2008 ENTERS International Conference on ICT Assisted Cross-Cultural Learning and Application Project for Elementary and Junior High Schools
Invitation
Date 2008-12-30
Messengers: Nan-Jung Junior High School
No. 1-15, Tianliao Rd.,
Kanding Township,
Pingtung County 924, Taiwan (R.O.C.)
We are pleased to invite the teachers of the international English Village to join the team of ICT (International Conference on Technology). ICT, a project of the Ministry of Education, is an effort to help teachers and students to speak with English speaking ability. This is demonstrated in the following ways:
1) English is playing a crucial role in international communication in the 21st century. ICT is a good way for both Taiwanese teachers and students to talk with native English speakers so that we can polish our listening and speaking abilities. Moreover, both sides get the chance to share about our own culture and educational background, broadening our prospective and creating appreciation for each other. Taiwanese teachers and English Village teachers will work together to draw the lessons for the students.
2) In two decades, information technology (IT) has sprung up like mushrooms after a rain. As people started to venture this world through WWW, e-mail, chat rooms, discussion boards and so on. It has had a tremendous impact on teaching and learning. It not only offers immense knowledge but also supports brand-new teaching methods for teachers.
3) IT helps bring into account that students are active partners in their own education, which with share responsibility for their own learning and achievement, and that one of the defining characteristics of higher education is the extent to which it relies on this initiative, and the student’s ownership of the learning process.
Though teachers may already be accustomed to a fixed syllabus and face many time limitations with their teaching, we hope ICT ignite some new ideas for all of us.
To speak English in public is a big challenge for students as well as for local teachers, but we want to try. Therefore, we would like to unite IT, our local teachers and English Village teachers to assist our learners in developing a strong language ability and face the challenges of the world in the future.
In anticipation of your kind cooperation,
Yours sincerely,
Li-Ying Chiu (Iris)
2008-12-30
2008-12-26
2008-12-25
2008-12-18
Natural Environment
With vast open spaces filled with stunning rugged landscapes, gorgeous beaches, often spectacular geothermal and volcanic activity, a temperate climate and fascinating animal and plant life, and it is no surprise that New Zealand’s pure natural environment is so attractive to visitors from other countries. And the great advantage of New Zealand is there are many different landscapes, environments, and ecosystems so close to each other.
About Katikati College
Katikati College is a co-educational Year 7 to 13 school committed to excellence.
Katikati College is located in the town of Katikati which is approximately 30 kms north of the city of Tauranga in the western Bay of Plenty region of New Zealand.
Mission Statement
Katikati College will aim to provide learning opportunities for all of its students which challenge them to reach their full potential while recognising the diverse nature of our community.
The College recognises that success depends upon the partnership between school, home and community.
The needs of the students and their learning are the focus of our Strategic Plan, Annual Plan and Achievement Targets.
By following the guiding principles of the Annual Plan, the Board of Trustees will ensure that all students are given an education which enhances their learning, builds on their needs and respects their dignity. This education shall challenge them to achieve personal standards of excellence and to reach their full potential. All school activities are designed to advance these purposes.
This will be achieved through a partnership between the school, its community and the Ministry under the provisions of the Education Act.
The Board of Trustees will take all reasonable steps to ensure that the school meets the goals and objectives of our Annual Plan within the resources and time available to it.
Katikati College Philosophy
Katikati College is a co-educational Year 7 to 13 school committed to excellence.
Academic achievement is of paramount importance and all students are encouraged to utilise their full academic potential to reach the highest goals possible. These goals will be reached by the College providing qualified and committed teachers, continually upgrading facilities, setting and maintaining standards of work and behaviour and communicating with parents. Students can be assured that staff are interested in them as people and that they can expect help when they need it. Staff also expect to be treated with respect. Co-operation of all parties is the key to success.
All students do not develop at the same rate, and potential for development varies. Our learning centre identifies students with learning difficulties and they are given individual programmes. Programmes are also available to cater for more able students.
A multi-level timetable in the senior school enables students to work at various levels and provides a choice of subject area more suited to individual needs.
Clear prerequisites are set for progress to the next level of study. Students must display basic competency at a level before moving to the next one.
The College expects students to take responsibility for their own learning. This includes attending regularly, behaving sensibly, utilising their own individual talents and studying at home. Parents too, can help in this development by taking an interest in their students’ work, by providing study facilities and be seeing that that standards of work and behaviour are set and maintained. Parent –teacher links and support are also very important in fostering student achievement.
While we emphasise the importance of academic excellence it is important to remember that to develop a well-balanced and mature adult there are many other facets of school life which need to be incorporated. Students find success not only academically but also in a host of other areas. Recreation and sport are areas in which many students find success. It is our aim to provide opportunities for students to participate in a very wide range of activities both in terms of team sports and individual pursuits. The number of sports offered is in direct relationship to the number of staff and parents willing to assist in this field.
Education outside of the classroom provides an opportunity for students to excel in situations outside (of the classroom) and we aim to provide opportunities for students to have new experiences and to carry these experiences into later life.
In the areas of music and drama we aim to provide an opportunity for students to grow in expertise and confidence. The very high standards set over the last years gives students an indication of the heights to which they can aspire. The happy mix of academic success, sport, drama, music and the arts is one of which we are proud and it will be our aim to keep that mix in place.
Pastoral care is an important part of our role as a College. Students can expect that their interests, concerns and problems will be handled in a caring, confidential and constructive manner. Form teachers have overall concern for the well-being of their form group and they are assisted by a Dean at each level. Other services such as Careers Advisors, Guidance Counsellors and Senior Staff are available to help. The pressures on young people’s lives today are greater than ever before and the College has an important contribution to make in enabling students to reach their full potential without succumbing to these forces.
The Student Health Centre provides a professional health practitioner for students to access at school three mornings a week. The nurse deals with a wide range of health issues for our students and provides a vital service for our young people.
Over the years many of our students have excelled nationally. Our examination results are excellent. Katikati College is consistently among the top schools in the country for its decile rating. These results have been obtained because of a dedicated staff and by the good work habits of students. Several sportspersons and teams have gained national honours as have students in a diverse range of activities from science projects to fashion design. Rural schools can succeed and we do.
These are our lofty aims, but we feel that with strong parental co-operation, a well-ordered and disciplined school environment and staff who care, students can reach their full potential as young adults. In the end, however, the greatest commitment must come from the students themselves to utilise all of their talents in whatever fields, and to become involved and not be a spectator. Life does not wait for spectators.
Katikati College is located in the town of Katikati which is approximately 30 kms north of the city of Tauranga in the western Bay of Plenty region of New Zealand.
Mission Statement
Katikati College will aim to provide learning opportunities for all of its students which challenge them to reach their full potential while recognising the diverse nature of our community.
The College recognises that success depends upon the partnership between school, home and community.
The needs of the students and their learning are the focus of our Strategic Plan, Annual Plan and Achievement Targets.
By following the guiding principles of the Annual Plan, the Board of Trustees will ensure that all students are given an education which enhances their learning, builds on their needs and respects their dignity. This education shall challenge them to achieve personal standards of excellence and to reach their full potential. All school activities are designed to advance these purposes.
This will be achieved through a partnership between the school, its community and the Ministry under the provisions of the Education Act.
The Board of Trustees will take all reasonable steps to ensure that the school meets the goals and objectives of our Annual Plan within the resources and time available to it.
Katikati College Philosophy
Katikati College is a co-educational Year 7 to 13 school committed to excellence.
Academic achievement is of paramount importance and all students are encouraged to utilise their full academic potential to reach the highest goals possible. These goals will be reached by the College providing qualified and committed teachers, continually upgrading facilities, setting and maintaining standards of work and behaviour and communicating with parents. Students can be assured that staff are interested in them as people and that they can expect help when they need it. Staff also expect to be treated with respect. Co-operation of all parties is the key to success.
All students do not develop at the same rate, and potential for development varies. Our learning centre identifies students with learning difficulties and they are given individual programmes. Programmes are also available to cater for more able students.
A multi-level timetable in the senior school enables students to work at various levels and provides a choice of subject area more suited to individual needs.
Clear prerequisites are set for progress to the next level of study. Students must display basic competency at a level before moving to the next one.
The College expects students to take responsibility for their own learning. This includes attending regularly, behaving sensibly, utilising their own individual talents and studying at home. Parents too, can help in this development by taking an interest in their students’ work, by providing study facilities and be seeing that that standards of work and behaviour are set and maintained. Parent –teacher links and support are also very important in fostering student achievement.
While we emphasise the importance of academic excellence it is important to remember that to develop a well-balanced and mature adult there are many other facets of school life which need to be incorporated. Students find success not only academically but also in a host of other areas. Recreation and sport are areas in which many students find success. It is our aim to provide opportunities for students to participate in a very wide range of activities both in terms of team sports and individual pursuits. The number of sports offered is in direct relationship to the number of staff and parents willing to assist in this field.
Education outside of the classroom provides an opportunity for students to excel in situations outside (of the classroom) and we aim to provide opportunities for students to have new experiences and to carry these experiences into later life.
In the areas of music and drama we aim to provide an opportunity for students to grow in expertise and confidence. The very high standards set over the last years gives students an indication of the heights to which they can aspire. The happy mix of academic success, sport, drama, music and the arts is one of which we are proud and it will be our aim to keep that mix in place.
Pastoral care is an important part of our role as a College. Students can expect that their interests, concerns and problems will be handled in a caring, confidential and constructive manner. Form teachers have overall concern for the well-being of their form group and they are assisted by a Dean at each level. Other services such as Careers Advisors, Guidance Counsellors and Senior Staff are available to help. The pressures on young people’s lives today are greater than ever before and the College has an important contribution to make in enabling students to reach their full potential without succumbing to these forces.
The Student Health Centre provides a professional health practitioner for students to access at school three mornings a week. The nurse deals with a wide range of health issues for our students and provides a vital service for our young people.
Over the years many of our students have excelled nationally. Our examination results are excellent. Katikati College is consistently among the top schools in the country for its decile rating. These results have been obtained because of a dedicated staff and by the good work habits of students. Several sportspersons and teams have gained national honours as have students in a diverse range of activities from science projects to fashion design. Rural schools can succeed and we do.
These are our lofty aims, but we feel that with strong parental co-operation, a well-ordered and disciplined school environment and staff who care, students can reach their full potential as young adults. In the end, however, the greatest commitment must come from the students themselves to utilise all of their talents in whatever fields, and to become involved and not be a spectator. Life does not wait for spectators.
New Zealand, the youngest country
New Zealand’s awesome landscapes, lush forests, amazing wildlife and pleasant climate make it a haven for many outdoor activities, and a great place to unwind. New Zealand society is diverse, sophisticated, and multicultural, and the honesty, friendliness, and openness of Kiwis will impress you. And the great advantage of New Zealand is that all of its diverse physical, cultural, and artistic landscapes are so close to each other!
2008-12-17
Rugby - All Black - Haka
The centrality of the haka within All Black rugby tradition is not a recent development. Since the original "All Black" team of "New Zealand Natives" led by Joseph Warbrick the haka has been closely associated with New Zealand rugby. Its mystique has evolved along with the fierce determination, commitment and high level skill which has been the hallmark of New Zealand's National game.
The haka adds a unique component, derived from the indigenous Maori of New Zealand, and which aligns with the wider Polynesian cultures of the Pacific.
The All Blacks perform the haka with precision and intensity which underpin the All Black approach.
The haka adds a unique component, derived from the indigenous Maori of New Zealand, and which aligns with the wider Polynesian cultures of the Pacific.
The All Blacks perform the haka with precision and intensity which underpin the All Black approach.
All Black
According to Maori ethos, Tama-nui-to-ra, the Sun God, had two wives, Hine-raumati, the Summer maid, and Hine takurua, the Winter maid. The child born to him and Hine-raumati was Tane-rore, who is credited with the origin of the dance. Tane-rore is the trembling of the air as seen on the hot days of summer, and represented by the quivering of the hands in the dance.
Haka is the generic name for all Maori dance. Today, haka is defined as that part of the Maori dance repertoire where the men are to the fore with the women lending vocal support in the rear. Most haka seen today are haka taparahi, haka without weapons.
More than any aspect of Maori culture, this complex dance is an expression of the passion, vigour and identity of the race. Haka is not merely a past time of the Maori but was also a custom of high social importance in the welcoming and entertainment of visitors. Tribal reputation rose and fell on their ability to perform the haka (Hamana Mahuika)
Haka reflected the concerns and issues of the time, of defiance and protest, of factual occurrences and events at any given time.
Haka is the generic name for all Maori dance. Today, haka is defined as that part of the Maori dance repertoire where the men are to the fore with the women lending vocal support in the rear. Most haka seen today are haka taparahi, haka without weapons.
More than any aspect of Maori culture, this complex dance is an expression of the passion, vigour and identity of the race. Haka is not merely a past time of the Maori but was also a custom of high social importance in the welcoming and entertainment of visitors. Tribal reputation rose and fell on their ability to perform the haka (Hamana Mahuika)
Haka reflected the concerns and issues of the time, of defiance and protest, of factual occurrences and events at any given time.
2008-12-08
Walking by her own rules: Doris Chen (Chun-Shih Chen)
Li-Ying Chiu (Iris)
The love we give away is the only love we keep.
-- Elbert Hubbard (1856-1915)
1. Our Principal
(1) Mr. Yao-Huo Chen
In 1964, the preparation office of Nan-Jung Junior High School was officially set up. The registration was approved in the following year. The authorized name of the school was “Private Nan-Jung Junior High School, Ping-Tung County” and Mr. Chen Yao-Huo was the first principal. Compulsory education was extended from six to nine years according to Minister of Education (Ministry of Education, 1968); more importantly, our school has become a surrogate high school since then. Under the teachers’ and Yao-Huo Chen’s unlimited efforts, our school was changed into “Ping-Tung County Private Nan-Jung High School” in 1983.
(2) Chun-Shih Chen (Doris Chen)
1. Current principal
Ms. Chen Chun-shih was elected to be a principal and was in charge of school’s business since 1991. With her insistence and powerful guidance, the school has been well-developed in different aspects as a humanity-based style education. This way, it has won approval and trust of parents and community members. We have 1553 students, thirty-three classes, in our school nowadays.
2. Doris’s (Chun-Shih) Profile
(1) PhD. in Chinese Literature, Fu Ren University
(2) M.A. in Chinese Literature, Tung Hai University
(3) B.A. in Chinese Literature, Fu Ren University
3. Pushing the boundary beyond Kanding Township
Over past thirty years, the school has gone through many developments, changes and has made much progress. Ms. Chen spent over a decade working on this school planning and reorganising school projects. Though faced with different obstacles such as a surrogate high school, she felt discouraged about hearing criticisms on it.
However, she received support from co-workers and other associates that encouraged her greatly and was confident that it would stand any tests around the surrounding counties.
Moreover, having attracted a great deal of attention, Ms. Chen holds on to the foundation and adds her unique ideology about education. She now leads a dedicated team of hard working teachers offering assistance to many students in need around the Kanding Township.
Aside from the help of providing study helps to those students in need, both teachers and her gave emotional and musical support with brilliant performances in dance classes, brass band, stringed orchestra, choir and physical education classes. We had established a number of phenomenal successes over the past few years.
4. Yet, it has another trait
As a performing duty manager, Ms. Chen is hardworking, optimistic, and above all conscientious. Not only has she boost the students’ great achievement, but also works diligently to raise and upgrade teaching values and teachers’ standards and equipment.
In her views, development means change and growth. She highlights three important areas in professional development.
First, teachers must continually upgrade their knowledge and understanding of language and language learning. Teachers develop their skills by adapting this newly acquired knowledge into their teaching.
Second, teachers’ professional interests and needs change over time. Teachers seek out different professional development activities while progressing in their careers.
Third, professional development requires personal and ongoing commitment.
In addition, she believes that a good relationship among staff, teachers and students is built on harmony. Only by being the observer and observed participating in unselfish discussions at school can they and their students and institutions benefit.
5. Our prospects
(1) Short-term goals
Two main goals at school encourage students to ponder a progressive character and hope to accomplish his or her goals for the future. One is learning skills in study; the other is achieving abilities to be a good citizen.
In other words, a student’s behaviour is always genteel, glamorous and temperate. Additionally, our school proudly offers leading clear-sighted and sharp-eyed students of the future, where teamwork, competitive spirit and unity will be the pure perfection. The following aspects reflect our main concerns:
A. Students will help make it easy to study independently.
B. Students are educated to be aggressive enough to succeed in their studies.
C. Students are responsible for their behaviours.
D. Students have a competent knowledge to compete with others.
(2) Long-term goal
By gradual development, we hope to push through a new law and then transfer our school’s system into a high-level senior high school in Kanding Township under the permission of the Ministers of Education.
(Reflection on My Participation in ICT Project ) ENTERS 2008 in NAN-JUNG
Walking on the thin ice? is the right phrase to describe my pace and feeling right now. It is the sixth year since I came to Nan-jung. During these years, I have been through several position transfers. At the present moment, if I still want to tell others that I am just as green as ever and my ability is quite limited, then I am really going against my enthusiasm when I first devoted myself into education. Looking back on the day when I came to Nan-jung, I only had one simple thought. If I only teach the students well, I would gain respect from the society. However, as I spend time with the students everyday, my self-respect being a teach has been going down gradually. It is because some kids constantly challenge and push the limit of discipline the last resort of education. On top of that, occasionally, I could feel the general publics view for teachers as labors who provide knowledge. Such cynical mentality has pushed me to reflect. Facing rapidly changing trends of the society, I have to change my ways of teaching and my mentality if I want to become a teacher who truly fits in the trend of time. I have to empower myself with abilities other than my own profession, such as information, networking, technology and so on. Building up other expertise other than my own subject and raising up my own personal and professional image; reinforcing my international view within and teaching in a more international point of view. Helping kids adjust to the pulsation of the future world. Through all these, respect can be earned once again from the general public and the students. I could jump out of the traditional mode of depending on the whip to temperately frighten the kids from overstepping their boundaries.
I am not someone with the background of information expertise and my perception of computer and internet may be the same as those of non-information-professional teachers, yet I was willing to be given the mission of joining the ICT project and saw it as the chance of a life. Indeed, it makes my teaching career colorful, so I am glad to share with the readers my thoughts at this stage. The future holds lots of difficulties and challenges, perhaps, but I am still happy to conquer them along side with my work partners at school.
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