Why beer is good for us

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记得回传给我哦

三样东西一去不复返

时间
生命
青春

三样东西毁掉一个人

脾气
傲气
小气

三样东西永不放弃

童真
理想
希望

三样东西最无价

爱情
善良
友谊

三样东西最无常

成功
财富
梦想

三样东西成就人

天时
地利
人和

三样东西要珍惜

父母
孩子
眼前人

三样东西做事情

目标
方法
改善

三样东西交朋友

诚信
奉献
无私

三样东西把握好

机会
人生
婚姻

三样东西得到快乐

知足常乐
助人为乐
自得其乐

祝愿大家平安喜乐

这个短信我不敢不转，观音菩萨讲，
好好活，不要攀，不要比，不要自己气自己，
父是天，母是地，尽孝父母要牢记，夫妻爱，子女孝，家和比啥都重要，
行点善，积点德，多做善事多积德，官再大，钱再多，阎王照样土里拖。
本月是观音菩萨出家月，福，禄，寿，喜，财各路神仙都来保佑你，
你要传给12个朋友和亲人，四天后一定有好运来，
，发吧！
满灵的，我刚收到就转发给你


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Rouli qiu --- Lesson 5

                                                                                                          

Lesson 5

                                         

SE Competency :                                                                                             

*Relationship Management - Working cooperatively                                                                                     

                                                                                                                                                               

Recap & Tuning In (by teacher):                                                                               

* Ask questions to prompt pupils to recap the activities done the previous session.                                                                                        

"Do you remember setting a goal and working towards it?"                                                                                        

"What do you hope to achieve today?                                                                                  

"Remember we discussed last week about what you could have done better to achieve                                                                                              

your goal. Do you think you can apply/use those strategies today?"                                                                                                                                                                        

* Tune-in expectation for today's session.                                                                                          

"For today's session, each group of pupils will get to perform to the class.                                                                                            

It would be chaotic/messy if everyone wants to perform at the same time. What can we                                                                                             

do to ensure that every group gets a chance to perform?                                                                                            

If you are not performing yet but you see your friends performing, what can you do?"                                                                                                                                                                                 

Prompt for pupils to elicit the following.                                                                                               

*Take turns to present to your friends.                                                                                

*Audience to show respect to others who are performing.                                                                                         

      1. Keeping quiet while performers are presenting.                                                                                    

      2. Lending your attention (eyes and ears) to the performers.                                                                                               

      3. Clapping your hands at the end of each performance.                                                                                        

                                                                                               

                                               

 

                                               

Warm-Up & Main Activity (by instructor):                                                                                            

1. Pupils are given time to experience and practice performing the routine as a class.                                                                                     

2. Pupils will work together and practice within the given group.                                                                                               

3. Pupils take turns performing with their group members.                                                                                         

                                                                                               

                                                                                               

Reflection/Discussion (by teacher):                                                                                        

Ask questions to stimulate reflection and open for discussion.                                                                                  

                                                                                               

1. Remind pupils their experience on taking turns being audiences and performers.                                                                                       

"How was your experience practising the routine with your group members?"                                                                                  

"When it was not your group's turn to perform, what were you doing as an audience?"                                                                                

"When it was your group's turn to perform, how do you feel when your friends are                                                                                       

respectful audiences? "                                                                               

How would you feel if your friends continued talking and playing while your group is                                                                                      

presenting/performing?"                                                                                            

"At home, in school and at public places, how can we be thoughtful by taking turns and                                                                                                

be good audiences?                                                                                       

Attitude = 100%

*If:*
*A B C D E F G H I J K LM N O P Q R S T U V W X Y Z*
*is equal to:*

*1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26*

*Do you agree that we have 26 alphabets in English, as given below*

*A = 1 ; B = 2 ; C = 3 ; D = 4 ;*
*E = 5 ; F = 6 ; G = 7 ; H = 8 ;*
*I = 9 ; J = 10 ; K = 11 ; L = 12 ;*
*M = 13 ; N = 14 ; O = 15 ; P = 16 ;*
*Q = 17 ; R = 18 ; S = 19 ; T = 20 ;*
*U = 21 ; V = 22 ; W = 23 ; X =24 ;*
*Y = 25 ; Z = 26.*

Then,

*H+A+R+D+W+O+R+K*
=8+1+18+4+23+15+18+11
*= 98%*

*K+N+O+W+L+E+D+G+E*
=11+14+15+23+12+5+4+7+5
*=96%*

*L+O+V+E*
= 12+15+22+5
*= 54%*

*L+U+C+K ;*
=12+21+3+11
*= 47%*

*None of them makes 100%. Then what makes 100%?*

*Is it Money?*
.
.
.
*NO!*

*M+O+N+E+Y*
= 13+15+14+5+25
*=72%*

*Leadership?*
.
.
.
*NO!*

*L+E+A+D+E+R+S+H+I+P*
=12+5+1+4+5+18+19+8+9+16
*=97%*

*Every problem has a solution, only if we perhaps change our.....*

*"ATTITUDE"*

*A+T+T+I+T+U+D+E ;*
1+20+20+9+20+21+4+5
*= 100%*

*It is therefore OUR ATTITUDE towards Life and Work that makes OUR Life 100% Successful.*

*Amazing Mathematics*

*Beautiful msg to share*


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Teacher-Student Conferencing Form

POI CHING SCHOOL Teacher-Student Conferencing Form
Details of Student Name of Student: _________________________ (      )     Class: ________________
Dates of Conversation:
Conducted by:
1. Information on the Student Ø  What are the student’s interests and hobbies? Ø  What are the student’s goals? ·         Short-term – academic, CCA, interests, relationships, personal matters ·         Long-term – career, ambitions, relationships, personal matters Ø  What opportunities does the student wish for to help him/her achieve his goals? Ø  How does the student feel about himself/herself in the following areas: ·         Strengths and Weaknesses ·         Appearance                                                                   ·         Ability to relate to others Ø  What kind of support or help does the student require in response to the needs shared?
2. Student’s Family Ø  Who does the student live with? Ø  What is the student’s relationship with the family (i.e. parents / guardians / siblings / caretakers)? Ø  To whom does the student confide the most in? Ø  Are there any problems that the student faces? If any, what are they e.g. divorced parents, interaction with parents, parental expectations, and financial status of family? Ø  How does the student feel about his/her difficulties? What are his/her coping strategies? Ø  What kind of support or help does the student need?
3. Student’s School Life Ø  How does the student feel about school (i.e. studies, CCA, classmates, teachers)? Ø  What are some struggles or challenges that the student faces in school e.g. stress related to academic expectations, difficulty in communicating with CCA schoolmates? Ø  What are the student’s coping strategies? What kind of support or help does the student need?
4. Student’s Social Circle Ø  Who are the people in the student’s social circle? Ø  How does the student describe the extent of his/her relationship with them? E.g. acquaintances, close friends who study together on weekends. Ø  Does the student face any relationship problems? If any, what are they? Ø  What are the student’s coping strategies? What kind of support or help does the student need?
5. Other Concerns Ø  What are some other concerns and fears that the student has? Ø  What kind of support or help does the student need?
6. Teachers’ Records (Attach Supporting Documents, if any) Ø  What advice was given to the student during the teacher-student conference? Ø  What were some other needs/issues/concerns that the teacher had observed about the student but were not surfaced during the conversation? Ø  What are the follow-up actions that have been taken? What else needs to be done?
What are the Issues/Concerns?		What are the Actions Taken?		When were they taken?		By Whom?		What are the Follow-up Actions?

Rouli Qiu Lesson 4

Lesson 4

SE Competency :

*Self Management - Goal setting and organisational skills

Recap & Tuning In (by teacher):

* Ask questions to prompt pupils to recap the activities done the previous session.

"Do you remember doing a lot of different movements and styles the last session?"

"Do you remember how those made you feel (excited or frustrated) as you tried them?

* Tune-in expectation for today's session.

"For today's session, each one of you will set a personal goal. Take time to think of what

you want to achieve."

*Goal can be in the form of performing successful movement(s). For example:

Goal - to successfully do a full turn (3x) without dropping the ball.

*Challenge pupils to set more than 1 goal for a different movement/ style if they are

able to achieve their initial goal.

*Teachers to invite pupils to share how they can set a goal.

Realistic and achievable goals. Set bigger value for easier movements and start with a

smaller value for more difficult movements.

Warm-Up & Main Activity (by instructor):

1. Pupils are given time to experience performing different movement(s)/stroke(s) and work

 towards the goal(s) they have set their mind to.

2. Practice steps from previous sessions.

3. Practise set routine with song.

______

Reflection/Discussion (by teacher):

Ask questions to stimulate reflection and open for discussion.

1. Remind pupils about their goal setting and how their experience was like.

"Were you able to achieve the goal that you set for yourself?"

"How did you work towards your goal?"

"How did that make you feel?"

"What do you think you can do better next time to achieve your goal?"

2. Revisit and reinforce learning points from last session (Impulse control and stress

management).

"Lets talk more about last week's session."

"How can we control our feelings so that we do not over-react?"

"Were you able to use the same strategies today as you tried your best to achieve that goal?"

_____

2C's responses:
https://docs.google.com/document/d/1FaGuh0ucpKvKyRxw_W_t4cUH9UPS3gqDfq8ez_KUox8/pub

Obama's report card

--

Regards,

Mr Chang C.L.

_________________

http://MrChang.com/