豬頭記: March 2009

以下落黎既節目係《當年今日》【文：ss】

睇開電視既朋友都會知道《當年今日》呢個節目通常都係用黎過場"攝"時間，有幾多人真係會理鬼佢當年今日做過 d 乜野！？同樣，《豬頭記》亦有《當年今日》呢個環節，今日就係介紹 3 月 27 日。追開《豬頭記》既朋友可以睇返舊年既 post 就知，其實大家唔知都唔緊要，因為好明顯，當事人都係唔記得 ^_^

為左今日，我準備左一份禮物比太太，是千挑萬選從 ebay 訂購的，原本以為會好遲先送到，點知出奇地竟然昨日就到左。禮物其實係一部會代替人手去整麵包既高智能全天候太陽能唔眼訓快思有邏輯麵包機，唔使等佢 (i mean 我太太) 成日吹水話好 "想" 整麵包 -> 但係又無時間整。昨晚我地已經率先試過部機，ok 0架，下一步就要睇佢係真唔係「真係好鍾意整麵包」，抑或只係「以為自己好鍾意」。

另，我亦準備左一份禮物比自己，我個份比佢大份好多．．　hahaa ^_^ 因為要比好多個人一齊用丫0麻。同樣地，0係天意同巧妙既安排下，今晚及時可以放左工就帶埋呢份大禮物一齊慶祝。本來呢個係我同太太既日子，但炸彈人又話要 join 埋一齊0黎 ~~join lar join lar ~~ 就當順便試下架新車係唔係可以坐多幾個人0羅．． :p

《當年今日》的確係最令人回味，同樣地，星期五放工亦都係最令人期待既．．hahaaa

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太太的回覆：

我老公(t)真係好攪笑…我真係唔記得左啦…老公(t)，多謝~晒~~~今晚我book左檯架啦，哈！

Laughing Reborn

近日城中熱話當然少不了Laughing哥係咪會翻生…對於一個全部一d全部都無睇過呢套電視劇既師奶，我都出奇地好關心事態既發展同埋都希望Laughing哥會翻生，因為咁樣樣先會有第四集，而我又可能會有得睇…

坊間學者、專欄作家都爭相評論，解構點解Laughing哥咁受歡迎既現象，佢一死即刻有成十幾萬網民上網悼念，又成立「唔准Laughing哥死簽名區」，更認真到為「Laughing哥群組」設計會徽、T-shirt，群情洶湧澎湃，而謝天華既鋒頭更加係一時無兩（連佢醉駕都無人提）…根據分析，呢個現象係因為現時社會極之需要英雄，而Laughing哥就係英雄既代表云云。

我呢個師奶真係唔係好識d「英雄論」，我之所以趁下個墟係因為我本身都幾鍾意謝天華，佢有一種獨得既「傲」係第二d artists無既，以前既伊健都有，但自從無同邵美琪一齊之後就成個都唔掂檔…乜野叫「一失足成千古恨」，有板你睇啦，唉…

講真，Laughing哥d 金句又確係幾得意 –

上帝要你滅亡，必先令你瘋狂！
唔係我條底線set得低，而係我做人根本冇底線。
個天畀你行你先好行，個天唔畀你行，你郁都唔好郁呀！
我唔打你我就唔叫Laughing，我叫Crying。
打生打死得個吉，舒舒服服有金執。
電腦化？我最叻嗰條靚淨係識用電腦上鹹網同賭波咋喎。

唔知點先可以睇番呢套劇呢呵 ~~~

最緊要溝通

溝女：

炸彈人「你係咪啱啱打俾我呀？」
我「無丫」
炸彈人「頭先電話響但係無人講野架喎」
我「可能打錯電話啦」
炸彈人（疑惑地）「咁邊個打俾我呢？係咪亞bone（lazybone的簡稱）呀？」
我「唔知喎，你打俾佢問下囉…」
炸彈人「你打啦」
我「你打啦」
炸彈人「你打啦」
我「你打啦」
炸彈人「你打啦」
我「你打啦，我整緊d野」
炸彈人「ai.. 好啦好啦，我打啦…」

炸彈人「你係咪啱啱打俾我呀？」
領袖「唔係」
炸彈人「頭先電話響但係無人講野架喎」
領袖「我唔知你咁多 wor..」
炸彈人「我聽晚都係唔出去食飯，我想係屋企食」
領袖「你想去你個 friend 屋企食呀？」
炸彈人「咁又唔係…唉…我都係未諗到，諗到先話你聽啦」

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溝仔：

我「say please」
炸兩（笑笑口）「ba」
我「say thank you」
炸兩（笑笑口）「ba」

炸兩（望住本書）「b li b li b li…」
炸兩（指住羹飯）「b li b li b li…」

我的唔野蠻奶奶

上星期領袖和我又再次感受到亞 mom 的威力~~~

話說領袖反覆互煎了很久很久很久，終於決定想買一輛七人車…「想」是因為儘管領袖如何想，最後也要得亞 mom 首肯方可成事，而亞 mom 一直都反對領袖買車，原因大概是「買車容易養車難」。領袖多年來亦 share 這一點，所以一直抑制買車的念頭，上兩星期更把家中舊車的 accessories 送了給朋友。才不到一星期，他卻忽然十五十六底下決定比 "自助餐" 既價錢去養車，他說可以令大家行動方便d，多d一家人外出，唔使就住就住。

經過一輪「綵排」和「熱身」，我們終於身先士卒於上星期日（15日）探探亞 mom 的底線。

步驟一：先把選定的 Mazda5 catalogue 放在當眼位置

我（指指 catalogue）對 mom 說「亞恩話想買車喎」
（mom 一早望了 catalogue 多眼，卻裝作不見）
亞 mom 正在和炸兩玩耍，回應說「no丫，養車好貴架，公司最近俾部七人車我都唔要…仲要買萬X得？！萬X得d車好差架…」
（有車俾佢都唔要，仲要話部車好差，領袖即場反眼！）

步驟二：遊說

往下的對話當然就是盡量說服亞 mom 啦…領袖刻意拉佢落水，話「我唔係買五人車，五個位都唔夠坐啦，拿，我屋企都五個人啦，連埋你啦～～（mom 聽見清單內有她的名，即時露出微笑）」而上星期一我身負重任，繼續遊說亞mom，結果紅燈變黃燈，成績非常理想，哈哈！

為何只變黃燈而不是綠燈？就是因為領袖說亞 mom 也要有位比佢發揮，等佢都有 input，結果亞 mom 四出問公司其他人的意見，對車是一竅不通的她所得出的結論是「豐x P字頭的車比較好」…於此，領袖再次反眼，因為綠燈就是在這裡：可是領袖鍾情的卻是M5丫嘛，四周都見到的P字頭未免太不合領袖的心水了…

步驟三：博一博

領袖又再經過一整夜的研究，始終是喜歡他的 M5… 到了這個時候，領袖怕 insist 買 M5 的話會引來不愉快收場，但又不希望買一輛不是自己喜歡的車… 最後，我們決定由我這位談判專家出場…我們二人把台詞綵排再綵排，想法子說服亞 mom。在地鐵車廂內，領袖問我估計成功率有多大，我很有信心地說100%！

結果？？當然是皆大歡喜啦，亞 mom 其實是一個明事理的人，很多時只是她以為自己鍾意某樣東西罷了…hehee…最經典莫過於當年有關黃埔花園的對話 –

亞 mom「千祈唔好買黃埔花園」
我「咦…你上次話好好架喎！？」
亞 mom「我以為我鍾意之嘛，上次去睇完，其實我覺得唔係咁鍾意」

很多時候，「真係鍾意」和「以為自己鍾意」都好難搞清楚呢…

炸兩弟弟

說了這麼多關於炸彈人的事，該輪到談談炸兩…

與炸彈人相比，我每晚給炸兩的時間真的很少…每當我這樣說領袖就會瞪眼：「你俾我既時間仲少啦！」這又怎能相提並論呢？吹脹 ~~~

所以，坦白講，我並不太了解炸兩…基本上，只要炸兩食得得、無病無痛，我就不太bother了…還有的是，我常常持著炸兩有炸彈人做榜樣，所以應該問題不大…

事實上，炸兩是蠻可愛的–

炸兩很愛吃蕃薯和南瓜，有益健康

炸兩（和炸彈人）也很愛吃爸爸麵（蝦子麵），炸彈人尤其愛它的湯，和領袖相同

每當炸彈人吃糖，炸兩便會追著炸彈人，拉著炸彈人的衫，要求炸彈人給他一口，炸彈人通常都樂於分享，而份量當然是她認為炸兩應得的份量，即係「d咁dur dur」

每當波比明偷或暗搶了炸彈人的衫褲，炸兩一定會做出很擔心的表情指向波比，大聲叫「波」

炸兩的還擊能力不錯，會推撞炸彈人和扯炸彈人的頭髮

炸兩懂得說「爸爸」、「媽媽」、「波」（即波比）、「no、no、no」

炸兩很愛聞歌起舞，亦會要求炸彈人陪他一起癲／玩（有一晚炸兩硬從琴凳把炸彈人拉下，示意希望炸彈人和他一起玩煮飯仔）

炸兩仍然十分喜愛看書，現在每朝起來吃完媽媽奶後便急不及待要求姐姐露絲為他讀故事，勤力非常

炸兩吃媽媽奶的時候是左腳板踏著右腳背（or vice versa），根據野史記載，此乃懂得嘆世界之輩也 ~~~

仍是那一句：希望晴．朗將來能夠互相扶持、彼此照顧、互補不足、教學相長，快快樂樂地度過他們晴朗的每一天。

血路

以下是炸彈人未來小學校長的 blog…我特別對斜體字的兩個段落很有同感…有時心想炸彈人真是非常幸福，至少領袖和我都有能力給她「另類」的教育，能避開傳統學校那些透不過氣的操練和比較、趕課程什麼都趕趕趕的學習生活，而領袖也十分樂意用他的獨有方法陪伴炸彈人學習…早前吃早餐時聽見隔鄰的兩位媽媽談論她們的小朋友在校內如何遭老師磨滅自信心及老師如何敷衍了事，蠻悲哀…

爸媽確是 primary educators of all children，但老師也是一個小朋友十分尊敬和學習的對象，無奈的是現今老師的素質有目共睹，教育制度又令人無所適從，希望另覓新徑能為我們一家殺出一條新血路吧 ~~~

關於血路，朱東亦正在殺他自己的血路。過去的一兩個月領袖常常 bits and pieces 地談論龍虎山兄弟夜聚的瑣事，心覺朱東可能不甚開懷…現在事件總算去到另一個層次，而當中又再一次令我感受到龍虎山兄弟情是如何深厚，真是可口可樂，哈哈！

今早領袖和我離家時炸兩大哭，領袖說如此縱容下去炸兩一定考不到學校…還有大半年時間，炸兩，爭氣啊 ~~~

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Educating to failure?
Thursday 26th February 2009

Standardized tests, benchmarks, high stakes testing and the external pressures placed on both student and teacher by Governments (eager to quote a "value added" for political gain), Organizations, media and some curriculums corrupt the minds of our youth and eliminate the art of critical analysis, creativity in thought and entrepreneurial endeavor.

In the majority of these tests a mistake is seen as the worse possible thing a student can make. Our children live in a world where creativity is a precious commodity and courage is required to venture forth. The learner profiles of risk-taking and reflection equip our students with qualities that allow them to predict, attempt, hypothesize and experiment. In short, to inquire.

It is through inquiry that our children will both understand concepts and value essential knowledge, but most importantly have the mind and courage to explore new knowledge, new perspectives, alternative solutions and think critically.

"If you have made mistakes, there is always another chance for you. You may have a fresh start any moment you choose, for this thing we call "failure" is not the falling down, but the staying down." Mary Pickford (Canadian Movie Star)

"Training to failure" is a common term used often when referring to weight training. The controversial method of training basically promotes athletes to increase repetitions of lifting weights until the muscles fail and the athlete cannot lift again until rested. This, it is thought, promotes muscle growth and increases stamina and strength.

In much the same way we need students to extend their creativity and ideas by experimenting and risking mistakes. Extend and challenge their own minds and potential until they fail. A series of small mistakes often leads to greater success and enduring understanding. It is the "process" that promotes learning. The "doing" that leads to understanding and the reflection that creates other possibilities.

Formative assessment (assessing the process of learning) informs students and teachers about how we best learn and teach. It eliminates misconceptions before they become habits and promotes discovery. This is precisely why the PYP and MYP of the International Baccalaureate (IB) are challenging for traditional or conservative schools and systems to introduce.

They demand ongoing assessment (formative and summative), varied assessments (performance and passive, not always one dimensional paper tests) and mandate and evaluate standards in teaching. The IB evaluates teaching and learning, the school and its community as these are the prime drivers in quality, rigorous and relevant education.

It demands greater professionalism, more parental participation and a student focus in all we do. When your child (or yourself) is required to sit a standardized test ask the following questions. Firstly, why are they sitting to be tested and is my child being assessed only through a piece of paper or computer? Secondly, is this test going to positively impact on my child's learning and confidence? Thirdly, how, why and who composed this test?

As an IB student focused College we need to ask ...will this test improve the learning of these students?

Benchmarks and developmental milestones are helpful in identifying gaps in learning and identifying both needs and gifts. They can inform students, teachers and parents to better support future learning.

Excellent teachers know their students and listen to parents who are the primary educators of all children. Standardized tests do not measure attitude, courage, health, enthusiasm and creativity. If used well, they at best give a marker against accepted norms in terms of a child's development in literacy and numeracy.

The data gathered should be diagnostic (able to inform future teaching and learning) and be one aspect of a wide collection of evidence that supports learning, encourages risk-taking and questioning, and builds confidence as this is the key driver in motivating all humans to extend themselves.

farewell

今日炸彈人要交回 upper 班留位的回條…填回條時–

我「係咪真係填 cancellation 架？」
領袖（正在煮午飯）（驚訝地呆望著我）「又問？！」
我「反覆互煎一下 ar ma…」

雖然我十分期待炸彈人八月後的新生活，但未能在此幼稚園畢業確是有點失落，總是好像欠缺了什麼似的…我就是這麼矛盾…看見現在讀 upper 班的小朋友在學 farewell song，其中有一句是「these are the things that make us bright」，很感慨哩…離校時一定要和炸彈人拍多些照片留念。

我「聽日交回條俾 miss chang，話佢知你唔讀 upper 班，去讀小學啦」
炸彈人（狀甚興奮）「好呀，可以日日食燒賣同埋買 yakult」

炸彈人真的很喜歡吃，和炸彈人去吃早餐，她能夠吃下三塊麥當當熱香餅再加三分一碗大家樂火腿通粉（走火腿）再再加麥當當細橙汁，當你問炸彈人為何她能吃這麼多的東西，又吃得這麼快時，她反問：「你話咁樣好唔好丫？你話丫．．」我們不置可否，再重複問她時，她說：「食多d野健康d ar ma…」

另，看見我小學的中學的小學情況，再三證明選擇國際學校這條路是比較適合我們一家大小–