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Today 12:52 AM
Unregistered This amount if before CPF deductions right?
Yesterday 06:47 AM
Unregistered
Quote:
Originally Posted by Unregistered View Post
In the interest of financial planning as I am expecting a baby soon, anyone knows how much is the payout for the 2nd connect plan?
CONNECT Year Maximum Payout*
GEO 1 - 5 (2015) & SEO 1 - 3 (2015)
4 $15,200 (60%)
7 $24,000 (75%)
10 $25,900 (80%)
15 $36,100 (80%)
20 $28,500 (80%)
25 $18,500 (80%)
30 $20,600 (100%)
22-11-2020 10:52 PM
Unregistered In the interest of financial planning as I am expecting a baby soon, anyone knows how much is the payout for the 2nd connect plan?
19-11-2020 08:39 PM
Unregistered It's interesting cos my group of friends are the exact opposite. Sec school teachers all giving tuition now cos they damn free since they end school much earlier than the pri sch teachers. Most sec sch teachers giving tuition to the pri sch kids lol. The interconnectedness LOL.

Whatever it is, sec sch and pri sch both have the liberty of giving tuition, just that need to declare and got hour limit. No comparison between who has 'more time' (no such thing in MOE) to give tuition or who has it better etc. Both got their own set of challenges and both are draining (be it time or energy)
19-11-2020 04:25 PM
Unregistered
Quote:
Originally Posted by Unregistered View Post
A primary school teacher here. I echo the sentiments of this writer. There's just too much admin and event planning to do over the weekends and there's absolutely no time to do tuition, unless you're not planning to climb.
Relax, friends.

Like Iíve said. Itís just based on what my own circle of teacher friends are doing. There is definitely a higher % of pri sch teachers giving tuition, for my personal group of friends.

Pri sch t have their own difficulties eg more dealing w parents and like mentioned by some unhappy person previously - those monitor sch bus stuff and whatnot.
19-11-2020 01:20 AM
Unregistered
Quote:
Originally Posted by Unregistered View Post
Usually the end year reviews by department, which also addresses the vendor programmes etc, are only done after end of year exams, meaning late Oct - early Nov, or like now. So if you approach them in Q3, they may not be able to respond to you yet given that things may still not be firmed up. Even budgetting is also done in Oct-Nov. So I would say the best time to approach is actually after Sep holidays. Because even though teachers will be busy with revision and then a truckload of admin, but at least you send at a time where things are more firmed up (e.g. a known budget to the Music dept on engaging a certain AMIS programme (decided during review))
Thank you so much for your insights! Indeed I have been getting a little more response lately as compared to Sep-Oct.
17-11-2020 09:41 PM
Unregistered
Quote:
Originally Posted by Unregistered View Post
Hi Teachers! I'd like to humbly ask. What is an approach that primary schools are more receptive to when vendors are reaching out to them?

I am fairly positive that it brings about certain conveniences to teachers and value to students as I have received comments such as "that's very cheap" & "this is actually a pretty good approach" from a science HOD.

From what I understand, Q3 is the best time to reach out as curriculum planning week has to be done before December? However, after reaching out to primary schools via cold emails, there were only 4 schools that were interested.

After reading previous threads in the forum, the workload of teachers seems insane. The last thing I want to do is add on to it. Does anyone have advice on the approach for a smoother integration?
Usually the end year reviews by department, which also addresses the vendor programmes etc, are only done after end of year exams, meaning late Oct - early Nov, or like now. So if you approach them in Q3, they may not be able to respond to you yet given that things may still not be firmed up. Even budgetting is also done in Oct-Nov. So I would say the best time to approach is actually after Sep holidays. Because even though teachers will be busy with revision and then a truckload of admin, but at least you send at a time where things are more firmed up (e.g. a known budget to the Music dept on engaging a certain AMIS programme (decided during review))
17-11-2020 09:01 PM
Unregistered
Enrichment Programmes

Hi Teachers! I'd like to humbly ask. What is an approach that primary schools are more receptive to when vendors are reaching out to them?

I am fairly positive that it brings about certain conveniences to teachers and value to students as I have received comments such as "that's very cheap" & "this is actually a pretty good approach" from a science HOD.

From what I understand, Q3 is the best time to reach out as curriculum planning week has to be done before December? However, after reaching out to primary schools via cold emails, there were only 4 schools that were interested.

After reading previous threads in the forum, the workload of teachers seems insane. The last thing I want to do is add on to it. Does anyone have advice on the approach for a smoother integration?
17-11-2020 06:48 PM
Unregistered
Quote:
Originally Posted by Unregistered View Post
The point here for a "lazy" RO is simply one that avoids writing such reports altogether.

An officer who slogged his guts out = Performance Grade C
An officer doing the bare minimum = Performance Grade C

Both also no need write reports. And because of this, the entire department just moves to fulfill bare minimums only. Arrows are shot to the new officers who do not know of such "department culture".

Also, it would seem that being "old" and "experienced" is very advantageous to some ROs since other KPs may not dare or wish to speak up against their decisions.
If let's say your situation is valid, this would be like the entire school (At least the ranking panel) is against the officer. Because the RO does not write the report, and supposedly, the ranking panel helps to ensure that such ROs get found out but since they 'conspire' to help each other out because of the 'old' and 'experienced' RO, then I would say that the officer should change school. However, go to the P and report all these first. Before you apply for posting.

But, usually the case will be that someone else in the ranking panel (who may want to backstab that lazy RO) will go to the VP/P who is that RO's RO to badmouth. And usually these things get found out quite easily. It is more common to see people in the panel shooting each other's JH down based on what they have observed, as compared to everyone covering up for someone.

Also can I just add, slogging your guts out doesn't mean A or B. It really depends on whether what you have been doing, are effective, value adds to the school etc. Someone who does not do much, but has good ideas and implements them effectively and efficiently, can easily get a better grade than someone who only knows how to put in like 200% of his time and effort, but achieve nothing. This is about performance, not effort grade.
17-11-2020 03:38 PM
Unregistered
Quote:
Originally Posted by JustAnotherPrimaryTeacher View Post
That will be true, going by your context. However, it is also impossible that every achievement is not recognised or that his calibre will not be shown. He may 'shine' less but he will still shine. RO does play a part but if an officer is getting C- or D, there are definitely good reasons for that because reports have to be written to justify the grade (same as A).

So albeit human factors come into play. If you are a diamond, you will still shine eventually.
The point here for a "lazy" RO is simply one that avoids writing such reports altogether.

An officer who slogged his guts out = Performance Grade C
An officer doing the bare minimum = Performance Grade C

Both also no need write reports. And because of this, the entire department just moves to fulfill bare minimums only. Arrows are shot to the new officers who do not know of such "department culture".

Also, it would seem that being "old" and "experienced" is very advantageous to some ROs since other KPs may not dare or wish to speak up against their decisions.
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