Sunday 27 April 2014

CATHOLIC PRIEST TALKS ON SORCERY KILLING

There is a useful report on sorcery killing on the blog PNG Attitude written by Catholic priest Fr Giorgio Licini on sorcery killing. Please click:
 
 
He talks of the problems of a lack of electrification in rural villages and an absence of electric light, TV and computers. These limit the contact that the people have with the outside world.
 
As well, he says that much sorcery killing is at the hands of uneducated, disaffected and unemployed youth. The world has become used to the fake propaganda from the UN lesbians and their pet care groups in country who claim that it is all about gender violence of men against women.
 
Recently there was a mass killing in Madang where over 150 men and boys were arrested for killing 8 men on the accusation of sorcery. Not one woman was killed.
 
We have to be more balanced in the support to men and women on sorcery killing. There are areas in which there are mainly men sorcerers. Mainly women are found in other areas. But much death would have other causes.
 
There is limited support that UN lesbians can give from the coffee shop on the 33rd floor of the UN building in New York. They are guessing.


ব্লগ দর্শকদের মধ্যে সবচেয়ে জনপ্রিয় দেশের গ্রাফ 
 

Friday 25 April 2014

MASTERY WRITING PATTERNS (340-363)


These patterns are designed to introduce students to unusual formats. Students can not write complex sentences unless they are aware of the format.

Many are not readily available having been rarely used in magazines and books.

Most patterns below focus on phrases at the start to the sentence. Students need to sound out a new sentence to decide how the pattern is to be best formatted.

Sometimes the correct pattern sounds right. The word “so” could appear in some sentences. But this would be the start of a new sentence.

The patterns below form part of resource material for the Departments of Education in the Pacific. These are intended for grades 9-12.

The students have to make a decision in every exercise to combine simple sentences into a complex sentence with polish and rhythm.

Pattern 340

He was an old man

He had no family.

He lived in a small house.

It was built by the river.
 

An old man with no family, he lived in a small house

built by the river.
 

He was an old man with no family and lived in a small

house built by the river.

Pattern 341

 
He had no where to go.

He had no one to help him.

He stayed at home

He tried to sleep.

 
Having nowhere to go and noone to help him,

he stayed at home and tried to sleep.
 

Pattern 342.

 
She had seen the terrible fight.

She knew what would happen.

She stayed with her family.

She protected them.

 
Having seen the terrible fight, she knew what would

happen and stayed with her family to protect them.
 

Pattern 343

 
She searched high and low.

She could not find her son.

He had not come home.

He had not contacted his father.

 
Having searched high and low, she could not find her

son who had not come home nor contacted his father.
 

She had searched high and low but could not find her

son who had not come home nor contacted his father.

 
Pattern 344

 
They opened the bag.

They searched for the money.

They could find nothing.

 
Opening the bag, they searched for the money but

could find nothing.

 
They opened the bag, searching for the money but

could find nothing
 

Pattern 345
 

She was alone.

She had no-one to talk to.

She had nothing to do.

She could wait.


Alone with no one to talk to, she had nothing to do

but wait.
 

She was alone with no one to talk to and had nothing

to do but wait.

 
Pattern 346
 

He had searched everywhere.

He found the money.

It was under the bed.

His brother had put it there.

 
Having searched everywhere, he found the money

under the bed where his brother had put it.
 

He had searched everywhere and found the money

under the bed where his brother had put it.

 
Pattern 347
 

Hope was fading.

The search continued for the missing aircraft.

It was lost somewhere in the ocean.

Many passengers were on board.
 

With hope fading, the search continued for the missing

aircraft lost somewhere in the ocean with many passengers

on board.
 

Hope was fading but the search continued for the missing

aircraft lost somewhere in the ocean with many passengers

on board.
 

Pattern 348

 
The search continued.

Many ships and aircraft scoured the ocean.

They were looking for debris.
 

The search continued with many ships and

aircraft scouring the ocean looking for debris
 

Pattern 349

 
The PM spoke to the media.

His voice was shaking with emotion.

He told of the probable loss of the aircraft.
 

The PM spoke to the media, his voice shaking with

emotion and told of the probable loss of the aircraft.
 

Pattern 350
 

Columbus was certain that the earth was round.

He sailed far beyond the horizon.

He looked for a route to India.
 

Certain that the earth was round, Columbus sailed far

beyond the horizon looking for a route to India.
 

Columbus was certain that the earth was round and sailed

far beyond the horizon looking for a route to India.
 

Pattern 351
 

He reached land after many weeks.

He believed he had reached the outer islands of India.

He called the islands the West Indies.

 
Reaching land after many weeks, he believed he had

found the outer islands of India which he called the

West Indies.

 
He reached land after many week and believed he had

found the outer islands of India which he called the

West Indies.
 

Pattern 352
 

He brought gifts for the Indians.

Two gifts were tuberculosis and measles.

These caused many deaths of man, women and children.

They had never had such sickness before.
 

Of the gifts he brought to the Indians, two were tuberculosis

and measles which caused the deaths of many men, women

and children who had never had such sickness before.
 

He brought gifts to the Indians with two being tuberculosis

and measles which caused the deaths of many men, women

and children who had never had such sickness before
 

Pattern 353

 
He employed five men.

Three of the five had not been good workers.

They were dismissed.
 

Of the five men he employed, three had not been good

workers and were dismissed.
 

Five men were employed but three had not been good

workers and were dismissed.

 
Pattern 354

 
They told many stories.

Some of the stories were true.

Others were completely false.
 

Of the many stories they told, some were true and

others completely false.
 

Many stories were told with some true and

others completely false.

 
Pattern 355.


Ten prisoners escaped to freedom.

Six were captured.

They were returned to the prison.

They were placed in solitary confinement.

 
Of the ten prisoners who escaped to freedom, six were

captured, returned to prison and placed in solitary

confinement.


Ten prisoners escaped to freedom but six were

captured, returned to prison and placed in solitary

confinement.


Pattern 356

 
Ten days were made available for the conference.

Two were reserved for a visit to the village.

At the village, training was carried out.

 
Of the ten days made available for the conference,

two were reserved for a visit to the village where

training was carried out.

 
Ten days were made available for the conference

with two reserved for a visit to the village where

training was carried out.

 
Pattern 357

 
Six men left on the expedition.

Two were killed in a landslide.

Their bodies were never found.
 

Of the six men who left on the expedition, two were

killed in a landslide, their bodies never found.


Six men left on the expedition but two were

killed in a landslide and their bodies never found.

 
Pattern 358


Twenty boys applied for the job.

Not one boy was accepted.

Not one was placed on the waiting list.

 
Of the twenty boys who applied for the job,

not one was accepted and placed on the waiting list.

 
Twenty boys applied for the job but not one was accepted

and placed on the waiting list.

 
Pattern 359
 

Ten students sat for the exam.

Only one passed.

She was admitted to the college.


Of the ten students who sat for the exam, only one passed

and was admitted to the college.

 
Ten students sat for the exam but only one passed and was

admitted to the college.

 
Pattern 360

 
He left the house.

He made sure that the doors were locked.

He made sure that the windows were bolted shut.
 

(On) leaving the house, he made sure that the doors

were locked and windows bolted shut.


He left the house, making sure that the doors

were locked and windows bolted shut.

 
Pattern 361

 
She left the house.

She hoped the store would not be shut.

She hoped the supplies were still available.
 

Leaving the house, she hoped the store would not be

shut and supplies still available.

 
She left the house, hoping the store would not be shut

and supplies were still available.


Pattern 362

 
He looked right.

He looked left.

He could see no cars in sight.

He walked across the road.

 
Looking right and left, he could see no cars in sight

and walked across the road.
 

He looked right and left but could see no cars in sight

and walked across the road.

 
Pattern 363.

 
He searched all around.

He had no success.

He decided to look no further.

He would go home instead.

 
Searching all around with no success, he decided to look

no further but go home instead.

 
He searched all around with no success and decided to look

no further but go home instead.


ব্লগ দর্শকদের মধ্যে সবচেয়ে জনপ্রিয় দেশের গ্রাফ

Thursday 24 April 2014

MASTERY LEARNING TALK ON EM TV

This is a presentation to be viewed on EM TV on House and Home on 29 April 2014 sponsored by Mr Norman Sike Director of Port Moresby Institution of Matriculation Studies and Norman Sike Institute. It is about Mastery learning that Norman and I have been discussing for about 10 years.

Norman introduces the programme and then hands over to me.

Thank you Mr Sike,
Good evening, ladies and gentlemen. Civilization advances by Mastery Learning. Children practise skills until they master the basics from riding a bicycle to crossing roads and using a computer. They practise until they master.

A child has to learn words with understanding growing faster than speaking. They master basic words to put into basic sentences. Mummy icecream becomes Mummy can I have an icecream. This becomes mum will you buy me a double icecream with nuts on the top?

Children learn the rhythm and music of language. All language is made up of weak and strong stresses. Mi wokabaut i go long taun. Husat i go long hap? Jack and Jill went up the hill to fetch a pail of water. Mary had a little lamb.

As the child grows, so too understanding of the logical format of English. All English description is a flow chart of steps. A student who writes only baby talk never sees the flow chart in words. Having walked for many hours, he was tired and sat by the roadside, waiting for a PMV and watching the boys playing touch football and talking to the girls  ( 6 steps)

Sir Winston Churchill once wrote “ A sentence should fit together like a piece of polished machinery”. Mastery Learning helps us to fit sentences together. Practice makes perfect.

Children have a wide range of tasks. They read books, magazines and newspapers. They sing songs and recite poetry. Children today talk in rap and hip hop. They have their own rhythm.

Teachers practise students until their writing skill becomes perfect. I knew a teacher who rejected  Mastery Learning in students practising day by day.

He explained a concept once. If the students did not master they were not listening. That was an insult to his professionalism. He explained once and tested once.

If the students failed, it was their fault. I was too polite to tell him he was an unprofessional fool who was not earning his pay.

Mastery Learning in writing requires the student to think through the steps to be used in any complex sentence. Students who write baby talk can never do that.

My name is John. I am 13 years old. I live in a village. It is a village on the Sepik River. It is a little village. I live with my mother and father. I have brothers and sisters. I have one brother. I have one sister. My brothers and sisters go to school. I go too. The school is near the village. It is a small school. I am in grade 6. My brother is in grade 5. My sister is in grade 3.

If the students are to write complex sentences and not baby talk, they have to take dozens of patterns into their hearts. Only then will they pass the Grade 10 and Grade 12 Written Expression exams.

Only then will they write job applications that give them employment after they leave school. Then they will please employers by writing polished and accurate reports, business letters and memos.

But Mastery Learning of Enrichment English at PIMS and the Norman Sike Institute helps the student apply the rules of writing. Students are to turn baby talk sentences into elegant complex sentences by sequences of exercises every day, every week. Students gain practice in writing in their own words.

We have all been taught mathematics by Mastery Learning. Every day we completed sequences of mathematical exercises all categorized from simple to complex and arranged to drill one concept only. This is how we approach Mastery Learning of writing.

BASIC PATTERNS. Combine into one sentence. These are exercises for grades 6 to 12. All grades start at the start. The next 60 are called Peter, Paul and Mary patterns.
Patterns on the screen have been selected from 300 other patterns to range from simple to complex for this presentation.

Pattern 1

I saw Peter.

I saw Paul.

I saw Mary.

I saw Peter, Paul and Mary.

Pattern 2

I bought apples.

I bought oranges.

I bought bananas.

I bought apples, oranges and bananas.

Pattern 3

He opened his eyes

He smiled.

He went back to sleep.

He opened his eyes, smiled and went back to sleep.

Opening his eyes, he smiled and went back to sleep.

Pattern 25

She looked out the window.

She saw a ship.

It was on the horizon

She looked out the window and saw a ship

on the horizon.

Looking out the window, she saw a ship

on the horizon.

Pattern 46

The chicken was killed.

It was cooked.

It was eaten

The chicken was killed, cooked and eaten.

Pattern 47

The man was arrested.

He was charged.

He was put in the cells.

The man was arrested, charged and put in the cells.

Pattern 52

He drew a picture.

He looked at it.

He crumpled the paper.

He threw it in the rubbish bin.

He drew a picture, looked at it, crumpled

the paper and threw it in the rubbish bin.

Pattern 61

He looked out the window.

He watched the boys.

They were sitting under the tree.

They were eating their lunch

They were talking.

He looked out the window and watched the

boys sitting under the tree, eating their lunch

and talking.

Looking out the window, he watched the boys

sitting under the tree, eating their lunch and

talking.

Pattern 113

The volcano erupted.

It sent lava high into the sky.

It came crashing down.

It destroyed villages.

It killed many people.

The volcano erupted, sending lava high into the sky to

come crashing down, destroying villages and killing

many people.

Pattern  114

The birds migrate in early spring.

They cross the Strait of Gibraltar

They catch the hot air currents.

They glide down into central Africa.

The birds migrate in early spring, crossing the Strait

of Gibraltar to catch hot air currents and glide down

into Central Africa.

Migrating in early spring, the birds cross the Strait

of Gibraltar,  catching hot air currents and gliding down

into Central Africa.

Pattern 115

The round worm is known as Ascaris lumbricoides.

It lives in the gut of human beings.

It lays eggs in the epithelial layer

These then pass down the alimentary canal.

These enter the body of another human host.

These continue the cycle.

The round worm known as Ascaris lumbricoides lives

in the gut of human beings and lays eggs in the epithelial

layer that pass down the alimentary canal to enter the body

of another human host and continue the cycle.

Pattern 156

King Neptune rose out of the sea.

He roared with anger.

He held his trident high.

He put fear into the hearts of sailors.

They stood terrified on the deck of the ship.
 
Rising out of the sea, King Neptune roared with anger

and held his trident high, putting fear into the hearts of

sailors standing terrified on the deck of the ship.
 
King Neptune rose out of the sea, roaring with anger

and holding his trident high, putting fear into the hearts of

sailors standing terrified on the deck of the ship.

Pattern 159

Sailors were afraid to sail beyond the horizon

They had heard stories of ships.

The ships fell off the end of the earth

They tumbled forever in the darkness of space.

Sailors were afraid to sail beyond the horizon, having heard

stories of ships, falling off the end of the earth and tumbling

forever in the darkness of space.

If students are to master writing patterns, they have to be given maximum support by the teacher who takes students down through the exercises in any sequence. The work proceeds in lock-step manner.

Teacher demonstrates. Students complete the first solution with help from the teacher. There may be 2-3 exercises to follow that the students can now complete. The teacher stops class work and takes the students through the solutions. At the discretion of the teacher, the students may do the next 3 patterns.

When a new pattern comes, the process starts again with teacher demonstration, student practice and teacher support. This goes on to the end. The next day, the teacher demonstrates for the benefit of students who have forgotten. And the work goes on.

When all patterns are mastered, the teacher can have students revise. At the teacher’s discretion, the students may complete the patterns 10 at a time.

Grammar is taught in Mastery Writing but only to explain the structure of sentences. There are teachers who think that they teach English through exercises in nouns, verbs, adverbs, adjectives and tense. These are only useful as a tool in Mastery Writing.

I am pleased to be associated with the Port Moresby Institute of Matriculation Studies and the Norman Sike Institute. I have the opportunity to fulfil a dream to design and validate for this school and nation a sequence of 2000 Mastery Writing patterns to take students from Grade 6 to grade 12.

There will be no limitations grade to grade. Faster students proceed along the sequence. A grade 7 student may end the year half way through grade 8. Other students may revise patterns of previous grades if they find difficulty in the new year.

An important point I would like to make. There will need to be reserve exercises for faster students to complete after 2000 patterns have been mastered. We must avoid criticism that faster students are held back. It need not be so. They can be enriched at the end.

The work needs to be standardized by a specialist team. Teachers in the nation cannot be allowed to design individual patterns to be used in class. Mastery Writing will end up a dog’s breakfast from school to school.

Good night all.

mastery learning brought me to papua new guinea - family ...

familypositiveliving.blogspot.com/.../mastery-learning-brought-me-to-pa...
Feb 15, 2014 - The Australian Army sent me to Papua New Guinea in 1975
to work as ... archive on mastery learning for schools - family positive
living - aids .


ব্লগ দর্শকদের মধ্যে সবচেয়ে জনপ্রিয় দেশের গ্রাফ

FANTASY ON PNG SCHOOLS


There is a report on PNG Attitude written by one Betty Wakia who is studying in China and now compares the education systems of China and Papua New Guinea.

Perhaps she went to high school in this country at one of the better national schools or private schools. But the picture she paints of PNG schools is pure fantasy. Please click:

Comparing the education systems of China & Papua New Guinea

She talks of the teacher focus in Chinese schools and the respect that Chinese students have for their teacher.

She states that lessons in China tend to be teacher centred with students listening politely to lessons by the teacher. That is how outsiders may see it anyway.

But she is way off the mark in PNG schools. She claims that lessons are mainly student centred. That is not true.

Classes in PNG usually consist of the teacher writing a summary on the blackboard with students copying into their books.

Many would not understand what they were writing. But the law of averages says they may pass the progress tests in objective question form. They just tick and flick.

There is usually only one text book in the class that is held by the teacher. Restraints on use of the school photocopy machine mean that summaries from the text book are copied into the student’s work book.

Betty thinks that class sizes in Papua New Guinea are around 25-30 students. Most schools I have seen have classes around 60 with 3 students crammed into desks designed for 2 students and 20 students sitting on the floor. That is the real PNG Betty.

She claims that teachers tend to stay with the one grade whereas Chinese teachers stay with their classes throughout school. She does not accept that there are specialist teachers in Papua New Guinea. An English teacher teaches English. The Mathematics teacher teaches mathematics.

She claims that the practice of looping is becoming popular in the United States, Australia and Papua New Guinea. Not true.

What happens to primary teachers whose class has just graduated to high school? There is no point in their starting at elementary level and working back up.

Betty sees nothing but advantages for the teacher in staying with the class from one grade to the next. The teachers know the students better. Parents know the teachers better. That is fantasy Betty.

Surely teachers are allocated to classes at the discretion of the principal in terms of a track record of performance. The reality is that the better teachers are placed with classes facing the external exams.

Students in Papua New Guinea have been suffering under Outcome Based Education and the lack of research material. It is all not working due to a lack of English in reading, writing and speaking.

The Universal Basic Education programme is pushing illiterate students forward towards grade 12. It will get to the point that they have to be ignored by the teacher in the interests of the rest of the class.

Betty claims that in PNG schools, personal expression is valued. That is not true. In some schools there is a cult of silence in classes in which pressure is put on the clever students by the lower skilled students to close their mouths.

She says that many lessons are based on discussion of material. Students are expected to contribute. Not true except perhaps in the higher level schools.

There is no time to discuss issues as the summary has to be copied down from the blackboard. Remember that students have no text books.

Betty claims that class room participation is a significant part of a student’s grade. A student who is attentive but does not speak up could receive a lower grade. In some classes that could account for many PNG students not speaking up and not attentive.

She claims that PNG education focuses on the individual. Self esteem is considered critical. Sadly that is fantasy. Focus is often on a mass of students crowded into a class room.

Student marks are confidential. Assignments and tests returned to students are handed by the teacher upside down so that the mark is not seen by other students. It will also reduce intimidation of the brighter students.

That is a false step to maintain esteem. A student could be in class for years and not have to account for marks to anyone. The report card goes into the river on the way home and never seen by parents.

Betty claims that PNG students can write whatever they want to as long as they provide evidence. That is false rubbish.

Many students across the nation have no view on anything, except fishing in the river and hunting kangaroos.

So Betty has written a report to paint a completely false picture of the Education system of Papua New Guinea.

Many students do not read newspapers nor books. Their vocabulary is limited. Their desire to learn new words is absent. They copy theory down into their work books. That could account for 80% of students in this country.

Betty has not written an accurate picture of PNG schools. There are increasing problems of lack of class room space, poor resources, students unable to read or write except in very limited words and unable to understand the English spoken by the teacher.

Daily hit tally :   148, 125

ব্লগ দর্শকদের মধ্যে সবচেয়ে জনপ্রিয় দেশের গ্রাফ