THE STAR Tuesday 7 April 2015

Education in the 21st century > 2 School nurtures students’ talents > 8

A digitalgeneration

StarSpecial

2 BRIGHT KIDS StarSpecial, Tuesday 7 April 2015

Education in the 21st centuryODYSSEY, The Global Preschool at Setia Eco Park, recognises that each child is

different and seeks to nurture this as an educational advantage.

A curriculum approach that revolves around experimentation, exploration and experiential learning enhances the preschool experience to fulfil the school’s philosophy of Competent Child, Competent Teacher, Competent Parent.

This philosophy respects the uniqueness of individuals and uses it as a foundation to educate and engage young curious minds.

The children at Odyssey are nurtured to be innovative and responsible risk-takers who are able to communicate and explore. The hands-on approach espoused is visible in many aspects of the classroom, including the use of learning corners.

One of the learning corners, the Ray of Light, encourages children to experiment with concepts through the application of light using overhead projectors and light tables.

For example, children place objects on the overhead projector and explore their opaque, transparent or translucent properties.

In the Odyssey campus in Penang, Odyssey Macalister, there is a whole room dedicated to learning through the use of light.

“Children often learn much more than we expect them to,” says Patrick Terence Lim, programme specialist at Odyssey. Having initiated the Ray of Light corner years ago, Lim believes in the efficacy of learning corners.

Odyssey advocates responsible

technology use for children of all ages.

Petulia Lun, centre director of Odyssey Setia Eco Park, believes it is essential that students are exposed to various technological devices at a young age to teach them the appropriate ways of utilising technology.

“We can’t use a 20th century mindset to teach children growing up in the 21st century,” she says, adding that it is important for parents to serve as an example in the responsible use of technology and not allow smartphones or tablets to “babysit” their children.

Currently in the second term

of the Setia Eco Park campus’ first year, Lun says the teachers are beginning to see the fruits of their labour. Inculcating trust and respect through interactions with the children has taught them to enjoy learning and being around their peers.

“Some parents even said their children wanted to come back to school during the first term break,” says Lun.

At Odyssey, parental involvement is highly encouraged and valued. Students carry out term projects such as the recent Little Chef Day, where parents were invited to purchase and

sample food items made by their children.

The children were given a sense of accomplishment as parents witnessed them prepare, serve and sell the food they had helped to cook.

There are five levels across six years of preschool education, which are Toddlers (18 months to two and a half years old), Nursery 1 (two and a half to three years old), Nursery 2 (three and a half to four years old), Kindy 1 (five to six years old) and Kindy 2 (six to seven years old).

Small teacher-to-student ratios in these classes allow teachers to make provision for differentiated learning, which caters to the children’s varying pace of learning. It also facilitates small-group learning, which provides greater flexibility and openness.

Students have access to various materials and learning corners at all times, allowing them to learn and explore through their own initiative as opposed to simply taking instructions from an adult.

Health and safety are prioritised at the school, which has built-in safety measures to create a safe environment where children can learn, play and grow.

This includes the centre-wide CCTV that is monitored from the centre’s director’s office and security surveillance.

Teachers check the children’s temperature every morning and

every person who walks through the doors must sanitise their hands.

Odyssey seeks to inculcate the joy of learning in children within the six years of their preschool education so that they carry this attitude with them throughout their lives.

Providing the right foundation is the first step towards creating smart, caring and responsible citizens of the world.

n For more information, call 03-2092 3733 (Kuala Lumpur) or 04-226 9090 (Penang) or visit www.theodyssey.my

Odyssey, The Global Preschool, aims to instil the joy of learning in young children during their preschool years.

Learning corners such as the Ray of Light allow children to experiment with concepts through the application of light.

StarSpecial, Tuesday 7 April 2015 BRIGHT KIDS 3

Aiming for greater heightsA GOOD education can bring out the

best in children. In 1881, to open a school sports event, a Dominican

priest and educator by the name of Henri Didon said the words “citius, altius, fortius”, which mean “faster, higher, stronger”.

The words resonated with students and guests alike, so much so that it was adopted by the Olympic Games as their official motto.

These words do not just begin and end in the sports arena. In essence, the words capture moral, spiritual and educational elements too.

Notice that winning is not mentioned. This is because the most important thing is to do your best, improve and constantly strive for excellence.

This is what every school at its core should be striving to do. These days, too often are educators reluctant to push students, with pressures from government bodies, parents and the media in influencing education.

The world is a diverse place in which boundaries are being eroded into what can be described as a global village.

Workforces are highly mobile and people are hungry for success. Therefore, there is a risk of creating a generation of marginalised young people who are unable to secure jobs if children at school are not pushed to be their best.

It is important to note that in the country, one quite often finds that success is perceived to be found in a book, computer or classroom. This is a one-dimensional approach that can limit a variety of options.

Given the wealth of jobs available, success can be found outside the classroom as much as within.

A passion for sports and outdoor activities has seen the rise of many great athletes, environmentalists, event organisers, photojournalists, physiotherapists and even teachers.

Many of these examples do lead back to the classroom and require many years of formal education but it can be argued that it is activities outside the classroom that motivate and keep students focused.

Therefore, a healthy combination of activities inside and outside of the classroom increases chances of success.

As a result, many universities and colleges now look at non-academic

activities when picking the best candidates for entry into their programmes.

Hard work is undeniably required. In Michael Phelps’ biography titled No Limits, The Will to Succeed, he says “There will be obstacles. There will be doubters. There will be mistakes. But with hard work, with belief, with confidence and trust in yourself and those around you, there are no limits”.

Educators may understand that students make mistakes, but over time, the media, government bodies and parents have become less forgiving.

The important thing is to learn from mistakes and focus less on apportioning blame as it is a deconstructive pursuit. Instead, there should be more focus on building and supporting children in their pursuit of education.

This is not to say that there should not be accountability and people to take responsibility for mistakes, but the focus on that has to shift.

To truly embody “citius, altius, fortius”, students, educators, parents, government bodies and the media need to work together in a positive way to make hard work pay off as there are no short cuts. - By Rajan Kaloo

Rajan Kaloo is the director of services at elc International School.

n For more information, visitwww.elc.edu.my

To help children achieve their full potential, more focus needs to be placed on supporting them in their learning.

Activities outside the classroom can keep students focused and motivated at school.

4 BRIGHT KIDS StarSpecial, Tuesday 7 March 2015

Independent learningACCORDING to American adult educator Malcolm Knowles, self-directed learning is a “process by which individuals take the initiative, with or without the assistance of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes.”

Eye Level aims to nurture each of its students to become problem solvers, critical thinkers and lifelong learners. To achieve this, it is important to develop self-directed learning (SDL) ability in them.

Through SDL, students become more self-motivated and willing to take the initiative to achieve their study goals at both Eye Level and school.

First, a goal needs to be set for each student. The goal can be short, medium or long term. For example, the instructor can set the completion of a certain level in a year or aim for students to study equations before going to secondary school.

This helps students to set a clear goal and strive to achieve it.

After careful observation of students from enrolment and during study sessions at the centre, the instructor forms the right study plan for the student. Continuous parental feedback is crucial in ensuring the study

1. Set a goal

4. Review performance

3. Academic coaching and SDL

2. PlanningProcess

plan goes smoothly.In the third step, the

instructor determines the right amount of study and the necessary coaching needed by students in their study period.

If students experience difficulty in attempting a question in the booklet, the instructor guides them by using the example provided in the booklet to allow a better understanding of how the topic relates to the question.

To help students develop their SDL ability, the instructor needs to make children think and not simply give them the answers.

Finally, the whole process is reviewed and students’ performances are analysed. The instructor will go through the completed booklets and carefully analyse the results recorded in the progress booklets.

If certain adjustments are needed, the instructor will adjust the students’ study plan accordingly to ensure effective learning.

Students who are instilled with the SDL ability become proactive learners, which is an important trait in successful learning.

Parents also need to play their role at home. With SDL ability, each student can achieve greater heights in life.

n For more information, call 1300 880 909 or visitwww.myeyelevel.com

Diagram of the process of self-directed learning.

Set Jing Ying (left), seen here with her brother, found Kumon learning materials helped her improve in mathematics and English.

Enjoyable educational journeyHALF a century ago, one father’s love for his son gave birth to the Kumon

Method. The late chairman, Toru Kumon, developed the prototype of the Kumon Method in 1954 while he was a secondary school mathematics teacher.

As a result of his teaching experience, Toru Kumon believed that all children possess undiscovered potential and abilities that surpass even the expectation of adults.

He considered it to be the responsibility of educators to uncover that hidden potential and felt that maximising children’s independence was of the highest importance in teaching methods.

Kumon believes that each child is unique, differing in terms of their achievements, abilities and learning skills.

It aims to discover the potential of each child and develop their abilities.

Seeing improvements

Set Jing Ying, a 16-year-old

Kumon student, shares how she overcomes problems when faced with new materials in her mathematics worksheet.

“Sometimes, I forget the formula and it becomes quite difficult for me to answer the questions. I then study the

examples to better understand the subject,” says Set.

Set is also enrolled in the Kumon English Programme.

“I like Kumon’s English programme because every worksheet has its own story. Besides serving as interesting

reading material, it helps broaden my vocabulary and improve my general knowledge. Nowadays, I am able to answer the questions that my teacher asks me in school because I have learnt them at Kumon,” she says.

Kumon upholds the belief that each child can shine brightly and become capable of studying with minimum guidance.

To nurture this learning behaviour, Kumon worksheets are designed in small incremental steps with examples for students to look through, understand and learn from.

During the learning process, Kumon instructors continue to observe students’ study process and provide the appropriate advice and guidance when they have difficulty understanding the material.

This drives students to continue learning and experience enjoyment

along the way.

Programmes offered

Kumon offers both mathematics and English programmes. The mathematics programme is focused on the development of strong calculation skills while the English programme is designed to develop a strong interest in reading and cultivates advanced reading comprehension ability.

Being widely available in more than 48 countries and regions around the world, Kumon currently has more than four million students registered.

n For more information,call 1800 881 010 or e-mail franchise_opportunity@kumon.com.my

StarSpecial, Tuesday 7 April 2015 BRIGHT KIDS 5

LEARNING with peers can greatly benefit students in many ways. Not only is it

healthy for children to grow and play with children of their age, it also provides a safe space to share, learn and improve alongside one another.

At Epsom College in Malaysia (ECiM), students are encouraged to strive for the best to reach their full potential.

Healthy competition plays an important role in driving this, both inside and outside of the classroom.

Activities with a competitive aspect push students to explore their own capabilities, interests

and strengths while teaching them to stay civil, respectful and honest in their interactions with those around them.

“Competition can be motivating for students. Children are natural risk-takers to some extent and providing the right opportunities to test themselves against their peers can lead to well-embedded learning,” says Martin George, headmaster of ECiM.

George says that children will learn to take note of the things that lead to success and take action on things that lead to failure. Both victory and failure have the potential to teach children important things about achievement.

Through exposure to competition, they will learn how to attain their personal and academic goals.

Teachers at ECiM encourage healthy competition by including quizzes or tests that are both individual- and team-based in lessons.

Students are taught to improve themselves through competitive situations where they learn to push boundaries and put their abilities to the test.

For example, when a student is instructed to work against the

Quizzes and tests are included in lessons at Epsom College in Malaysia to encourage healthy competition and allow students to explore their own capabilities.

Growth through competition

clock, he will eventually learn how to complete the task in the fastest and most efficient way.

However, teachers are careful to ensure that the competition remains healthy and productive. When competition becomes personal or aggressive, it detracts from the focus of the lesson.

Victory is not necessarily the ultimate goal – multi-layered activities such as sports, music, drama, art or inter-house competitions can be as much about the enjoyment and camaraderie of competing as the pleasure of winning.

Students are encouraged to appreciate their journey in a competition as much as the outcome. At ECiM, educators

ensure that all students have the opportunity to participate and contribute to success, whether in representing their house, class or college.

“We celebrate successes equally regardless of discipline or achievement,” says George.

It is important to recognise the variety of skills and achievements to foster students’ positivity in competitions. Teamwork, attention to detail, concentration, self-evaluation and ambition are some of the good characteristics that children can gain through competing.

Healthy competition can generate interest and ownership as well as tap into a variety of skills for each student to identify

their strengths and contribute to the team.

ECiM holds various competitions for individuals and teams that allow students to be involved in sports, drama, music and general knowledge.

“Through these team events, we can celebrate the successes and talents of individuals as well. We look for examples of our students’ success achieved outside school that we can share and celebrate here,” George says.

These competitions generate kinship and loyalty among the student body, which George is proud to see in ECiM students.

n For more information, visit www.epsomcollege.edu.my/Martin George, headmaster of ECiM.

6 BRIGHT KIDS StarSpecial, Tuesday 7 March 2015

Treating constipationPARENTS know their child’s bowel

habits best as they vary from child to child. Babies may empty their bowels

daily or several times a day, depending on their diet and the type of milk they consume.

For example, breast milk is easier to digest than formula milk, so babies who drink breast milk tend to pass runnier, lighter-coloured stools more frequently.

Bowel habits change with the child’s diet, especially as they grow older and are introduced to solid foods. However, a change in the normal bowel routine of your child may indicate a problem.

Constipation in children is a common issue and is characterised by infrequent bowel movements with hard, dry stools.

If your child is old enough, he or she will likely complain about trouble in the toilet, which will serve as a primary indicator. Abdominal pain, stomach aches and nausea are also symptoms of constipation.

You may be able to detect behaviourial changes in your child – he or she may become irritable and restless, signalling that he or she needs to go to the toilet but is unable to.

Children may try to avoid going to the toilet if their bowel movements hurt, and you can tell by their behaviour during the time such as crossing legs or clenching buttocks. If a child has to try so hard that he turns red attempting to pass stool, he or she might have constipation and require some help.

The condition is not typically serious but is a cause for concern, so parents should know about it and how to avoid it.

The most common type is idiopathic constipation, which means its cause is unknown. This condition usually presents itself in short spells of two to three days, but some children may suffer from a more persistent and lengthy bout known as chronic idiopathic constipation.

A few things could cause constipation in children, including forcing early toilet training.

Children who are not ready for the toilet may hold in stool, which starts out as a rebellious choice but ends up as an involuntary habit.

Changes in your child’s diet or routine may also affect his bowel movements. It is common for children to face constipation when there is insufficient fibre in their diet, which is mainly obtained from fruits and vegetables. A balanced diet is the first step towards healthy bowel movement.

Check out the second part of this article in next month’s issue to learn about treatment and severe constipation.

A changeto yourchild’s normalbowel routinemay indicate a problem.

StarSpecial, Tuesday 7 April 2015 BRIGHT KIDS 7

Play activities in classrooms such as circle time encourages children to talk in an engaging environment.

Learning through play FROM a baby’s birth, parents want to play with them and babies learn to respond by

smiling, laughing and stretching their arms and legs.

As they grow, they learn other things through play. Since children learn naturally this way, play is a fundamental aspect of a child’s growth and development.

Quality programme

At Taylor’s International School, children start school as early as four years old at Early Years level.

The Early Years curriculum is a thematic curriculum that encourages creativity with a clear process of learning and specific goals to develop international mindedness.

In this curriculum, children’s personal, social and emotional development is fundamental. The school’s environment also helps children develop their personal needs in a happy and engaging setting.

Children are encouraged to gain independence by learning routines

with a helping hand. Malaysia possesses a uniquely

diverse culture and Taylor’s celebrates this diversity.

Teachers create a child-friendly play environment in classrooms that encourages social interaction.

Through play, teachers guide

students to embrace one another’s differences and to respect everyone as individuals.

Respecting each other is one of the school’s core values and is strongly emphasised especially since its students come from different countries and are of different ethnicities.

Students learn through hands-on experiences as they discover and explore on their own.

They are encouraged to explore through themes that are engaging and fun. The physical aspect of learning through play is also important in a child’s development.

Taylor’s encourages healthy habits and physical exercise. Fun activities are conducted to strengthen and refine the small and large motor skills that enable coordination.

Through these activities, children build stamina and strength, which help to improve concentration and enjoyment in learning.

These developments are essential during their growing stage.

Learning through play at Taylor’s International School encourages different aspects of development. Students develop communication skills, independence, a mind to explore and healthy living, making them well-rounded individuals who can achieve their potential.

n For more information, call theKuala Lumpur campus at 03-9200 9898 or e-mail admissions@kl.tis.edu.my or call the Puchong campus at 03-5879 5000 or e-mail admissions@pc.tis.edu.my

Hope in treatmentAS a preschooler, Lisa’s son Jack (not their real names) would tear through the house like a tornado, shouting, rough-housing and climbing onto the furniture.

Nothing held his interest for more than a few minutes and he often darted off without warning, seemingly unaware of the dangers of a busy street or a crowded mall.

Although it was exhausting for her, Lisa was initially not too concerned as she figured that boys would be boys. But at eight years old, Jack was no easier to handle. It was a struggle to get him to settle down long enough to complete even the simplest of tasks.

Comments from teachers about Jack’s disruptive behaviour in class became too frequent to ignore, but giving the stimulant Ritalin for his condition only made Jack more irritable than before. His violence and aggression in school caused other parents to lodge complaints to expel Jack.

Lisa was referred to the International Psychology Centre by her general practitioner and she decided to give ChildPsych, the centre’s child psychology division, a try in her bid to help Jack. An assessment by ChildPsych revealed that Jack suffered from the behavioural disorder Attention-Deficit/Hyperactivity Disorder (ADHD).

According to the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5), a classification and diagnostic tool for psychological disorders, ADHD affects the ability to concentrate and might also have a negative impact on the patient’s academic and social life.

ChildPsych’s attending child psychologist implemented a behavioural therapy programme tailored to Jack’s needs. It was designed to change negative behavioural patterns by reorganising Jack’s home and school environment, giving clear directions and setting up a system of consistent rewards for appropriate

behaviours and negative consequences for inappropriate ones.

Lisa learnt and observed the skills that were taught to her son to ensure that he could practise those skills at home and in school.

A neurotransmitter test was also conducted, which showed that Jack’s low dopamine level affected his brain’s reward and pleasure centres and was the underlying cause of his inattention and impulsive behaviours.

To help achieve a biochemical balance in Jack, psycho-nutritional therapy was implemented, in which a series of supplements manufactured from natural herbs were given to him. For instance, theanine, found in the extract of green tea, was able to boost Jack’s dopamine level back to its optimal functioning level.

After undergoing the programme that consisted of 12 sessions, Jack is now better able to follow instructions and his school teachers have complimented his improvement.

His attention span has improved from five minutes to approximately half an hour, which means Jack is able to focus during an entire class period without being disruptive to others.

“The problem of ADHD is not plainly about disobeying rules, but the overwhelming flow of information that constantly runs through the child’s mind. Providing treatment is like giving him a pair of glasses that enables him to see clearly again,” says Dr Edward Chan, principal consultant child psychologist of ChildPsych.

n For more information, call 03-2727 7437 or e-mail childpsych@psychology.com.my or visit www.psychology.com.my

8 BRIGHT KIDS StarSpecial, Tuesday 7 April 2015

Soon Wern-Shynn is a 2012 music scholar and member of the Malaysian Philharmonic Youth Orchestra who found support from her teachers in her music pursuits and school work.

Despite his busy swimming practice schedule, Sean Goh performed well in his studies thanks to the help of his teachers and their positive attitude.

School nurtures students’ talentsSTUDENTS’ life at school is

most rewarding when they find a balance between

work and play as well as have the opportunities to pursue their interests and talents while taking charge of their academic progress.

Schools should offer a support system that is adaptable to students’ needs and provide a positive environment for talents to develop.

At Sunway International School (SIS), teachers, the community and management body come together in support of recognising and nurturing students’ talents.

Under the stewardship of the Jeffrey Cheah Foundation, SIS rewards students’ academic accomplishments and extracurricular excellence via its sports, music and academic scholarships.

The scholarships are offered as an incentive to encourage SIS students to continue pursuing their passions, be it in sports, the arts or their academic studies.

The scholarship offers a 25% waiver off the tuition fee and is offered every year to new and existing students.

Since its inception in January 2012, the scholarship has been awarded to 20 students.

Staying focused

For students pursuing their passion outside of their academic

studies, it can be challenging to achieve their peak form while fulfilling their responsibilities as a student.

One such student is Sean Goh, eighth grader and 2014 sport scholar. The 14-year-old has swimming practice six times a week for an average of two hours each session.

Despite his vigorous training, he still finds the time to complete his coursework.

Although Goh has to miss classes during competition seasons, his teachers remain understanding of the demands of his training and clearly communicate their expectations for his coursework.

Goh completes his coursework through the school’s online course management software.

The support from the school has allowed him to focus on swimming without having to forsake his education.

As such, he recently won three gold medals and a bronze medal in various categories at the Malaysia School Sports Council 2015 competition.

“I am thankful for my teachers at SIS who understood my needs and made necessary adjustments to my coursework deadlines. They taught me how to balance my swimming activities and schoolwork, making it possible to excel at both.”

Making sound decisions

A 2012 music scholar and member of the Malaysian Philharmonic Youth Orchestra, Soon Wern-Shynn echoes Goh’s sentiments.

“When I was away from school for performances or music camps, my teachers would help me catch up with the lessons I missed upon returning to school.

“Some of my teachers and even the principal have attended some of the concerts I have performed in and this truly encouraged me.”

Soon also thrives in her academics, having twice been in the school’s honour roll and selected to be a peer tutor in

mathematics for middle school students for the last two years.

Soon has also been involved in other school clubs and societies such as the Model United Nations, Book Club, Chess Club and Hula Hoop Club.

She is also currently a member of the SIS Debate Team, SIS Swim Team, and the Track and Field Club.

“Through my involvement and participation in Model of United Nations conferences, I have honed my speaking skills to become a more confident public speaker,” she says.

Nurturing strengths

Students at SIS are taught that each individual possesses unique strengths and talents, and that recognising and developing these talents can be a rewarding and enjoyable journey.

SIS is committed to providing aspiring students with the opportunities to grow their skills and enjoy their lives as students at school, knowing that they are receiving full support from their educators.

SIS is hosting its Open Day on April 25, where visitors can come enjoy a day of fun and learning with SIS’ students and teachers.

n For more information,call 03-7491 8070 or visitwww.sis.sunway.edu.my