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  • Wee Jin's Story: Fariha Sharmin Roll: KM-1768

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    Fariha UN
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    Wee Jin is a new English teacher in a Singapore secondary school who faced complications adjusting to the school's expectations for teaching approach and style. He initially struggled with balancing the school's preference for using Singaporian English in the classroom with his desire to teach in a more flexible way. He also had difficulties building relationships with colleagues and administrators in his first year. However, by the end of the year Wee Jin had adapted his teaching approach in response to his students' needs and feedback. While he made progress resolving issues with his teaching style and content, developing strong collegial relationships remained the most challenging issue for Wee Jin to fully resolve in his first year.

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    Wee Jin’s Story

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    Wee Jin is a new English teacher in a Singapore secondary school who faced complications adjusting to the school's expectations for teaching approach and style. He initially struggled with balancing the school's preference for using Singaporian English in the classroom with his desire to teach in a more flexible way. He also had difficulties building relationships with colleagues and administrators in his first year. However, by the end of the year Wee Jin had adapted his teaching approach in response to his students' needs and feedback. While he made progress resolving issues with his teaching style and content, developing strong collegial relationships remained the most challenging issue for Wee Jin to fully resolve in his first year.

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    © All Rights Reserved
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    14 views10 pages

    Wee Jin's Story: Fariha Sharmin Roll: KM-1768

    Uploaded by

    Fariha UN
    Wee Jin is a new English teacher in a Singapore secondary school who faced complications adjusting to the school's expectations for teaching approach and style. He initially struggled with balancing the school's preference for using Singaporian English in the classroom with his desire to teach in a more flexible way. He also had difficulties building relationships with colleagues and administrators in his first year. However, by the end of the year Wee Jin had adapted his teaching approach in response to his students' needs and feedback. While he made progress resolving issues with his teaching style and content, developing strong collegial relationships remained the most challenging issue for Wee Jin to fully resolve in his first year.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as pptx, pdf, or txt
    of 10

    Wee Jin’s Story

    Fariha Sharmin
    Roll : KM-1768
    Setting
    Singapore Colloquial English - the model of English in the
    classroom
    Complication I:

    Teaching approach
    Conflict between how Wee Jin was expected to
    teach in contrast to how he had wanted to
    teach.
    Complication II
    Complication III

    Professional
    relationships with
    colleagues and
    administrators during
    first year of Wee Jin in
    the secondary school.
    Resolutions

    Teaching Approach
    From a post-study interview . Wee Jin noted that at the end of his
    first year his teaching approach was “to a certain extent , also
    shaped by my pupils, perceptions of how a ‘good’ English lesson
    should be conducted”.
    Course
    Content
    Wee Jin was “more
    responsive to his student’s
    needs”. (Wee Jin’s journal)
    Bringing extra materials in classroom
    Collegial
    relationships
    It was proved to be the most difficult
    for Wee Jin to resolve
    Probably the reasons for this
    unresolved dilemma are as follows :
    1. Culture of individualism
    2.Wee Jin’s reluctance to ask for
    assistance throughout his first year.

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