What The Girls' Chinese Teachers Think Of Their Progress

Had a brief mummy moment on Sat when I was given to understand by BOTH my girls' Chinese teachers that they are not up to par.

At Arndell Park, B's teacher called me over after the class.

She was concerned that B had failed to complete her homework and that she needs to work on her ting1 xie3. She suggested I supervise her more.

Thankfully, she's only the relief teacher. The regular teacher is away in China nursing her ailing elderly mother. She has taught B since Grade One, during which I have seen steady progress in B's mastery of the language.

The regular teacher would have been more diplomatic in the way she put the message across.

At Point Cook, J's teacher was even more to the point.

She told J in front of me not to engage in "small talk". I was about to tell J off for chatting with her classmates when I realized (1) I didn't know which classmate she was guilty of chatting with (2) the teacher actually meant that J wasn't speaking up loudly or frequently enough in class.


Not only that, she said J's dictation is "not satisfactory".

Strong views indeed, considering we're in a community language school in the western suburbs of MEL, not an elite scholarship coaching class or SG or Shanghai.

Then again, I have to remember the teachers have a different map of what makes a "good" student. They're probably measuring the kids against what's expected of them as ethnic Chinese students from an Asian country with high academic expectations.

Which presents a dilemma: how do I encourage my child to be more confident in class when (1) she doesn't really want to learn Chinese (2) she's not comfortable speaking cos we don't speak Chinese at home, other than when I'm helping the kids with their homework?

The surface solution is obvious.

The deeper (meta) solution though, is that it's about BALANCE.

I didn't move to AUS for my kids to be measured against their peers in SG and found wanting just because our family's focus is on a well-rounded education and personal development where proficiency in Chinese is just one of many goals.

I am searching myself to be certain there is no defensiveness or ego speaking here.

One interesting thing I noticed about myself as I heard one teacher then another comment on my girls' progress and prowess, was that I was able to stay detached in observer mode.

This is way more resourceful than what my automatic reaction might have been had I focused on what was "wrong" or what needed "fixing".

For now, I'm taking the long-term view.

I will continue helping the kids with their homework, making sure they keep up with their classmates, encouraging them and cheering every tiny bit of progress. I want them to know they are getting better all the time. I want them to stay in that resourceful emotional state that is most receptive to learning, rather than feel discouraged and tempted to quit because their teacher doesn't think they're good enough.

First Parent-Teacher Interview Goes Better Than Expected

I had spent days agonizing over what to say/not to say, how to couch my words in the 'right' tone so I would convey the 'right' impression...

In the end, it all came down to God's gracious provision and sincerely applying the rapport building skills I built at TCI. I matched and mirrored, said what I needed to say, and went through Beth's portfolio of awards and writing samples page by page, explaining what they were for.

The teacher bowled me over with her responses.

She said she wasn't surprised by Beth's NAPLAN results and achievements at Spellmasters, asked what kind of books she likes to read, made some analytical comments to herself as she glanced at Beth's writing samples ("Yup, she's got structure and sequencing and this and that...") and suggested that Beth type up some of her stories so they can be published i.e. placed on the bookshelf in the classroom.

She asked if Beth has read "Watership Down". I said no. She began to give me a synopsis and critical analysis of the book, and I thought to myself, "She really knows what she's talking about."

I began to feel such a sense of peace and respect for this teacher, for her ability to read people and for her obvious knowledge of the methodology of teaching.


At the end of the ten minutes, I felt like we had come to an unspoken agreement. We're all on the same team, with the same mission and goals.

Most important of all, the teacher actually "gets" Beth after just 2 weeks. The feeling I got, which I can't explain, is that she's a grown-up version of Beth. Maybe Beth is like what she used to be at the same age: smart and a bit quirky and non-conventional.

I'm so glad I pushed past my initial misperceptions and misgivings to pursue what I felt to be in my child's highest interests.

I am thoroughly convinced that Beth is in good hands, and that she is where she's meant to be.

The Girls and Chinese

I've noticed an interesting development with the girls.

Despite many grumblings about their weekly homework, they are actually making good progress (by my standards), and starting to become unconsciously competent - giving the right answers and joining the dots without being able to fully articulate what is happening.

To me, that is quite a breakthrough, especially for the little one. To watch her recognize her numbers and strokes is so inspiring, because she is pretty much starting from a blank slate. She's showing more interest in her Chinese DVDs than she did when she was 4, and volitionally watches them with interest and intention.

Week Two at GNLC

Another great Chapel session today.

Feels like my midweek spiritual nourishment - Wed is just the perfect day in the week to be reminded of truths about God and what's required of me as a Christian. Today's message from Ps Mark to the kids was that Faith means Trust and Obedience.

The girls continue to acquire new friends. Love how J confidently marches up to a teacher or aide to say "Hello Mrs B!" or "Hello Mrs E!" and the way they respond with such lovingkindness and on a first-name basis. How DO they remember the kids' names??

Am meeting B's class teacher tomorrow after school to discuss her learning ability and past achievements at Heathdale, Spellmasters and Kumon. I don't want the teacher to mistake me for a tiger mum, but I do want to be sure B's academic ability is recognized and nurtured and that she is appropriately stretched in all areas of the curriculum while she is at GNLC.

First Day of School 2012