Pei Lin Chua

Pei Lin Chua

Work History

Work History
2007 - 2008

Student Teacher

Kindercorner2 Childcare Centre

- Planned and conducted music and movement, language & literacy, mathematics and environment awareness lessons for K2 children.

- Designed dramatic and mathematics learning corner

2005 - 2007

Student Teacher

Kids Corner Childcare Centre

- Taught language & literacy and mathematics to children aged 3-5

- Did story telling for children using puppets

Education

Education
Jun 2008 - Present

Bachelor of Science

Wheelock College Singapore
2005 - 2008

Diploma

Ngee Ann Polytechnic

Skills

Skills

Language and Special Skills

Spoken: English and Chinese Written: English and Chinese   IT Skills include good knowledge of: Microsoft Office     Adobe

Summary

My Teaching Philosophy

A major part of my teaching philosophy on how children learn is governed by the Constructivist theory, that “children construct their own understanding about the world they live in through reflecting on their own experiences” (Funderstanding, 2001). I believe that I should provide hands-on materials for children to explore with and provide children with concrete experiences whenever possible. I would scaffold children’s learning by getting children to problem solve, analyze and reflect through asking children questions.

I would equate education for children as putting them on a swing. It does not matter how high or how fast they go, as long as they are trying their best and they are having fun. What education does is to provide a platform for children to construct their own knowledge and understand about the world around them. The important thing is that children need to be shown how to love learning, and this can be done by creating an education system whereby the needs of every child is met in a group of diverse learners and children are able to achieve success.

Having children in the classroom should be like having an ant hole of ants. Every child is busy working on their given tasks and they are clear about what they are supposed to do. The class may look chaotic, but every child is on-task and productive learning is taking place. A child should be an active participant in his or her learning. I believe that a child role in the classroom should is to be to be his or herself. Children should be comfortable and confident in expressing their feelings and ideas openly and feel valued for they are.

As a teacher, I view myself as a bridge that connects children to the world. I believe that my duty as a teacher is not to bring knowledge to the children, but rather, to bring children to attain the knowledge. Being this connection, I have to play a role in facilitating children’s learning through scaffolding as I feel that I need to provide children with questions to stimulate their thinking and reflection about their learning. I would try to create learning opportunities out of daily events and happenings as I feel that learning does not have to be structured or planned. Learning can happen any time.

I believe that the role of a “bridge” can be said to be similar in bridging the connection between children, parents and the community. As an educator, I can use my knowledge about early childhood education to be a resource for parents about their child’s learning and progress. I can also provide useful information for parents who need to seek help by directing them to available community resources. Furthermore, I can provide opportunities for parents to be part of children’s learning in school through Parental Involvement programmes. I believe that this strengthens the child’s bond with the parents as well as reinforces the child’s learning at home.

I believe that assessment of children’s performance should be similar to creating a journal for the children. Children should play a part in reflecting on their own learning and be able to watch themselves progress. To do this, I would create a portfolio for each child that is solely theirs, and children will be allowed to view their portfolios when new information is added into it.

I believe that assessment is as good as none if it is not used to the child’s benefit. I would use assessment as a tool to highlight the child’s strengths and areas of concern, and plan for activities that would help the child work on these areas. Through assessment, I would also gain better knowledge of each child’s needs and interest, and that would help me facilitate their learning better.

I believe that the class is managed when children know what is expected of them, and they know what they want to do. As a teacher, I prepare myself by planning ahead instructions that I want to give the children. In my mind, I would visualize how the lesson would flow and that may go wrong, and I would try to rectify potential problems before actually commencing the lesson.

I believe that parents and the community plan an important role in children’s education because they bridge the connection between home, school and the world. Thus it is essential to me that I include parental involvement activities in my curriculum that would help parents to understand what the child does in school, as well as plan for activities that parents can do with the child at home to further enhance the child’s learning.

I believe that beauty lies in a classroom that is diverse because each individual is so different and unique in their own ways. Although challenging, the result of being able to cater to the needs of different children is very satisfying. In my course of learning, I have learnt to apply differentiated instruction in my class where while reaching out to the different learning styles of each child, learning is still coherent and equally engaging for all children. To do this, I would need to know each child well in terms of their ability, needs and interest.

Lastly, I believe that there will come a day when we stop teaching a child, but its impact on the child would always stay. As inventor Thomas Carruthers once said, “A teacher is one who makes himself progressively unnecessary.” I believe that my duty as a teacher is to equip children with the necessary skills for independent learning. As I teach, I hope to slowly withdraw the child’s dependence on me for learning. Looking at the child work independently is looking at the fruits of my labour.

References:

Funderstanding. (2001). Constructivism. Retrieved September 9, 2008, from Funderstanding:

http://www.funderstanding.com/constructivism.cfm

Interest

Reading, Travelling and Dancing