caroline3sg
Marathon for 6 YEARS!!!..*faint* My intention was to be SAHM for 2-3 years!! I am trying to see if I can coach her myself..before I consider outsourcing the teaching to "private tuition". Someone told me it is important to build up their foundation in P1 and P2, cos once the kids reach P3, they are required to know more than what we used to learn during our days. And frankly speaking, sometimes I get so impatient and upset with her that I would snap at her, I am so afraid that the tension will be doing more harm to our bonding/relations
.
Natallehchim
My P1 gal is in afternoon session too...really not much time to teach her. She is best alert in the morning, but I can only spare at most 1-2hrs before I rush her to bath/pack school bag/ eat lunch/prepare for school etc. *Sigh*
tinklebell
I don't know which English enrichment I should recommend you. I think for N1, it will be good to start some literacy programmes. I used to think phonics is the key to literacy, that is why I sent both gals to phonics class. But then I realised my P1 gal learnt reading by memorising the "whole word", the phonics technics such as decoding, blending sounds only help to some extent. The K2 gal, however, picked up reading through phonics, but now slowly trying to memorise the whole words like her sister. I will discontinue her phonics end of the month as I find that she has mixed up HYPY with phonics.
Dymples
My P1 gal can read, but she always read WITHOUT understanding, mainly JUST reading. >( I have to prompt her to go further, using those words in context and guide her along. That is why she is always struggling with written comprehension and maths problem sum. I have heard of MPM, but I am not sure if my P1 gal is suitable. The method needs a lot of visualisation skill, which she is lacking. In fact, we had a brief encounter with sakatomo maths late last year, but she did not like it and so we stopped the class.
And yes, for next term maths, multiplication will be covered..another hurdle to cross
. Up till now, she is still struggling with the 11 - 20 numbers addition and subtraction. I notice that the sch is using number bonds to break up the tens and ones...was wondering if we can skip that and just use the traditional method. I find that if she has to use the number bonds to split and add back, she tends to get confuse and careless, and ends up getting the wrong answer.
Today is my first day here, I am glad to find that my gal is not the only one struggling her P1..I kept reproaching myself that I made the mistakes of not doing enough to get her ready for the local P1 education system. When I learnt of kids getting 90 marks and above, I am so envious...need to remind myself not to compare
cos every child is different in strength and weakness..I will be happy if she can pass this round.