PROGRAM EKSEKUTIF CUTI SEKOLAH

SME 6044 ISU-ISU KONTEMPORARI DALAM PENDIDIKAN MATEMATIK

TUGASAN 1:

ISU 1: PROFESSIONAL TEACHING STANDARDS

DISEDIAKAN OLEH:

NAMA NO.MATRIKS

Audrey Yee Hsing Hui M20131000365

Joyce Jong Shen Ee M20131000376

Kueh Su Li M20131000375

Lau Ee M20131000384

Ting Jack Yew M20131000380

KUMPULAN: MATEMATIK KUMPULAN A

PENSYARAH: PROF. DR.MARZITA PUTEH

Pemarkahan

TABLE OF CONTENT

1.0 INTRODUCTION ………………………………………………………………………1

2.0 TEACHER (SELF) ……………………………………………………………………...1

I) STRENGTHS AND WEAKNESSESS………………………………………....2

II) NEEDS ND GOALS……………………………………………………………..2

III) NEW SKILLS………… ………………………………………………………...2

IV) UPGRADE THROUGH PROFESSIONAL DEVELOPMENT……………..3

3.0 TEACHING PROFESSION……………………………………………………………4

3.1 TEACHING AND LEARNING ……………………………………………….4

I) PLANNING…………………………………………………………………......4

II) GOALS…………………………………………………………………………..5

III) STARTEGIES…………………………………………………………………..5

IV) RESOURCES …………………………………………….…………………….6

V) CLASSROOM ENVIRONMENT……………………………………………..6

3.2 ASSESSMENT

I) STRENGTHS AND WEAKNESSES…………………………………..7

4.0 PUPILS …………………………………………………………………………..............8

4.1 CATERING TO PUPILS’………………………………………………………8

I) PUPILS’ BACKGROUND……………………………………………………..8

II) PUPILS’ BEHAVIOUR………………………………………………………....9

III) PUPILS’ INTEREST……………………………………………………………9

IV) PUPILS’ STRENGTHS AND NEEDS………………………………………..10

4.2 OUTCOMES OF THE PUPILS………………………………………………..10

I) TECHNOLOGY COMPETENT……………………………………….11

II) GOOD COMMUNICATION…………………………………………...12

III) GOOD BEHAVIOUR……………………………………………………12

IV) CRITICAL AND CREATIVE THINKING……………………………13

V) ACTIVE AND INFORMED CITIZENS………………………………...14

5.0 SOCIETY…………………………………………………………………………………..15

I) PROFESSIONAL ENGAGEMENT WITH PARENTS………………………..15

II) PROFESSIONAL ENGAGEMENT WITH COLLEAGUES……………….16

III) PROFESSIONAL ENGAGEMENT WITH COMMUNITY………………...16

6.0 CONCLUSION……………………………………………………………………….....16

7.0 REFERENCES ………………………………………………………………………….18

1.0 INTRODUCTION

In the education system, teachers need professional teaching standards to ensure that the

quality of teachers and effective teaching in the schools. Professional teaching standards

will improve educational outcomes for pupils. This standard provides a framework which

stated clearly that the knowledge, practice and professional engagement required across

teacher’s careers. In that case, teacher shares the common goals, professional aspirations

and achievement. The purpose of the standards is to contribute to the professionalization

of teaching and raise the status of the teaching profession.

According to Dylan William, every teacher needs to improve, not because they are not

good enough, but because they can be even better. As a teacher, we need to identify both

our strengths and weaknesses. In order to do that, teacher has to become a reflective

practitioner. After each lesson, teacher writes reflection to reflect the process of teaching

and learning in the lesson. Teachers need to have the time to look back on and think

about their classrooms, their teaching and about how the new skills and understandings

they are gaining may inform their practice. Teacher should know their strength and

reinforce them. Whereby there are weaknesses, teacher should find ways to overcome.

2.0 TEACHER (SELF)

A research done by S. Paul Wright, Sandra Horn, and William Sanders (1997) found that

the most important factor affecting pupil learning is the teacher. It is seemingly clear that

in order to improve education, the effectiveness of teachers need to be improved rather

than by any other single factor. Effective teachers appear to be effective with pupils of all

achievement levels regardless of the levels of heterogeneity in their classes. If the teacher

is ineffective, pupils of that teacher's guidance will achieve inadequate progress

academically, regardless of how similar or different they are regarding their academic

achievement. Effective teacher plays important role in making wise choice about the

most effective instructional strategies to employ, designing classroom curriculum to

facilitate pupils learning, and making effective use of classroom management techniques

(Roberto et al, 2003).

Strengths and weaknesses. In the classroom, teachers draw a body of

professional knowledge and research to respond to the needs of their pupils within

their educational contexts. Teachers need to know their pupils well, including

their diverse linguistic, cultural and religious backgrounds. Teachers know how

the experiences that pupils bring to their classroom affect their continued learning.

Hence, teachers need to know how to structure their lessons to meet the physical,

social and intellectual development and characteristics of their pupils. As a

teacher, we are trained to know the content of subjects and curriculum. Teachers

have to understand the fundamental concepts, structure and enquiry processes

relevant to the subjects that they teach.

Needs and goals. Teachers face a lot of challenges in schools with all the work

load and burdens. Gradually, teachers might feel tired and stressful. With the

challenges teachers face, the passion within them gradually decreases. Hence,

teachers need to find ways to revive the passion within them. Teachers need to

fulfill the needs of them before they can help to fulfill others’ needs. In this matter,

teachers can go and seek for anger management or even stress therapy to handle

the stress that they face.

New skills. Apart from that, teachers should also improve their skills. Teacher can

gain more knowledge by reading and doing research. Teachers can do research

every day in the teaching and learning process. Action research can support

teachers, as researchers, to investigate and better understand their work. It is

participative in that the researcher is also the practitioner – the teacher. The

examination of teacher practice drives the action research process. While action

research can provide learning about the practice of teaching it can also influence

policy decision. The action research process is a cycle based on continuous

learning. The cycle involves selecting the focus area, planning, implementing and

acting on the plan, observing and collecting data, analyzing, reflecting, re-

planning and responding by taking new action.

To help pupils to learn better, we have to start changing ourselves. The education

system is changing and improving day by day. This is why teacher should also

have the knowledge of new teaching. Teachers can gain knowledge of new

teaching by attending conferences to learn from a variety of expertise. We can

also attend upgrade courses such as Kurikulum Standard Sekolah Rendah (KSSR),

Kurikulum Standard Sekolah Menengah (KSSM) and i-think.

Teachers can also read the researches done by others. From there, teachers can

improve their teaching and learning in the classroom. Teachers learn from one

another through observations. Observations can be done by doing peer teaching

and buddy system. There are also professional learning teams that can contribute

significantly to schools becoming learning communities by fostering a culture of

collaboration and collective responsibility for the development of effective

teaching practices.

Upgrade through professional development. The professional learning teams

need to plan the process carefully in order to achieve their objectives. This

process must include strategies for collecting pupils’ outcomes data, the

preparation of action plans, procedures for implementation and methods of

evaluating the impact of their work on teacher practice and pupil learning.

Teachers are encouraged to practice continued life-long learning. After graduating

from a bachelor of degree, teacher can pursue for higher learning such as master

or doctoral. It helps teachers to become proficient. By upgrading and developing

teachers’ profession, it can help teachers to become leader or expert.

Technologically Competence. Technology is a powerful enabler of 21st century

learning, but teachers still must teach. Teachers must support their pupils’

engagement with technology resources for learning, highlighting the important

subject matter content, pressing pupils for explanations and higher-order thinking,

tracking their pupils’ progress and encouraging their pupils to take more

responsibility for learning. This is why teachers need to constantly learn how to

use the latest technology. Professional learning should support and develop

educators’ identities as fluent users of advanced technology, creative and

collaborative problem solvers, and adaptive, socially aware experts throughout

their careers.

3.0 TEACHING PROFESSION

Teaching is a demanding job. It requires in-depth knowledge of subject content,

pedagogical skills and knowledge, and many lots of good value in a person such as

punctuality, patience, creativity, flexibility and able to be a leader.

3.1 TEACHING AND LEARNING

Planning is an important task that must be done by each and every teacher in

Malaysia. That is why every teacher will be given a record book or as we called it

Buku Rekod Rancangan Pengajaran in the beginning of each schooling year.

Teachers need to jot down their planning and strategy for every teaching and

learning session. The government has even issued a circular (Surat Pekeliling

Ikhtisas Bil. 3/1999 – Penyediaan Rekod Pengajaran dan Pembelajaran) back in

1999 to remind teachers about the importance of planning their teaching and

learning session at least a day ahead. Failure to do so will resort to fine of up to

RM5000.

Inadequate lesson planning is one of the issues that often happen in our education

society. For instance, ambitious teachers tend to plan too many activities in a

teaching and learning session but could not achieve the intended objectives

because of the time constraints. Vice versa, there are some teachers who planned

too little of activities which cause pupils to complete their task earlier and create

chaos in the class as they were too bored of waiting for the next activity. It is also

important to keep the lesson flows smoothly through each transition.

A typical lesson flow would be induction followed by development, enrichment,

assessment and conclusion. A lesson which is not planned well can be detected

easily. When a lesson is not smooth, teacher tends to lose control over classroom

management. Hence, through advanced planning, it would avoid such issue from

happening.

Goals or learning outcomes are the objectives that we intend to achieve by the end

of each lesson. The ministry has suggested numerous learning outcomes for each

subject that are available in the official documents called Huraian Sukatan

Pelajaran and Dokumen Standard Kurikulum. It is necessary to look through the

list of learning outcomes to know which learning outcomes that are intended to be

taught for that particular teaching and learning session to avoid mismatch between

the learning outcomes and the activities. After the learning outcomes have been

decided, then teacher can proceed with constructing the lesson’s activities.

Strategies. Howard Gardner (2011) has identified eight multiple intelligences of

pupils believed to be able to guide teachers in constructing the most suitable

teaching and lesson plan. These multiple intelligences are linguistic, logical-

mathematical, spatial, musical, naturalist, bodily-kinaesthetic, interpersonal and

intrapersonal. Teachers need to spare some time to study and understand their

pupils better in order to find the best way to deliver intended knowledge.

Teachers need to step out of their comfort zone as sticking to the same strategy in

teaching easily bores pupils. In the world of technology today, pupils are exposed

to much more interesting and interactive technology at home. Thus, teacher faces

the problem of keeping up with the trends and to capture their interest in learning.

Most teachers also tend to ‘chalk and talk’ as there are no teaching materials

necessary and not much of preparation are needed. This shows the lack of

creativity and passion of those teachers in teaching which leads to inequity of

education to their pupils.

Resources. Oxford Dictionaries (2014) defines ‘resources’ as source of help or

information. Drews (2007) defined ‘mathematical resource’ as any form of

specific mathematical apparatus (structured or unstructured), image, ICT, game,

tool, paper, or everyday material which could be utilised to provide a

mathematical teaching or learning aid. These resources are used for hands-on

manipulation to model concept or give a clearer picture of content.

Most schools in rural areas still lack of teaching resources that were supposed to

be given by the ministry and then, there are schools which have the resources but

not utilizing it at all or utilizing it correctly. Resources need to be evaluated in

form of its appropriateness before using it to each certain level of pupils.

Parents love buying reference books in bookstore in order to enhance their

children’s understanding and knowledge. However, little did most of them know

that most of the reference books out there have errors. References should be

proof-read by the publishing company before distributing them to be sold. This is

to prevent pupils from getting confused with the facts that they have learned in

school with those they have obtained from references.

Many teachers often belittle the importance of how information should be written

on the whiteboard or blackboard. Teachers need to learn and be aware of how the

partition when writing on the board. Jumping from one end to another may bring

confusion to the pupils. In addition, teacher should not spend too much time

writing as pupils tend to grow restless while waiting for teacher to finish writing.

Resort to the use of ICT or resources to avoid such issue.

Classroom environment is important as it plays a big factor in influencing pupils’

study. Providing a conducive classroom to all pupils is the responsibility of the

teacher. One of the major issues in schools in Malaysia is having too many pupils

in a classroom. Size matters and in delivering knowledge, the less pupils in a

classroom, the more effective the classroom would be. This is because teacher

could monitor the class as individuals better this way.

Sufficient brightness with an average temperature is important to promote a

conducive learning access to pupils. Most teachers would have notice that pupils

are the most attentive early in the morning and tend to get sleepy nearing the noon

as the class is hotter. To overcome this, teacher can install curtains to reduce the

heat and brightness from outside.

Seating arrangement affects how pupils learn and could promote peer learning

along the way. Teacher needs to learn about how most of the pupils in his or her

class learn best and sort them in a more suitable form of seating. If a pupil is weak,

sitting him or her with an intelligent peer will help to increase his or her attitude

towards learning. KSSR encourages group seating as most teaching and learning

activities in KSSR syllabus suggested are of learning through play.

A conducive classroom should be well equipped with facilities such as tables,

chairs, cupboard, reading corner and display corners. However, shame to say that

there are schools which do not have enough tables and chairs in classroom to cater

the needs of pupils. They had to share or take turn to use such simple facilities.

Thus, sufficient facilities and a preferably a cheerful classroom is necessary to

produce happy and cheerful pupils who look forward to learning.

In a nutshell, teacher needs to be more attentive towards the aspects mentioned

above to create a conducive teaching and learning session for the pupils.

3.2 ASSESSMENT

Strengths and weaknesses of assessment can be seen on how it reflects pupils’

abilities. Multiple choice questions (MCQ) do not convey their abilities much but

is dependent on their luck of bolding the right answers. Thus, it is quite unfair to

assess them on their luck and not purely based on their knowledge and

understanding. Teachers also must not depend too much on examples available on

references for it may not be suitable for their pupils. Should they persist; items

need to be checked thoroughly for mistakes.

Synchronized assessment is done in most districts to evaluate their pupils’

achievement. It is where test papers with the exact same items will be distributed

to the schools within an area, ignoring whether the school is of highly proficient

pupils or the other way. Synchronized assessment is not encouraged as it instills

examination-oriented mindset among school administrators, teachers and pupils.

Learning should be done in order to teach pupils new knowledge and skills, not to

pass an examination. Furthermore, teachers need to rush to finish the syllabus; no

matter if the pupils understand or achieved intended learning outcomes or not.

4.0 PUPILS

4.1 CATERING TO PUPILS’…

One of the issues in professional teacher standard is the ability of teacher

responds to pupils. Knowledge about pupils will enable teachers to refine lesson,

class discussions, comments, illustration, and activities so that pupils are more

effective in learning. References to pupils’ interests, backgrounds, knowledge,

and even anxieties can make the class seem more personal and the material more

accessible. Teachers strive to improve the teaching profession.

Pupils’ background. Pupils come from different family background and have

different learning needs. The teachers should respect learners as individuals with

differing personal and family backgrounds and various skills, abilities,

perspectives, talents and interest. Teachers must know the ways in which learning

take place and they need to know the levels of intellectual, physical, social and

emotional development of their pupils. Teachers have to take into account that

every pupil has different backgrounds and various learning needs.

Pupils learn best when they feel safe and known. If a pupil is afraid to response to

a question or problem is not acceptable, he or she will not perform at his or her

best. Teachers must make pupils feel welcome in the classroom by making the

effort to learn about their backgrounds and interests. This will help teachers build

a sense of community and to improve their instructional method. When teachers

know their pupils, they have a better understanding of their special needs, learning

preferences and styles, relevant prior experience, and practical issues that will

play a role in the class.

Pupils’ behaviour is one of the greatest challenges a teacher faces in classroom.

Pupils may exhibit disruptive behaviour to get attention, gain power, get revenge

and display inadequacy. The most effective ways to deal with disruptive

behaviour is to prevent it. Teacher plays an important role to create a classroom

environment that reinforce positive behaviour, stimulate attention and

metacognition in order to clarify teacher’s expectation.

Effective teaching and learning cannot take place in a poorly managed classroom.

If the pupils are disorderly and disrespectful, and no apparent rules and

procedures guide behaviour, chaos becomes the norm. In this situation, both

teacher and pupils will suffer. Teacher struggle to teach and pupils most likely

learn much less that they should. In contrast, well managed classroom provide an

environment in which teaching and learning can flourish.

Pupils’ interest. Gaining pupils’ interest is important to all subjects in school. A

pupil’s interest in the subject matter is correlated with the knowledge they gain

from the subject. It consists of method in helping pupils foster curiosity and see

the natural relevance in what they are learning. Teacher will be able to see pupils

interest in the subject if the pupils are more active in the class and more willing to

contribute to the classroom discussion. Otherwise, the pupils will not pay

attention, become lazy with his or her work or always absent from the class.

Teacher plays an important role in gaining pupils’ interest in learning. Teacher

should make the learning materials relevant to the pupils. Teacher should utilize

critical thinking into the lesson and have an active learning environment. Teacher

must stay interested in the subject in order to keep pupils interested.

Pupils’ strengths and needs. A pupil is responsible for attending classes, taking

detailed notes, reading the required materials and studying for tests and

examinations. Since each pupil is different in terms of skills and motivation, their

strengths and weaknesses differ too. A pupil's strengths and weaknesses may also

depend on the subject. A pupil may thrive in one area of study but struggle in

another (Jane, 2014).

Teachers need to create developmentally appropriate instruction that takes into

account individual learners’ strengths, interests, and needs which enable each

learner to advance and accelerate his or her learning. Teachers know how their

own pupils think and learn by adapting resources to address the strengths and

weaknesses of pupils. Therefore, teachers must regularly assesses individual and

group performance in order to design and modify instruction to meet learners’

needs in each area of development (cognitive, linguistic, social, emotional, and

physical) and scaffold the next level of development (Jane, 2014). Teachers have

to adapt teaching strategies to cater to pupils’ needs. For example: if pupils have

difficulty in learning by listening, the teacher can provide visual using the board

or projector, provide flash card or have them taking notes and use coloured

marker to highlight important information.

4.2 OUTCOMES OF THE PUPILS

Teacher are expected to produce pupils whose are good in technology, have good

communication with others, posses good and kind behaviour, able to think critically or

creatively and be active and informed citizens after undergoing six years old primary

education and another five or six of secondary education.

Technology competent. The lack of technology literacy among pupils has become

a topic much debated. Some of the pupils could not get used to the technology.

Even simple tasks such as typing, presenting and finding information online can

be excruciating for them. For example, pupils face difficulties in using Microsoft

PowerPoint to present their assignment. Perhaps, the responsibility would point to

teacher for not developing such simple skills among the pupils.

The vision and mission of teachers’ education in Malaysia is to develop a system

of education in producing teachers who are constantly striving to achieve

excellence and willing to face challenges (Teacher Education Division, 1999).

However, we found that some teachers are still technologically incompetence.

Hence, what is more that we could expect from the pupils. Nowadays, teachers

tend to avoid using technology in their teaching and learning process as they are

reluctant to use these technologies such as computers, the internet, broadcasting

technologies (radio and television) or teaching software which is time consuming

to be set up. Teachers resort to the comfortable old traditional way of chalk and

talk as it is the easier way to deliver knowledge. Therefore, pupils were given less

access and exposure in learning technology during their schooling years.

Information and communications technology (ICT) are the computing and

communications facilities that features that variously of support teaching, learning

and a range of activities in education (Kent ICT, 2009). In an effort to increase

ICT use within classrooms, Malaysian Ministry of Education (MOE) requires all

teachers to undergo basic informatics courses at both teachers’ training college

and university (Chan & Gurnam, 2009). Besides, MOE also provides intensive

and continuous ICT training for all teachers to equip the new generation of

teachers with the ICT knowledge and skills required. Hence, teachers or educators

can educate their pupils on technology literacy in this technology-rich society. By

acquisition of technology skills, pupils can extend their technology competency in

their workplace.

Good communication. Communication is an essential part of human interaction

(A Winbow, 2002). ‘Careless talk costs lives’. Pupils often face ineffective or

confusing communications in their personal lives. It rises up the problems of

misunderstanding or embarrassment in their daily life. Hence, teachers should

ensure that pupils gain the appropriate skills and knowledge to communicate

effectively and efficiently.

In a traditional classroom, one-way communication exists. It is teacher-centred as

pupils are not allowed to ask but it is required for them to listen during the

teaching and learning process. Teachers do not emphasise on the development of

communication skills among teacher and pupils, pupils and pupils and pupils with

society. Thus, poor communication skills exist and it will influence their

interaction with others in future.

The ability to communicate effectively and appropriately is learned and, therefore,

must be taught. Therefore, pupils should practice to be competent in oral

communication especially in speaking and listening as it is one of the basic

competencies every graduate should have. Teachers should use various

communication strategies such as listening, speaking, reading, questioning,

literature art to engage pupils in learning communication skills. Oral and written

communication can be emphasized through discussion, listening and responding

to the ideas of others and group interaction in pair or group presentation.

Good behaviour. According to Theresa (2006), the earlier schools and teachers

begin to build pupils’ confidence in their ability to do well, the better off pupils

will be. However, there are still bad behaviours that exist between pupils. As a

professional teacher, we should look at it in depth and reflect our own

responsibilities on how to foster good behaviour on pupils.

As a role model, teacher should display behaviours reflective of moral value, such

as fairness and honesty. It is vital by making professional judgements and

decisions during interaction with pupils. Schools and teacher should educate for

character, especially through teaching respect and responsibility. Most of the

moral virtue can integrate in our teaching and learning process and encourage

pupils to practice it in routine.

Moral is a minor subject in school so many teachers tend to neglect the

importance of moral class and use its time to learn major subjects like

mathematics. Thus, it will develop a concept that moral is not important among

pupils. Teachers should reflect on their own practice by actively developing moral

value in the classroom.

Critical and Creative Thinking. Critical thinking and creative thinking are not

interchangeable. They are strongly linked, bringing complementary dimensions to

thinking and learning. Critical thinking is defined as reflective process involves

pupils in learning to interpret, analyse, evaluate, explain, compare and questioning.

Creative thinking involves pupils in learning to generate and apply new ideas,

identifying alternative explanations or constructing theories and concepts.

However, most of the pupils in our public schools tend to wait for answers from

the teachers during teaching and learning session. They will also just copy down

what the teacher wrote on the backboard. For example, pupils will draw a house

followed the sample given by teacher. They do not think critically and creatively

on how to construct their own drawing. It is believed that traditional teaching has

resulted to this passive learning in a classroom.

Educators should create a learning environment that engage pupils in critical

reflection, recognise or develop an argument, and use information to solve

problems. Besides, teacher can design lessons that challenge pupils to develop

critical thinking, problem solving, and higher cognitive skills. Open-ended

questions should pose to pupils to think, analyze and interpret. Furthermore, use

tasks that engage pupils in exploration, discovery, and hands-on activities to

develop critical and creative thinking. All these effort is beneficial to build up

new generation with higher order thinking.

Active and informed citizens. In the conventional way of learning in the

classroom, pupils kept memorising formulae, facts and repetitive exercises.

Without understanding the concept, pupils are fixed to solve the question using

the method taught by teacher in order to pass the examination. Hence, most of the

pupils fail to apply their knowledge or skills in their workplace.

It is important that in schools, teachers talk about how pupils experience active

citizenship within the school (Libby & Anita, 2009). In what ways does the

school recognise their current citizenship? What opportunities are there for them

to take part in significant decision-making? How are classroom activities

structured to enable all pupils to be seen as citizens and undertake real roles of

value in their community while they learn?

Children should be developed as successful learners, confident individuals and

responsible citizens who can make positive contributions to society. They are the

key concepts of democracy, justice, rights and responsibilities, identities and

diversity. Hence, school should reflect democratic practices by giving children the

opportunity to have a say over decision making. It can produce pupils to be

informed citizens and actively participate in the life of their community who make

positive contribution to society.

5.0 SOCIETY

We do not live alone and as teachers, we play a great role in developing the young society.

Teachers should maintain high professional standards and should be accountable to society.

Teachers can do more, and should be encouraged to do more, to share their expertise and

experience systematically in ways that go beyond the mere exchange of information. However,

teachers report relatively infrequent collaboration with colleagues within the schools and unable

to establish respectful collaborative relationships with parents and communities.

Professional engagement with parents. Teacher plays an important role to establish a

collaborative relationship with parents. Teacher could provide some suggestions to

parents, like how to extend children’s learning through activities and resources. This is

because giving some suggestions or advices is more appropriate rather than teaching

parents how to do this. It could help to build trust, respect and reciprocity for both

teachers and parents (Keesing Styles, 2000). Moreover, teachers need to let families

know how they can be helpful and can ask for their assistance with specific activities. For

example, teachers can invite the parents to participate to some activities or write down

some feedbacks about activities. This way, it will make a parent/teacher partnership

effective and help the parents to have a better understanding about early childhood

curriculum and their children (Duncan, 2006).

The study has indicated that parental involvement improves components of children’s

education such as daily attendance, cognitive and social skills or achievement, behaviour

and attitude, confidence, and motivation. Besides that, many studies highlight the point:

parent participation in education is very closely related to pupil achievement. A Stanford

University study found that using parents as tutors brought significant and immediate

changes in children's I.Q. scores (Palm, 2003). It is believed that the increment of

parental involvement has shown a consistent, positive attitude of pupils such as daily

attendance, cognitive, and social skills or achievement.

Professional engagement with colleagues. In a school, teachers must collaborate with

administrators, fellow teachers and other employees in order to provide a safe and

positive learning experience for pupils. A teacher must follow the direction of

administrators, even if rules or expectations seem unreasonable, in order to avoid

undermining an administrator's authority and to set a positive example for pupils. When

disagreements arise between teachers, they must handle the disagreements in private and

refrain from talking negatively about colleagues in front of pupils. In addition, teachers

must engage in appropriate relationships with colleagues, keeping personal feelings and

adult behaviors out of the school.

Professional engagement with community. Teachers seek out and incorporate

community resources into their instruction, and encourage pupils to use home and

community resources in their learning. Teachers make connections between school, home

and community in order to enhance the relevance and meaning of learning. Home and

community resources are utilized to make learning meaningful and relevant, and so

pupils can gain an increased understanding of the knowledge, skills and attitudes needed

to participate in and contribute positively to society.

6.0 CONCLUSION

To conclude, the first issue of Professional Teaching Standards is about the body of

teacher (self). A teacher needs to know the strengths and weaknesses of all the

instructional strategies so to structure the most conducive teaching and learning

environment for their students. Besides that, a teacher needs to fulfill the needs and goals

in school and learn the new skills that can be applied in a classroom setting in order to

help pupils to learn better. Teacher needs to upgrade themselves through professional

development and technologically competence.

The next issue is about the Teaching Profession. Professional teachers must have in-depth

knowledge of subject content, pedagogical skills and knowledge, and many lots of good

value in a person such as punctuality, patience, creativity, flexibility and able to be a

leader. A teacher needs to know how to plan an adequate lesson, setting the goals of a

lesson, and choose the suitable strategies, and uses all the resources, and providing a

conducive classroom to all the pupils in our educational systems.

In the education world, pupils have become an issue in keeping up with the professional

teaching standards. The pupils’ background, behavior, interest, strengths and needs need

to be taken aware of in order to fully gain their interest in learning. Teachers need to

create developmentally appropriate instruction that takes into account these factors which

enable each learner to advance and accelerate his or her learning.

Last but not least, society does play an indirect role in helping or making it more difficult

to keep professional teaching standards at par. Teachers should maintain high

professional standards and should be accountable to society. Communication between

teachers and the parents, colleagues and community helps to overcome any aroused issue

that may have been overlooked by any of the society members.

To put it in a nutshell, professional teaching standards is a necessity as guideline for

teachers to perform their best in delivering knowledge, life skills and good values to the

future leaders of tomorrow.

7.0 REFERENCES

Alberta Teachers’ Association. (2014). Nature of Teaching and Teaching as A Profession.

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PositionPapers/Position%20Papers/Pages/Nature%20of%20Teaching%20and%20Teachi

ng%20as%20a%20Profession.aspx

A, Winbow. (2002). The importance Of Effective Communication. International Seminar on

Maritime English. Maritime Faculty, Istanbul Technical University, Istanbul, Turkey.

Bahagian Pembangunan Kurikulum (2014). Dokumen Standard Kurikulum. Retrieved from

http://web.moe.gov.my/bpk/v2/

Chan, Y. F. & Gurnam, K. S. (2009). Integrating Information and Communication Technology

(ICT) into University Teaching and Learning: A Case Study. Journal of University

Education. Faculty of Education. Vol.5, No.

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