Early in my career as an educator, I was placed as an assistant trainer to a senior trainer in the company I was working at.
The school we were running the programme in had a reputation.
A good one.
When we entered the school, something felt off. I couldn't quite pinpoint it until we commenced class.
Despite the best efforts of the senior trainer, the students refused to settle down and fights nearly broke out at least twice (among the students).
Even the form teacher of the class, who was sitting in, couldn't exert any control. And we had 4 or 5 lessons with them in total.
Later, I heard similar stories from another trainer (from the same company) who was teaching another class in another location in the school.
For obvious reasons, I cannot disclose the identity of the school. It was, to put it mildly, my worst-ever experience of disciplinary problems in a school.
I've heard since then that the situation in the school had improved over the years, but, as I've never been back there, I cannot confirm or deny the truth of this.
The upshot of this is that every other school seems, in comparison, so much better.
Because I always compare potentially bad experiences to this one, I end up being always thankful even when things go slightly awry.
Framing. Such an important thing.
I Had an Early, Terrible Experience as an Educator. But it Helped Frame My Thoughts on Future Bad Days.
Early in my career as an educator, I was placed as an assistant trainer to a senior trainer in the company I was working at.
The school we were running the programme in had a reputation.
A good one.
When we entered the school, something felt off. I couldn't quite pinpoint it until we commenced class.
Despite the best efforts of the senior trainer, the students refused to settle down and fights nearly broke out at least twice (among the students).
Even the form teacher of the class, who was sitting in, couldn't exert any control. And we had 4 or 5 lessons with them in total.
Later, I heard similar stories from another trainer (from the same company) who was teaching another class in another location in the school.
For obvious reasons, I cannot disclose the identity of the school. It was, to put it mildly, my worst-ever experience of disciplinary problems in a school.
I've heard since then that the situation in the school had improved over the years, but, as I've never been back there, I cannot confirm or deny the truth of this.
The upshot of this is that every other school seems, in comparison, so much better.
Because I always compare potentially bad experiences to this one, I end up being always thankful even when things go slightly awry.
Framing. Such an important thing.
I'm Leaving the School Enrichment Market. Here's Why.
If the market you've been in for over 10 years is deteriorating into a race to the bottom, and showing increasing instability, on top of a refusal to do things in new ways (i.e. innovate), would you stick it out?
Or would you look into a new one, possibly even create your own?
This was a dilemma I started to ponder upon 3 years ago. Things were so unpredictable, that I sometimes went months without substantial projects.
And then, the pandemic hit. And projects vapourised, with only vague promises, constant postponements, and non-committal nods.
This was the kick I needed to decide to get out of a market that I'd been clinging on to, both because of fear of the unknown and fond memories.
And thus, I am exiting the school enrichment market (in Singapore).
I would have loved to stay, but there are too many things wrong with it, and too little being done to rectify them.
Perhaps I'll expound on these things in a future post and hope for improvement for the sake of those still in it, but, for now, I'm looking towards a future that is, though still clouded, full of potential.
To those I've worked with, and are still in it, I wish I didn't have to go, but I cannot be part of this swirling maelstrom anymore.
Take heart. Things will eventually look up.
And I'm sure we'll meet again, though likely in different capacities.
This isn't really goodbye.
Developing Curriculum In These Uncertain Times - Preparing For The Future
So here we are, in the middle of a slowdown (not quite a shutdown yet) in Singapore.
Schools are closed, as are many retail stores.
Food outlets, markets, and supermarkets are still open, to ensure that everybody can still buy food and necessities.
This would normally be a very busy period for freelance trainers in schools. However, since the schools aren’t open, all programmes have been postponed, cancelled, or unconfirmed.
There is an upcoming one in mid-May that I am developing curriculum for, but there is this sense of uncertainty. What if the schools are shut for an extended period of time?
Well, I can worry, or I can just forge ahead and do what I’m supposed to.
Even if this school doesn’t go ahead with the programme, the curriculum can still be used for future school programmes. Since the topics are gaining popularity, it shouldn’t be a problem to secure future projects.
So, instead of wasting time worrying about whether or not I will get to use it, I’ll just have it ready.
Well, back to work, then!
Preparing for the future requires present sacrifice!
