ABOUT CALVIN KONG

Calvin Kong was a Former MOE teacher with more than a decade of experience. During his service period, he went through the Skillful Teaching Enhanced Mentoring (STEM) Programme, a course jointly conducted by Research for Better Teaching, Inc. (Massachusetts) and New Teacher Centre (California). Upon being certified, he went on to be a mentor to other Physics teachers ranging from Interns to Teaching Scholars.

Calvin Kong also held the role of Senior Teacher for Physics. As a designer for the Physics Curriculum, he grew to be very familiar with the Syllabus set by  Cambridge International Examinations (CIE). His many years of experience with students from different academic backgrounds and foundation had also allowed him to understand and pinpoint the difficulties faced by them. Through years of planning and fine-tuning, he had developed a powerful teaching programme which is able to push all students to their maximum potential. Under his tutoring, 100 % of his students exceeded their expected grade that is predetermined by MOE (known as Expected MSG). 

Being able to break down difficult Physics concepts into simpler bite size ideas, and later putting everything together again, Calvin Kong broke national record by bringing a group of students of T-score 200 to ace the O-levels with majority attaining distinction grade.


"If you can't explain it simply, you don't understand it well enough."

Albert Einstein


Often a Teacher, Always a Student

Having years of experience is not enough because one may be repeating an error over those many years. An effective teacher is one who often evaluate his methods, drawing lessons from his experiences and constantly refining his craft to achieve even better outcomes. As such, he is always a student. Living by this philosophy, former Senior Teacher in Physics Calvin Kong is constantly seeking to be better than before.

Evaluated Experience

In his 16 years as an MOE teacher in Singapore, Calvin Kong had never stopped refining his teaching strategies and teaching resources. Like fine wine getting better with age, his teaching methods were proven with results. In recent years, all Physics students in Singapore attending his Physics Tuition classes have excelled in the subject with the majority getting a distinction grade.

The Miracle

Back in 2010, Calvin Kong was assigned to teach a class of students with an expected MSG of 3.9. With the right pedagogy and strategies, he brought them to ace in the O-levels with 60% obtaining Distinctions, a good 15% above the National Average of 45%. In addition to that, no students scored less than a B3 grade. The mean subject grade of 2.1 far exceeded the expected 3.9, making this achievement the highest in the country. Since then, he decided to devote all his time and energy into developing the best materials and strategies to help students achieve their best in the National Examinations.


EVERY DETAIL IS LOOKED INTO

To read full description, click here.


CLASS SIZE

Small Class Sizes

Small Class Sizes

  • no more than 14
  • able to interact with and guide every individual student

MATERIALS

Premium Lesson Resource

Premium Lesson Resource

  • analysis of O-level requirements, questioning style and monitoring its changes
  • fine-tuned based on years of evaluated experience and student feedback surveys
  • contents cleverly organised into key focuses
  • basic concept builder questions to higher order questions, spread over a large variety of exam type questions
  • multi-leveled worksheets to provide different level of challenges
  • rich archive of examination papers from other schools
  • The Calvin Kong 2-Page Chapter Summary
  • unique O-Level Preparation Worksheets with a handy checklist

TEACHING

Analysis of O-Level Questions over the Past 10 Years

Analysis of O-Level Questions over the Past 10 Years

  • research-proven teaching technique called Chunking for optimal learning and content retention in class
  • well-versed with the O-level syllabus, up to the finest detail
  • highly familiar with O-level's questioning style and marking standards
  • different ways to explain concepts in a clear and succinct manner
  • 15 years of constant practice and counting

STRATEGIES

  • break down each topic into a few identified key focuses and go through them in detail with matching PowerPoint presentations slides.
  • highlight common errors and conceptual hurdles by guiding students through examples and practice
  • customise students' learning by providing multi-leveled worksheets that suit their learning pace
  • mark students' worksheets and completing each with feedback to close any gaps
  • mock examinations in which students will receive individual reports of their performance
  • unique O-Level Preparation Worksheets to boost proficiency level
  • systematic and accurate predictions of tested sub-topics based on questions that appeared in Paper 2

CUSTOMISING

Every Chapter is Broken Down into 3 Levels

Every Chapter is Broken Down into 3 Levels

  • acknowledge that all students are unique and learns at different pace and different style
  • customisation through differentiated teaching. 
  • cater to the different learning needs of students, ranging from rebuilding foundation to stretching talented individuals. 

ENVIRONMENT

Learning in the most Comfortable and Conducive Environment

Learning in the most Comfortable and Conducive Environment

  • conducive, well-lit, comfortable


FULL DESCRIPTION


CLASS SIZE

Students learn by asking questions, clarifying doubts and checking their own understanding through practice. Class is kept small at no more than 14 so that I will be able to manage the time optimally to interact with and guide every individual student. 


MATERIALS

Having a good set of resources is of paramount importance. It allow students to conduct effective self-revision and give students the confidence that everything they need to know to score for the subject is in their hands.

The lesson materials I created is an outcome of hours of work which includes analysis of O-level requirements, questioning style  and monitoring its changes. It is also fine-tuned based on years of evaluated experience and student feedback surveys.

All students will receive the following lesson materials created by me. 

  1. Detailed Notes that are easy to understand as the contents are being cleverly organised into key focuses. They also consist of examples and practice questions carefully selected and sequenced so as to allow student to learn progressively from the basics to the advanced. They range from basic concept builder questions to higher order questions, spread over a large variety of exam type questions.
  2. Multi-leveled worksheets to provide different level of challenges to different students learning at different paces. Questions are carefully selected from a rich archive of examination papers from other schools.
  3. The Calvin Kong 2-Page Chapter Summaries as a way to consolidate all content efficiently organised into a single sheet of paper. At the end of the course you will see that the whole syllabus is compressed into no more than 22 sheets of A4 paper.
  4. For Secondary 4 Students who need extra help to rebuild their foundation, they will receive a series of Unique O-Level Preparation Worksheets. These worksheets come with a handy checklist for student to check their proficiency for every single syllabus requirement.

Read a testimonial by student, about how she analyse my lesson materials here.

See samples of the lesson materials here.


TEACHING

Effective teaching and learning is not just about practice and drill. In comes with proper planning, clear explanations, correct pacing , and excellent time management.

My classes follow a research-proven teaching technique called chunking (See brief presentation here and read another article here) whereby class time is strategically divided into parts which allows student to learning (chunk), apply (chew) and evaluation (check). They are planned by the minutes because the objective is for students to learn as much as possible within the 2 hours. Time must be allocated for on-site practice but that should not be the bulk of it. Students should not be joining a class where they are doing work on their own most of the time.

With all the great lesson plans and materials, what is left is the need of a skillful teacher with vast knowledge in the examination requirements to deliver. This is the point where I come in. With 12 years of constant practice, I am well-versed with the fine details of the O-level syllabus, highly familiar with the questioning style and marking standards. With 15 years of constant practice, I have developed different ways to explain concepts in a clear and succinct manner, no matter how complicated, by breaking it down into bite size chewable bits.


STRATEGIES

In my class, teaching and learning is planned by the minutes. I will

  • break down each topic into a few identified key focuses.
  • go through the key focuses in detail, made highly efficient and easy-to-follow by matching PowerPoint presentations slides.
  • guide students through important examples and allocate time for practice.
  • customise students' learning by providing multi-leveled worksheets that suit their learning pace
  • mark students' worksheets and completing each with feedback to close any gaps.

To prepare students well for examination (Common Tests, MYEs, EOYs, ), I will 

  • highlight (again) common errors and conceptual hurdles within each identified key focuses

  • increase students chances of scoring for Paper 1 by revealing accurate predictions of tested sub-topics based on questions that appeared in Paper 2.

  • conduct several rounds of mock examinations in which students will receive individual reports of their performance. Through the report, students' weaker topics are identified and the Unique O-Level Preparation Worksheets will be issued to boost their proficiency level. After a few such cycles, students will be proficient in all topics and ready to ace the examination.
Individual Student Performance Analysis for Mock Examinations

Individual Student Performance Analysis for Mock Examinations

  • increase students chances of scoring for Paper 1 via systematic and accurate predictions of tested sub-topics based on questions that appeared in Paper 2.

CUSTOMISING

Students from all walks of life and varying academic foundations attend my classes. For many of them, the class day and time slot is chosen to fit their personal schedule. Because of this, every class consists of a broad mix of students with different foundations and learning curves. A typical lecture class will not benefit all in the same class. The answer to this problem is customisation through differentiated teaching. Simply put, it means to cook a different dish for every students, depending on their liking.

Read more on differentiate instructions here.

Through differentiated teaching, I can cater to the different learning needs of students, ranging from rebuilding foundation to stretching talented individuals. This is achieve via the multi-leveled worksheets I created. 

See samples of the lesson materials here.


ENVIRONMENT

When I observed that a student's minute movement affects her fellow classmates (e.g. erasing action shakes the table), I discarded all the long tables. A tiny detail it may seem but nothing is above the importance of creating a conducive and comfortable classroom setting. Now, every student is given an individual desk for optimal learning.