10大老師面試熱門問題5: 如何處理補底班

1. 工作量:Time gained as a result of reduced marking load due to smaller class size should be devoted to the preparation of lessons, the development of remedial teaching materials and co-ordination with teachers of the mainstream classes.

2. 如何選學生：The selection of students for Remedial Teaching should be determined by individual schools based on one or more of the following:

a. Screening test
Teachers can design their own screening tests with close reference to the primary English syllabus or textbooks. Alternatively, they can make use of the Attainment Tests produced by the Educational
Research Section.

b. Internal test/examination results
These are useful particularly when Remedial Teaching is also provided at S2 or above levels.

c. Teachers’ recommendations
Through observation in class, teachers are able to provide additional information which is otherwise not reflected in test or examination scores.

3. 教師的特徵:

The remedial class teacher should preferably be one with subject expertise and experience. She should be able to give a good model of English to her students and inspire their interest in the language.

She also needs to be patient and sympathetic. She should adopt a warm, friendly attitude towards her students to gain their confidence. Very often,students who are weak in English and who feel that they cannot cope will end up disliking or dreading the subject. It is important that the remedial class teacher can understand this and help them overcome their fears through constant encouragement.


4. 運作方式

a. Streaming
Students are streamed according to their aggregate scores in either the 3 basic subjects (Chinese, English and Mathematics) or all the subjects. The weakest are then divided into groups for remedial lessons.

b. Split Class
Some classes are split into two halves according to their ability in English. The half with lower ability are to receive remedial lessons while the higher ability half join their counterparts in another class 
to form one mainstream class

c. Withdrawal
This includes Setting and Partial Withdrawal 
i. Setting --- Students with lower ability in English from each class are withdrawn to form remedial groups. 
ii. Partial Withdrawal --- This arrangement is the same as Setting, except that weaker students are withdrawn from their regular classes for some of the lessons only.

d. Additional Lessons
Small groups of students attend remedial lessons outside their normal school hours.

5. 地點：Remedial groups can be accommodated in vacant classrooms when students are having their lessons in other parts of the school, in partitioned corners of the assembly hall or covered playground, in special rooms or any other vacant rooms as available

6. 調適策略i: change the question type. e.g. in teaching reading comprehension

The original reading comprehension exercise requires 
students to supply the missing words in a short dialogue.
This is difficult for weak students as the task involves both
receptive skills (comprehension) and productive skills
(completing sentences).

The modified exercise simplifies the task by asking students
to decide whether some statements are true or false.

Students also need to write down the relevant line number(s)
to justify their answers.

7. 調適策略ii: Introducing smaller steps to bridge gaps in students’
knowledge by pair work 

e.g. The exercise required students to talk about the names, locations and possible activities of some local spots by simply looking at the given photographs. It pre-supposes that students have knowledge of the places in question as well as the language required to complete the task. The modified version provides
variety in practice through a series of graded exercises.

pair work:

You can ask and answer questions like this:

Q. What is it in Picture __________________________________________________ ?
A. It is the __________________________________________________.

Low Wu Terminal (8)
Ocean Terminal (9)
Central MTR Station ( )
Space Museum ( )
Ocean Park ( )
Tsimshatsui Star Ferry Pier ( )
Hong Kong International Airport ( )
City Hall ( )
Peak Tower ( )

gap-filling

Study the table on your own worksheet. Some information on what we can see or do in these places is provided but some details are missing.

Work with your partner to complete the table.

You can ask questions like these :

Q. What can we see at the ___________ ? A. We can see ________________ there.

Q. What can we do at the ___________ ? A. We can ___________________ there.

Do not look at your partner’s worksheet!
(The same set of instructions will appear on Worksheets A and B).

8. 調適策略iii: shortening

e.g. For very weak students, help them listen to only the first three paragraphs on the tape rather than the whole recording.

This caters for the ability of really weak students.

10大老師面試熱門問題4: 關於德育公民及國民教育

1.簡介:essential element of whole-person education which aims at fostering students' positive values and attitudes through the learning and teaching of various Key Learning Areas/subjects and the provision of relevant learning experiences. 

2. 目標之一:nurturing in their students the seven priority values and attitudes: “Perseverance”, “Respect for Others”, “Responsibility”, “National Identity”, “Commitment”, “Integrity” and “Care for Others”.

3. 目標之二:students may encounter various life events and issues in which various and even conflicting values are embedded. We encourage schools to analyse them in a rational and objective manner, and adopt positive values and attitudes as one of the guiding principles to make judgements and decisions. 

4. 內容1: Schools are encouraged to continue nurturing students’ positive values through incorporating related elements into various KLAs/subjects, cross-curricular domains in values education (e.g. moral and ethical education, sex education, Basic Law education and life education), and other relevant learning experiences. 

5. 內容2: Schools are encouraged to choose appropriate life events and issues from the five domains, i.e. (i) personal development and healthy living; (ii) family; (iii) school; (iv) social life; and (v) community and national domains, as the learning content along the key stages of learning. 

6. 策略 1: Schools are encouraged to provide holistic learning experiences to students through integrating the elements of cognition, affection and action for MCE promotion. 

7. 策略 2:The implementation of MCE should provide students with holistic and balanced learning experiences through integrating classroom learning, practical experience and the learning environment.

8. 策略3:Schools should strengthen the coordination among the learning activities of various cross-curricular domains in values education, including moral and ethical education, Basic Law education, sex education, education for sustainable development, so that students are provided with holistic learning experiences for their whole-person development. 

9. 策略4: All along, schools in Hong Kong have developed MCE curriculum and implementation strategies based on the consideration of the school’s strengths and directions (school-based), the students’ performance and needs in development (student-centred) and the expectations from the stakeholders. 

10. 策略5:At primary level (Key Stages 1 and 2), young children enter their childhood/adolescence. Schools should develop students’ understanding and recognition of positive values and attitudes, as well as healthy living habits. 

At secondary level (Key Stages 3 and 4), sophistication in students’ cognition provides a solid foundation for schools to develop students’ rational thinking and moral judgement skills through teaching them to analyse some complicated or controversial life events and social issues. 

10大老師面試熱門問題3: 如何處理讀寫障礙學生?

我寫這個面試熱門問題係列寫到上癮添. 其實對DSE學生也有用的,因為作文若遇到關於教育的題目,若無IDEAS就真係難搞.作文語言方面固然重要,但肉容更重要,因為內容先於語言. 

講回正題,其實讀寫障礙真係好特別的一種特殊學習需要,因為聽聞有很多名人都有,例如愛恩斯坦,和我們的黃之鋒.

讀寫障礙學生有以下特徵:

1.話明係讀寫障礙,佢地讀同寫都有困難. 首先在寫中文字時, 會搞錯啲筆劃, 例如多咗一橫,或漏咗一橫(omit or add unnecessary strokes to the Chinese characters when copying),如圖:



2.我教英文的, 曾經也有教過疑似讀寫障礙的學生,對佢地嚟講,串字係比較辛苦的事(cannot spell words even after making considerable efforts), 串唔到字, 把字母次序調轉(reverse letters/characters)

3.甚至把字寫成鏡像倒影(write the mirror images of letters/characters),如圖



4.因為英文字的讀音同佢個串法好有關係,因此佢地會唔係好讀到英文字(mispronounce words or forget the pronunciation)

5.不過佢地好多時,講野係好叻的,轉數唔會太差 (do better in oral than written expression)

其實教育制度一向比較重視讀寫,所以有讀寫障礙真係比較難搞,教佢地有咩技巧呢?簡單講5點:

1. 善用資訊科技, 多使用互動性教育軟件、教育網站幫助讀寫障礙者學習(make use of  interactive educational softwares and education websites)

2. 作為老師,要明白佢地係串字個度有困難,所以要減少默書的字, 另外因為佢地需要額外少少時間閱讀寫作,要俾多啲時間佢地測驗考試(reduce the amount of materials for dictation, allow extra time for tests and examinations etc.)

3. 佢地學字要用多啲方法, 例如透過視覺、聽覺,如兒歌、遊戲等渠道幫助學生認識生字(use visual, oral, auditory channels through nursery rhymes and games to help them learn new words)

4. 教佢地六何寫作法,及腦圖、蜘蛛圖、流程圖、樹圖等方法,構思作文,增強其寫作能力(strengthen their writing ability by introducing the 6Ws method, using mind-mapping, spidergrams, flowcharts, and tree diagrams, etc.)

5. 功課方面也要作出適當調適,遷就佢地特殊需要,例如放大字格,減少抄寫等(administer homework accommodation, e.g. reduce assignments which require a lot of copying, enlarge the writing grid)

10大老師面試熱門問題2:如何處理學過度活躍症學生？

話明係專注力不足/過度活躍症,即係唔識專心,或活躍過度.基本上,所謂的差班,甚至是好班,必定有唔專心的學生,不過呢啲ADHD,可能真係嚴重啲個隻,需要食藥的.

五大特徵:

1.因為專注力不足,所以好容易分心,少少野都會搞到佢地唔專心(often distracted by irrelevant signs and sounds)

2.因為過度活躍,佢地坐唔定, 一定要搵野搞(cannot remain seated and often keep fidgeting and fiddling with objects around them)

3.因為過度活躍,佢地無咩耐性,較衝動,做野唔唸後果 (lack patience, are impulsive and act without considering the consequences)

4.咁樣嘅性格點聽老師的指示?(fail to follow through on instructions)

5.唔聽指示之餘,老師講書仲會打岔,騷擾老師或同學(interrupt or intrude upon others)


聽落去係咪覺得難搞呢?自閉你都可以唔理佢,但過度活躍你真係要隨時準備應付.

五大應付技巧:

1.佢地咁容易分心,咁就要安排佢地坐第一行,一嚟等老師容易睇住,二嚟佢地無咁被其他野分心(let them sit in the front row, remind them to keep their desks tidy so as to minimize the source of distraction),或安排啲好乖,好勤力嘅學生坐佢地隔離(arrange the students to sit next to a conscientious classmate who may remind them to be attentive when necessary)

2.將缺點變為優點:既然佢地咁活躍,老師又成日要搵學生幫手,咁就好好利用佢地幫班做野(ask them to run an errand to allow a break from remaining in seat for too long. They can take the form of asking them to distribute worksheets, exercise books, etc., or invite them to help the teacher when using the computer or showing slides during the lesson)

3.至於衝動呢方面,真係要運用啲行為調校(behavorial management)的技巧,適時、合理、公平賞善罰惡(apply reward/punishment in a timely, reasonable and consistent manner to help them improve their behavior)

4.佢地係唔聽老師指示,但可能佢地真係有啲身不由己,因專注力不足聽唔到指示,所以指示要清晰具體簡單, 而且要重複俾指示(give clear, specific instructions and give one instruction at a time; repeat the instruction if necessary so as to ensure students' reception and understanding)

5.係課堂設計方面,老師應照顧佢地容易分心呢方面的徵狀, 把課堂分成唔同部分,增加多媒體成分,安排刺激唔同感官的活動,提高佢地學習興趣(enhance the child's learning interest with activities packed with multi-sensory stimulations such as colors, sounds, actions and pictures)

注:內容來自教育局網頁.

10大老師面試熱門問題1:如何處理自閉症學生？

作為一位沒有教席的英文教師，當然隨時要準備面試啦。我唸咗十條見工最有機會出現的問題，雖然唔係直接與英文有關，但我會在提到一些與答案有關的一些詞語或字句時，列舉一些關鍵英文。

基於教育局的融合政策，依家班房內唔多唔少有機會面對有特殊學習需要的學生,俗稱SEN. SEN係Special Education Needs的縮寫,SEN students就係「有特殊學習需要的學生」,包括自閉症
(Autism), 視障(visual impairment), 聽障 (Hearing impairment), 智障 (intellectual disability), 言語障礙(Speech and Language Impairment), 殘障(physical disability), 讀寫困難 (Special Learning Disabilities),和專注力不足/過度活躍症(Attention Deficit/Hyperactive Disorder). 是否已經學咗唔少生字?

入正題, 如果考官問如何應付自閉症學生,可先講述佢地的特徵, 然後提供作為教師可使用的處理方法、教學技巧.

特徵:

1:自閉症兒童活在自己的世界, 即係真係「自閉」.

2.活係自己的世界,即係不會主動參與活動,與人交流及分享(lack the initiative to interact, share and participate in activities)

3.缺乏與人交流,所以不懂察言觀色和易地而處(not good at reading verbal meaning or facial expressions, and weak in putting themselves in others' shoes)

4.所以佢地言語能力發展較遲緩, 講野單調、重覆 (slow in verbal development, speech is monotoneous, repetitive or echolalic)

5.另外,有點佢地係好特別的,唔知係咪缺乏安全感, 就係好抗拒改變, 堅持某啲習慣, 缺乏彈性(resistant to change, rigid and insistent on certain routines)

教導技巧:

1. 對自閉人士,當然係打開佢地心窗啦. 首先當然鼓勵佢地同人溝通(teach the child how to participate in conversation with others),教佢地一啲簡單的社交規矩(simple rules of social interaction)

2. 針對佢地不懂易地而處, 可利用角色扮演,令佢地明白其他人的處境(use role play to help the child understand others' situation)

3. 因為佢地聽同講都比較慢, 同佢地講野要簡單直接, 用簡單的字, 直接俾指示,令佢地清楚(use simple, clear and direct instructions); 及對佢地講野有合理的要求, 鼓勵佢地用簡單字眼表達需要,逐漸再講長的複雜句子(encourage them to express their needs in simple language and gradually move on to more complex sentences)

4. 因為聽的能力弱, 同佢地講野除咗用簡單的字外, 也要逐步逐步去解釋(explain step-by-step)

5. 最後,針對佢地個種抗拒改變的特徵, 減低佢地對改變的焦慮, 係改變之前, 要俾佢地有心理準備, 有需要時或先作綵排(inform them of changes well in advance to reduce their anxiety. Rehearsals for the change can be arranged as required)

(剛剛有集香港電台的《沒有牆的世界V》叫「棋神」,主人翁便是有自閉.)

注:資料來自教育局網頁