Our 5B google site

13 Mar


This year’s great challenge is to become the class mistress of P.5. We are going to create the best memories together, that I guarantee.

The following is the google site we built together : https://sites.google.com/site/learnwithmissjanetlaw/



Journal on implementing brain-compatible learning strategies

23 Jul

Journal on implementing brain-compatible learning strategies

Week 1

Brain-based Concept:   Safe and enriched environment, Routine and Rituals, Celebrations,  Reticular Activating System – Positive Keywords

Specific Activity used:

1. All the seats are arranged in rows in our school. I would like to set up an environment which is suitable for team work, so my P.1 students were taught to arrange their tables into groups.

2.  Students’ work, pictures and posters were posted around the classroom.

3. Whenever I asked a question, I would allow students to talk to their partners first before I pick anyone to answer.

4. Encourage students to think of ways to cheer one another up when their classmates answer correctly/ have done something great in learning.

5. I used positive keywords in my teaching and focused on positive behavior of students

Results/How it worked:

Ÿ1. Couldn’t imagine my P.1 students could set up the tables in such a short period of time. I was surprised! They loved to sit in groups as it facilitated the think-pair-share activities we always had in class.

2. Students found it safe to share ideas with their peers first before sharing in front of the class. Students were engaged more in the class activities as there was no time for them to daydream.

3. I have created a strong rapport with and among students. They were introduced the voice levels in class. They knew that when they were presenting,they should use at least voice level no.3. With the peer  support and the understanding of the appropriate voice level they should use, for those who were shy and had soft voice  now dare to speak up!

4. Using positive keywords actually reduced my own stress. I literally felt more positive and happy and my students had less behavioral problems as well.

5. An environment of mutual respect was established. Although there would still be arguments among students, conflicts were resolved quickly.

What to Improve:

1.  Students’ work posted should have updated more frequently

2. I should even ask my students for decorating the classroom so to increase their sense of belonging.

3. Sometimes when I was angry or stressed, I forgot to use positive keywords. I should have allowed myself to calm down a bit before speaking to my kids.


Week 2

Brain-based Concept:   States

Specific Activity used:

1. In between the long lesson (1 hr and 30 mins) for P.6 students and when my P.1 students got really tired after a few lessons, I would lead the class to do some breathing and stretching exercises. Besides, I  taught my students to do an exercise for empowering the brain (識腦健腦運動-腦基礎教育學會 on YouTube: http://youtu.be/uoxMB0sAULI).

Results/How it worked:

My students enjoyed doing the exercise, especially the P.1 students. Their attention span was relatively shorter than my P.6 students, but their attention span became longer afterwards. Some really hyper students in my P.1 class concentrated more in the lesson and had less behavioral problems. As my P.6 students, at first some of them were reluctant to stand up and did the exercise since they were too self-conscious and were afraid to lose face in front of their peers. After my positive framing, all of them were willing to participate. Their concentration level and activation of thinking increased.

What to Improve: 

Some of the P.1 students got too excited after the exercise, it is obvious that cooling exercise e.g. resting on the table for thirty seconds while playing some slow and soft music, is also needed so to cool them down and allow them to get ready for the learning activities afterwards.

Week 3

Brain-based Concept:  Movement (Total Physical Response)

Specific Activity used:

1. To familiarize students’ letter-sound recognition, they were taught the ‘action alphabet’. All the actions use their body parts. Students will read the letter sounds and do the actions simultaneously.

2. Encourage students to invent actions for action verbs they have learnt

3. Have students designed dance and gestures for the newly learnt phrases or vocabulary

4. For revision, have students throw a doll around their groups and recall one thing they have learnt in the previous lessons

Results/How it worked:

Ÿ 1. Actions and movement helped recalling new information. Students could recall what they have learnt easily in a long-term basis. Many parents told me that their kids were able tell them explicitly what they learnt during lessons and they even enjoyed showing the little dance and gesture to them at home.

Ÿ 2. My students loved this activity and they became more aware of what they have learnt.

What to Improve: 

Try to implement TPR more in the senior level.

                                                                (My pink Spongebob doll XD)

Week 4

Brain-based Concept:  Engaging Questioning Techniques

Specific Activity used:

1.   ‘100% questioning technique’ would be implemented in each teaching session. All students have to respond physically to the questions e.g. nodding heads, raising heads, raising fingers

2. Ÿ ‘Sequentially questioning technique’ was also used to allow more students to give feedback or comments.

Results/How it worked:

1. I could get feedback from students easily and make sure everyone is on task.

2. Students who may daydream easily were directed back on the track.

What to Improve:

Some students may just copy others’ answer when I asked questions sequentially. Time should also be allowed for students to explain for their answers for more challenging questions.

Week 5

Brain-based Concept:  Five Effective Modes of Giving Directions

Specific Activity used:

Before doing complex class activities, I would use the five effective modes of giving directions. E.g. “Preposition Game”. Here are the steps:

1. We are going to play a game so that you can practice the propositions we have learnt.

2. I will give each of you a piece of paper like this (using the visualizer). Everyone will get a different card, keep it to yourself only.

3. What can you see in the picture? (pair-share)

4. Good. So you have to fill in the blanks on your own. If you forget how to spell some of the words, what can you do? (look for the word cards around the classroom)

5. After you fill in the card, rest on the table and wait for Miss Law’s instruction.(Allow students to fill in the cards)

6. One of your classmates has the same card as yours. You need to ask your classmate,  ‘What can you see?’ and listen. If they  get the same answer on your  card, she is your partner and  you can choose a new seat and  sit with her.

7. If they are not holding the same card as yours, say ‘thank you’ and ask another friend.

8. You will have 8 minutes to play this game, when I say ‘start’ you may start walking.

9. Now take your card and stand up.

10.Have a look at the friend you want to ask first.

11.The one with longer hair can ask first.

12. Any questions?

13. You may start now.

Results/How it worked:

1. The activity ran smoothly. My kids’ performance amazed me as I thought the instructions were quite a lot and might not be easy for the weaker ones to follow.

2.  ‘One at a time’ and providing enough time for students to fill in their cards are crucial.

What to Improve: 

Some kids only spent a minute finding their partners and have nothing to do afterwards. I should have asked them to make some notes on the prepositions they have practiced on their notebooks.




Week 6

Brain-based Concept:  Strategies for Frontal Lobe Development,  Social brain – Increase social interaction and group work , Ÿ     celebrations

Specific Activity used:

ŸInstead of just teaching the chapters in the reader/textbook, I asked students to read the chapter with their group mates.

They have to do the following(for chapters in reader):

a. Find out the genre of the text and explain why you get to your answer.

b. Summarize the content and introduce to the classmate in any form e.g. ppt presentation, drama, dialogue etc.

c. Find one vocabulary that you don’t understand and explain it to your classmate about the part of speech, meaning and how to use it in a sentence

They have to do  the following(for a unit in the textbook):

a. Decide among the group and have each student played one role in the play.

b. If there are more students in the group, they can create one or more roles in the play.

c. Based on the textbook, perform the drama in front of the class

d. Since the play have no ending, they have to think of a new ending for the play

e. Students can make their own props if necessary

I took pictures/videos with them during and after their performance and verbally praised each of the groups. I once bought some chips and candies for praising their effort. That was the only time I rewarded them with food.

Results/How it worked:

1. I used to spend too much time ‘teaching’ reader, thinking I had a lot of important things to tell my kids. However, they would easily get bored sitting for such a long time listening to my lecture.

2. Creating meaningful tasks for my kids to perform worked really well. For one thing, they were very much engaged. They put lots of effort selecting useful information. They looked up in the dictionary for vocabulary and they thought of creative ways to introduce information to their classmates. I was so totally blown away by their wonderful performance.

3. A strong rapport was formed. My kids looked forward to having these tasks again.

4.  My students were very proud of their work and they enjoyed watching their performance on YouTube

5. Even weaker students participated actively in the tasks

What to Improve: 

Ÿ1. Peer assessment task sheet should be given to their classmates to fill in as some of them may not pay attention watching others’ performance.

2. Ÿ They can also write down what they have learnt as a journal entry

3. Specific rubrics should be provided

Watch their performance here:

Gp 1: http://youtu.be/8D1DsK9SIe8    Gp 2: http://youtu.be/JimyL7Df57g

Gp 3: http://youtu.be/ViFjv8Suy7c     Gp 4: http://youtu.be/zHFTchAmgWc

Students’ performance (Drama): 

Students’ performance (Reader):


Experience sharing on brain-based teaching strategies implementation

15 Jul

Education Professional Development Program:

Master in Brain-Based and Thinking-Based Education (Level-1)

Why did I join this program?

      Simple. People should never stop learning, especially teachers. How can we encourage our students to learn if we are so conceited to think that we have no rooms for improvement? Regarding teaching as my profession and vocation, investing my time and money on understanding learning and the brain is absolutely worthwhile.

What have I gained from the Program?

      I am the kind of teacher who tends to share too much ideas or information with the students as I used to think : MY STUFF is very important! You get to remember these and those! Although I did have group activities in my lessons from time to time, still a lot of time is spent on presenting information to students rather than have them processing and using the information. Another problem I was facing is I couldn’t get everyone engaged in my lesson. The brightest ones always wanted to answer all the questions (They were like ‘pick me, pick me’ with their hands raised high in the sky!) and there were the passive ones either daydreaming or waiting for the answers. If I deliberately picked the passive ones, the brightest ones would become frustrated (You can so tell it from their dramatic face expressions!) while the passive ones would be scared and couldn’t utter a word/ answer so softly that no one could hear!

Then when my tutor, Ricky, taught us different tools for engagement, I was so thrilled as these were exactly what I needed most! After the three-day training program in summer, I tried strategies like sequential questioning techniques, 100% engaging questioning techniques and simple and effective Think-Pair-Share in my P.1 and P.6 lessons. My students loved my new changes and participated a lot more than before. I therefore convinced to join this one-year program.

Now I can skillfully use the suitable brain-compatible strategies (I have learnt 26 of them so far) in my class to motivate my students to learn more effectively. I found that even before the program, many of the teachers and I were using some of the strategies already. However, without the scientific knowledge about the brain, we have no ideas why those strategies work and how can we maximize their effectiveness in different situations. I also realized that group work doesn’t equal to cooperative learning. Real cooperative learning is well planned and structured (refer to P.I.E.S., the basic principles of cooperative learning and the 11 steps of conducting cooperative learning activity)! No wonder why teachers may have doubts trying cooperative learning in class as what they did and failed might just be solely unstructured group work !

As the English panel member, I become more confident in observing my colleagues’ lessons as I am able to point out why some teaching strategies work better than others. I hope that my feedback and discussion with colleagues is more specific, e.g. rather than saying ‘I think…’, ‘I observed…’ is objective and based on facts. I really love to share what I have learnt with my colleagues and hope that they will be interested in taking this program as well.

Brain-based teaching strategies and skills sharing

(Lesson 1)

Level: P.6 English

Topic: Forming relative clauses

Sharing focus: a . Allowing students to make use of their previous knowledge on relative

               pronouns to explore ways to form relative clauses.

             b. Providing a safe, fun and positive learning environment for students to work

               with one another.

Teaching materials: Powerpoint, task sheet

Time limit: 45 mins



Time: Learning/Teaching activities/ content: Brain-based elements:
1 min Get ready for the lessonŸ  Put other things in the drawer

Ÿ  Sit straight and look at the teacher

Ÿ  PrimingŸ  Change states
10 mins Quick review on previous knowledge and get engagedŸ  Sharing a weird dream with students (a short passage with pictures)

Ÿ  Tell students that some words are in different colour. Ask them to think what these words refer to.

Ÿ  Students think alone and share with friends. Then teacher quickly ask three students for each question.

Ÿ  Give their friends a five if they get the correct answers

Ÿ  Increase dopamineŸ  Frontal lobe development

Ÿ  Simple & effective think-pair-share

Ÿ  Sequential questioning

Ÿ  Pre-exposure

Ÿ  Routine & rituals

5 mins Analyse the use of relative pronouns ‘who’ and ‘which’ from the previous examplesŸ  Ask students to analyse in which situation that ‘who’/ ‘which’ will be used in the relative clauses

Ÿ  30 secs are given for them to think alone and write down their answers on the note book

Ÿ  To confirm their answers, they will take turn to share their answer with their partner. If they get similar answer, give their partner a five

Ÿ  Sharing and checking answers

Ÿ  Frontal lobe developmentŸ  Simple & effective think-pair-share

Ÿ  Celebration

Ÿ  Five effective modes of giving directions

Ÿ  Ensure learner safety

Ÿ  Positive relationship

1 min Get a new partner for the new activity Ÿ  Framing: why get to a new seat and choose a new partner

Ÿ  Choose a new partner and get a new seat for the later activity

Ÿ  MovementŸ  Framing

Ÿ  Priming

Ÿ  Regulate brain chemicals

Ÿ  Change states

Ÿ  social engager

30 mins Practising the forming of relative clausesŸ  Making use of the Powerpoint (sentences and pictures), students will get to from different relative clauses

Ÿ  The pictures and sentences used are chosen carefully by teachers, e.g. people or things that students will get interested in

Ÿ  Students wrote sentences in their notebook and take turns to share with their partners

Ÿ  Teachers get feedback from students by sequencing questioning techniques

Ÿ  When there are more than one answers, students will come out and write down different versions of sentences on the blackboard

Ÿ  Rather than judging the answers by the teacher, students vote for the correct sentences and give reasons to their answers

Ÿ  Invite students to revise and edit the sentences provided by others

Ÿ  Celebrate each student’s attempt

Ÿ  VisualŸ  Frontal lobe development

Ÿ  Physical response

Ÿ  Ensure learner safety

Ÿ  100% engagement questioning technique

Ÿ  Sequential questioning technique

Ÿ  Celebration

Ÿ  Positive relationship

Ÿ  Positive keywords

Ÿ  Feedback

Ÿ  Trial and error

8 mins ConsolidationŸ  students move back to their own seat

Ÿ  Take a deep breathe to refresh themselves

Ÿ  Fill in a from to review what they have learnt

Ÿ  Check their partner’s table by drawing a smiley face next to the correct answer and write the correct answer for their partner if they get it wrong

Ÿ  See how many students get the correct answer and why some of them get it wrong

Ÿ  Give extra feedback to students if necessary

Ÿ  MovementŸ  Change states

Ÿ  Regulate brain chemicals

Ÿ  Memory pathways

Ÿ  Frontal lobe activation


I have overestimated my students on their abilities of forming the correct relative clauses, but I didn’t rush through that part. I spent quite some time allowing them to write their own version of answers without judging them and allowed different students to express their views. At last, I found that it was mostly my fault as somehow I misled them that the relative pronoun is put in the middle of the sentence. Yet the more accurate saying is that the pronoun is put right after the noun and the most precious moment is that it was my student who came up with this conclusion. I planned to add an information gap game in the lesson, however, referring to the principle of ‘respecting the gradient’, I should not try to push my students when they are not ready.

10 mins Information Gap Game for practicing what they have learnt Ÿ  Tell students that they are going to play a game with their partner.

Ÿ  Partner A/B will receive a different set of task sheet

Ÿ  They will have to finish their own part first and take turn to describe the pictures in their own paper so to help their partner to fill in their task sheet

Ÿ  They need to listen carefully to their partners as they will read once only

Ÿ  Sharing answers with the class and celebrate by giving a five to their partners

I left the game to the next lesson and was glad to find that almost all of them get the correct answers and they were even able to point out the challenging parts in the game and how to improve their performance.

Besides, I have learned to provide a safer environment for my students, e.g. for more difficult questions, I should have allowed them to talk to their partners first before I ask them to answer in front of the class. There is another alterative method I can use for consolidation. Instead of providing a short note for students, they can be asked to summarize the main point learnt in the lesson on the note book, then share with different partners and revise their own point later on.

To conclude, getting students to share ideas freely and confidently as well as celebrating each other’s good performance wholeheartedly cannot be achieved in just one day (especially for higher form students). They may think what you ask them to do make them look like a fool in front of their peers! Therefore positive framing (explaining why you would like them to do so), priming (preparing them to do so) and continual use of these brain-compatible strategies in lessons are the keys to success.


A year to remember

8 Jul

This is a year to remember for all the work we have done, tears and laugher we have shared and perhaps the weight we have lost (not that we are proud of it XD).

As the new English panel chairs, Maria and I are stressed and exhausted. You may laugh at me when you know that I once googled ‘how to be a good English panel chair’ but couldn’t find anything useful except the roles and responsibilities list provided by the EDB website. Gosh, I do know what we need to do but the list won’t teach you how to do it nor does it include lots of other duties like lesson observation, post-lesson discussion, planning for school-based curriculum and most important of all, creating rapport among teachers. To be frank, I still have no idea how we can achieve everything. I just keep telling myself that whenever I try something new, I will get resistance. Like how I learn to play the piano, I won’t be successfully playing a song without hitting a few wrong notes. The only solution I can think of is to learn through trail and error.

Among our colleagues, my English is definitely not the best nor am I the most experienced teachers. The only thing I am sure is that I am perfectly imperfect. There were times when I was down to my knees, swearing that I just want to return to solely classroom teaching. Thanks to the encouragement and support of many of my colleagues and friends, I start to realize that getting out of my comfort zone will surely bring discomfort. Fear is one of my greatest enemies – the fear to fail, the fear to disappoint others, the fear to lose face etc. Running towards my fear is what I have learnt this year.

I want to show my greatest gratitude to every colleague who has helped us all along especially Maria, my teammate, who keeps learning and fighting with me through all the challenges.


A speaking activity on jobs for P.6 students

2 Oct

ESR becomes our main source of severe stress since August. The good news is that it’s ‘almost’ over, so I can finally return to this deserted place and talk nonsense again! Haha! 🙂

Today I’d like to share one speaking activity (p.6) on jobs with you which is prepared by the EDB language support officer (who also becomes a great friend of us), Amy, my dear colleagues and I. We’ve got some positive and negative feedback from various ESR officers. I’d like to get your comments as well !

A speaking activity for P.6 students


  1. Develop students speaking skills through an interview activity
  2. Help students develop a correct attitude in communicating with others

Students’ previous knowledge:

1. They learnt about vocabulary on jobs and adjectives describing characters (Ch.1 and 2)

2. They learnt how to write job riddles

Duration: 70 mins

 Teaching Steps:

1. Motivation:

–         Teacher and students take turns to read some riddles their classmates have written and let others guess them.

–         The answers of some riddles may be quite difficult for weaker students to understand e.g. dietitian, radio therapist. Students who wrote those riddles need to explain to others.

–         Ask students to jot down new learnt vocab in their notebooks/ vocab banks


2. Preparing for the speaking activity:

–  Ask students how people in HK find jobs. (Show students the classified

post/classified post website/ advertisements found from the newspaper. Tell

students that some people go to Labour Department to find jobs) à Power point

showing the logo

–         Elicit students to the conclusion that applicants need to have job interviews as well

–         Ask students to write 3 points they need to be aware of/ be prepared in a job interview (1 min) then share with their partner to write now new points (2 mins).

–         Teacher gets answers from students and types the points onto the ppt, e.g. have good eye-contact, be polite, know more about the job nature, be confident, speak up and speak clearly etc.

–         Finally share the objectives of the lesson with the students à They are going to practice interview skills

3.      A role playing activity:

–         Tell students that they are going to do a role playing activity. Have students work  in groups of four or five. One student acts as the Labour Department staff  member and the rest act as the people who are looking for jobs.

–   The Labour Department staff member will have a list of jobs available. Remind them that they shouldn’t let the applicants see it.

– She has to decide which job is suitable for each applicant by listening to their information.

–         There are four role cards for students to pick. Students taking different roles have to study their piece of information first. They have to decide what kind of job they are looking for with reference to the information on the role card and write the answer on their role card first.

–         Applicants have to follow the information on the role card to express her needs. At the end, the applicants can tell whether the staff member has made the right decision or not. Students can make use of the speaking guide to help them conduct the dialogue.

–         The speaking guide: 

–         Teacher may choose the one of higher ability to be the Labour Department staff as she has to decide whether the extra information given is related to the job nature and which job the applicant is looking for.

–         During the activity, teacher walks around, listens and helps out if needed.

4.      Peer evaluation

–         Teacher checks answers with the students and sees how well they were doing/ finds if they had any problems

–         Review the criteria of having good interviewing skills with students. Fill in the evaluation form.

–         If time is allowed, ask some groups to come out and present.

5.   Conclusion

–       Have students conclude what they have learnt in the lessons.

Positive Feedback from one of the ESR officers: 

– Some AFL elements can be found in the lessons, e.g. objectives are developed with students, coming up with the assessing criteria together, students are able to conclude what they have learnt, they have tools and good habit for self-learning, they are able to assess others’ performance and give suggestions

– Almost all students were engaged in the activity and had time to think and practise

Negative Feedback from another ESR officer: 

– The job interview activity is not authentic. Students should make up their own role cards  and write most of the information on their own.

Our comments : 

There is no such thing as a perfect lesson, so we are not looking for one as well. But we think our students achieved the objectives set for the lesson and were highly engaged. We do admit that the activity may not be an authentic one as students of weaker abilities need more guidance, and that our objective is not focusing on students’ writing. We are afraid that if students spend too much time writing their own role cards, they won’t have much time to spend on speaking.

What do you think? Any ideas how we can do better next time? 

My lovely crazy dad

19 Jun

Many of my friends are closer to their mothers, but I have a special bond with my dad. When I was young, Mom was very busy with her work, so I spent more time with Dad. My dad is not like other ‘Typical’ dads – stern, fierce and over-protective. To me, he is more like a kidult who is playful and fun to be with. Perhaps it’ s because he was a teenager himself when he had me. He got married with Mom at the age of 19.

He always wanted to have a son. Maybe that’s why he raised me like a boy. He taught me all kinds of skills – cooking, swimming, cyclying, fishing etc. He even taught me how to build an alarm clock when I was in Primary. Other kids used to be jealous of my lanterns in the Mid-Autumn Festival because my dad will hand-made me a special lantern every year. There was once he made a robot lantern which eyes are made of light bulbs! When I became a teenager, he didn’t make lanterns anymore, but he taught me some dangerous acts – boiling wax (and pouring water into it ..hoho)! It was totally insane! I remembered how the fire suddenly reached up to the tree top when water was poured in. Yeah, he was a pretty crazy dad! Fortunately, we didn’t get hurt or Mom would definitely kill him. (FYI, he even asked my cousin to try pee in the wax and my cousin did XD..wakakakaa..) He also took me to places where girls like me may seldom go – video arcades and snooker centres! He truly broadened my horizons! But there was one place he was somehow reluctant to go with me – the library. He said he would have a headache once he entered it, so Mom was usually my ‘library companion’.

So Dad is usually humorous and fun until recent years he is sometimes cranky and impatient. He may get angry with the weather or the waiter in the restaurant easily. I bet he may suffer from the  ‘male menopause’, if there is any. I think he is getting lots of stress from his job as well. He sometimes gets headache and nausea and like many fathers, he refuses to visit a doctor and says that he is fine. That makes Mom and I worried, but you can never force a man to change unless he wants to make changes himself.

Today’s Father’s Day. We went Yum Cha in the morning like usual but I prepared a special gift for him! I bought him a 100mins Thai body massage course in a massage centre near home. He was pleased and couldn’t wait to try it out! He is enjoying his massage right now 😀

Love you Dad. Wish you health and happiness always 🙂 !!

My confession

18 Jun

Teachers always say that one should not lie. But sometimes they may have told the biggest lie ever, like ‘I love all my kids. I treat them all the same.” I am here to confess that I am such a liar too. I miss the highly motivated kids I had and constantly lament the poor learning attitude and academic results of  the kids I am having now. I thought I tried my best to engage them in lessons, but there isn’t much improvement shown. Once I was trying hard to explain the difference between past tense and present prefect tense, but then someone was playing with glue. At that very moment, I was literally devastated. Tears ran down my cheeks. I just sat there and covered up my face…how silly XD…I felt like a loser and that I was an incompetent teacher! Perhaps I should just give up.

Luckily, that thought didn’t last long. Remember the ‘I can do it’ calendar on my desk? I got cheered up every day. The powerful affirmations keep me going. I start to change my way of thinking and stop victimizing myself. The problem is not about the kids. The problem is that I need/want them to be the ones I had before. I didn’t  see their uniqueness and adapt my ways of teaching.

Don’t mistake me for someone who will never feel discouraged. I am just taking baby steps on fixing my thinking and trying to DO something in my class. I want to know more about them. What interest them most? What are they good at? They may not be good learners academically, but they may be talented in other areas.

Later I came up with this idea of one-min Talent Show. Everyone has to come out and show their talents. They have to speak in English for sure and questions will be asked by other audience or me. I was surprised to see the effort they put in their performance and I was blown-away by the different talents they have shown in their performance. Some are great dancers who can dance Latin, jazz and ballet. One of them plays lawn bowl and always wants to be a professional lawn bowl player. The one who seldom speaks in class was such a talented painter. I am deeply grateful for having this chance to see the beauty and uniqueness of my kids! (Some of their performance: http://www.youtube.com/watch?v=XXQ_Cf71qNk, http://www.youtube.com/watch?v=4NHtDN24m6I,http://www.youtube.com/watch?v=FOSs1lyCrr8 )

I still complain about their carelessness and laziness, but that’s not the end of it. They are asked to write a reflective journal after the exam and we are going to plan our learning strategies together. We still have one more year to know ourselves and each other better. And I will take a brain-based learning workshop this summer, hoping to learn more effective teaching strategies. We are going to create a fun and encouraging learning environment. We will enjoy and cherish our time together!!