Tag Archives: ptm

X’s last PTM with Agape Little Uni

The thing that struck me the most was the height record. As of mid-Nov, he was 90cm tall. It meant he was 2cm shy of taking some of the Universal Studios’ rides.

On one hand, I was glad he was going to be tall enough. On the other hand, the usual mommy’s regrets stuck on. Regretful that he was growing up so fast, regretful that time had flown so fast, regretful and probably even resentful about time.

This preschool had been my top favorite for Infantcare. X had gone in at 6 months’ old and leaving just before turning 3 years’ old. He had been with the school for 30 months. It felt shorter than that. 

It was time for X to join the school Z was at and had just graduated from.

Nonetheless, his teachers still sang praises about him and how much they would miss him. X was the only January baby in class and the teachers loved how he always helped them such as asking the other children to keep quiet, to participate in the lessons actively and to play well with other children.

They cited that he was creative and was good at naming Lego blocks built and coming up with ideas. I was surprised because that was definitely one trait which Z did not have and it was mentioned by the geomancer who gave him the name.

He was also a big brother figure, despite his built, in the class. He was mostly chatty in class but always a good boy.

As a January born child, he was able to accomplish many items listed in the checklist except for some academic related stuffs such as counting or recognizing letters.

The teachers said they would miss X very much because he was such a delightful boy in class.

Second last PTM for Z

It was a mid-year K2 review for Z. Sadly, it would be the second last time he would have his ptm in this school.

The feedback was pretty close to what we heard 6 months’ earlier.

The teachers sang praises of his progress, his maturity and his likability.

For English & Math, he had done everything pretty well and his reading had further improved by leaps and bounds. For Chinese, he had been consistent too. They would be moving on to Hanyu Pin Yin, so his chinese teacher reminded us to be careful when he joined Primary 1 because there was hardly any chinese writing in the first 6 months.

He had played well in sports at school and had a tendency to lead the games and took initiative to direct his friends, a sign of being a playmaker. Even if he fell during the games, he would pick himself up and assured his teachers that he was fine to proceed.

He was also great at asking questions, displayed high level of comprehension with the questions he asked and was generally outspoken as well as opinionated.

His teachers also commended him for having a positive spirit when it came to do school assignments. He would readily pick up the worksheets without a single complaint and work on them. Trust me, this was an end result of my eccentric ‘work hard, play harder’ motto.

Generally, I was not surprised with the feedback because many of which were honed by us. If anything, I had to say I was pretty damn proud of ourselves because we had done a great job in teaching him. Hahaha…

The only area for improvement would be to fidget less and to play more gently with the girls.

Meet the Parents’ session for X

In end May, we visited the school and was updated on X’s progress in school.

He had been sociable and had a lot of friends to play with. He had a tendency to choose to play with boys but he would play with his long time friend who was a girl too.

He had excellent motor skills (which I also knew, based on his scooting) and possessed very good learning abilities. He was the only one in class who could undress fairly well. 

Another classmate and him tended to be the instigators in class too.

However, he was slower to learn how to talk. Since returning from Japan, he had been able to converse more and better.

He supposedly was not good at sharing toys but the teachers concurred with me that he would share when asked nicely instead of forcefully.

That was the half year round up for X and we would have the soft copy version of the portfolio to keep.

Parents-Teachers’ Meeting for Z #postdated

For the first time in a long while, I actually had little to bring up. I was too surprised by too many things in a positive way to respond, especially the last PTM session half a year ago.

To begin with, there was a 130-page progress report which detailed the activities Z got up to in school. Technology worked wonders. Next, what the teachers said surprised me.

They were beaming with pride as they shared how Z had picked up reading and phonics, fared well in Math and was rather strong in Mandarin too. He had to work on his Chinese writing. The teachers encouraged doing more handicrafts to assist in his brain development.

His teachers commented that he had shown a marked improvement in paying attention in class, had a good learning attitude and he would always complete the given tasks in a patient manner without rushing to play. For instance, if they gave out 2 books to ask the children to read, some children would hastily flip through but he would always read each page. During the course of reading, if there was a word which he didn’t know, he would always repeat the full statement with the newly learnt word.

His teachers commented that if he would be ready for primary school if he continued to maintain the same learning attitude. His Chinese teacher who has taught him for the last 3 years would go on to accompany for graduation. Similarly, his English teacher for K1 would teach him for K2. This was probably the best arrangement we could ever imagine.

His Chinese teacher seemed rather teary as she recapped how Z had grown through the years. He was always considered the baby in the class because his birthday was in end December and his developmental milestones were usually a tad slower than his classmates. She was really proud that Z had become such a fine child.

As usual, his social skills ranked very high. He was very expressive and asked many good leading questions.

Above all, we were proud parents that he had been learning well. He had done well with the help of his school teachers, a little injection from us and most importantly, his own mindset to learn. By 5, he was reading well, counting well and enjoyed Chinese language, without going to any form of enrichment classes such as phonics, reading, math, Chinese or more.

We hoped to be able to inspire him to learn better in the years to come. His independent learning attitude ruled above all.

In the same period, I came across this article.

I definitely hoped that most parents would choose the hands-on approach and guide your child as opposed to palming off to preschool tuition and enrichment classes.

To date, I believed we had contributed to the pool which debunked the myth that preschoolers needed enrichment classes. The next challenge for us would be when he had to go primary school in a year’s time.

Meanwhile, K2 looked to be an exciting year because of the graduation concert. We had been alerted not to go for too many holidays prior to the concert and to start looking for the graduation attire.

I could barely believe that this little chub of ours had become such a fine boy.

X’s PTM (end 2014)

We had X’s PTM some time ago.

He was considered relatively new to the class as he had only spent 4 months in playgroup.

He was known to be a good eater when he was not cranky. He had been in a rather bad mood of late and we could hardly blame him. He was teething and had loose stools which even caused a diaper rash. His teachers were very understanding on that.

He was very sociable and played with al his friends. His class size had grown to 7 persons. He was a good playmate and would not hit another child even if they had bullied him. However, he would run to the teachers and pointed the culprit out to them. The teachers liked the fact that he did not take matters into his own hands and start a fight. I reckoned our consistent reminders at home worked.

Z & X had been trained from the start that they should not use fists to settle any disputes . The former should empathize the latter’s weakness while the latter should respect the former’s “seniority”.

When X misbehaved in school, he would give his teachers a cheeky, knowing and sweet smile. With that, he would usually get out of trouble.

X had also continued to exhibit interest in music and dance. During his free time, he would actually pick out a book and flip the pages. That was so different from Z.

I should be interested in some form of music classes for X, something fun and rhythmic as opposed to formal music training. Any suggestions?


A Parent-Teacher Meeting had left me feeling out of sorts. The realization that Z was turning 5 this year, that he had moved so far beyond toddlerhood and that he was such a becoming person left me a little sad and sober.

It seemed as though he had grown up considerably in the last few months. How did he become so tall under my nose?


The teachers attributed to the amount of milk we piled on him for his spurt in height. He had moved from the shortest, by virtue of being the youngest, in class to the mid-height in class.

During PTM, the teachers sang praises of his EQ. For the past few years, Z’s ability to charm other children and teachers had always been highlighted. For the teachers, they were always impressed with how he could smile and bounce back even if they told him to improve on some things. He was a happy-go-lucky kid but was always a charmer. He had a lot of empathy. During play with friends, he was known to be a lot of fun and still able to take care of his friends in play. In essence, I guessed they really liked the fact that he was well-behaved, not spoilt despite having the potential to be a wild party animal literally.

They, however, suggested that he could do with more reading at home. His classmates were generally stronger, part older and partly because they were attending enrichments classes.

It struck that the academic pressure was emerging earlier. I reiterated my stand on academics and the teachers reassured that we could take reading as a bonding.

I felt a little sad that the teachers tried to suggest that we could do with more reading. We would have read on our own, in fact, it coincided with my reading plans for him. It was more of the circumstance which led to the teachers to suggest that. I was pretty sure they loved Z a lot and that they thought he would become more wholesome if he was strong in reading. Was wholesome and perfect what I had planned for Z?

Guess that made me feel really disturbed, that the tide was a tough one to rise against.

Parents-Teachers Meet Dec ‘13

Generally, Z was a very well-liked boy in school by peers and teachers.  Well, it looked like the bullying episodes had not tainted his reputation much.  With regards to Z hitting people, I had discovered the reason for doing so.  I had checked with the teachers and they had agreed largely on my analysis because no matter what Z did in school, he was always gentle and loving to Baby X and the girls.  We had discussed on how to solve the correct the action, so we could only see the results in a few weeks’ or few months’ time.

Back to talking about PTM.

He had definitely caught up in terms of physical and mental development.  He had always been disadvantaged by the fact that he was the youngest in class and had seemed to be slower than other children.  However, Z had very good teachers who were always encouraging and took his age into account on what he could do and not do.  They were actually beaming with pride when they shared how he had become such a big boy.

Last year, they were impressed with his independence streak.

This year, they told us that he had a resilient spirit.  For most children, when they made a mistake and were being told about it, they might cry or become moody.  For Z, he would acknowledge, agree to correct his mistake and move on.  He was always willing to try and fail.  On this, I was quite surprised to hear because he was not always like this at home.  However, I guessed it meant my teachings did rub off on him somehow.

I was very proud to hear his teachers describing him as ‘resilient’ though he was not anything like that at home.

Having taught Z for 2 years, both teachers said that Z was a very good child.  He was kind, he was friendly, he was outspoken, he was independent and he even had a resilient spirit.  They told us that we had been very cooperative parents who would take earnest actions to work on Z’s issues, be it behavioral or even as simple as practising cutting paper.  They had definitely seen a difference in him as compared to other children.

The Chinese teacher was especially impressed that we were so strict, yet so loving, with him and that Z spoke very good Chinese comparatively.  He could even write his own name in Chinese.  That was an OMG fact because I thought he only knew how to write the basic strokes!

In any case, I thought PTM was more like a parental review session than a student review session because the teachers ended up “appraising” us and encouraging us to continue the way we brought Z up.

Well, I also hoped Z would be a fine young man in future.  He did not need to excel in academics, but he must be street smart, be a man of integrity, to love his family and never to falter in the face of failures.  Whether he could be that person, it would be up to us.

Times like this really made us feel proud that we had not ‘outsourced’ the parenting work to other people.  To put in simply, hands-on pare