PLC 2018 NEWSLETTER

THE ARENA
May 23 2018 

Hey! What's Going On!

Some Little Faults in the administration of

Education

Starting today, I am going to have exactly 11 months of service in teaching English. I have a lot of experiences being a professional working under local circumstances but that do not mean I am so well-versed in the business. Until now, after 35 years being an English teacher, I finally come to a verdict that I am not that compatible for the local education climate or scenario.

The Malaysian Education System may have been misinterpreted or rather not carried out with integrity. So, with that in mind, I shall be treating myself as the point of reference for the success of my my business; a teacher who is teaching A-level English.

So, let me put the whole thing in perspective. To me, the most critical aspects of teaching and learning English are firstly,  teaching or you may call it informing and guiding, next is evaluating and finally , remedial. Not a few teachers who find themselves unable to give proper treatment to these three vital criteria.

I would say teaching is an extremely serious business. A teacher, poor soul; who wants to start a lesson will have to consider some vital factors so that the objective of the lesson is achieved. The lesson is designed based on the students’ ability, previous knowledge and generation of learning materials. I have found that lack of relevant materials following the lesson is a major drawback in achieving my objective.

There shouldn’t be a pause in material supply in follow-up lessons. Well, I do see quite a few teachers who struggle to prepare materials for both teaching and evaluating. I feel that the materials should be prepared earlier, based on the annual and weekly lesson plan. Materials for follow-up activities will enable a smooth teaching and learning course.

Why am I mentioning and stressing on all these? Well, there are people who are leading the teachers by pushing some stuffs into their (the teachers’) mouths. There are extra work-loads to be done; the technical things.  If the teachers have so much time filling up forms and preparing documents (like headcounts and strategic plans) for the ‘showing-off’ in meetings, why then they (the teachers) find themselves caught between the core business and the technical queues? The teachers should indulge in their real business, not scratching peoples backs and in the end only to find that will be no one to scratch theirs (the teachers themselves).

Why has technical documentation become the main event in teaching and learning? Since when does this shift in paradigm bugged the teachers. Come on! The administration could employ others to prepare these technical stuffs and by all means, leave the teachers with their reflective business.

The " I'll scratch your back...but then, who's going to scratch mine!"

The business of preparing redundant documentation

The burden of preparing documents for inspection has been borne by teachers in schools for quite a number of years when it becomes trendy. It seems there's going to be no end to it. The major document for evaluation or strategy is compiled in files, and then classified for inspectorates or officers from both state and federal education department to pay a visit and audit them. It seems that the district, state education department and the ministry have failed to understand the mechanism of teaching and learning. 

Impressive! Does it pay off?

This routine continues and teachers whose job is to teach and evaluate may suffer from lack of attention on the students. The extra documentation is definitely not detrimental to the performance of students. In fact, it is just a mere manifestation of accountability of the academic committee of the school. What is left behind after the ordeal of time constraint? In fact, it is quite a serious matter; the syllabus, not completed, diagnostic and trial test, inadequate to cover the loop holes left by the unnecessary intervention from the state and federal education department.

Once asked: How's the documentation of the school? Yes, it is satisfactory or excellent. But when the performance of the students goes down, the teachers will have to bear the consequences; which is an unfair treat. I think, the documentation could have been well done by other non-professional staff, not teachers. The students need analysis of each subject and the remedial process is to be done on regular basis by the teaching professionals. Then, the S-N-A (Student Need Analysis) must be borne in mind by teachers at all times!

To be honest, just ask the teachers whether the document will be  referred to frequently. If it is not, then, stop the nonsense! The cost of paper, printing (which include inking and scheduled services of the printers) is comparatively high.

The best thing to do now before it is too late is to minimize the task on documentation and maximize the focus on the teaching and learning business. The teaching and learning businesses are far more tedious and complex than you think.

Let me just divide TL  (teaching and learning) business into four main parts. The first one is planning it, next is TL, following that is evaluation and finally, remedial. Come to think about those, do the teachers have time for other less crucial things? I am a professional, and I don't do clerical (please take some time to refer to the definition of the word, clerical) jobs.

Take some time to explore the world of teaching professional: it is equally challenging as other professionals like doctors and engineers.

The Planning:

(Part of the Annual Scheme of Work)

MALAYSIAN UNIVERSITY ENGLISH TEST (MUET)

SCHEME OF WORK- PRE U2 2017

Week	Topics/Themes	Learning Skill	Learning Outcomes	Activities	T. Aids	Reference
1 – 3	Consumerism Consumers to become wise buyers Advertisements Consumerism Advertisement Industry Advertisements do more harm than good	Listening: Recognizing main ideas and supporting details Understanding language functions Identifying roles and relationships Speaking: Making suggestions and recommendations Stating and justifying points of view Persuading Reading: Distinguishing facts from opinions Relating ideas and concepts within a paragraph and between paragraphs Drawing conclusion Understanding language functions Writing: Interpreting information from linear and non-linear texts Using appropriate linking devices Developing and organizing ideas Building vocabulary Writing a report Writing persuasive essays Grammar & Vocabulary (Revision) Subject-verb agreement Tenses ― Present and Past	Learners should be able to: recall information from stimuli. select relevant details extract key ideas use appropriate expressions for making suggestions and recommendations, speak persuasively to convince others extract key ideas select relevant details identify relationships within and between texts draw conclusions interpret pie charts write cohesively and coherently write a report based on data from linear and non-linear texts write using language of persuasion ― emotive write a persuasive essay write using correct language	Listen to a variety of short texts to complete worksheet Present answers on board Check and confirm answers through repeated listening MUET practice Read a variety of texts Identify persuasive language used Answer MCQ Class discussion on how answers are derived Write appropriate overview Analyze model essays Identify emotive vocabulary Match products with slogans Write a report Complete a word web Write a persuasive essay Fill in the blanks Complete texts	CD Worksheets	Effective Text for MUET (Oxford Fajar) MUET Skills, Preparation & Practice (Federal)
Week	Topics/Themes	Learning Skill	Learning Outcomes	Activities	T. Aids	Reference
4 – 5	Strategic Revision Model Test 1 Model Test 2	Listening: Recalling information Interpreting information Recognizing main ideas and supporting details Speaking: Task fulfilment Managing a discussion Reading: Understanding linear and non-linear texts Identifying main points and supporting details Distinguishing facts from opinions Drawing conclusion Writing: Interpreting information from linear and non-linear texts Using appropriate linking devices Developing and organizing ideas Building vocabulary Writing an article Writing classification essays Grammar & Vocabulary (Revision) Linking words Conjunctions	Learners should be able to: recall information from stimuli. select relevant details extract key ideas speak to fulfil a task within prescribed time. participate in group discussion interpret linear and non-linear texts extract key ideas select relevant details evaluate information interpret tables write using correct language, write cohesively and coherently using correct language write an article based on data from linear and non-linear texts write a classification essay write using correct language	Listen to a variety of short texts to complete worksheet Present answers on board Check and confirm answers through repeated listening MUET practice Read a variety of texts Answer MCQ Class discussion on how answers are derived Write an overview Write an article Complete a word web Group work: Brainstorm for ideas Write a classification essay Complete texts	CD Worksheets	Score in MUET (Oxford Fajar) MUET Model Tests (Ilmu Bakti)
6	TRIAL MUET MARCH 2017 : Paper 1, 3 & 4 (29 Jan 2017) PRA-USBF 1 (30/1 – 1 FEBRUARI 2017)

 The Weekly Task

 The Daily Lesson (one of the classes)

 The three above documentation is just routine. The more challenging and tedious ones are yet waiting to be 'executed'. The Annual Scheme of Work is designed to meet the criteria listed in the curriculum. This is open to critical and creative interpretation of the teachers. At least, the teacher has to embrace the syllabus. Then, the weekly task need to be taken and analysed. The more detailed one is the daily lesson plan. The materials needed for the lesson need to be prepared. The topic and the objective shall lead the teacher to design or adapt materials suitable for the lessons weekly. This will have to be done at weekends (this is called the pre-lesson task). During lessons, teachers must alert himself to evaluate the students instantly by posing engaged questions to keep the students on track.



Reflection in November 2017

How Far Have I Ventured into Material Development?

Perhaps the most successful blog which I have created is addressed at : http://roslimuetmegastation.blogspot.my/2014/05/ which was formerly known as muetirshadway.blogspot. To my credit, this blog has gained both local and foreign recognition. This is evident in the Google Audience Statistics.Currently the blog is running at the capacity of 50 posts, 21 university links and 52 useful links which most of them are self-updated.

They consist of links for higher institutions and some useful links for students to search for relevant information. These links are specially listed according to the students' needs analyses which means most of them are relevant to the students' needs. The reading materials are both local and abroad like The New Straits Times ,The Star, Reader's Digest, Times and Newsweek.

The mian idea for having reading materials in the web is they are:

a) unlimited
b) updated
c) conveniently accessible
d) exploitable
e) editable

The blog and links are accessible anytime, anywhere via hand phone, tablet or computer.

Convenience wise, the blog is regarded as extremely user friendly media. The present community is so hooked up on gadgets. So, the materials should be available through communication gadgets which spell freedom of access.

To cater to the need of hardcopy collection, I have compiled and edited almost 20 modules on writing, grammar and vocabulary.  But the web is still my choice of medium of materials due to its flexibility in usage.

STRATEGI SAYA UNTUK MENCAPAI BAND 4 DAN 5 DALAM MUET

Perkara Pokok

Ini adalah bahagian yang merupakan punca segala cabaran.

 Sebahagian besar markah MUET datangnya dari Kertas 3 dan Kertas 4 yang berjumlah 210 markah, iaitu 70% dari 300 markah penuh. Matlamatnya ialah calon perlu mencapai 65% dari Kertas 3 iaitu 78 markah dan 65% dari Kertas 4 iaitu 58.5 markah.

Jumlah skor bagi kedua-dua kertas ialah 136.5 markah. Maka pelajar hanya perlu memperolehi 43.5 atau 48.33% markah lagi dari Paper 1 dan Paper 2, untuk mencapai 180 markah atau Band 4!

Pengkhususan sasaran seperti di atas adalah yang paling mampu dilakukan oleh kebanyakan pelajar yang penguasaan Bahasa Inggerisnya agak rendah; contohnya pencapain gred B dan C dalam SPM.  

Strategi untuk menguasai PAPER 3

1.      Kandungan PAPER 3:

45 soalan objektif yang terbit dari 6 petikan-petikan pelbagai genre yang diambil dari pelbagai artikal yang terdapat dalam akhbar-akhbar, majalah dan periodikal. Hampir semua petikan-petikan tersebut adalah tentang isu-isu semasa. Didik dan galakkan para pelajar supaya membaca isu-isu semasa dengan mengajukan soalan-soalan tentang isu semasa setiap kali sebelum memulakan sesi PdPc supaya mereka sentiasa peka dengan isu semasa.

Dari manakah punca bahan-bahan yang mengandungi isu semasa?

a)      Akhbar

b)      Majalah

c)      Periodikal

d)      Newsletter

Untuk memastikan ini berlaku, pelajar harus melanggan akhbar, majalah, periodikal dan newsletter. Adakah ini boleh dilakukan oleh pelajar? Saya pernah cuba melanggan akhbar The New Straits Times tetapi ianya hanya bertahan selama beberapa bulan. Alasan pelajar ialah mereka tak mampu melanggan setiap hari dan tidak lancar membaca untuk menghabiskan isi kandungan akhbar tersebut setiap hari. Pada mereka ia agak membazir walaupun saya berjaya mendapatkan harga langganan iaitu 60 sen (separuh harga) kerana saya membuat langganan lebih 50 naskah setiap hari. Kalau ini pun mereka tidak mampu, masakan mereka mampu membeli dan membaca bahan-bahan bacaan yang lain.

         Dalam bulan November 2012, saya telah mendapat ilham dari tontonan video you tube bertajuk ‘Harness You Student’s Digital Smart’. Seorang guru dan pengarah IT dari Westwood Schools, South Georgia, USA telah berjaya meningkatkan minat dan pencapaian pelajarnya melalui internet. Beliau telah membina blog khas yang diberi nama ‘Coolcatteacher’ untuk menampung keperluan pelajar beliau di mana saja dan pada bila-bila masa. Blog ini telah memenangi The World’s Best Educational Blog.

Mengambil idea ini sebagai panduan, saya mula membina sebuah Educational Blog yang bernama muetirshadway.blogspot.com pada tahun 2013. Blog ini dibina atas keperluan pelajar untuk membaca secara meluas pada bila-bila masa dan dimana saja. Yang paling penting ialah ianya diupdate sendiri oleh penerbit dan bahan bacaannya meluas; hampir tiada hadnya!

Dari blog ini, saya memuatkan artikel-artikel yang bersangkutan dengan pendidikan dari pelbagai genre. Selain itu, saya membuat banyak pautan yang membawa para pelajar untuk menikmati bacaan yang meluas dari pelbagai akhbar tempatan dan luar negara. Pautan-pautan juga merangkumi majalah-majalah tersohor seperti Reader’s Digest, Newsweek dan Times.

Baru-baru ini, saya telah menukar alamat blog ini kepada:
roslimuetmegastation.blogspot.com

Apa yang boleh dibantu oleh blog ini dalam PdPc? Bagi saya blog ini banyak membantu dari segi perolehan bahan yang banyak dan tidak terhad penggunaannya. Sebagai contoh:

Bahan dari blog ini boleh terus digunakan sebagai bahan rujukan dan pembelajaran dalam kelas seperti dibawah ini;

  

Bahan ini boleh dieksploitasi dengan mudah sebagai ulangkaji atau soalan formatif. Gambarajah seperti di atas boleh diakses dalam pos yang dihantar pautannya kepada pelajar. Bahan-bahan relevan yang terkini boleh diperolehi dengan mudah dan boleh digunakan berkali-kali.

Contohnya, keratan dari akhbar New Straits Times ini diambil untuk tujuan pembacaan dan perbincangan.

Keratan akhbar New Straits Times boleh dieksploitasi sebagai bahan bacaan dan perbincangan. Ia juga boleh digunakan sebagai bahan untuk meningkatkan kosakata pelajar contohnya, tiga perkataan di atas. Ini dapat dilakukan tanpa menggunakan kertas. Ianya boleh dijadikan  word-file dan dihantar ke kumpulan whats application untuk dikongsi sebagai aktiviti lanjutan di luar waktu persekolahan.

Strategi W.A.L.L. (Web-Assisted Language Learning; Kajian Tindakan bagi MUET tahun 2012/2013) boleh pergi lebih jauh dari itu; pautan-pautan tambahan untuk membantu fonologi dan semantik boleh membantu pelajar semasa ketiadaan guru. Pembelajaran akan terus berlaku dengan otonomi pelajar dalam mendapatkan info dengan bimbingan dan arahan yang tepat.

  

Paparan di atas menunjukkan para pelajar boleh belajar secara online melalui (pautan) dashboard MUET sekolah.

Kepentingan Sumber Maklumat Dalam Minda

Isi atau maklumat datang dari kosakata konten (content word). Kosakata struktur pula adalah pembentuk atau struktur binaan ayat. Jika pelajar menguasai konten dengan pembacaan yang meluas, dia dengan secara tidak langsung menguasai perkataan yang banyak dalam konteks yang berbeza. Apa yang membentuk pengetahuan pelajar adalah sebenarnya ‘makna’ mengikut konteks; yakni lebih banyak maklumat yang ada dalam minda pelajar, lebih banyak bidang ilmu yang boleh dikuasainya. Penguasaan bidang pengetahuan yang luas membolehkan seseorang pelajar itu memahami kebanyakan disiplin ilmu. Maklumat atau pengetahuan adalah  perujuk semantik (semantic referrer) kepada maklumat baru yang bakal dikuasai. Apa yang ingin saya rumuskan di sini ialah, pembacaan yang meluas (quest for inquiry) adalah menjadi faktor utama kepada penguasaan maklumat asas bagi setiap bidang pengetahuan yang ingin diketahui.

        Apa pun, mencapai matlamat menyediakan bahan maklumat yang luas dan pelbagai adalah sangat kritikal dalam PdPc. Ramai guru gagal menyediakan bahan maklumat yang melimpah ruah pada pelajar. Banyak bergantung kepada buku teks atau bahan cetakan berkala menyebabkan pembelajaran agak terbantut atau kurang berkembang. Eksploitasi bahan amat terhad, renyah dan lambat. Saya masih ingat suatu ketika dulu, Berita Harian menganjurkan Program Akhbar Dalam Darjah (ADD) di mana antara lain menyediakan para pelajar dengan kaedah menggunakan keratan akhbar di dalam kelas. Bayangkanlah apabila kelas  memerlukan akhbar yang banyak untuk dikongsi dalam kumpulan. Proses menggunting dan melekatkan bahan-bahan di dalam akhbar ke dalam buku latihan memerlukan masa yang banyak dan renyah (tedious). Bahan-bahan tersebut akan lupus dan tidak boleh digunakan berulang kali. Istilah gunting dan lekat secara manual atau maujud sudah tidak relevan lagi. Pada masa kini, kaedah‘cut and paste’ secara maya lebih banyak digunakan.