Bila Ku Renung - As I Ponder

Guru-guru baru kerapkali: 1. Tak pernah dapat memutuskan apa yang mereka hendak dan apa yang mereka tak hendak. Ini merupakan penyebab utama kepada masalah yang berikutnya. 2. Memuji pelajar secara berlebihan di atas kejayaan melaksanakan tugas yang diberi. 3. Tidak dapat membezakan di antara pujian dan pengiktirafan dan bilakah setiap satu itu dihargai. 4. Gagal menyediakan rancangan jangka panjang dan rancangan harian. 5. Kerap memberi tumpuan yang berlebihan kepada seseorang pelajar atau pun sekumpulan pelajar serta tidak memantau kelas secara keseluruhan. 6. Memulakan pengajaran sebelum memastikan pelajar-pelajarnya telah bersedia untuk menerima pengajaran. 7. Bertutur terlalu pantas dan kadangkala tidak jelas. Adakalanya terlalu kuat atau terlalu perlahan. 8. Berdiri terlalu lama pada sesuatu tempat atau duduk terlalu lama semasa sedang mengajar. 9. Terlalu menekankan perkara-perkara negatif. 10. Tidak memastikan agar pelajar mengangkat tangan serta tunggu sehingga di panggil untu...

The number and types of standardized tests administered to students are many. There has been only limited discussion of their purpose, strengths, and weaknesses. Testing is undeniably important; without it, there is no consistent way to measure learning. Yet the information that comes from most standardized tests fails to tell us enough about the quality of our schools. Schools are often judged based on their students' absolute test scores. The problem with this approach is that absolute test scores are overwhelmingly linked to students' family income: wealthy school districts tend to have high scores and districts that serve low-income students tend to have low scores. Unless we believe that only rich schools are good schools, and that good schools are necessarily rich schools, we need an approach that evaluates schools based on how their academic programs impact their students. Unlike every other way of looking at test results, value-added assessment solves this problem by a...

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1 . Define the problem This is often where people struggle. They react to what they think the problem is. Instead, seek to understand more about why you think there's a problem. Defining the problem: (with input from yourself and others) Ask yourself and others, the following questions: a. What can you see that causes you to think there's a problem? b. Where is it happening? c. How is it happening? d. When is it happening? e. With whom is it happening? (HINT: Don't jump to "Who is causing the problem?" When we're stressed, blaming is often one of our first reactions. To be an effective manager, you need to address issues more than people.) f. Why is it happening? g. Write down a five-sentence description of the problem in terms of "The following should be happening, but isn't ..." or "The following is happening and should be: ..." As much as possible, be specific in your description, including what is happening, where, how, with whom an...

Apabila suasana pekerjaan menjadi semakin mencabar dan memerlukan perubahan-perubahan yang mendadak serta agresif kita perlu menyesuaikan diri kita dengan persekitaran tempat kerja serta kehendak-kehendak organisasi di mana kita bertugas. Perubahan-perubahan ini sedikit sebanyak telah mengakibatkan wujudnya tekanan dan gelombang yang memaksa kita mengambil tindakan sama ada untuk berubah sesuai dengan arus perubahan itu atau bertindak menentangnya. Untuk itu apakah yang perlu dilakukan oleh pengurus sesebuah organisasi bagi memastikan agar kesemua tenaga kerjanya berubah mengikut keperluan dan matlamat organisasi itu. Di sini ingin saya utarakan beberapa langkah yang boleh diambil untuk mencapai hasrat tersebut. 1. Kerapkali kita terlepas pandang bahawa mereka yang bertugas di dalam organisasi kita telah mempunyai satu pendirian dalam menjalankan tugas-tugas mereka. Tanggungjawab untuk menjalankan sesuatu tugas itu telah dijadualkan dan disusun mengikut keselesaan masing-masing. Sebaga...

Saya terbaca sebuah rencana yang ditulis oleh Dr. Jeanette Taylor dari Florida State University mengenai kesan kualiti guru terhadap pembelajaran. Dalam rencana tersebut beliau menyatakan " In circumstances where the teachers are all excellent, the variability in student reading achievement may appear to be largely genetic. However poor teaching impedes the ability of children to reach their potential ". ( The Star 24 April 2010 ) Pihak universiti tersebut telah menjalankan kajian dengan mengguna kanak-kanak kembar sebagai model. Teori yang diutarakan adalah : Jika kanak-kanak kembar seiras diletak di dalam kelas yang berlainan dan salah seorang daripada menjadi lebih berjaya dalam pelajaran, perbezaan itu adalah berpunca dari guru. Hasil daripada kajian tersebut mereka dapati memang ada kebenaran bahawa sifat seseorang guru itu mempengaruhi perkembangan pembelajran kanak-kanak yang diajar. Guru yang berkualiti akan mewujudkan suasana pembelajaran yang akan membenarkan kanak...

There were three main ways in which schools and teachers motivate and inspire low attaining pupils to learn. The advantages of attainment grouping for low attainers were maximised and the disadvantages were minimised in these three ways:  concentration of resources : lower attainment groups were smaller allowing greater personal learning support and attention, teachers were similarly qualified and experienced across sets, teaching assistants, learning mentors and sometimes more senior pupils, were involved in providing learning support. This was effective where it was well coordinated by schools and teachers. The use of technology was widespread in teaching and learning with low attainers.  customisation to specific learning need s: curriculum materials were drawn from multiple sources and customised to meet the learning needs of low attaining pupils. Materials incorporated a range of cognitive demands to allow pupils to select the level of challenge. Literacy and numeracy were infus...