16 Things Your Mother Wants You to Know

1. Be kind to everyone. You never know what's really going on in someone's life. -- Mary Morgan

2. Dear child, when u grow up, remember not to give everything to a guy. -- Nadia El Ghani

3. I have never heard one person say that life was easy. -- Chris Taylor

4. Never become complacent in anything in life, whether it be driving, work, or relationships, you have to pay attention, and strive toward perfection. -- Elizabeth Wysocki Landino

5. If a man or woman is down you give them your hand. -- Shanesh Ranchhod

6. Do what you can, for who you can, with what you have, and where you are. -- Uma Maheswari

7. Always wear comfortable shoes. -- Lisa Denton Riley

8. Never pass up an opportunity to use the restroom. -- Lisa Denton Riley

9. Friends won't let you do stupid things...alone. -- Casey Leigh Steel Brelsford

10. Be yourself, because unless you are true to you, there is no way you can be true to others. -- Kayleigh Bondor

11. I will love you enough to tell you 'no.' -- Michele Chandler Dilbeck

12. No matter what your financial state, if a child’s needs are met, it is good for their character not to give them everything they want, make them earn the extras. -- Barbara Jean Sunday

13. Wear an old coat; buy a new book. -- Teressa Glazer

14. Doesn’t matter if you're cold or it hurts, as long as you look good -- Carla Rachael Ralls

15. 'The best gift that can be given to a child is a Mom and Dad who love each other.' -- Leigh Ann Krohe

16. There's always a light at the end of the tunnel, just pray it's not a train -- Casey Leigh Steel Brelsford

(Source : Readers Digest Asia)

10 amalan umat melayu Islam Malaysia yg terbalik

Marilah kita bermuhasabah atau menilai dan menghitung kembali tentang amalan harian kita. Kadang-kadang kita akan dapati amalan kita adalah terbalik atau bertentangan dari apa yang patut dilakukan dan dituntut oleh Islam. Mungkin kita tidak sedar atau telah dilalaikan atau terikut-ikut dengan budaya hidup orang lain. Perhatikan apa yang dipaparkan dibawah sebagai contoh amalan yang terbalik:-

1. Amalan kenduri arwah beberapa malam yang dilakukan oleh keluarga simati selepas sesuatu kematian (malam pertama, kedua, ketiga, ketujuh dan seterusnya) adalah terbalik dari apa yang dianjurkan oleh Rasulullah di mana Rasulullah telah menganjurkan jiran tetangga memasak makanan untuk keluarga simati untuk meringankan kesusahan dan kesedihan mereka. Keluarga tersebut telah ditimpa kesedihan, terpaksa pula menyedia makanan dan belanja untuk mereka yang datang membaca tahlil. Tidakkah mereka yang hadir makan kenduri tersebut khuatir kalau-kalau mereka termakan harta anak yatim yang ditinggalkan oleh simati atau harta peninggalan simati yang belum dibahagikan kepada yang berhak menurut Islam?



2. Kalau hadir ke kenduri walimatul urus (kenduri kahwin) orang kerap salam berisi (hadiah wang yang diberi semasa bersalam). Kalau tak ada duit nak dikepit dalam tangan, maka segan ia nak pergi makan kenduri. Tetapi kalau ia menziarah orang mati, tidak segan pula salam tak berisi. Sepatutnya kalau menziarah keluarga si matilah kita patut memberi sedekah. Kalau ke kenduri kahwin, tak bagi pun tak apa kerana tuan rumah panggil untuk diberi makan bukan untuk ia menambah pendapatan.



3. Ketika menghadiri majlis pemimpin negara kita berpakaian cantik, kemas dan segak tetapi bila mengadap Allah baik di rumah maupun di masjid, pakaian lebih kurang saja bahkan ada yang tak berbaju. Tidakkah ini suatu perbuatan yang terbalik.



4. Kalau menjadi tetamu di rumah orang dan di beri jamuan, kita rasa segan nak makan sampai habis apa yang dihidangkan kerana rasa segan dan malu, sedangkan yang dituntut dibanyakkan makan dan dihabiskan apa yang dihidang supaya tuan rumah rasa gembira dan tidak membazir.



5. Kalau bersolat sunat di masjid amat rajin, tapi kalau di rumah, sangat malas. Sedangkan sebaik-baiknya solat sunat banyak dilakukan di rumah seperti yang dianjurkan oleh Rasulullah untuk mengelakkan rasa riak.



6. Bulan puasa adalah bulan mendidik nafsu termasuk nafsu makan yang berlebihan tetapi kebanyakan orang mengaku bahawa dalam carta perbelanjaan setiap rumah orang Islam akan kita dapati perbelanjaan di bulan puasa adalah yang tertinggi dalam setahun. Sedangkan sepatutnya perbelanjaan di bulan puasa yang terendah. Bukankah terbalik amalan kita?



7. Kalau nak mengerjakan haji, kebanyakan orang akan membuat kenduri sebelum bertolak ke Mekah dan apabila balik dari Mekah tak buat kenduri pun. Anjuran berkenduri dalam Islam antaranya ialah kerana selamat dari bermusafir, maka dibuat kenduri, bukan kerana nak bermusafir, maka dibuat kenduri. Bukankah amalan ini terbalik? Atau kita mempunyai tujuan lain.



8. Semua ibubapa amat bimbang kalau-kalau anak mereka gagal dalam periksa. Maka dihantarlah ke kelas tuisyen walau pun banyak belanjanya. Tapi kalau anak tak boleh baca Quran atau solat, tak bimbang pula bahkan tak mahu hantar tuisyen baca Quran atau kelas khas mempelajari Islam. Kalau guru tuisyen sanggup dibayar sebulan $20.00 satu pelajaran 8 kali hadir tapi kepada Tok Guru Quran nak bayar $15.00 sebulan 20 kali hadir belajar pun menggeletar tangan. Bukankah terbalik amalan kita? Kita sepatutnya lebih berbimbang jika anak tidak dapat baca Al Quran atau bersolat dari tidak lulus periksa.



9. Kalau bekerja mengejar rezeki Allah tak kira siang malam, pagi petang, mesti pergi kerja. Hujan atau ribut tetap diharungi kerana hendak mematuhi peraturan kerja. Tapi ke rumah Allah (masjid) tak hujan, tak panas, tak ribut pun tetap tak datang ke masjid. Sungguh tak malu manusia begini, rezeki Allah diminta tapi nak ke rumahNya segan dan malas.



10. Seorang isteri kalau nak keluar rumah samada dengan suami atau tidak, bukan main lagi berhias. Tetapi kalau duduk di rumah, masyaAllah. Sedangkan yang dituntut seorang isteri itu berhias untuk suaminya, bukan berhias untuk orang lain. Perbuatan amalan yang terbalik ini membuatkan rumah tangga kurang bahagia.




Cukup dengan contoh-contoh di atas. Marilah kita berlapang dada menerima hakikat sebenarnya. Marilah kita beralih kepada kebenaraan agar hidup kita menurut landasan dan ajaran Islam yang sebenar bukan yang digubah mengikut selera kita. Allah yang mencipta kita maka biarlah Allah yang menentukan peraturan hidup kita.

(Sumber : http://persadapepias.blogspot.com/)

Juice of miracle to prevent cancer

This MIRACLE DRINK has been circulating for a long time long ago. It is worth your while to take note. There is a celebrity Mr. Seto who swears by it. He wants to make it public to draw the attention of people who have cancers. This is a drink that can protect bad cells forming in your body or it will restrain its growth! Mr. Seto had lung cancer. He was recommended to take this drink by a famous Herbalist from China . He has taken this drink diligently for 3 months and now his health is restored, and he is ready to take a pleasure trip. Thanks to this drink! It does not hurt for you to try.

It is like a Miracle Drink! It is simple. 
You need one beet root, one carrot and one apple that combine together to make the JUICE !

Wash the above, cut with the skin on into pieces and put them into the juicer and immediately you drink the juice. You can add some lime or lemon for more refreshing taste.


This Miracle Drink will be effective for the following ailments: 

1. Prevent cancer cells to develop. It will restrain cancer cells to grow.
2. Prevent liver, kidney, pancreas disease and it can cure ulcer as well.
3. Strengthen the lung, prevent heart attack and high blood pressure.
4. Strengthen the immune system
5. Good for the eyesight, eliminate red and tired eyes or dry eyes
6. Help to eliminate pain from physical training, muscle ache
7. Detoxify, assist bowel movement, eliminate constipation. Therefore it will make skin healthy & LOOK more radiant. It is God sent for acne problem.
8. Improve bad breath due to indigestion, throat infection,
9. Lessen menstrual pain
10. Assist Hay Fever Sufferer from Hay Fever attack.

There is absolutely no side effect. Highly nutritious and easily absorbs! Very effective if you need to loose weight. You will notice your immune system will be improved after 2 week routine. Please make sure to drink immediately from the juicer for best effect.

WHEN TO DRINK IT;

DRINK IT FIRST THING IN THE MORNING WITH THE EMPTY STOMACH! AFTER ONE HOUR YOU CAN EAT BREAKFAST. FOR FAST RESULTS DRINK 2 TIMES A DAY, IN THE MORNING AND BEFORE 5 P.M. 

Pengkisahan Kurikulum dalam KSSR

Fikrah:

1) Realitinya, dalam perkembangan pendidikan yang memberi respon kepada keperluan masyarakat, kurikulum yang baru ini (KSSR) nanti, akan memberi penekanan kepada aspek bahasa dan komunikasi. Aspek pembinaan kognitif adalah lebih jelas dalam matematik dan sains tidak pula diberi penekanan. Ini ditunjukkan dengan pengurangan waktu pembelajaran kedua-dua subjek ini dalam seminggu, berbanding dalam pelaksanaan KBSR. Pelaksanaan ini telahpun diwartakan untuk tahap 1, bermula 2011.

2) Alasan yang diberikan adalah untuk membaiki aspek komunikasi murid (kecerdasan sosial) yang selama ini diabaikan  diberi penekanan yang terlalu sedikit. Ketidakbolehan murid dalam menguasai 2M, (membaca dan menulis) adalah suatu yang tidak boleh diterima terutama setelah melalui 11 tahun sistem persekolahan. Bagaimanapun, adakah dengan meringankan dan mengorbankan atau memangsakan dua subjek pembinaan kognitif utama ini? 

3) Mata pelajaran lain juga berperanan dalam membina kognitif (daya pemikiran minda) murid, namun tidak sesaintifik, dan tidak sesistematik bidang pembelajaran matematik dan sains; keteraturan pemikiran yang hanya diperolehi dalam disiplin dua ilmu ini! Kemahiran Mengira, M yang ketiga dalam kurikulum KBSR secara praktikalnya tidak ditambah  baik; suatu keputusan yang ironi apabila dalam KSSR, ditulis secara tersurat untuk menguatkan unsur 4M, iaitu membaca, menulis, mengira dan tambahan M yang keempat, iaitu Menaakul.

4) Menaakul adalah kemahiran pemikiran aras tinggi dalam memahami sebab-akibat. Dalam Taxonomy Bloom sekalipun, ia berada dalam aras kesusahan sederhana. Kemahiran menaakul juga dikategorikan dalam kebolehan menganalisis. Murid seharusnya mampu memahami proses mendapat suatu ilmu itu, daripada menerima suatu ilmu itu seadanya. Kemahiran ini juga penting dalam kehidupan seharian untuk membaca situasi yang berlaku di sekeliling kita agar tidak mudah tertipu, dan bersedia untuk melakukan perubahan-perubahan yang diperlukan dalam masyarakat.

(rajah di atas menunjukan perkembangan kognitif daripada taxonomy bloom yang dikaji semula versi baru, 2005.) 

(Sumber : http://www.odu.edu/educ/llschult/blooms_taxonomy.htm)

5) Asas dalam pembelajaran (learning) adalah untuk mengisi aspek What (pengetahuan), How (kemahiran), and Why (penaakulan). Pembinaan ilmu semestinya perlu mengisi kekuatan kognitif (minda), dan juga kekuatan jiwa (qalb). Dan itulah yang harus kita kerjakan dari sekarang bersama-sama. 

Why we shout in anger?

A professor was teaching about anger; he asked his students, "Why do we shout in anger? Why do people shout at each other when they are upset? The students thought for a while. One of them said, we shout because we lose our calm. "But why shout when the other person is just next to you?" asked the professor. "Isn't it possible to speak to him or her with a soft voice? Why do you shout at a person when you are angry?" The students gave some other answers but none satisfied the professor. Finally he explained, "When two people are angry at each other, their hearts psychologically distance themselves. To cover the distance, they must shout to be able to hear each other.

The angrier they are, the stronger they will shout to hear each other through that great distance. Then the professor asked, "What happens when two people fall in love? They don't shout at each other but talk softly, why? It is because their hearts are psychologically knitted. The distance between them is very short. The professor continued, "And when they love each other even more, what happens? They do not speak, only whisper and they even get even closer to each other in their love.

Finally they even need not whisper, they only look at each other and that's all....

So next time you shout at a loved one or a colleague, know that you are creating distance between your heart and that person's heart. The true test of growth in your life is not always found in what you say, but in what you choose NOT to say. Even though you might have every "right" to respond harshly to someone who has wronged or offended you (personally or professionally), remember the big picture and this whole story.

How many times have you been spared in spite of your mistakes and imperfections? Grace enabled us to see each day. Reflect on that and don't take things for granted in your life. In appreciation for all that you have been given, choose to give up your right to hold an offense or debt against others. Your capacity to thrive and the grandeur of your life's legacy will be a direct reflection of your ability to forgive and forget.

"Smart people know how to hold their tongue; their grandeur is to forgive and forget".

We Are Knowledge Managers?

Sunday November 21, 2010

What all educators must know

By DR THEVA NITHY

Having an assessment-based education system is not good enough if the country has plans to transform and move ahead.

WE ARE stuck in a system where we educators envisage ourselves as “knowledge managers, rather than as “knowing managers”.

What is the difference?

Knowledge managers are people who think that knowledge is an independent wheel in a vehicle and does not interact with the rest of the vehicle. It can be removed, damaged or modified and still have no causal effect on the rest of the vehicle.

Knowledge managers are also traditional teacher-centred practitioners who think that knowledge is to be swallowed and regurgitated by learners. Regurgitation of course, occurs at examination halls, where it will be determined how good learners are at reproducing data.

Knowing managers, are people who understand that that one insignificant wheel plays a determining role, in the overall performance of the vehicle.

These managers know that the sum total of learning occurs in a multi-linked wheel where the weakest link determines the overall performance.

The overall immersions, interactions and experiences in a learning environment will determine the final outcome – the person that the student will become.

I have found that students, who make the effort to spend time with their lecturers outside their classrooms and engage in issues outside their areas of expertise, are thoughtful thinkers and have a better perception.

They are quite distinct from the straight A’s scholars who studiously plug away at their assignments and books, but never really understand where everything falls in the greater scheme of things. Why is this so?

Many educators make the mistake of falling into the role of knowledge managers the instant they step into formal learning spaces — this is true at schools and at universities. It is the job of schools and the universities to ensure students graduate with sufficient knowledge that will enable them to acquire an acceptable grade or degree.

Who can blame the educators then, for wanting to become knowledge managers who teach with only exams in mind since this is the requirement the institutions and ministries want. Knowing managers, however, are aware that learning through knowing is an infinite system of beliefs, knowledge, skills, ethics and social interactions amongst others.

Research and investigations, debates and discussions, all mesh into a single coherent set of skills that stimulates and builds “knowing’’ and the series of orchestral manoeuvres finally result in a learned person.

The environment that provides all these are almost non-existent in nearly all educational systems.

In my own students, I have found they quickly disengage from me when they cannot find relevance and synchrony between my teachings and what they want.

This is especially true in first-year students. They come to the university with big ambitions, after having been told they are the cream of the crop, and that success is guaranteed. The system gives me the impression that they are excellent and ready for “knowing”.

When we meet, the students and I find there is almost a complete mismatch in expectations.

With the stage set by this mismatched expectations, students slowly succumb to a downward spiral where they realise that the knowledge and certainty they had, is not quite the knowing and certainty they face.

They realise that their achievements in examinations have no value. The actual expectation is for them to open their minds to new ways of thinking and knowing.

They realise that it is the discussions and arguments that provide a real understanding of knowing.

A new twist

This is the start of the mess we are in now. The system demands that I become a knowledge manager who grades students on quantified knowledge, and then assign them marks and points that will determine a range of grades.

At the same time, the system also demands that I become a knowing manager who will immerse students into a knowing environment.

I am reminded of a public speaking class earlier where my students could not grasp that a great speech was a combination of many components coming together.

When I spoke about eye contact, everyone focused on it, forgetting gestures and voice tone.

They are now getting the idea that nothing can work by itself, and it is all about knowing their speech and their audience, not knowledge of the speech and the audience — knowledge being an ineffective tangible factor; and knowing being about an intangible, powerful force.

Don’t get me wrong. We just never have had high expectations until now. The problem lies with the fact that educators and education systems are not evolving fast enough to meet new demands.

The other problem is that entrance into universities and schools is a global economic game now, and all the major players believe in looking at knowledge grades first before looking at the knowing skills.

We have encouraged the growth of a grading system based on student competition, where students (and educators) are forced to seek an edge over their peers.

This restricts them from engaging fully with each other in a trusted manner since information that is perceived to give an edge, will be held back.

In many Asian countries, this has also resulted in one of the biggest disasters — tuition centres.

I have come to believe that the assessment-based system we have created is the core catalyst for the dysfunction of our education system. We are addicted to knowledge of the tangibles and have lost focus and faith in knowing the intangibles.

What is the way out? We have to create meaningful and relevant alternatives to exams, and there are many – from research projects to scholarly debates to entrepreneurship – the list is endless.

They may be difficult, but we no longer have the option of choosing a simpler route. It is time to decide once and for all whether we want students who MUST go to school for grades and knowledge or students who will immerse themselves into ways of knowing and become relevant to the future that is already at our doorstep. Or are we willing to risk a failed state?

> Dr Theva Nithy is a senior lecturer at the School of Educational Studies, Universiti Sains Malaysia. Through this column and through the revolutionary ENGAGE Programme – Education for Sustainable Global Futures – USM has started, he and his colleagues hope to help transfor the landscapes of Malaysian schooling and higher education systems. He can be contacted at 
theva@usm.my.

source: http://thestar.com.my/education/story.asp?file=/2010/11/21/education/7227774&sec=education

Sikap buruk bangsa Yahudi

1. Keras hati dan zalim (Al-Baqarah:75,91,93,120,145,170; An-Nisa:160; Al-Maidah:41)

2. Kebanyakan fasik dan sedikit beriman kepada Allah SWT (Ali Imran:110; An-Nisa:55)

3. Musuh yang paling bahaya bagi orang-orang Islam (Al-Maidah:82)

4. Amat mengetahui kekuatan dan kelemahan orang-orang Islam seperti mereka mengenal anak mereka sendiri (Al-An’am:20)

5. Mengubah dan memutarbalikkan kebenaran (Al-Baqarah:75,91,101,140,145,211; Ali Imron:71,78; An-Nisa:46; Al-Maidah:41)

6. Menyembunyikan bukti kebenaran (Al-Baqarah:76,101,120,146; Ali Imron:71)

7. Hanya menerima perkara-perkara atau kebenaran yang dapat memenuhi cita rasa atau nafsu mereka (Al-Baqarah:87,101,120,146; Al-Maidah:41)

8. Ingkar dan tidak dapat menerima keterangan dan kebenaran AlQuran (Al-Baqarah:91,99; Ali Imron:70)

9. Memekakkan telinga kepada seruan kebenaran, membisukan diri untuk mengucapkan perkara yang benar, membutakan mata terhadap bukti kebenaran dan tidak menggunakan akal untuk menimbangkan kebenaran (Al-Baqarah:171)

10. Mencampuradukkan yang benar dan yang salah, yang hak dan yang batil (Ali Imran:71)

11. Berpura-pura mendukung orang Islam tetapi apabila ada di belakang orang-orang Islam, mereka mengutuk dengan sekeras-kerasnya (Al-Baqarah:76; Ali Imran:72,119)

12. Hati meraka sudah tertutup akan Islam kerana dilaknat oleh Allah SWT yang disebabkan oleh kekufuran mereka sendiri (Al-Baqarah:88,120,145,146)

13. Kuat berpegang pada rasa kebangsaan mereka dan mengatakan bahwa mereka adalah bangsa yang istimewa yang dipilih oleh Tuhan dan menyakini agama yang selain daripada Yahudi adalah salah (Al-Baqarah:94,111,113,120,135,145; Al-Maidah:18)

14. Tidak akan ada kebaikan untuk seluruh manusia jika mereka memimpin (An-Nisa:53)

15. Tidak suka, dengki, iri hati terhadap orang-orang Islam (Al-Baqarah:90,105,109,120)

16. Mencintai kemewahan dan kehidupan dunia, bersifat tamak dan rakus, menginginkan umur yang panjang dan mengejar kesenangan serta takut akan kematian (Al-Baqarah:90,95,96,212)

17. Berkata bohong, mengingkari janji dan melampaui batas (Al-Baqarah:100,246,249 Ali Imran:183,184; An-Nisa:46)

18. Berlindung di balik mulut yang manis dan perkataan yang baik (Al-Baqarah:204,246; Ali Imron:72; An-Nisa:46)

19. Mengada-ada perkara-perkara dusta dan suka kepada perkara-perkara dusta (Ali Imran:24,94,183,184; Al-Maidah:41)

20. Berlaku sombong dan memandang rendah terhadap orang-orang Islam (Al-Baqarah:206,212,247)

21. Tidak amanah dan memakan hak orang lain dengan cara yang salah (Ali Imran:75,76; At-Taubah:34)

22. Selalu melakukan kerosakan dan menganjurkan peperangan (Ali Imran:64)

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Fikrah:-

1) Jauhkan diri daripada mempunyai sikap ini! as simple as that

2) ... dan sudah tentu, bercakap lebih mudah dari berbuat! 

Civics; civil conduct, consciousness and duty

Dare to make the difference

TEACHER TALK
By NITHYA SIDHHU

Teachers tend to focus on the negative when confronted with an issue, but sometimes they just have to be innovative in finding a solution.

AS A teacher, the most important thing I must do is to connect with my students.To me, this connection between teacher and student is very important as it underlines the relationship I have with my students.

It is like the the wires of the TV — when you don’t connect them or when you connect them the wrong way, you will get neither the picture nor the reception.

This year, I was asked to teach Civics to several Form Three classes.

As part of the syllabus, the students were expected to do a community service project (projek khidmat masyarakat) for which they would be allocated 20% of their mid-year examination marks.

Since Civics is a non-examination subject, naturally there were students who pleaded with me to allow them to do their Living Skills homework, their Geography projects or Mathematics during the Civics period. One student even told me that I shouldn’t be wasting my time teaching the subject!

It all boils down to attitude of course. To him and his classmates, Civics was just a “filler” subject on the time table.

As the teacher assigned to teach them Civics, I knew that I would be held accountable.

It was my duty to make sure that they understood phrases like “civil conduct”, “civic duty” and “civic-consciousness”.

They began to realise the significance of these words only after I explained them. To be honest, given their attitude, I could have really taken it easy.

I could have asked my students to complete their homework during the Civics lesson and they in turn would have accepted my gift of time with two grateful hands.

However my personal challenge was to change their mindset about the subject. The community service project, for instance, had to be done.

I didn’t want my students to do a project just to fulfill an academic requirement. I wanted them to understand what they had to do and why. 


“In life, we have to serve and sometimes put the needs of others before our own,” I told them.

Civic duty

“Take teachers for example, since they work for the government, they are part of the civil service and therefore civil servants.”

“In our job as teachers, we have a civic duty to perform – the most important of which is to teach the children of this nation with responsibility and integrity.

“We have to be accountable for our actions as well.”

This was the way I taught Civics. I talked to them about local and world leaders, about the cultures of others, thinking skills, about hard work and the sacrifices they make, and about being aware of others who were less fortunate than us.

I talked about the importance of service, why it was necessary and what it could do for our souls, if we chose to serve well.

In the good classes, students quickly understood what was required of them and got cracking.

I explained the project clearly and I told them the format of the report that was expected of them.

In these classes, I even communicated the urgency of them finishing their projects as early as possible, so that they would have the rest of the year to focus on their examination subjects.

In the weak classes, it was entirely different. Not only were they apathetic towards the subject, they chose to disregard it openly.

They also had language problems and no writing skills.

How was I to expect them to understand what a community project was, show interest in it, and then write about the project paper using the proper format?

Community service

However, I found a way out. I decided to make them work on projects during school hours like cleaning up the school compound, helping at the library where they rearranged books, while some helped to sweep the surau (prayer room).

Once they were done, I used the small group teaching style.

With each group, I would probe and question ( a method known as the Flander’s method) until I knew they had understood what community service was, and why it was part of our civic responsibility.

By providing a guided writing format, I helped each group write out their report on the project.

Yes, the words were often mine and yes, they couldn’t spell many words. But I coached them until my mouth was dry. Their reports were brief but I was satisfied and so were they.

In my experience, teachers sometimes choose to focus on the negative when they are working with academically-challenged students.

“I can’t help this lot. They’re hopeless. They don’t want to learn. They can’t even read,” are some of the comments I have heard.

The truth is don’t blame your students if they are not able to perform up to your expectations.

Before you condemn them, talk to them and find out what their problems are. Are their problems related to learning or other issues?

Then, get creative and help them.

As the ancient Roman philosopher Seneca observed, “It is not because things are difficult that we do not dare; it is because we do not dare that they are difficult.”

Dare to listen to your students and you will dare to make the difference.

(Source : http://thestar.com.my/)

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Fikrah:-


Pendekatan bersepadu dalam memberi didikan secara 'lively approach' (berasaskan kehidupan sebenar) adalah lebih relevan dan dekat dengan murid. Murid harus merasa mereka adalah sebahagian dalam masyarakat. Bentuk hubungan yang intim dalam konteks mendengar dan mengambil berat pengkisahan mereka. 


... kerana sekolah adalah tempat untuk memanusiakan manusia!

Meaningful Learning; Geometry

Meaningful geometry

By DR CHEW CHENG MENG

The way we teach and learn geometry has to change for it to have any use beyond merely passing exams.

The study of geometry is important, as it is recognised as a basic skill in mathematics – for several reasons.Geometric models are frequently used to help students understand basic mathematical concepts. The number line, for example, is helpful to illustrate various number concepts and operations.

Geometry is a foundation for study in such fields as physics, chemistry, biology, architecture, engineering, geology and astronomy. Geometric skills are also essential in art, design, graphics, animation, as well as in various aspects of construction work. 

It has important applications to real-life problems. Many practical experiences involve problem-solving situations that require an understanding of geometric concepts and skills, such as making frames, planning a garden and arranging a living room. In addition, Geometric concepts, such as points, line segments, curves and grids, are necessary for basic map reading skills.

Geometry allows development of spatial visualisation which is an extremely important skill for success in mathematics and the sciences.

It helps students to understand and appreciate the world they live in.

Recognition of geometry as a basic skill in mathematics has resulted in an increased emphasis on geometry in the revised mathematics curriculum by the Education Ministry.

Geometric concepts of two- and three-dimensional shapes are formally introduced as early as Year One.

Teacher-centred instructions are sadly, still being practised in a typical geometry lessons in our country. Mathematics teachers are generally inclined to use traditional whole-class teaching strategies and to dominate classroom interaction between students and teacher. Teachers still use the textbook and blackboard, give lectures to students, place emphasis on homework and usually show students how to solve geometry problems in the classroom.

Little opportunity is provided for students to think and reason about geometric ideas.

Perhaps the biggest blunder of all, which hangs like an axe over teachers’ heads, is teaching towards exams and this fear of making sure students make as few mistakes as possible, even during the learning phase. Educational psychologists know that making mistakes during exposure to new learning material is probably the best way to learn. But in Malaysia, we guide students and prevent early self-exploration. In the past two decades, there have been many recommendations put forth for improving teaching and learning of geometry in the mathematics education literature.

One recommendation is the need for mathematics teachers and researchers to develop phase-based instructional activities and implement those activities in the classroom setting. 

Most importanly, we need to stop teaching towards exams!

> Dr Chew is a senior lecturer at the School of Educational Studies, Universiti Sains Malaysia. Through this fortnightly column and the ENGAGE Programme – Education for Sustainable Global Futures – USM has started, he and his colleagues hope to help transform the landscapes of Malaysian schooling and higher education systems. 

(Source : http://thestar.com.my/education/)