Life long sharing . . .

Archive for January 2014

I like what Madam Liang shared below in her book llz0001.

It really depends on how we parents view the school work, the study and education.


“Don’t use exam result to determine how many extra exercise books our children need, or which tuition to take, BUT use the result to examine our children’s studying attitude, capability and the return of their efforts. For example, always fail in Math; we have to figure out whether it’s because they didn’t work hard enough, or even though working very hard, still no improvement; then we have to find solution for it.

Treat it as an experience of failure, as difficulty which is hard to overcome;  then start find ways to handle and conquer it; this is the practice/training I am looking for.

What make me worried more, is not the children didn’t do well in exam, but not being self-demanding and don’t have problem solving skill.”

This is another good one from  Madam Liang’s  llz0001: “encourage children to go for ‘their best performance'”.


Madam Liang clarified that this is not to say ‘to go after No. 1’, nor ‘go after the scores or ranking’, which both also wrongly amplify the importance of exam result.

We as a parent, must be clear that there is a limit for our children’s capability, therefore, we should encourage them to go after their best performance, within their limit.

Racing with oneself” – this idea should be taught since young; let the child know that the exam result is for one own assessment, NOT to go after the ranking. Yes, ranking can help us to gauge where we stand among our peers, BUT, as long as it is matching with where we should be based on our own performance, that is good; and exceeding that will be a bonus.

What I taught my children, cannot use you don’t like to study as an excuse not to try, but after you have tried your best and still not good in it, that is acceptable, and must take it and deal with it with open heart.

I hope this attitude/thinking will carry on until they are working in future, because no adult can always choose to do just what they like to do.

This sharing of how she views the importance of the period a child starting primary school is one I like the best from her book llz0001.


“When a child just entered primary school, this is the most crucial period to help them set up the right studying/learning attitude. For the first two years, whether they were doing their homework or preparing for exam, I would work together with them for every details: assess/review, discuss, figure out ways to improve, and then encourage them to continue pursue better performance.

Through this process, I let my children know, in my heart, what is called ‘try you best’. When they are used to it, this will become the basis when they set their own expectation/self-demand.”


“Time Management

When they were in Standard 1 and 2, every night after dinner, I would be at the children’s room, going through their message book and homework list together. I would guide them on how to plan their homework, which one to do first, and how to estimate how much time left for them to do other things like practise their piano, leisure reading or other enrichment class homework such as English.

I would ask them to start with the most difficult homework first, when their mind were fresher then. Only work on those that were easier such as art project subsequently, always putting those at the back.

Nowadays children are quite busy with extra co-curriculum. For enrichment class homework, I would ask them to plan it ‘weekly’, and arrange it in the free time slot after school homework.

This will give them a good understanding of  how to organize their time, after a while, they should be able to pick this up and plan their own time for homework, co-curriculum/enrichment and also rest & relaxation.”


“Paying Attention/Concentrate

I would sit with them, accompany them doing their homework, studying; coach them do revision, checking; make sure the plan for everyday was executed. When they had problem, I would lend my hands immediately, for example help to look up in dictionary etc.

The main purpose of accompanying them, beside doing the above activities repetitively in a long run to make it a habit for them, is to train and teach them on how to concentrate and control their time. I didn’t want to see them playing while doing their homework. I tried to help putting some restriction/control so that they could focus and finish their work. They played during the rest time.”

Too bad this one don’t have example sentences using the idioms.




Another thing Madam Liang brought up in her book llz0001 is ‘being sensible and rationale when dealing with big children who are already in high school’.


“When the children were in high school, their father and I were only be responsible for giving advice, the final decision, the children need to make the call.”

“As long as the children believe you were always looking after their benefit or betterment, thinking for them, when parents give suggestion, even the suggestion might not be of their liking, they would still take it for serious consideration before making decision.”

“Actually the bigger the child, they are more rational. So when teaching them, as long as you can give a convincing reason, most of the time, these big children are able to accept their parents’ view as input. What must be avoided most is dealing with teenagers by force, any little things also say, “I am you father (mother), you must listen to me!” And when the children are able to challenge back in a hard way too, then the parents-child relationship will get worse. It will become more difficult to educate them in future.”

“I used to joke with my friends, raising a child, when young, we can use body strength; when they grow up,  we need to use eloquence and our brain power. If we are not good at both, to prevent the children from misunderstanding the parents ‘throw temper’ because the parents didn’t have a good reason, we should calm down, after thinking through then only decide, whether to communicate with them by writing a note, a letter or any other ways.”

BUT if the child’s point of view is more reasonable than ours, then we must accept; if we do wrong, say something wrongly, we also need to apologize to the child.”


January 2014
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