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求睿志 作者IC

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Image source: IC

筆者不懂政治,也不會唇槍舌戰,既無「周身刀」,也可能被視為愚不可及。

不管什麼理念或任何因素,罷課之初由集會要轉移地點至今突然爆發變化,只因缺乏商討及協調安排。若雙方開放胸襟,提供雙方能接受的場地,一方繼續集會提出訴求,一方繼續處理日常運作或活動,互相克制,各舒所懷,各得其所。各方目標雖然未必完全達到或滿足,至少減少不必要的衝突,避免引起不智決定及行動。

筆者將此事情境縮小如家事看待情况:家庭成員意見不一時,不接納意見的家庭成員必然吶喊宣洩,大家體量寬容,至少不會進一步刺激對方,減少作出不智決定與行為(如家暴之類)。

治家、齊國、平天下等事,希望大家能睿智處理。

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Teen Thoughts 101: 9.28

Tonight, when I was reading through the articles on my phone about the ‘Occupy Central’ movement, I couldn’t help myself but gush out tears. Seeing the city that I grew up in turn into a place with such violence is simply heartbreaking.

Its past midnight now, and I know that I should be fast asleep recharging myself for school in the morning, but I simply cannot bring myself to sleep knowing that there are tens of thousands of people less than 7km away from me being punished for just expressing their thoughts and feelings towards the future of Hong Kong…

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The lesson of moving office

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Image source: red bubble.com

After throwing lots of old stuff, I came to know the importance of target-specific storing. Given the outrageously high land rent in Hong Kong, office space is to be used very wisely. Functionality of things is not sufficiently justified by itself. Spending almost a whole month on office moving, I learnt that I should be following the principle of simplicity and minimalism. Consequently, I shall adopt a new practice in management and storage of information and knowledge.

After all, it’s done. I am grateful to my co-workers, family and friends who have helped out. There is a saying that it takes a village to run a successful business. I couldn’t agree more!

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Influence of a good teacher

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Image source: Synapticsparks.blogspot.com

It is the first session of this academic year that Mrs K comes to see me with her 9 year old boy, D. He is a gifted child with multiple exceptional needs including social attention, cognition and execution.

Unlike last few years, Mrs K is filled with peace and hope as she talks about D’s performance in the new school term. Before, she was anxious about various adaptation problems of her son. For example, he would scream when there were changes without advanced notice. He disliked following classroom rules especially those were different from what he had before. During group work, he had a hard time to accept the choice of group members. He would then felt desperate, burst into tears and made a big scene. In retrospect, it took several months for D to stablize his mood and behavior in transition to a new class over the past few years.

Mrs K very often felt helpless and unsupported at school as most teachers showed concern about her son’s behavior without knowing what exactly to do to manage the need of a gifted child with varying social difficulties.

When Mrs K tells me that she is so pleased to find her son’s class teacher helpful and keen on discovering who he is, I can see her eyes radiant of excitement and inner strength. She says that the class teacher initiates a meeting to find out the individual characteristics and needs of her son. She shows D’s the student diary for me to read the notes jotted by the teacher. It’s absolutely important observation and feedback contributing to effective teacher-parent collaboration. Mrs K asks me to follow up what the teacher recommends. For example, it mentions about the D’s sharing information at unsuitable times. I then provide training and parent coaching with regard to sharing information at appropriate time. At the end of the session, I write a note next to the teacher’s feedback. How effective it is!!

What impresses me is the approach of the teacher. It makes a big difference to Mrs K who feels supported and hopeful. I haven’t met the teacher yet. I am sure it’s going to be a turning point in Mrs K and her son’s school experience in 2014-2015 academic year.

It is delightful experience to find how a parent of a child with multiple exceptional needs is influenced by the teacher.

The impact could be amazing and life changing.