2 yrs old and can also do the ABC floor puzzle since 2.5 yrs old.  In fact, she is keen in doing puzzle.

Does this mean she is OK for the moment?

BTW, can more practising can help her to improve the mixing up problem?

Thks for advise,
6378

Dr.T

1. 指是純形狀而沒有任何公仔...例如三角形分成兩份,圓形分成三份那一種.

2. 如果你指的"practising"是多一些抄寫的活動我就絕不鼓勵,這只會加速她對寫字的討厭...做多一些拼圖類活動,只要她自願,未嘗不可

6378 寫道:
1...what do you mean by 簡單圖形拼圖?
2...can more practising can help her to improve the mixing up problem?

6378

Thks Dr. T, I will try more on the puzzles for different shapes for my girl.

Dr.T

分離焦慮(Separation Anxiety Disorder),的確是可被診斷的情緒疾患,但要合符真正的"分離焦慮"的界定,需要有多方面的條件,除了要在多種情形下表現出對被分開的抗拒外,影響亦要達到嚴重打亂日常生活的程度...你的孩子所表現和一般未習慣入學的小小朋友沒有分別,最多過了幾個星期就應該
沒事,不要過分擔心...但放完長假可能又會打回原形,要有心理準備.

[quote]

Dr.T

不要緊,我是恐怕開得太多題目應接不暇 就像隔離谷d親愛網友無端端又copy原本個題目另開新題,攪到成版有五六個題目都係問緊攞我相同嘅資料,甚至題目也是完全一樣...

已在樓下答了你的問題

[quote]

ALAL

DR T﹐
我會在十月和學校開會﹐講關於仔仔在校的問題﹐輔導老師﹐班主任﹐或者可能各科老師都會出席﹐我誤識講野﹐可不可以教下路﹐有甚麼要注意﹐可提出甚麼要求﹖(學校是私校而不是造融合﹐有好多野要我提出要求﹐都幾AO頭 )

仔仔問題是專著力弱﹐往往不知上堂先生在講甚麼﹐手仔協調及自理能力教差﹐被動. 會誤見或帶漏書本功課。這學期班主任會CHECK 手冊﹐吃飯有高班遮遮幫﹐下學期沒有這些了﹐重會開始麥書。

另外輔導老師好像很熱心﹐他說如果我覺得仔仔在每日放學的功課堂造不到功課﹐可以帶他先放學﹐返去自己教。我對他說擔心同學不知怎樣看他﹐他說不用擔心﹐是在乎老師怎樣處理﹐DR T 有無甚麼意見﹖其實我接送返學放學﹐會見到輔導老師﹐但很小和班主任接觸﹐我真不知班主任店想。謝謝

思佳媽咪

Dear ALAL,

Pls check PM.

dinner

在二歲的小朋友,他們達到什麼程度才需要check I.Q?
即是否資優?在家中應怎樣觀察?