This week’s round-up of the weird and wonderful thoughts from my students:
One of my reading class students read the word ‘magician’ and asked what it meant. I described the traditional image of a magician using a magic wand, and pulling something surprising from his (seemingly) empty hat. The boy had a flicker of recognition pass over his face. “Like a pigeon?” In a budget show, perhaps.
I always encourage the nose-pickers to grab a tissue, and as a teacher of three and four year olds, I even have to show them how to blow their noses effectively. Perks of the job.
One girl successfully blew her nose, and as she discarded the used tissue into the bin, she cheerfully exclaimed, “Byeeee!” as if it were a close friend.
Most of the children who are finishing Kindergarten and moving to Primary school in January (school term starts at the beginning of the year in Singapore) are now breaking up for the holidays. Some are travelling to China, Malaysia, Myanmar, India or the Philippines to visit their extended families.
I asked one of my young students what China was like as I had never been. He said it was nice, before offering to take me to McDonald’s. What a gentleman.
One of the inevitable situations in a classroom full of children is that someone will fart. It’s no good telling the children that it isn’t funny, because it is and always will be.
Depending on the child in question, I will either ignore and deflect the attention to something else, claim it was my chair, or ask them that they wait for me to open the door first.
During one class with six year olds, one child let rip. Another quickly rebutted, “Excuse me, I’m eating.” It was clear this was a regular comment at their dinner table.
After introducing my class rules song and threatening to enforce it by singing to the child each time they broke one, I lost my voice completely. I had to take a day off as it is difficult to teach phonics and reading without talking.
My students were surprised that I wasn’t there and asked the cover teacher what happened. On hearing that I had lost my voice, one said, “She talks a lot.” Thanks, kid.
On my return, I told them I did indeed lose my voice and I had to go on a daring quest through the jungle to find it. This was a bit more exciting than the Strepsil truth.
I like to introduce the concept of proper nouns and capitalisation early, so when my reading class encounters such a word, I ask them, “What is special about that word?”
I’ve coached them to say that it has a capital letter so it’s a name / country / month etc. On reading ‘Egypt’, I asked the same “What is special?” question. One student replied, “Nothing.” The pharaohs would be turning in their tombs.
On discussing gendered nouns with my lower primary students, we listed the masculine / feminine names for animal species. For example, horses are stallions or mares, female lions are lionesses, and chickens can be named cockerels or hens.
When we covered cows, the children rightly said a male cow was a bull. When they realised a female was still called ‘cow’, one boy exclaimed, “It’s rude to pull milk from a cow then!” I quickly moved on.
Finally, I leave you with this body-positive thought. I asked my student to make a sentence with the word ‘hips’. She said, “I shake my hips when I dance. It shakes my bum too because they are friends!”
I’ll be back next week with more insightful comments from my students. Likewise, if you are a teacher, parent or look after little people, share your comments below. I’d love to hear them.