|Qualification :|| SINGAPORE MANAGEMENT UNIVERSITY [...]
ANGLO-CHINESE JUNIOR COLLEGE [...]
Tutor Profile: Darius Ng (7 years teaching experience) 1. *Subjects Taught at GCE ‘O’ levels a. ENGLISH LANGUAGE - 5 Students - Experience in Editorial/ Journalism in a Formal News Agency, as well as in Corporate Communications - Teaching English for GCE ‘O’ Levels since 2008 b. HUMANITIES - 3 Students (History, Social Studies) - Teaching History & Social Studies for GCE ‘O’ Levels since 2009 *** 2014 GCE ‘O’ Level Examinations results *** English Language 3 Students scored A1, 2 Students scored B3 History, Social Studies 2 Students scored A1, 1 Student scored B3 TEACHING METHODOLOGY 1. English Language (GCE ‘O’ Levels) - Paper 1 a. Continuous Writing I expose my students to a wide range of reading material and to gain better understanding and awareness in current affairs. This builds maturity of thought and helps in formulating better ideas for writing, be it in narrative, personal expository or argumentative essays. **With a shift in the GCE ‘O’ Level English exam emphasis towards exposition (since 2012) Students are expected to express an objective or personal point of view. There is no guarantee based on the new syllabus that narrative, recount, or one-word genres would be set, for students to ‘write a story’. *I prepare my students strategically to excel in the face of these changes. b. Letter Writing This is a rather unfamiliar section even for students who are well versed in language. Given my industrial experience, I help students to recognize the setting of the situation posed in the question and to keep the appropriate tone in addressing each pointer, based on the current O level format requirements. - Paper 2 Comprehension Questions are divided into a few categories to test the level of understanding of candidates here are some, to name a few: - General reading and understanding (inference) questions. - Identifying/ Recognising the Irony or Paradox of a statement or phrase - Identifying the significance of the point discussed by the writer (key message) and stand of the argument. * Demonstrate understanding of Writer’s Craft through the use of figurative language and literary devices to achieve desired effects, and explain them via paraphrasing and/or using alternative vocabulary words. -Summary Question *Rephrasing the relevant text to score both C and L marks. I teach a simple approach for students to handle each question type effectively. 2. Humanities - (History, Social Studies) (GCE ‘O’ Levels) Sourced Based Questions (SBQ) - In handling SBQs, I teach the skills required to analyze sources in context of the question for an intelligent response. Majority of my students comfortably grasp the skill to attain L3/L4 consistently within a period of 6 months or less. This comes not only through practice, but with consistent exposure to different types of sources, applying the skills with fluency and good structure for answer presentation. * My passion for teaching SBQ skills sparked from my personal experience in learning and finally mastering the technique as a student taking ‘O’ levels (which isn’t that may years ago as you might imagine). The SBQ section of the paper was always intriguing because it was a component that as I have witnessed, even considerably bright students could not be absolutely confident about. Grasping the key skills as a student allowed me to excel in every test and exam that came in my way, where I consistently managed to obtain above 80% of marks in this section, and even hit perfect score at 2 instances, in major exams. ** With the change in exam emphasis for students taking Combined Humanities in 2014, (Subject code 2204) the SBQ section now weighs -- 30 marks (60%) for History Elective and -- 35 marks (70%) for Social Studies. This has made Source-Based Analysis Skills more important than ever. These skills can become easy to understand with explanation, but to hone the skills to consistent accuracy takes weeks to months of practice. I strongly encourage all students to begin mastering SBQ skills early if they are aiming for distinction grades at the GCE ‘O’ Level exam. Structured Essay Questions (SEQ) - In writing essays, the ability to evaluate the point of argument to match the requirements of the question is also a crucial differential of grades. That, of course requires a clearly defined point and boundary of the argument which can be tough with the rising trend of 'increasingly general/ abstract' essay questions, and I teach precisely to handle this range of questions. - A key reminder I always give my students is that essay questions are testing your ability to apply your knowledge to answer the question rather than to reproduce the standard content material. Questions are only appear to be ‘abstract’ when you have not produced a clear plan or outline of your key answering points. Once your have mastered the skill to identify the key emphasis of the argument, the solution becomes clear.
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