Archive for the ‘1Student 1Sport’ Category

KOTA KINABALU: About 200,000 students from all over Sabah took part in the 1Student, 1Sport (1M1S)  Programme, which was launched simultaneously nationwide yesterday.

 

GETTING READY: Some of the around 10,000 participants of the programme for Likas Zone warming up.

 

Sabah Education Department director Datuk Dr Muhiddin Yusin said the programme at state-level involved 213 secondary and 1,072 primary schools.

“We have over 490,000 primary and secondary school students in Sabah. With all the schools involved, I believe over 200,000 of them are involved in the programme,” he said when met at the launching of the state-level event at the Likas Stadium yesterday.  Muhiddin said teachers, officers of education department, heads of federal and state departments, parents teachers associations (PIBG) and the public took part in the programme.

The State-level launching was conducted either in the respective schools or schools combined into districts or zones.

“Take the State Education Department level, for example, we combine the 11 schools within the Likas Zone.
“The schools are SM Lok Yuk,  SM All Saints, SM Teknik, SMK Likas, SMK perempuan Likas, SM Shan Tao, SK St. Agnes, SJK Lok Yuk, SJK St. James, SJK Chung Hwa, SK Lok Yuk and PIBGs.
“Participation for (Likas Zone) already reached around 10,000 people,” he said.

Change is due

THE Standard Curriculum for Primary Schools (KSSR) will be introduced next year, starting with Year One pupils.

It will be more holistic and less examination-oriented for pupils.

The KSSR will replace the existing primary school integrated curriculum (KBSR), which was first introduced in 1983, and subsequently reviewed in 2003.

The Education Ministry’s Curriculum Development Division director Datuk Dr Julaihi Bujang said the ministry saw the need to make changes to meet the challenges of the future.

Dr Julaihi (left) and Dr Lee discussing the new curriculum.

Changes have been made in areas related to curriculum, assessment, teacher training, monitoring as well as teaching and learning approaches.

“This means the curriculum is pupil-centred with an emphasis on fun learning, critical and creative thinking, reasoning skills, communication and ICT literacy.

“We have benchmarked against the United Kingdom, Singapore, Hong Kong, New Zealand, Australia and Scandinavian countries,” he said.

Dr Julaihi said the new curriculum is based on six key areas — communication, spiritual attitude and values, humanitarianism, literacy in science and technology, physical and personal development — to produce holistic individuals.

The division’s deputy director Dr Lee Boon Hua explained that the focus will be on the mastery of literacy, numeracy and reasoning skills.

“This even includes penmanship as we have found some pupils have not been taught how to hold a pen or pencil properly, which in turn affects their writing skills,” he added.

In addition, there will be an emphasis on creativity and innovation, entrepreneurship, and information and communication technology.

“Learning will be made more fun and the approaches used include it being project and activity-based and problem-based learning, with ICT components introduced as early as Year One,” he said.

Giving an example, he said in KBSR, the objective was stated in terms of learning outcomes but in KSSR, it was the content standards which pupils need to achieve.

“This means that by Year Six English, pupils must be able to write a formal letter using appropriate language while in Year Four, it would be to know the format, structure and salutation,” he explained.

In Level One (Years One to Three) at the primary level for national and vernacular schools, the core modules are Bahasa Malaysia, English, Chinese, Tamil, Mathematics, Physical Education, Health Education as well as Islamic Studies or Moral Education.

The elective modules will be Arabic, Chinese for national schools, Tamil for national schools, Iban and Kadazan – Dusun. Pupils will also be exposed to Science and Technology, and Arts in the form of Visual Arts and Music.

In Level Two (Years Four to Six), the subjects will be based on five modules — communication, science and technology, physical and aesthetics, spiritual attitude and values and humanitarianism.
Dr Lee said a pilot project involving 500 schools was carried out throughout the country.

“We received positive feedback from the pupils, teachers and parents involved.

“These include that the standards set for each subject are able to be implemented and achievable, and flexibility in terms of pupils’ needs, school location and availability of teachers,” he explained.

In terms of teacher training, Dr Lee said this was based on the cascade model, meaning that master trainers for all subjects have been trained, and will in turn train teachers in the respective states.

New textbooks for Year One have been distributed to the schools, he added.

Deputy Prime Minister and Education Minister Tan Sri Muhyiddin Yassin said earlier this year that the transformation of the school curriculum based on creativity and innovation will make learning fun and no longer examination-oriented.

He said the transformation is significant as it involves the curriculum, approaches to teaching and learning as well as values.

Dr Lee said the transformation includes revamping the secondary school curriculum. “Work on this has started and the new curriculum will be implemented in 2014,” he said.

Archive for the ‘Kurikulum Standard Sekolah Rendah (KSSR)’ Category

 

 

KSSR Receives Positive Feedback From Teachers, Parents

Tuesday, September 27th, 2011
 
PUTRAJAYA: The newly- implemented Primary School Standard Curriculum (KSSR) has received positive feedback from teachers and parents, in that it has increased interest among students to learn English.

Education Deputy Director-General (Policy) Prof Dr Khair Mohamad Yusof said this was because the KSSR approach was no longer the ‘chalk and talk’ method, but focused on a more fun way of learning English.
“KSSR not only emphasises on language proficiency, but also communication among the students. It also uses other methods such as games and music,” he said.

He was speaking to reporters after receiving a group of superbike riding teachers from Selangor, who were participating in the 1Malaysia Motor Convoy from Shah Alam to the education ministry here today.

Khair said the KSSR, which was only introduced to Year 1 primary students this year, would be implemented for Year 2 primary students and Form 1 students next year.

On Malaysian English Language Teaching Association president Associate Professor Dr S. Ganakumaran, who was reported to have said the syllabus used to teach English in schools was outdated, he said that syllabus which was talked about might have been the old syllabus.

BERNAMA.

KSSR - Educational Emphases

Educational Emphases for KSSR

http://www.docstoc.com/docs/59829107/03----KSSR-English-Pedagogy

SK Year 1 KSSR - British Council - Schools Online

Teaching Resources to support teaching of the KSSR English Curriculum in Malaysian National SK Schools

http://schoolsonline.britishcouncil.org/node/4862

English Language Curiculum - Year 1.

 A teacher's guidebook

http://www.docstoc.com/docs/82986813/KSSR

KSSR

 

English Language Curriculum for Primary Schools (KSSR) Year 1,2 and 3

Ministry of Education Malaysia has introduced the standardised English Language Curriculum for Primary Schools (Kurikulum Standard Sekolah Rendah), which will be implemented phase by phase starting this year. The new curriculum emphasises on holistic development of the students which encompasses new elements such as grooming of creativity and innovation, entrepreneurship, and integration of Information and Communication Technology (ICT).

http://www.teslmalaysia.com/english-language-curriculum-for-primary-schools-kssr-english-year-12-and-3

Teaching Speaking Techniques

http://www.youtube.com/watch?v=LF7zsz8fi64&feature=player_embedded

Huraian Sukatan Pelajaran / Curriculum Specifications

 Curriculum Specifications for Primary Schools.

http://www.skwangsajaya.edu.my/v2/index.php?option=com_content&view=article&id=148&Itemid=99

I still cry, even after watching it a thousand times!

http://www.makeadifferencemovie.com/

Her name was Mrs. Thompson. As she stood in front of her 5th grade class on the very first day of school, she told the children a lie. Like most teachers, she looked at her students and said that she loved them all the same. But that was impossible, because there in the front row, slumped in his seat, was a little boy named Teddy Stoddard.

Mrs. Thompson had watched Teddy the year before and noticed that he didn't play well with the other children. His clothes were messy and that he constantly needed a bath. And Teddy could be unpleasant. It got to the point where Mrs. Thompson would actually take delight in marking his papers with a broad red pen, making bold X's and then putting a big "F" at the top of his papers.

At the school where Mrs. Thompson taught, she was required to review each child's past records and she put Teddy's off until last. However, when she reviewed his file, she was in for a surprise.

Teddy's first grade teacher wrote, "Teddy is a bright child with a ready laugh. He does his work neatly and has good manners...He is a joy to be around."

His second grade teacher wrote, "Teddy is an excellent student, well liked by his classmates, but he is troubled because his mother has a terminal illness and life at home is a struggle."

His third grade teacher wrote, "His mother's death had been hard on him. He tries to do his best, but his father doesn't show much interest and his home life will soon affect him if some steps aren't taken."

Teddy's fourth grade teacher wrote, "Teddy is withdrawn and doesn't show much interest in school. He doesn't have many friends and he sometimes sleeps in class."

By now, Mrs. Thompson realized the problem and she was ashamed of herself. She felt even worse when her students brought her Christmas presents wrapped in beautiful ribbons and bright paper, except for Teddy's. His present was clumsily wrapped in the heavy, brown paper that he got from a grocery bag. Mrs.Thompson took pains to open it in the middle of the other presents.

Some of the children started to laugh when she found a rhinestone bracelet with some of the stones missing, and a bottle that was one quarter-full of perfume. But she stifled the children's laughter when she exclaimed how pretty the bracelet was, putting it on, and dabbing some of the perfume on her wrist.

Teddy Stoddard stayed after school that day just long enough to say, "Mrs. Thompson, today you smelled just like my Mother used to."

After the children left she cried for at least an hour. On that very day, she quit teaching reading, and writing, and arithmetic. Instead, she began to teach children.

Mrs. Thompson paid particular attention to Teddy. As she worked with him, his mind seemed to come alive. The more she encouraged him, the faster he responded. By the end of the year, Teddy had become one of the smartest children in the class and, despite her lie that she would love all the children the same, Teddy became one of her "teacher's pets."

A year later, she found a note under her door, from Teddy, telling her that she was still the best teacher he ever had in his whole life. Six years went by before she got another note from Teddy. He then wrote that he had finished high school, third in his class, and she was still the best teacher he ever had in his whole life.

Four years after that, she got another letter, saying that while things had been tough at times, he'd stayed in school, had stuck with it, and would soon graduate from college with the highest of honors. He assured Mrs. Thompson that she was still the best and favorite teacher he ever had in his whole life.

Then four more years passed and yet another letter came. This time he explained that after he got his bachelor's degree, he decided to go a little further. The letter explained that she was still the best and favorite teacher he ever had. But now his name was a little longer the letter was signed, Theodore F. Stoddard, MD.

The story doesn't end there. You see, there was yet another letter that spring. Teddy said he'd met this girl and was going to be married. He explained that his father had died a couple of years ago and he was wondering if Mrs. Thompson might agree to sit in the place at the wedding that was usually reserved for the mother of the groom.

Of course, Mrs. Thompson did. And guess what? She wore that bracelet, the one with several rhinestones missing. And she made sure she was wearing the perfume that Teddy remembered his mother wearing on their last Christmas together.

They hugged each other, and Dr. Stoddard whispered in Mrs.Thompson's ear, "Thank you Mrs. Thompson for believing in me. Thank you so much for making me feel important and showing me that I could make a difference."

Mrs. Thompson, with tears in her eyes, whispered back. She said, "Teddy, you have it all wrong. You were the one who taught me that I could make a difference. I didn't know how to teach until I met you."

Remember - that wherever you go, and whatever you do, you will have the opportunity to touch and/or change a person's outlook. Please try to do it in a positive way.

My Last Day of SBE

The School GB, Puan Hajah Rohani Harun

Penolong Kanan - Puan Subaidah Bt Ibrahim

PK HEM - Puan Safiah - Also my former teacher at SMKSSAAS

With the School English Teachers - Mdm Nirmala and Mdm Sinisia

PK KOKUM - Puan Jayamani Liow

English and Sciene Teacher - Cik Siti Hajar

Administration Staff

English and Music Teacher - Mdm Nirmala V.

Cerita di sebalik tawaran KPLI

Tarikh 14 Jun 2010 merupakan tarikh bersejerah bagi diri saya. Setelah melalui Mtest di SMK (P) Likas, saya berdoa setiap hari, dengan harapan tinggi saya pasti akan mendapat tawaran pengajian KPLI ini. Pada masa itu, saya bekerja dengan Masterskill College di Kota Kinabalu, Sabah. Saya ingin menukar kerjaya kepada bidang profesion perguruan kerana minat yang mendalam terhadap pendidikan. Tambahan pula, roadshow di Masterskill begitu padat jadualnya sehinggakan membuatkan saya ingin menukar bidang pekerjaan. 

Sewaktu berada di Lawas untuk roahshow pengambilan pelajar, telefon bimbit sa berbunyi dan ya! Ia adalah pesanan ringkas daripada Kementerian Pelajaran Malaysia. Hatiku begitu excited lalu berkata, Saya sudah bilang, saya pasti akan dapat KPLI pada kali ini setelah 3 kali gagal mendapat tawaran. Namun, betapa terlukanya hati ini, apabila sms itu tidak seperti yang saya jangkakan. "Dukacita dimaklumkan bahawa permohonan KPLI and TIDAK berjaya". Hatiku begitu sedih dan kecewa. Lalu mempersoalkan Tuhan. Tuhan, dimanakah Engkau ketika aku berseru? Tidakkah Engkau melihat hambaMu ini? Sepanjang perjalanan pulang dari Lawas ke Kota Kinabalu begitu sayu. Namun, saya bersyukur kepada Tuhan, kerana saya pasti ini rencana Tuhan yang terbaik dalam kehidupan saya. 

Mungkin kerana terlalu sedih dan kecewa, saya terbawa-bawa perasaan itu sehingga ke dalam mimpi saya. Anehnya, pada malam itu, saya bermimpi saya sedang mengajar di dalam sebuah kelas. Perasaan itu begitu baik sekali. Seolah-olah mimpi itu adalah realiti. Keesokkan harinya, saya bangun seperti biasa, dan di wajah saya terukir sebuah senyuman tatkala teringat akan mimpi tersebut. Namun hatiku berkata, "Mana mungkin perkara ini akan berlaku!". Tanap membuang masa, saya terus bersedia untuk perjalanan ke Tambunan pula pada kali untuk menjalankan tugas dalam memberi taklimat kepada mereka mengenai kursus-kursus yang ditawarkan. Syukurlah juga, kerana ada beberapa orang mendaftar. 

Sambil menunggu sehingga Jam 2 petang, saya duduk termenung mengenangkan nasib pada masa akan datang. Sambil melayan perasaan memikirkan tentang masa depan. Tiba-tiba, saya dikejutkan sms yang diterima. Sms itu bertulis seperti begini, Tahniah! Anda berjaya dipanggil temuduga khas ambilan kedua KPLI. Kerana terlalu terkejut saya hampir terjatuh dari kerusi yang saya duduk. Apa lagi, saya pun beritahu kepada teman saya bahawa saya mendapat temuduga ini. Dia tumpang gembira pada saya. disebalik rungutan dan keluhan saya selama ini, rupanya Tuhan menguji saya. Air mata berlinangan tanpa henti dan ucapan syukur kepada Yang Mahakuasa saya panjatkan. Dan saya juga terfikir bahawa mimpi tersebut membawa makna kepada saya! 

Tanggal 20 April 2010, temuduga dijalankan di Bahagian Pendidikan Guru, Kota Kinabalu. Saya melaluinya dengan tenang dan menghafal semua fakta-fakta yang berkaitan dengan kerajaan. Sesi temuduga ada dua, Berkumpulan dan Individu. Saya harus berkata jujur bahawa, semasa temuduga berkumpulan dijalankan, saya agak gemuruh, sehinggakan pen yang dipegang juga bergegar. Dan yang baiknya dalam temuduga berkumpulan ini, hanya 3 daripada 6 org sahaja yang hadir. 

Tiba masa temuduga individu, saya sudah bersiap sedia bahawa semua fakta yang sudah dihafal tidak akan saya lupa! Namun, percaya atau tidak, tiada satu pun soalan fakta yang disoalkan kepada saya. Semuanya adalah hanya soalan umum mengenai pendidikan, penempatan, dan isu-isu semasa dalam pendidikan. Habis sahaja temuduga individu, rakan-rakan di luar semua pandang kepada saya dan bertanya "Mengapakah anda begitu lama di sana?". Saya tidak rasa sedikit pun berada lama semasa temuduga itu kerana bagi saya, itu merupakan sesi temuduga yang tidak terlalu stress, dan saya gembira dapat menjawab semua soalan dengan penuh yakin. 

Saat menunggu keputusan temuduga KPLI begitu mendebarkan. Pada 14 Jun 2010, awal pagi lagi saya telah menelefon ke pejabat Kementerian Pelajaran Malaysia dan menanyakan bagaimanakah harus saya memeriksa keputusan tersebut. Pegawai yang menjawab panggilan saya menyuruh agar saya melayari laman web dalam masa beberapa minit lagi kerana mereka sedang menguruskan sistem kemasukkan data. Tepat pada jam 9pagi, saya sudah ternampak link untuk melihat keputusan. Saat itu, jantung saya berdegup dengan penuh kencang sekali, lalu saya pun memasukkan Nama dan No Kad Pengenalan, dan sebelum semak, saya tunduk kepala dan berdoa kepada Tuhan. Tuhan, biarlah ia terjadi sesuai dengan rencanaMu. Lalu, kutekan butang "Semak", kelihatan perkataan "Tahniah, anda berjaya ditawarkan....". Hatiku sekali lagi bersyukur dan saya sangat terharu sehingga air mata saya deras menyusuri pipiku. Kegembiraan ini saya teruskan dengan menelefon kepada ahli keluarga mengenai berita baik ini. 

Ku bersyukur kepada Tuhan dan teringat akan janji manisNya melalui firmanNya , Sebab Aku ini mengetahui rancangan-rancangan apa yang ada pada-Ku mengenai kamu… yaitu rancangan damai sejahtera dan bukan rancangan kecelakaan, untuk memberikan kepadamu hari depan yang penuh harapan. – Yeremia 29:11. Amen. Sekian. 

SBE Reflective Report

One method used to provide professional experience to trainee teachers at the institute is to attend the School Based Experience (PBS). The period for 2 weeks provided for trainees to gain experience in school. The intention is hope for graduate teachers not only strong in theory but also strong in an educational theory in the context of real experience in schools. The current trend in the trainee teacher education is to allow teachers experiencing closer feeling to the actual situation of the school.

I choose my School Based Experience (SBE) training at a school in Klang, Selangor.  After going through the 2 weeks experienced in school, I have finally completed my role and responsibilities as a trainee teacher in this professional development and growth area. I found that this SBE has heightened my awareness of the teaching skills especially when I observing a few teachers and interviewing them.

This school’s physical environment provides motivating structural environment. It is also conducive and encourages pupils in learning process. From a physical point, the school has a good equipment Basic and good facilities. If viewed from the aspect of the classroom, the school also provides a complete class with a bulletin board. Bulletin board enables classroom teachers to develop academic notice board with useful information to pupils. Most of the bulletin board at school is equipped with a variety of materials for the display of pupils. In addition, pupils in this school also enjoy various facilities such as canteen, complex-shaped structures that allow the schools have the proper environment.

Through the 2 weeks observation made, I could say that the teachers especially English teachers are strive to teach and enable pupils to master the language. In some cases, I found that some teachers facing minor difficulty in teaching the subject. They started with teaching some basic concepts of language such as a basic conversation. According to the head of English teacher, the emphasis on writing part is still not really working on it.

I can feel that the atmosphere in class is very active. This is because the pupils are interested in learning more about English even though they have to double up their efforts in this particular subject. From my observation in level one class,   many of the pupils are interested in learning, some even face difficult to say the new word. The class started became noisy as they rush to repeat the word among them.

The teachers in this school using the good approach enable pupils to understand the concept of being taught. The teachers are also active and proactive in providing suitable material to use in the English language class. My presence in this school has become an inspiration to other teachers in sharing their experiences on how to teach the language appropriately.

Through this SBE programs, it teaches me to observe on school and how teachers handling their teaching and learning classes. I am strongly agree if this language being implement to all pupils in this school. Through the visits and observations, I could find out on how English subject is carried out and teaching skills in the classroom.

My opinion would be, the teachers should establish this subject teaching methods to the maximum benefit. This can be done by involving pupils in conversation during the morning assembly session. Or, the school headmaster can play a role to encourage pupils to speak in English on certain days. In addition, the teaching approach should be applied in teaching and learning process.

SBE Study Case Issue

In this task, I choose Questioning Techniques issue as my study based on the observation during the SBE program conducted in schools.

Questioning is one of the most popular modes of teaching. For thousands of years, teachers have known that it is possible to transfer factual knowledge and conceptual understanding through the process of asking questions. 

Questions serve many purposes. They can develop thinking skills, encourage discussion and stimulate new ideas. Questions allow teachers to determine how much a class understands and enable them to pitch lessons at an appropriate level. They are an important tool for managing the classroom, helping to draw individuals into the lesson and keeping them interested and alert. And questions have a symbolic value - sending a clear message that pupils are expected to be active participants in the learning process.

Teachers ask questions for several reasons (from Morgan and Saxton, 1991):

• the act of asking questions helps teachers keep students actively involved in lessons;
• while answering questions, students have the opportunity to openly express their ideas and thoughts;
• questioning students enables other students to hear different explanations of the material by their peers;
• asking questions helps teachers to pace their lessons and moderate student behavior; and
• Questioning students helps teachers to evaluate student learning and revise their lessons as necessary.

From my observation, teachers ask a number of questions before they start to work directly on the reading. I believe these questions will help the pupils warm up for the task, and get familiar with the topic of the reading. It is usually in this phase that some of the vocabulary (and idioms) are activated in the pupil's mind and they experience their use in real contexts. 

Some teachers used general questions to the pupils in the classroom. The interesting aspect of these questions is that learners responded to these questions in two contrasting ways: they either kept silent or gave a choral response. Examples: (Observation Year 4 class – Topic on Living in Harmony)

a) Teacher: Does anybody know about the importance of neighborhood community?

Class: (silence)

b) Teacher: (After the reading is finished) Any questions so far?

Students: No, no. (a choral response)

However, I discovered that teachers usually do not give real wait time during asking a question. Increasing the wait time improved the number and quality of the responses. For a lower-order recall question, three seconds was found to be the optimum wait time, while wait times of more than 10 seconds produced even better results with higher-order questions.

Most of the questions asked by teachers concerned on these particular such as comprehension checks, summary of paragraphs, idioms, the right way of pronouncing certain word, meaning of words such as “dozen” and “response” – (Observation on Year 5 – Text book Page 86)

When I entered Puan Nirmala V.’s class (English and Music Teacher), I think she used a very good questioning techniques approach. 

Situation : She was teaching Year 6, a hand out given on practicing grammar section English Paper 1. During the revision learning process, she first asked a question and after that call on the pupil to answer it. When the pupil answered wrongly, she did not easily get disappointed with the pupil.

She gave a second chance to the pupil and I once heard she said “Before answering, think carefully about the question”. This really impressed me because she really wanted to encourage and guide the pupil to answer. Whenever the answer doesn’t meet her expectation, she will ask again whether the pupil can elaborate it to a more specific yet simple to understand.  After that, she asked the pupil, “What makes you think that?”, and also ask other pupil’s responses and comment on it.

She even praises those pupils who answered correctly.  From this observation, I learnt that questioning can develop their eager to the thought and investigations process. This can lead to their motivation and generate new ideas. I also detect that most of the pupils who are less likely to involve themselves in the teaching and learning are usually encouraged to speak when asked to speak. They are less confident or maybe shy so teachers uses “force” approach to force pupil to answer. Some teachers repeated and asked questions several times lead to the interaction decline among pupils. They become lack of motivation, boring, and discourages. Moreover, when the class-work is limited to a textbook, and just concentrates on the exercises of the book. However, when there was activities carry out, the pupils were more tend to talk and participate in the topic interests them.  

I still remember Ms Siti Hajar (English and Science Teacher for Level 1) shared with me on how to enhance and tested pupil’s listening skill by questioning. She said, as a teacher, we must be able to question well. Teacher should also consider on the thinking ability of the pupil and it is important to ensure pupil understand of what was being asked. This can also increase pupil’s interaction indirectly, which I strongly agree with her statement.

In addition to it, in a research review on questioning techniques, Wilen and Clegg (1986) suggest teachers employ the following research supported practices to foster higher student achievement:

• phrase questions clearly;
• ask questions of primarily an academic nature
• allow three to five seconds of wait time after asking a question before requesting a student's response, particularly when high-cognitive level questions are asked;
• encourage students to respond in some way to each question asked;
• balance responses from volunteering and non-volunteering students;
• elicit a high percentage of correct responses from students and assist with incorrect responses;
• probe students' responses to have them clarify ideas, support a point of view, or extend their thinking;
• acknowledge correct responses from students and use praise specifically and discriminately. (p. 23)

Brock (1986) and Long and Sato (1983) have reported that classroom interaction was characterized by the use of display questions. However, it seems that the use of display questions can encourage language learners, especially beginners, to get interested. It may also help teachers provide comprehensible input for learners.

Good question techniques are directed toward learning and evaluative thinking rather than determining what has been learned in a narrow sense. With this in mind, teachers must be sure that they have a clear purpose for their questions rather than just determining what knowledge is known. This type of question planning results in designing questions that can expand student's knowledge and encourage them to think creatively.

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SBE Daily Journal

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However, if you need to see my daily journal of SBE, just leave your comment here and I'll help you! 

 

School Management

School Organization Chart 

The School Organizational Chart is headed by the Headmaster herself, Pn. Hjh Rohani bt Harun with the collaboration of the president of Parents-Teachers Association. The management is supported by the three Senior Assistants. 

The Roles of Teachers

PRINCIPAL

Job Specification:

1.      Responsible in increasing the quality of curriculum and co-curriculum and ensure its execution is in parallel with the basis of the Ministry of Education.

2.      Responsible in teaching matters, administration and school’s finance.

3.      Generate two ways communication with the community and outside agencies.

4.      Teaching for several hours.

Job Obligation: 

1.      Curriculum Management

1.1 Invigilate and control the school’s policies and objectives in parallel with the ministry’s policies.

1.2 Deciding:

1.2.1       The targets and plans for the increasing of the quality of Teaching and Learning process.

1.2.2       Teaching and Learning Process is based on the course pro-forma and the teaching planner is following the time slots given.

1.2.3       The quality and quantity of the students’ work and also checking students’ books.

1.2.4       Policies pertaining to assessment and examination must be done based on data and analysis. 

1.2.5       The base of teachers’ teaching duty for the preparation of the time table.

1.2.6       The effectiveness of the use of the library.

1.2.7       Co-curricular activities’ policies.

1.3 Supervise the teaching and learning process

1.4 Checking the teachers’ teaching plan book, students’ academic report, class attendance, students’ co curricular activities books and the other books from time to time.

1.5 Ensure that every subject coordinators perform their strategies and education programmes effectively.

2.      Students Development

2.1 Ensure the execution of the students’ development programmes like the self management skill, study skill and motivation.

2.2 Deciding the policies pertaining to the execution of the school’s mission.

3.      Management and Development

3.1 Student

3.1.1       Ensuring:

·        The students’ new intake and interchange registration

·        SPBT is carried out with fair and justice

·        Public examination policy is executed based on the rules.

·        Health programmes are carried out with perfection

·        The counselling service is well functioned.

3.1.2       Checking the students’ attendance book.

3.1.3       Deciding the receiving of the scholarship and the other forms of help to the students is carried out fairly based on the procedures that are being fixed.

3.1.4       Sign the confession letter and the school leaving certificate.

3.1.5       Responsible on the  disciplinary actions towards the students

3.1.6       Taking precautionary measures for the safety of the students while they are in the school.

3.2 Personal Management

3.2.1       Deciding:

·        The registrations, appointment, approval of the post, accommodation to the retirement post, and the types of teachers’ and staffs breaks are executed.

·        The suited and job field and carry out the supervision throughout the year.

3.2.2       Finance:

·        Deciding the approximation for annual expenditure

·        Ensure the availability of the school’s account statement which is not being audited and the supporting documents and also planning the lagging actions.

3.2.3       Controlling:

·        The school’s properties and stocks

·        The expenditure needed by every unit or division

·    Checking the buying per capita,  the teachers and staffs income and account record

·        Financial report and the sources of the SUWA and government finance

3.3 Physical Facilities

3.3.1       Ensuring:

·        The condition of the buildings, field and school environment is in good condition

·        The facilities are perfect and sufficient

·        Furniture is in good condition

·        Increasing the quality of the decoration

·        Taking steps for making sure the safety of the school properties

4.      Self and Organisation Development

4.1 Planning and supervise the staffs development activities such as internal courses, self-aware courses and teachers’ self realisation courses.

4.2 Encouraging:

·        Mind expanding, sharing of information, knowledge culture and giving the opportunities to the teachers for developing their self potential.

·        Teachers’ participation in community’s activities

4.3 Controlling “learning experiences” based on observations, data and supervision by using the information that they has gained for development of the students’ ‘learning experiences”

5.      Self Development

5.1 Increasing the application of the reading and knowledge culture

5.2 Carry out researches for teachers’ success

5.3 Self participation with the community

5.4 Contributing in the specialists of the education field for those who needed.

5.5 Be the advisor for the PTA and Majlis Permuafakatan Sekolah.

5.6 Attending courses, seminars and etc.

5.7 Actively participate in activities that are related with teaching profession.

SENIOR ASSISTANT OF ADMINISTRATION

Job Specifications:

1. Doing the job of the principal when he is not in the school.
2. Teaching for several hours based on the orders of the principal.
3. Responsible for the principal in curricular matters, administration, community relationship and safety.
4. Helping the principal to supervise and assess the teaching and learning sessions.
5. Helping the principal in the aspect of planning and managing the school..

SENIOR ASSISTANT OF STUDENTS WELFARE

Job Specifications:

1. Carry out the duties of the principal when the principal or the the senior assistant of administration.
2. Teaching for several hours according to the order form the principal.
3. Responsible to the principal in safety matters, textbooks, scholarship, publishing and printing, school festive, cooperation, canteen and the supervising of the hostel.
4. Helping the principal in supervising and assessing those activities.
5. Helping the principal in the aspect of planning and managing the school.

SENIOR ASSISTANT OF CO-CURRICULUM

Job Specifications:

1. Performing the duties of a principal when principal is not around
2. Teaching for several hours based on the orders from the principal
3. Responsible to the principal in all activities which are the society, clubs, games and sports and also uniform bodies.

SUBJECTS SENIOR TEACHER

Job Specifications:

1. Responsible as the principal when he is not around in this field only
2. Teaching for not less than 18 periods per week
3. Helping the principal to supervise and assess anything that is related with his job field
4. Helping the principal in all aspects of planning and management of education and fields that are related to his job field
5. Organizing the increasing the level of academic and attitude achievement
6. Helping the principal with the coordination of the outside people such as the visit of the Board of Visitors from the education ministry and training teachers

EXCELLENT TEACHER (GURU CEMERLANG)

Job Specifications:

1.      Preparing the teaching and learning plan so that it can achieve the standard that is fixed by the principal or District Education Officer other than teaching the subjects that he or she mastered at.

2.      Leading or helping in curricular and co-curricular tasks pertaining to the subjects concerned.

3.      Carry out the special tasks in guiding the students and helping in the increasing professionalism among the teachers.

4.      Carry out special tasks that are given by the District Education Officer, the State Education Director, and Division Director and under the blessing of the Ministry Of Education Malaysia.

COUNSELLOR

Job Specifications:

1.      Preparing the annual programmes and activities pertaining to the counseling service.

2.      Deciding the needs for the counseling service at school through need researches, questionnaires, and interviews with the students, parents, administrator, school’s officers and ex-students.

3.      Planning, controlling and supervising, and updating the inventory record.

4.      Collecting, supervising, and distributing the information pertaining to counselling service to the students via mass media.

5.      Organizing the activities for the counselling services by groups and showing them the exact way to enhance the students’ achievement until it reaches the maximum level.

6.      Planning, performing and supervising the individual counselling session professionally and with ethics.

7.      Planning, performing and supervising the activities for study skill for every student.

8.      Planning, performing, supervising and assessing the activities and programmes for elective subjects.

9.      Planning, supervising and showing the students their opportunities to further their studies to the local and international universities.

10. Planning, supervising and performing the programmes and conferencing activities for the parents, teachers, staffs, government agencies, and also NGO which involve in the process of educating the students.

11. Planning, supervising, performing and assessing the programmes and activities for consultation services and any references relating to the counselling career and anti-drugs service.

12. Making assessment for the activities, modules, models, instruments, techniques and etc holistically to increase the quality of the counseling service.

13. Be the secretariat to the coordinators committee of the counseling service.

1.    The catalyser in every internal training programmes to increase the understanding and professionalism of the counselling service.

2.      Giving counselling service to the students, teachers, officers or anyone who needs it.

3.      The mediator for the communication between the school and any external agencies concerned.

4.      The school’s organizing committee.

5.      The coordinator for the mentor-mentee programme.

6.   The coordinator in students’ development such as colloquium, motivation, self-success camps, citizenship courses and etc.

7.      The ex-officio committee in the school’s curricular committee.

COORDINATOR

Job Specifications:

Curricular

1.      Presiding the coordinator’s meeting.

2.      Be the curricular council member.

3.      Coordinating the annual teaching planner.

4.      Updating the stock book from time to time.

5.      Coordinating the questions for the internal examination.

6.      Collecting the examination marks data, analysis and records.

7.      Checking students’ exercise books.

8.      Supervise the approximation for the annual expenditure for every subject.

9.      Suggesting the buying of the things needed by the coordinators.

10. The advisor for academic society.

11. Supervise the teaching of the teachers.

12. Checking and approving the course pro-forma for each subject.

13. Managing the teaching aid with the help of resources teacher.

14. Suggesting the reference books and library books.

15. Updating the meeting minutes and distribute five copies to the principal.

16. Coordinating the monthly tests.

17. Discussing and giving opinions and views to increase the professional level of teachers.

18. Arranging internal courses for teachers.

Administration

1.      Helping, deciding and distributing the tasks for the subject teachers under his or her control.

2.      Helping and coordinating the examination matters, courses and practices for teachers.

3.      Helping and supervising the collecting data and information and also statistics that are related to their field.

4.      Helping and planning the school’s planner.

5.      Supervise the teachers’ works under his or her control.

6.      Preparing the budget for every single subject and controlling the budget.

7.      Helping in the preparation of the financial account for annual audit.

8.      Taking care and checking the stock and inventory regularly including the appliances, or anything that is related to his or her field.

9.      Training the students in carrying out the management of the classrooms and at the same time, keeping the classrooms decorative.

Other Tasks

1.      Keeping in contact with the Teachers Activity Centre, District Education Office, State Education Library and State Education Department regarding any mission or help that can be found to help the teachers and school.

2.      Communicating with the teachers, coordinators or senior assistants from other schools to share the education information and sources to strengthen the ability and knowledge.

3.      Complementing the meeting room with the data and information for every subject.

4.      Helping, planning and supervise the clean and tidy programmes for the school.

5.      Helping in examination matters, co curricular activities, preparing the time table and library management.

CLASSROOM TEACHERS

Job Specifications:

1.      Taking care of the students

2.      Responsible for students’ attendance

3.      Make sure of the cleanliness of the classroom

4.      Taking care of the students’ welfare

TEACHERS

Job Specifications:

1. Teaching the students

2. Ensuring that all the students are given enough education

3. Balancing the students with additional education for the future

2.3 Staff Development Programme

            Every year, the school will conduct a few Staff Development Programmes in order to ensure that the teachers and staff can blend in together as a team. This is because the school has its own vision and mission to be achieved. Without this staff development programme, it might be hard to see the teachers having a good time together, motivating them to teach the students especially the examination classes, as well as thinking of new ways and approach to cater the needs of students in getting a proper education.