JABATAN PENGKHUSUSAN BAHASA INGGERISINSTITUT PENDIDIKAN GURUKAMPUS ILMU KHAS, KUALA LUMPUR

EDU 3093

SEMESTER: 8TAHUN: 2015

TEACHER AND CURRENT CHALLENGES

DISEDIAKAN OLEH:

Haslilah binti hj. Selamat

No. K/P: 790731-01-5708

Program: PPG Ambilan FEB 2012

Kumpulan Akademik:ANGKA GILIRAN:

PPG TESL COHORT 2 P8.3 (sem. 8)2012171360108

PENSYARAH:

MADAM ROSE MARIA BINTI AHMAD JAILANI

TARIKH SERAHAN:TARIKH DITERIMA:

8 AUGUST 201512 SEPTEMBER 2015

JABATAN PENGKHUSUSAN BAHASA INGGERIS

TASK 1-ESSAY WRITING

Identify two issues and challenges faced by teachers nowadays and give relevant recommendations to solve the challenges they are facing. Based on the speech by Deputy Prime Minister in conjunction with New Year Message 2015 by Ministry of Education.

Teachers in todays world are under a growing pressure to perform. Higher expectations and greater needs now pressure the teachers to perform effectively in classroom. It all comes down to quality teachers who are determinants of student achievement. Even the most prepared and genuinely qualified teacher still has a great deal to learn when they begin to teach. Hence it is vitally essential that teachers are well prepared when they learn when they begin to teach and they continue to improve their knowledge and skills throughout their careers. The 21st century has brought about a greater demand for the nation to produce quality teacher. The road ahead is not going to be easy in producing the next generation of teachers. According to Chickening and Gamsons (1987) classic Seven Principles for Good Practice in Undergraduate, the quality teacher can be define as encourage contact with students, develop reciprocity and cooperation among students, encourage active learning, get prompt feedback, emphasize time on task, communication high expectation and respect diverse talents and ways of learning. To fulfill it the government has taken great measures in achieving its graduate target in primary and secondary education, narrowing the digital divide, integrating ICT in the teaching and learning process, strategizing teacher development programs, fulfilling the aspirations of education defined by National Key Result Area (NKRA), developing innovative leadership and definitely improving to a great extend proficiency and mastery in the English Language.To uphold the education transformation, the professional teachers development has become an increasingly challenging task for Malaysias younger generation for Malaysias younger generation which has a higher set of values and greater expectations from life. With the growing needs and expectations of the society, teachers are not only expected and seen as imparters of knowledge but also to shoulder the responsibility of moulding and shaping a better citizenry. Based on this scenario, the Malaysia Ministry of Education constantly encourages her teachers to pursue courses in critical and relevant areas such as ICT, thinking skills, technical and technic education by offering remuneration packages and potential promotions. According to Rahimah Hj. Ahmad in her journal stated that the eleven years of schooling (six years elementary and five years secondary) at one and the same time, prepares students for the work market as well as to further their education to higher levels. Students are thus no more streamed into specialized areas, (Arts, Science, Technical or Vocational streams), although there is room for them to have subject concentration through their choice of elective subjects. The upper secondary curriculum consists of core subjects required of all students (general education), and four groups of subjects from four areas (Humanities, Science, Technical and Vocational, and Islamic Education). Students are allowed to choose their electives from two of the four areas. This may also mean paving the way for the ultimate abolishment of the technical and vocational schools. To generate the students talent the teacher play specific roles in order to fulfill the government policy.In the speech by Ministry of Education mentioned about the moral value among the teachers and students. Moral and values education has always been recognized and acknowledged in the Malaysian school curriculum. It dates back to the time of the British colonial government, when missionary work was one of the reasons for providing education for the people. The curriculum had included Scripture as one of the subjects at the secondary level, and ethics for the non-Christian pupils. Mukherjee (1986, p. 151) states that there were weekly slots on ethics (given) to their nonChristian pupilswith liberal extracts from the Bible accompanied by frequent exhortations to be good. Following the English school tradition then, the National School System included Islamic Religious Education, then known as Agama (Religion) in the curriculum for the Muslim pupils. For the non-Muslim students, some form of moral education was given in place of Agama. More fervor is given to values education in the present curriculum. The Kurikulum Baru Sekolah Rendah (KBSR), that is the New Primary School Curriculum, and the Kurikulum Bersepadu Sekolah Menengah (KBSM), or the Integrated Secondary School Curriculum, which have completed their first cycle recently, emphasize the teaching of values in order to enhance quality individual development, as well as creating Malaysian citizens of the future, through education. The moral and value are very critical subjects nowadays as the students faced with so many moral problems, in order to decrease the moral problems my suggestion is our government has to strengthen the moral and value subjects in school by give merit if the students done good deeds. Apart from that, the higher education also has various initiatives at national and faculty levels that are carried out to improve teaching quality at Malaysian universities. Measures such as auditing and accrediting university programs and obtaining certification for quality management help improve program management and standardize students learning experiences. However, these do not guarantee quality teaching within the classrooms. Initiatives at faculty levels do not promise quality teaching as staff development often takes place within workshops and training sessions that rarely promote sustainable learning resulting in minimal impact on instructional practice. To improve teaching, staff development effort should promote professional learning within communities of practice in which teaching experience and dilemmas are shared and reflected upon. A close scrutiny of the teacher learning culture in many higher educational institutions in Malaysia, however, reveal that such effort would be an arduous task due to the numerous challenges to be overcome. To encourage the formation of communities of practice within faculties to improve teaching quality in Malaysian universities requires drastic changes to the policies which govern academic staffs achievement and success. It also requires the setup of a new entity under the Ministry of Higher Education (MOHE) to monitor staff development efforts in Malaysian universities. At university level, forming communities of practice within faculties requires drastic changes to the job description of staff developers.Albert Schweitzer once said, Example is not the main thing influencing others. It is the only thing. Over and again, the world has seen organisations change successfully and unsuccessfully during the process of transformation. From the discussion above, the current change agents have to maintain high integrity for transformation to happen effectively. Their sense of purpose to remain relevant will make them enlighten to continuously work together for the good of the organizations. One block of hindrance that mangers of change must never ignore is the emotional shift: from those emotions that hinder change and those that facilitate change. The leaders/managers have to be prepared with facing anger, pessimism, cynicism, anxiety and insecurity. Therefore, leaders and mangers by exemplary models help to change these emotions to those of trust, optimism, enthusiasm and hope. The power of the people is another crucial agent for change to take place. Leaders need to address the initiative to colleagues and subordinates very clearly of the need for change. The establishment of relevant committees to assist the management is another approach to attract the people to work together to achieve a shared vision for the university. It is the centre of learning to play its role effectively and efficiently. Finally, the crucial ingredient that mobilizes change is finance. Thus, University has taken a very proactive step in generating income for its sustainability. The dynamics of this effort involve competence of the university treasury, product suppliers credibility and maintenance provider. In managing transformation in the university, financial distribution and re-generation has to be done fairly, with transparency and clear procedures. With all these issues addressed and placed in the right frame of mind and attitude, it is hopeful that any change initiatives that take place in the university will reap good for all.

REFERENCES

Chickening and Gamsons (1987) Classic Seven Principles for Good Practice in Undergraduate29:39

Journal of Further and Higher Education. Volume 38,Issue 5, 2014Special Issue:Global, international and cultural perspectives in further and higher education

Kementerian Pendidikan Malaysia, (1989), Kurikulum Bersepadu Sekolah Menengah (The integrated Secondary School Curriculum), Kuala Lumpur:Pusat Perkembangan Kuriklum.

Kementerian Pendidikan Malaysia, (1990), Kurikulum Baru Sekolah Rendah (The New Primary School Curriculum), Pusat Perkembangan Kuriklum, Kuala Lumpur.

Kementerian Pendidikan Malaysia, (1990), Pendidikan di Malaysia (Education in Malaysia), Bahagian Perancangan dan Penyelidikan Pendidikan, Kementerian Pendidikan Malaysia, Kuala Lumpur

Mahathir, M. (1991), Malaysia: the way forward (Vision 2020), paper presented by the Prime Minister, in a Conference of the Malaysian Business Council, 28 February 1991.

Ministry of Education (1993), Education in Malaysia, Educational Planning and Research Division, Kuala Lumpur

Mukherjee, H. (1986), Moral education in a developing society: the Malaysian case, in The Revival of Values Education in Asia and the West, Comparative and Education Series, Vol. 7, Ch. V, pp. 147-62.

Rahimah, H.A. (1993), Perkembangan dan reformasi pendidikan:Dilema pelaksanaan nilai (Educational development and reformation: the dilemma of implementing values), paper presented at the 30th Anniversary Seminar of the Faculty of Education, University of Malaya, 3-5 November 1993

TASK 3 GROUP WORK GRAPHIC ORGANIZERTHE USE OF BOARD GAME TO REDUCE IRREGULAR VERBS ERROR IN WRITING YEAR 5

WEEK 3WEEK 2WEEK 1ACTION PLANHow board game helped to reduce year 5 low proficiency level students irregular verbs error in their writingThe use of board game as an effective tool to reduce year 5 students irregular verbs error in writingOBJECTIVES