Tuition Scheme

In response to the agreement by SPARK to our idea of a tuition scheme, there was a lot for us to do before implementing this scheme. Therefore, the June Holidays was the best time for us to plan and craft out the concept of this tuition scheme. This idea can be considered to be revamped and adapted version of their primary school curriculum. Due to the change of textbooks and teaching materials, we had to look through their textbooks to understand the key concepts that they were learning. Despite the fact that ADHD is a learning disorder, it does not mean that they require special materials as such to help them learn, it is just that they need more guidance and time to grasp a particular topic as compared to a normal student. The more pertinent issue was on Science and Math whereby the textbooks were already changed since our times and hence we needed to know those topics well enough before we are “qualified” to teach and guide them. In consideration of the short attention span of these ADHD children, we decided to implement short sessions of tuition for the children so that at least during the short period of time, they are engaged and learning something from it. Besides, since it is quite impossible to keep them occupied with academic rigour for a few hours, we will bring in our “fun-filled” activities as and when we deem fit to achieve a balance of work and play. As such, there is a “win-win” situation when we incorporate fun and learning within the few hours we spend together.


Jun Xin

Preparation + Visit 2

After reflecting upon some of the essential and key areas that led to some of our failures in the first interaction session with the ADHD kids, we had re-crafted a methodology which will suit both groups that were mentioned previously. (just a recap: there is a hyperactive group; and an “introvert” group) Since we had our first encounter with them, we had some concepts and ideas of the characteristics displayed by the ADHD children. We re-looked into the activities that were previously planned and we managed to improvise on some of them while the others were abandoned. We also explored other alternative activities that may arouse the interest of the children, like party games that may require more bodily movements.

However, the visit in July was less fruitful than the previous one as there were not many kids present. Nevertheless, we still carried out the activities that we improvised upon. Though some still do not really interest the kids, it is much better than the previous round whereby most of the activities to a certain extent “bored” the children. As origami kind of worked out pretty alright the previous time, we continued with paper folding again this round that managed to interest the kids for some time before they started becoming “active” again. Personally, for the origami part, I think that the incentive of the final product brings about achievement and accomplishment on their part, hence this was able to put them into focus for some time during the session. From the previous round, we realized that the kids there like colours quite a lot and hence this time round, we brought along colourful “pick-up sticks” for them to play but unfortunately did not manage to engage them. As such, we split them into smaller groups for activities and it worked out quite well as all could now listen to the instructions of the game play etc. The performance for magic tricks was also executed in this way and managed to capture the attention of the children as they were bewildered by the tricks.

I think for this round, we managed to capture a key focus that we may want to further develop upon, which is to engage the children via smaller groupings and therefore some of the activities may have to undergo some changes again. I have learnt and personally experienced the higher efficiency that smaller groups have via this session. Mixing with these kids actually stimulate some of my childhood memories back in primary school whereby school life was so carefree and joyful. In addition, I have also learnt to control my temper since I understand that they are still young and do not understand certain social and life skills; and they are a special bunch of children which required more patience and attention so that learning can be maximized.

In this session, we also implemented our tuition scheme that we planned during the June Holidays for. Understanding that their attention span is not going to last for long, we started off with short sessions of such tuition to actually help them in some areas that they have problems with. We span off the session by helping and guiding them with some difficulties they face while completing their homework; and subsequently dealt with more challenging problems.

On a personal note, I think that it will benefit the children in one way or another since they are able to clarify any doubts that they may have on the learning journey. There is a Chinese saying “不怕慢，只怕站”, meaning being slow is alright but standing on same spot without advancement will cause problems. I think that this is applicable here and also in learning whereby one should not fear that s/he is learning slowly but should fear if s/he is not progressing. I feel honoured to be taking up this role, supervising the work and helping out in everyway that I can.

Jun Xin

Preparation + First Visit (June)

Before the visit to the SPARK, there were many preparations we done before hand so that we can actually expand upon their social and life skills and hopefully keep them engaged. The preparation process was quite tedious and we racked our brains for activities that we believe will be able to benefit them. We acted according to some of the suggestions by SPARK like some art and craft and magic tricks so as to keep them occupied and interested. Following this train of thoughts, we went to find out some magic tricks performance and practiced them before we went over. Besides, we also managed to find out some of the more popular indoor games, so as to engage them. In addition, we brought along an origami book, in hope to guide them with some paper- folding.

Despite our efforts in the preparation process, things did not manage to turn out as well as expected. Some of the activities that we planned out were deemed as “boring” by them and despite the variety of items that we planned for them, they could not sit long for any of these activities. Their hyperactivity rendered them to prefer activities that involved “running” to the more hands on and practical items that we had planned. As such, we in fact abandoned some of the ideas that we initially had, like conducting some simple experiments, and played along with some of the games that they wanted to play like the common childhood game, “Police and Thief” and “Hide-and-Seek”. Besides their “rejection” of our ideas, one of them suggested that we play “monopoly” which came very unprecedented and therefore we could only promise them we bring the following session.

From this, I realized that adaptability to situations is very critical in this case; as there were times we actually tried to persuade and convince them to sit along our planned activity as we were kind of ignored by them. (in the sense that they ran off as they were starting on the activity) I understood that patience was also very important when “dealing with” these kids as their mentalities and thinking change very rapidly such that an ordered and structured “timetable” to follow will not exactly help in these cases. Besides, I found out that their attention span is really very low and we had to be patient when communicating with them.

This visit opened my view on ADHD kids as physically they look just like any other kid. There are actually two categories of kids, one of which is the hyperactive ones while the other group consists of mainly introverts who rarely talks. For both groups, we had difficulties when communicating with them. For the hyperactive group, we had some problems to keep them seated and stuff as they are mostly running around and jumping here but communication wise was still pretty alright. Thus, we could actually mix with and get along quite well with this group. However, the introvert group as they do not speak up and stuff, there was limited communication and engagement with them as they will normally sit in a particular corner and do their own things. (something like isolating themselves from the rest) Despite so, we could get them to follow our instructions and carry out some of the activities quite successfully. There was an incident in which there was one kid who knew the steps to folding a “paper hat” but still went through the whole process with me, which impressed me a lot. It is interesting to note that in the process of leading the “introverts” in origami and some other activities, the “bubbly” and hyperactive kids actually came over and sat down with them to engage in the activities that are on-going.


Jun Xin

First Visit to SPARK (with Mr Lee)

During the first visit to SPARK, our group met up with the personnel in charge, Mr Lee Swee Huat where he gave us more information and knowledge about ADHD kids. The first encounter with Mr Lee was very fruitful and the friendly personality of his managed to bring about an engaging discussion that helped in our planning of activities for the kids.

In terms of their treatments, there are many different approaches and therapies that are undergoing to improve upon some of their conditions. Some of which includes sensory integration, acupuncture and Traditional Chinese Medicine (TCM). Other than in terms of the medical field, the unwavering support and guidance by the family and councilors are equally important to ameliorate their conditions.

According to Mr Lee, it will be considerably easier for us to “handle” and “deal with” primary school kids as some in the secondary or tertiary levels may have more defiant and problematic people which we may not be able to cope with.

The awareness of such disorder is still quite lacking in the current society and there are certain cases whereby the parents of these kids do not even know that their children have such problems or disorder. As such, Mr Lee proposes that we can try working with the parent support groups in schools to raise greater awareness with regards to ADHD. Though we can actually help organize talks to be conducted in primary schools, the problem lies with the mindsets of some schools which may not be keen and they prioritize such talks as more insignificant. Besides that, the role that the MOE plays is also pivotal here but despite knowing the current situation, it is not doing much probably due to a constrained budget and resources.

With regards to SPARK, their understanding about ADHD can help offer us some advice with their expertise. Our roles come into play during the monthly meetings they hold (usually the first Saturday of the month, other than public holiday) which last for a few hours. In the absence of adults to take care of them, as volunteers, we can come in to take care of them or they will be running all around, shouting etc, disturbing the meeting itself. During this period of few hours, quality time can be spent so that they can perhaps pick up a skill or two instead of “bouncing around”, wasting their time. It will be easier to work in small groups, preferably on a 1-to-1 basis so that more attention can be spent on understanding more about every individual. An annual outing with a group of the kids is a tradition for SPARK and they mention that we can actually help in organizing this particular event.

Like for the rationale for most service learning projects, the activities that we carry out should cater to the needs of our target group. Similarly, Mr Lee did mention that we should plan and execute activities that can actually benefit and cater to the REAL NEEDS of the kids. Some areas that we can tackle with will be: 1) providing guidance in terms of academics (eg. like in the form of tuition), 2) teaching life and social skills via sharing sessions, 3) carrying out activities that will arouse their interest (perhaps like magic tricks or some hands-on art and craft)

There is actually not much of a difference between ADHD children and normal kids until they lose their control. When such a case occurs, their hyperactivity will then show, like jumping up and down sofas. Appropriate guidance is crucial here and SPARK believes that the kids should have role models to follow to understand better about certain social and life skills that will benefit them (minimize the chances for them to get into trouble) which we deem as common sense. Mr Lee commented that some ADHD kids possess tremendous potential learning and have high IQ but lack the social skills that are also equally important in the EQ aspect. (as some may be too direct in their words) It was also mentioned that the ADHD children can not be collectively be termed as naughty as they find lots of things boring and try to seek excitement of their own, which may thus get them into trouble at times.

Our project will come in particularly relevant if we were to compare it with what certain schools are currently doing. Some schools now are trying to allow a “role model” to actually sit beside an ADHD kid to understand and learn the dos’ and don’ts’ from these “role models”.

After understanding these “basic contextual knowledge” on ADHD kids, SPARK and some of the areas that we can tackle with, we have decided to work and plan out activities that have relations with the senses, especially the ear and eye, hopefully will be able to capture their attention.


Jun Xin