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.
Autonomy in the Classroom Case Study: Forgery and Financial Crime
One of the modules I teach my students covers lessons on Forgery and Financial Crime.
One of the activities involves my students examining currency notes from different countries around the world, as well as bank cheques.
They perform the examinations with UV lights and a digital microscope. Of course, I show them what safety features to look out for before they go at it.
Here’s the thing:
I’ve had teachers from the schools I teach at expressing concern over the fact that I’m “distributing money” and worrying that I won’t get it back.
I tell them that I’ve done this for years and I’ve never lost a single currency note or any apparatus used for this activity.
All I do at the start of the activity is tell my students matter-of-factly that I want my currency notes and bank cheques back at the end of the session.
I don’t mention this again until it’s time to return everything.
There have been multiple cases of students trying to raise a reaction in me by playfully threatening to walk off with the currency notes. I simply smile (now quite hard to see, because I’m wearing a mask) and tell them that, when they’re done, they can put it back on my table.
The point is this: Students will test boundaries and they will test you. They often do this in order to feel you out - to see whether they can look up to you, treat you as a friend, or to see if they should avoid you.
It is up to you as a teacher to set those boundaries and stick to them. It is also up to you to express confidence in your students and their moral values - that they will do the right thing, given the opportunity.
Students don’t need to be nagged or coddled. They are fully capable of doing the right thing at the right time in the right way. Give them the space to do so.
To help your confidence, I haven’t lost a single currency note.
I've Been Listening To Podcasts And Audio Info, Wondering If I Should Do Some Podcasting Too...
I used to teach a podcasting workshop.
But this was a long time ago. Mobile devices already existed, but they weren’t anywhere as feature-packed and powerful as they are now.
My students had to find a quiet spot (at least as quiet as a school could be), record their podcasts on to a laptop using a small plug-in microphone, and save the file before submitting it for evaluation by the teachers.
A large part of the time was spent on activities other than the actual recording: writing and perfecting the script, as well as practising. I would have liked to give them the freedom to do off-the-cuff recordings, but time was very tight and the school wanted specific results.
Nevertheless, some of the groups of podcasters did very well.
During the slowdown in Singapore, I had the opportunity to listen to a rather large number of podcasts. In some cases, they were videos of the interviewer/ees in the studio. I also listened to a number of audiobooks (though I still prefer reading physical ones).
And all of this started to reignite my thoughts on potentially taking up podcasting again.
It’s surprising how affordable a proper microphone and shield are these days. You can have a decent set up for under $150.
I’m still not certain, though.
As with a lot of things, I’m not entirely sure what I would talk about.
I’ve had suggestions of just having conversations, talking about subjects that come up, and just working through them.
For that, I’m going to need to either have regular fellow podcasters or else a list of people to interview.
And, of course, a list of subjects to cover.
That’ll take some work, but it may be worth exploring.
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!
