Best Toa Payoh Chinese Classes Guide for Parents

Allow the Chinese education specialists at Han Hua Mandarin Centre in Singapore to help your child develop a love of Chinese language learning as early as 6 months old!

Han Hua Mandarin Centre (Toa Payoh), Singapore’s only Chinese enrichment center specializing in the development of the 7 Core skills:

1 Listening 听 – understanding

We Will teach your child how to listen and understand basic Chinese Language to help them get started. Understanding Chinese and having it as your main or second language is important as it can help your child’s academic studies in many ways.

2 Speaking 说 – conversing

Learning how to converse in Chinese is important as it is one of the most important languages in the world especially in the world of business Learning their language would be the best way to open the doors to a lot of other business opportunities. Now you can learn with the best teachers at Han Hua Mandarin Centre!

3 Reading 读 – vocabulary development

Vocabulary development is an important concept starting from a young age. Vocabulary development is a vital part of each students life. It affects his thoughts, actions, aspirations, and often his success. In general, success with words means success in many areas, particularly in academic achievement. In a world expanding fast in every field the need to expand and enrich student’s vocabularies is compellingly apparent.

4 Writing 写 – Chinese characters

Writing is of course without a doubt an important aspect where every child should learn how to do. Even though most may not enjoy it. Many people who learn to write characters discover that it’s actually highly enjoyable and even therapeutic. And when you sit down to practice, you’ll probably find that the time passes much faster than you realize.

5 Inquiry 问 – thinking & questioning

pushes students beyond simply learning to memorize or remember, and toward applying knowledge in new domains, drawing connections among ideas, evaluating or challenging ideas, and additionally creating something completely new. Therefore, this methodology help awakens the student’s natural curiosity. This Increasing engagement in learning experiences, hence are more relevant to students’ lives.

6 Mindmap 创 – creativity

Creativity allows students to be free of mind and can help enhance their self-confidence. As a child, when you see someone reacting in a positive way to something you have made, it gives you a very satisfying feeling, it makes you proud. If you take the time to frame children’s work and hang it up in a prominent place, it shows them that their work has value and is appreciated.

7 Presentation 演 – public speaking

Han Hua Mandarin Teachers will help your child with their confidence skills. If you speak well in public, it can help you get a job or promotion, or help with your academic studies, for example if you have presentation during class. The more you push yourself to speak in front of others, the better you’ll become, and the more confidence you’ll have.

Han Hua Mandarin Centre (Toa Payoh) promises and commits to providing a high-quality curriculum, teaching methods, and intensive teacher training.

Our Chinese programme is open to all children aged 6 months to 12 years old!

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A Better Alternative To Grading Student Writing

Great writing starts at the beginning, whether with an idea or need or purpose of social context or spark of inspiration. Whatever it is that ’causes’ the writing to begin–what’s wrought there at the beginning is kind of like a lump of clay. Without that clay, not much could happen and the quality of that clay matters; its texture and purity and consistency and overall makeup has a lot to say about what it’s able to produce. In large part, what you’re able to create with that clay depends on the quality and quantity of that clay.

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It’s Time To Think Differently About Writing In The Classroom

Limiting the craft of writing to a single content area has altered the landscape of students’ minds in ways that are only now being revealed as math teachers are told to teach writing. Students are now used to flinging rudimentary understandings on exit slips in broken sentence fragments, taking notes that neatly curate other people’s ideas, and otherwise ducking the responsibility to craft compelling arguments that synthesize multiple perspectives on a daily basis.

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Creating Students Who Solve Problems

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The next time you are teaching a lesson, count how many questions students are asked.

When students are herded and corralled into the narrow chute of standardized testing, they are so heavily indoctrinated with fear of failure that only a fool would dare venture off the beaten path. We are, after all, talking about young people, and can hardly expect them to rebel against it (considering this may make you rethink those students who actually do). The consequences of straying are so fierce: the promise of no job; the shame of failure; the ire of the school. It is no wonder then that students are afraid to take risks and think for themselves, and why inevitably so many unnecessary questions are asked.

To add insult to injury, when governments decide in their wisdom that the solution to ensuring progress in education is to standardize testing even more, they force schools to constrict curricula further. They reduce the opportunities to explore creativity in subjects. They trim a course down to its quantitative shell, and by doing so reduce a student’s opportunities to develop problem-solving strategies. Essentially, they force schools to produce hydroponic students.

Teaching Students In Authentic Contexts

Whilst using hydroponics to grow fruit and vegetables seems like the golden ticket to solving the world’s food problems, the method, while yielding ostensibly larger and faster produce, is significantly flawed in three ways: first, the final product lacks real nutrient and substance, and ultimately taste.

Secondly, the plant itself grows in a very unnatural and toxic state, absorbing inordinate quantities of chemicals and pesticides to control it at every turn, which must affect its overall enjoyment in growing, and thirdly, once the plant is gone and the process is over, it leaves no positive legacy – in fact, it depletes the ground around it. When students are taught in unnatural conditions, with the sole purpose of producing quantifiable results, they too suffer in three similar ways:

First, when they finish their education with a whole lot of credentials, (if they have managed to get through the system), they may lack any real depth of knowledge and any ability to problem solve. This is because the learning has been too shallow, only concentrating on aspects of a course that need to be learned for standardized testing. Like the roots of the hydroponic plant, the brain’s synapses aren’t encouraged to expand and strengthen because there isn’t any opportunity or need to do so. The more prescriptive the learning, the less chance the student has to wander off the path, and get dirty, and find solutions to get out of the mud. Necessity is the mother of invention, but when students aren’t ever given such chances, they lose the capacity to think on their feet, and eventually, to think for themselves in most situations.

Secondly, if students are encased day after day in the confines of the school building, seated for extraordinary long periods of time in rows of desks, and ushered from class to lunch to class under the strict timings of bells, the process of distancing the young from their natural condition is well underway. If students are doused with pointless and irrelevant information disguised as learning, it is obvious that they won’t enjoy school.  

Teaching Curiosity

Even well-meaning teachers can fall foul to the system, themselves operating in fear of not covering the required territory. In fact, it’s an impossible feat to teach the amount of stipulated material of most subjects to any level of depth to the average class. To curb the natural inclination of students to disengage in such a learning context, schools superficially inoculate their students with countless tirades, warning against disengagement and punishing culprits in attempts to quell it. It is no wonder that students can feel that their paths in learning and growth have become stifled and one-directional and oppressed. It is no wonder they rarely if ever connect learning with happiness.

Thirdly, because of the shallowness of the learning required for standardized tests, and the lack of base in the knowledge creation, the transference of the learning into new contexts is limited. The process yields little reward after the examination period, and does little to sustain the learner, or indeed the community around him or her. The student raised in the hothouse of standardized testing struggles to think outside the box, to solve new problems and ultimately flourish and contribute to a rapidly changing 21st century world.

The emerging adult is certainly not going to bud and inspire the next generation, but instead depend upon and drain the world around it to keep it alive.