Confession of a Cikgu

Confessions of a Cikgu

Teacher Talk by NITHYA SIDHHU

(The Star, 11 April 2010)

A senior teacher talks about how she is fast losing her enthusiasm for the job because of the ever-increasing non-teaching chores she has to take on.

IT was recently announced that a committee, headed by Education Director-General Tan Sri Alimuddin Mohd Dom, and comprising representatives from various teachers’ unions, has been directed to look into complaints by teachers on how they have been burdened with other chores instead of focusing on their primary duty — teaching.

However, it is comforting to know that the Deputy Prime Minister, Tan Sri Muhyiddin Yassin, has himself said that he feels that there is a basis to teachers’ concerns. He wants the committee to thrash out problems and get back to him with sound recommendations to improve the lot of teachers in the country. The deadline? Two months.

Let’s keep our fingers crossed. Teachers are looking forward to some positive and workable recommendations from the committee.

The story below is of a teacher with 27 years of experience whom I shall refer to as Tee. Tee loves sharing her knowledge with students. She even takes pride in class projects and thoroughly enjoys the interaction with her charges.

However, over the years, she has been burdened with paper work and has been constantly called to work on Saturday and dumped with more responsibilities.

Teachers are bogged down by unnecessary paper work which leaves them with little time to focus on teaching. — File photo

Such duties which can easily be carried out by a clerk, is taking a toll on Tee, 52, who is losing her enthusiasm for teaching. It will be a shame if the country has to lose dedicated teachers like her.

A steady job

Tee was born in a small town in Selangor, and is the eldest of 10 children. Tee’s father was a lorry driver and her mother, a rubber tapper. After completing her secondary school education, she decided to teach and had applied for a place in the then teacher training college (it is now known as teacher training institute).

“It had always been my ambition to be a teacher and my parents had no objections, so long as their eldest daughter had a steady job, or as they would refer to it, an ‘iron rice bowl’ job.”

However, before that materialised, she accepted a JPA (Public Services Commission) teaching scholarship at Universiti Kebangsaan Malaysia (UKM) to pursue a Bachelor’s degree in Science and graduated with honours in 1983. She obtained a Diploma in Education from UKM the following year.

Tee started teaching in a secondary school in Karak, Pahang and had stints in Sekinchan, Sg. Pelek and Selayang all in Selangor, before she was posted to her present school in Petaling Jaya in 2004.

“When I began to teach in the eighties in small towns, students then were very simple and they respected their teachers.

They did not seek much outside help or tuition for the subjects they were weak in, as they do today.

“At that time, their only source of knowledge and solution to their problems lay in doing the homework we gave them in school.

“As such, the the teacher-student relationhip was good. I could actually chart the personal development my students made under my tutelage. We teachers were instrumental in shaping their personality and character,” she says proudly.

Tee does not mince her words when she is asked to comment on how teaching was like, more than two decades ago.

“Those days, all I had to do was to teach, guide and to get to know my students as well as I could. If there was paperwork, it was minimal.

“If you look at students today, you can see that, because of their exposure, they are more knowledgeable. They have higher expectations and demand more from their teachers. I even feel that some of them are very egotistical.”

There’s one aspect of her job that Tee feels has changed for the better — preparing and setting examination questions.

“It was a more difficult task back then, but now, with the advent of numerous workbooks, the computer and educational DVDs, the job has become so much easier.”

I ask her if she is satisfied being a teacher.Tee thinks hard before responding.

“When I first began teaching, my salary was very low but I was a happy teacher. Today, my salary is much higher, and rightfully I should be happy, but I am not.”

“The clerical work I have to do, is becoming unbearable. You see, as a Mathematics teacher, I already have a lot of preparation, planning and marking to do.

“Now, on top of that, there are many other deadlines to be met. All parties, including parents, the principal, colleagues and students have high expectations.”

As a ketua bidang (head of department), life at school is even more stressful for Tee.

She is in charge of several academic programmes and for her, the documentation and filing she has to oversee, is literally back-breaking.

At 52, and with menopausal symptoms, particularly hot flushes, plaguing her, Tee’s sentiments about school have not changed.

In fact, for the first time in her teaching career, she was stressed and worried when the new school year began in January.

“I was anxious about my work and the ever-increasing responsibilities for the entire year. Could I take all this and more for another year?” she asks with a frown.

Tee tells me of an ex-colleague who had just passed away due to breast cancer, and of another one, who was currently undergoing treatment for uterine cancer.

When Tee herself went for a mammogram recently at the University Malaya Medical Centre (UMMC), she was startled to hear from a nurse at the Radiotherapy Department that nine out of 10 patients undergoing chemotherapy at the hospital were teachers.

“Do you think it’s caused by stress?” she asks.

I found her question disturbing to say the least. Can it be?

Blank expressions

“You know,” she tells me, “I also find myself thinking a lot about my students these days. Sometimes, when I see ‘blank expressions’ on their faces, especially from those who are academically weaker, I wonder to myself ‘Why are they here? What do they feel about having to learn something that is not relevant to their daily life?

“For some of them, Mathematics is such an alien subject that even I begin to wonder what I am doing with them. On top of that, I feel that students today have to learn too many subjects and this makes life very challenging for the weaker students.”

Tee is of the opinion that the Government should set up more vocational schools to provide living skills training to this group of students.

“At least then we can help produce our own skilled workers, rather than having to import them.”

Tee feels that these days, she is more like a clerk doing paperwork instead of spending time giving personal attention to her academically-challenged students.

“Just think. Each class has about 30 to 40 students, so to be efficient, one has to have classroom management skills too. With the type of students we have, it is no easy task managing them. Many young teachers are afraid when they have to enter a classroom.”

Tee also regrets that with her increasing workload, she has little time to mentor and guide young teachers at her school.

“These teachers lack experience badly, and I feel they need to be guided for at least a year.

“With senior teachers being bogged down with non-teaching duties, there is hardly any time to develop a young teacher’s potential, or help boost their self-confidence.

“Often, they just get thrown into the deep end of the pool and unlike us — the teachers of the older generation, who had so much more grit and resilience — this group of young teachers take a longer time to adjust and cope.”

Tee tells me that despite being graduates, many of them lack communicational skills.

“For the teaching of Science and Maths in the higher forms, young teachers simply aren’t competent in the language of instruction.

“Students then start complaining and parents start calling up the school demanding an explanation.”

Tee shakes her head. “If I’m given the choice today, I don’t think I’ll choose to be a teacher anymore. I’m not against teaching; I enjoy being with my students. In fact, I’m at my happiest when I’m in the classroom. But our job today isn’t just to teach and deal with students, is it?”

“Don’t get me wrong. In class, I still do all I can for my students. I know they view me as a stern person because I follow the rules and I mean business when I am teaching them. I’m a hardworking and responsible teacher.

“I do sometimes crack a joke or two, and we all laugh together. Sometimes I tell them stories about my difficult childhood and how I had to be like a mother to all my younger siblings — how I had to act responsibly even when I was just a teen and the amount of housework I had to do and how difficult life was for me.

“I know my students admire me for the determination I have shown through the years to make something of myself. We have a good relationship – my students and I. I am firm but kind. I even treat them with sweets and chocolates.”

Tee also shares with me what she thinks about her relationship with her students.

“Oh, without question - they are very bold, talkative and not as disciplined. They want to be treated as friends rather than as students. In class, they are quick with their comments and remarks.

“In fact, I get aggravated when my students are rude or indifferent.

“But, personally, I’m a cheerful person so I do let down my guard once in a while and have some fun with them. As a teacher, I realise that they have needs that I must meet.

“For their sake therefore, I have to be prepared mentally and emotionally, as well as be sound in my own knowledge, especially in the subject that I teach. So far, that has not been a problem with me.

“When they tell me that I’m the best Additional Mathematics teacher they’ve had, I feel truly rewarded.

“When they get good results in Maths, some of them have even hugged and thanked me for being their teacher.

“I like getting positive feedback from my students, and I must admit that I feel young because I’m always surrounded by them.

“So, you see, it’s not the teaching part I don’t like. It’s the other chores that get me down.”

I ask Tee what is the best compliment she has received as a teacher. She is wistful, but her answer moves me as it still does her.

“One of the happiest moments in my life was when a mother thanked me for helping her son to be a cheerful, confident young man.

“The mother told me that her relationship with her son had improved tremendously because of me. It felt very good that I had such an effect on someone’s life.”

Does Tee have any advice for young teachers?

“Be committed, be knowledgeable and be prepared for what you are supposed to do. Always remember that if you want your own children to be taught by good teachers, then be a good teacher to the children of others. What goes around comes around.”

On a serious note, Tee is already thinking of applying for optional retirement next year simply because of the ever-increasing non-teaching chores.

Teachers in the news

Monday, 12 April 2010 (The Star)

Teachers should be treated better


BESIDES the heavy workload of teachers, I would like to highlight their poor working condition and environment. Almost all other government departments have better working conditions.
Hospitals, police stations and other government departments are now fully air-conditioned but teachers have to slog in hot and humid classrooms where the fans and lights are sometimes spoilt.

The male teachers would love to wear ties in the classroom but the humidity does not work in their favour.It can be argued that some schools have air-conditioned staff rooms but how many are that privileged?Even if the staff rooms are air-conditioned, there is an unwritten rule that we can only switch on the air-conditioners after 10am.

In some schools, the fans are not allowed to be switched on in the morning. Students are only allowed to do so after recess to cut cost.
Students will not be comfortable learning under such conditions.Teachers are professionals and soon even primary schools will be flooded with graduates and they deserve better treatment than this.

Canteens in schools, compared to other government departments, are also far from satisfactory. The space or room allocated for teachers is congested and stuffy and don’t come with air-conditioning. Thanks to privatisation of the general workers, our toilets are much cleaner but a great deal has to be done to upgrade the facilities.Having only one or two small cubicles as toilets for teachers is embarrassing.

Correct me if I am wrong, but all other government staff except teachers are provided with stationery. Teachers use more pens than anybody else but we are not provided with these. Nowadays, we are compelled to use white board markers which do not come cheap. There are schools which provide each teacher with two markers at the beginning of the year. We are told to buy our own refills or get new markers. Each marker hardly lasts a week. I am not being petty about buying marker pens and other stationery but why do other government staff enjoy such facilities while teachers have to shoulder such expenses?

I feel teachers are the most under-rated civilian staff and they deserve better treatment and opportunities for promotion. Most of us get promoted not on merit but on the time-based system.
It cannot be denied that the Education Ministry has been creating more opportunities for promotion but what percentage of the profession does that represent? To add to the woes of senior teachers at secondary schools, young teachers have been employed to teach Form Six classes just because they get to jump to a higher scale. Senior teachers who have been teaching Form Six classes all these while are relegated to lower forms. Some argue that young teachers should be given a chance to get quick promotions. But what about the seniors? Don’t they deserve some recognition too?

While other departments have their own fleet of vehicles for official purposes, teachers have to fend for themselves. Not all teachers can afford luxury cars and pupils feel shy to make a trip in a teacher’s car as it is not flashy enough.

JAYARAJ K.G.S.,
Sitiawan.

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Reply:
Tuesday, 13 April 2010 (The Star)

Be sure you love teaching before joining the profession



I AM quite disappointed with the views expressed in the letter “Teachers should be treated better,” (The Star, April 12).

There is too much grumbling and complaints between the lines. Government school teachers should be thankful to their boss, the Government. There is only recruitment and retirement in the teaching profession. Have you ever heard of any retrenchment of teachers? Teaching in government schools is such a laid-back career as it is not affected by the economic downturn or other circumstances.

Moreover, most school teachers still have enough energy and free time to do part-time job such as tuition, direct sales and insurance, or help their spouse to run a business.

On top of that, they have salary increments every year and are paid allowances regardless of how bad the economy is.

They enjoy about 78 days of holidays annually, excluding public holidays.

So, what else do teachers want? Teaching is a noble profession and people should be sure that they love teaching before joining the profession.

ANGRY PARENT,
Malacca.


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Reply:
Wednesday, 14 April 2010 (Suara Hati)

Teachers’ complaints valid and reasonable

AS I have many teachers in my extended family, I feel the need to respond to the letter “Be sure you love teaching before joining the profession” (The Star, April 13) in order to clarify some misconceptions about the teaching profession.

Firstly, it is true that most teachers have lifelong job security. However, if you think teaching is so laidback and easy, you should try handling one of the more raucous classes for a week and see if it changes your perception.

The average fresh entry into the profession has to go through 30 to 40 years before reaching retirement. Many of these years will be spent struggling with students who have absolutely no desire to learn.

Secondly, I disagree with the view that most school teachers have plenty of free time. Don’t generalise from a few, highly visible examples who seem to be touting the latest health supplement at every opportunity.

It is true that most school sessions last only half the day. However, dedicated teachers have most of their non-teaching hours taken up by meetings, co-curricular duties, lesson preparations, endless marking of books and test papers, and various committee responsibilities. Wouldn’t any non-teacher protest if their non-office hours were intruded upon by such obligations? If some teachers attend to family matters or hold tuition classes in between, it is through the sacrifice of their own personal time and energy. Again, would any of us in the private sector accept our bosses telling us how to spend our free time once we have clocked out?

Thirdly, the number of holidays that teachers get is often the envy of other sectors. However, this is somewhat offset when meetings are held in the middle of school holidays. Teachers also have fewer days of personal leave to use for important events like weddings, and such leave is subject to potentially strict approval.

Finally and most importantly, many teachers do indeed love teaching. It is the whole reason they joined the profession in the first place. Again, don’t let a few opportunists who brag about their light schedules and plentiful holidays tarnish the entire profession. Many teachers today feel that they are overburdened with paperwork and other compulsory tasks that interfere with their lesson preparations and actual teaching.

These teachers signed onto the job aspiring to teach and guide eager young students, but they didn’t realise that inputting of data, compiling of statistics and writing of progress reports would form the bulk of their work. And this is not even including the after-hours obligations I mentioned earlier.

So give teachers a break, including a little respect and sympathy. If some teachers ask that their working conditions be made a little less strenuous and distracting, it is a valid and reasonable request.

SCOTT THONG YU YUEN,
Ipoh.


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Reply:

Official REPLY from MOE 

Ministry of Education (MOE) would like to thank Mr. Jayaraj K.G.S. of Sitiawan for his marked of concern through his article, “Teachers Should Be Treated Better” pertaining the treatment teachers should be receiving in their line of duties educating our young nation. The MOE takes Mr. Jayaraj K.G.S. concern seriously thus it is vital that the matter be looked into in further understanding and detailing.

Teachers’ code of attire during their working hours at school are addressed specifically in Surat Pekeliling Ikhtisas Bil 6/1985 dated 9 May 1985 and Surat Pekeliling Ikhtisas Bil 7/2001 dated 7 June 2001. In both Surat Pekeliling Ikhtisas, it is clearly stated that male teachers are encouraged to wear ties during their working hours at school, thus weather permits they remain encouraged to do so.

The importance of conducive working environment in any education facilities is not deniable. MOE agreed that to provide conducive learning and working environment for all in the school premises is of upmost important and must be advocated. Teachers are no doubt prominent to the growth of the nation education and sensitivity as well as improvement on their welfare will always gain attention from the MOE. Its importance can be discerned in various steps already taken by the MOE to improve teachers’ welfare. As it is, the MOE is now conducting a study pertaining teachers’ welfare particularly on teachers’ work load and the findings to this study will definitely help the MOE to further improve teachers working environment.

The suggestions made by Mr Jayaraj K. G. S. to MOE is not an isolation but already taken care of from time to time. MOE would be glad to look further into all matters pertaining teachers welfare as the need arises.

Ministry of Education (MOE) refer to an article published in THE STAR newspaper dated 12 April on the issue of – TEACHERS SHOULD BE TREATED BETTER.


CORPORATE COMMUNICATION UNIT
MINISTRY OF EDUCATION MALAYSIA

Kelahiran di Sebalik Kematian

BELFAST: Cara Kerja Allah sungguh misteri, tetapi harmoni!

“Kami mahu menjemput Imam untuk solat jenazah di Funeral Home!” kata pegawai polis tersebut.

Bingung.

Solat jenazah.

Di Funeral Home?

Saya kehairanan.

“Siapa yang meninggal dunia?” saya bertanya.

“Seorang kanak-kanak perempuan berusia lima tahun” jawab pegawai polis itu.

“Baiklah. Saya panggil beberapa orang lagi dan kita berangkat 10 minit lagi” saya bersetuju.

Tengah hari itu saya berjaya mengumpulkan kira-kira 7 orang  jemaah masjid. Kami bertolak keFuneral Home itu dengan sebuah kereta limosin hitam yang disediakan oleh pihak gereja. Di sepanjang perjalanan, saya masih tidak jelas dengan majlis yang bakal kami hadiri.

Perjalanan ke Funeral Home yang terletak di pinggir Belfast Selatan itu tidak memakan masa yang panjang. Kelihatan di perkarangan bangunan, banyak kereta dan orang ramai yang berpakaian hitam.

Suasana diselubungi kesedihan.

Pegawai polis yang membawa kami, memperkenalkan saya kepada seorang wanita Irish. Beliau berusia dalam lingkungan akhir 20′an.

“Oh, inikah Imam tersebut?” tanya beliau.

“Ya. Perkenalkan, Mr. Hasrizal” kata pegawai polis itu kepada wanita tersebut.

“Oh, terima kasih Mr. Imam. Saya Jenny, ibu kepada Mary” beliau memperkenalkan diri kepada saya.

Saya perasan yang Jenny tidak menghulurkan tangan untuk bersalam. Bagus sekali.

“Maafkan saya. Saya menumpang sedih atas kematian anak puan. Bagaimana semua itu berlaku?” saya bertanya.

“Entahlah. Kami bangun pagi dan Mary sudah pun meninggal dunia di dalam tidurnya” kata Jenny.

Sungguh tragis. Seorang kanak-kanak berusia lima tahun yang sihat, tiba-tiba ditemui meninggal dunia di dalam tidurnya. Saya segera teringatkan Saiful Islam yang masih kecil di rumah. Sesungguhnya setiap hari anak kita berjaya bangun daripada tidurnya dan bernafas, ia adalah anugerah Allah buatnya dan buat kita. Setiap hari adalah survival. Terasa benar betapa fragileseorang bayi. Betapa perlunya ibu dan bapa memberikan kepadanya sebaik-baik penjagaan.

“Perkenalkan ini Mustafa, suami saya!” kata Jenny.

Saya menghulurkan tangan beriringan dengan senyuman.

Mustafa berpaling ke arah lain. Enggan bersalaman dengan saya.

Saya agak terkejut. Terkejut dengan penampilannya yang rugged dan beranting-anting. Terkejut kerana namanya Mustafa, seorang Muslim dari Algeria. Terkejut kerana dia enggan bersalaman dengan saya. Terkejut kerana isterinya yang Jenny itu pula yang mengusahakan kedatangan saya dan rombongan masjid untuk menyembahyangkan jenazah anak mereka, Mary.

“Maaf saya, Imam. Dia kesedihan” kata Jenny.

“Tak mengapa. Saya juga kalau berada di tempatnya, pasti sedih dan sukar untuk berkelakuan biasa” saya menjawab.

“Saya seorang Katholik. Tetapi saya mahu Mary disembahyangkan sebagai seorang Muslim. Saya yang menghubungi pihak polis meminta mereka mencari masjid dan Imam” jelas Jenny lagi.

Perlahan-lahan saya dan jemaah masjid melangkah masuk ke dewan. Saudara-mara mereka sudah memenuhi dewan. Sesungguhnya ia merupakan suatu pengalaman baru yang sungguh menguji keyakinan diri saya. Tidak pernah saya membayangkan boleh berada di dalam suasana seperti ini, suatu hari nanti.

Saya berdiri di sisi keranda.

Seorang anak kecil tidak seperti sekujur mayat.

Wajahnya ada senyuman.

Rambut dipintal cantik.

Baju gaun putih sungguh berseri.

Saya hampir terlupa, anak kecil yang ‘tidur’ itu telah tidur yang tidak akan menjengah pagi. Pergi tak kembali.

Sebak dada menahan mata yang semakin berkaca.

“Tidurlah sayang. Allah mengasihimu” saya berbisik perlahan.

Keranda kecil itu kami betulkan posisinya agar bertepatan dengan Kiblat. Cuba mencari ruang yang bersih daripada patung Jesus dan gambar-gambar yang tidak kena untuk berada di hadapan kami yang mahu mengangkat Takbir.

Saya, Jamal, As’ad, Ahmad dan beberapa orang lagi jemaah Masjid yang hadir mengerjakan solat jenazah untuk melunaskan hak anak kecil itu ke atas kami. Semoga anak itu berehat di alam sana. Saya terkilan kerana ayahnya, Mustafa, enggan menyertai solat jenazah kami ke atas anaknya yang ‘malang’ itu. Beliau hanya duduk bersama keluarga isterinya yang Katholik itu, memerhatikan kami bersolat.

Selesai solat didirikan, saya dikehendaki memberikan sepatah dua kata.

Aduh!

Apa yang mahu saya ucapkan? Di hadapan orang Irish itu? Katholik? Suasana sedih?

Saban hari, ada sahaja tugas baru yang tidak pernah berada di dalam jangkaan saya. Setiap hari adalah cabaran. Kemahuan dakwah dan khidmat tidak cukup. Saya perlu ada keberanian untuk melakukan apa yang perlu.

Just do it!

“Silakan Imam!” kata pengerusi majlis.

Tersentak saya daripada lamunan.

“Encik Mustafa, Puan Jenny, ahli keluarga dan rakan-rakan yang hadir. Hari ini adalah hari yang sedih buat semua. Sedih buat Encik Mustafa dan Puan Jenny, sedih untuk kita semua dan sedih untuk saya, seorang bapa kepada seorang anak kecil. Ia sedih untuk kita semua. Tetapi kesedihan itu mungkin boleh dikurangkan dengan berfikir tentang sesuatu yang gembira…” saya memulakan bicara.

Cuba untuk empati, dan memilih perkataan yang betul dalam keadaan emosi semua orang yang begitu rapuh.

“Di sisi Islam, setiap bayi yang lahir, tanpa mengira siapa bapa dan siapa ibunya, apa warna kulit dan di bumi mana kelahirannya, setiap bayi lahir suci. Penuh potensi untuk kehidupan. Mary meninggalkan kita ketika beliau belum mencapai usia baligh. Beliau suci dan dengan kesucian itu, beliau kita berada di tempat yang terbaik di sisi Tuhan. Dan jika kita biasa membayangkan bahawa anak-anak akan mengebumikan ibu bapa yang mati sakit tua, hakikatnya di dalam hidup ini boleh sahaja berlaku, ibu dan bapa yang menghantar anak pergi. Semua itu adalah cara Tuhan memberitahu kita, bahawa kita semua adalah milik-Nya” saya menyudahkan ucapan.

“Pada saat yang sedemikian itu kekuasaan memberi pertolongan hanya tertentu bagi Allah, Tuhan yang sebenar-benarnya; Dia lah sebaik-baik pemberi pahala, dan sebaik-baik pemberi kesudahan yang berbahagia (kepada hamba-hambaNya yang taat)” [al-Kahf 18: 44]

Ucapan ringkas saya itu mendapat tepukan yang positif daripada sekalian mereka yang hadir.

Saya menarik nafas lega. Dan dalam kelegaan itu, ungkapan sebenarnya adalah ALHAMDULILLAH.

“Bagaimana dengan pengebumian? Apakah kita mahu biarkan sahaja anak itu dikebumikan di tanah perkuburan Kristian?” bisik salah seorang ahli rombongan masjid yang hadir.

“Apakah salib yang bakal dipacak di atas keranda budak itu akan mengubah nasibnya di kubur? Semua itu bukan keutamaan kita. Berpeluang mengerjakan solat jenazahnya pun sudah merupakan nikmat yang besar buat kita. Jika pengebumian di kubur bukan Islam itu satu isu, serahkanlah ia kepada Encik Mustafa, bapanya. Apa yang penting, amalan si mati. Dan untuk almarhumah Mary, tiada apa yang perlu kita khuatirkan. Pengebumian untuk dia, bukan untuk kita!” saya menjawab.

Lelaki itu berpuas hati.

Beliau beredar meninggalkan dewan Funeral Home itu bersama kami.

Di dalam perjalanan pulang, fikiran saya berkecamuk. Antara sedih dan lega. Sedih memikirkan keadaan Mary. Tetapi lega Allah ‘mengambilnya’ semula pada usia semuda itu. Saya tidak dapat membayangkan bagaimana Mary akan membesar dengan baik jika ibunya yang Kristian Katholik itu bersungguh dengan Islam, manakala bapanya yang Muslim itu pula, entah di mana Islamnya.

BEBERAPA HARI SELEPAS ITU

Pengalaman menyembahyangkan jenazah seorang anak kecil yang ibunya Kristian Katholik dan bapanya Muslim, adalah sesuatu yang tidak pernah berada di dalam bayangan saya semasa menerima perlantikan sebagai Imam di Belfast Islamic Centre. Saya tahu di Belfast memang ada sejumlah Muslim yang mengahwini Irish Kristian dengan peruntukan Syariah dalam perkahwinan Kitabiyyah. Apa yang sering merunsingkan saya adalah pada memikirkan nasib anak-anak daripada perkahwinan itu.

“Assalamualaikum, Imam” tiba-tiba Ahmad memanggil saya.

“Wa ‘alaikum al-Salaam. Silakan!” saya menjawab salam.

“Ada seorang pemuda bernama Jonathan. Beliau mahu bertemu dengan Imam” jelas Ahmad.

Saya mempersilakan Jonathan masuk ke pejabat. Wajahnya seperti pernah saya lihat tetapi tidak pasti di mana.

“Imam tidak ingat saya, barangkali. Saya hadir di majlis penghormatan terakhir ke atas baby Mary minggu lalu. Saya sepupunya” Jonathan memperkenalkan diri.

“Oh begitu. Maafkan saya. Bagaimana Jenny dan suaminya?” saya bertanya.

“Mereka berada di dalam keadaan yang baik. Terutamanya ibu saudara saya, Jenny. Dia memang seorang yang cekal” terang Jonathan.

“Apa hajat saudara datang ke masjid ini? Insya Allah saya cuba membantu” saya terus kepada urusan utama.

“Semasa kami mendapat tahu Mary meninggal dunia, semua orang marahkan Jenny. Beliau menangguh-nangguhkan Baptism ke atas Mary sehingga Mary mati. Kami semua bimbang dengan keadaan Mary yang tidak dibersihkan daripada original sin dan ini menyulitkannya nanti untuk berinteraksi dengan Divine Life. Tetapi ucapan Tuan Imam selepas sembahyang itu mengubah segalanya. Saya terkejut apabila tuan katakan bahawa, menurut Islam Mary mati dalam keadaan yang bersih!” cerita Jonathan.

“Benar. Bukankah itu juga yang sepatutnya?” saya menyoal lagi.

“Ya, kami semua mahu percaya bahawa Mary suci. Susah sekali mahu membayangkan seorang yang kecil, suci dan bersih seperti Mary, mati sebagai manusia berdosa. Tetapi Islam menepati perasaan sebenar kami” ujar Jonathan lagi.

Saya terkasima.

Ucapan ringkas dan spontan saya tempoh hari amat hambar dan terlalu biasa buat saya. Rupa-rupanya impak ucapan itu besar kepada yang mendengarnya.

“Saya mahu belajar tentang Islam” kata Jonathan.

Masya Allah… benarlah Islam itu fitrah.

Kematian Mary, adalah untuk ‘melahirkan semula’ Jonathan, seorang anak muda.

Jonathan, selamat datang ke agama fitrah!

Hebat sungguh perancangan-Mu!

ABU SAIF @ www.saifulislam.com
68000 AMPANG

Musim Pelbagai

Masyarakat semakin stress...

Di sini lain... Di sana lain...

Murid Demam Akademi Fantasia

Cikgu Demam Akademi Fantasia

Musim Pangkah-Memangkah Kembali...

Stop Cutting trees

Seriously... Stop Cutting Trees!!!

Constructivist Teacher and Changes

Things to share for me and for you.

Tips in becoming a Constructivist teacher

1. Constructivist Teachers encourage and accept student autonomy and initiative
2. Constructivist Teachers use raw data and primary sources, along with manipulative, interactive, and physical materials.
3. When framing tasks, Constructivist Teachers use cognitive terminology such as 'classify', 'analyze', 'predict', and 'create'.
4. Constructivist Teachers allow student responses to drive lessons, shift instructional strategies, and alter content.
5. Constructivist Teachers inquire about students' understandings of concepts before sharing their own understandings of those concepts.
6. Constructivist Teachers encourage students to engage in dialogue, both with the teacher and with one another.
7. Constructivist Teachers encourage student inquiry by asking thoughtful, open-ended questions, and encouraging students to ask questions of each other.
8. Constructivist Teachers seek elaboration of students' initial responses.
9. Constructivist Teachers engage students in experiences that might engender contradictions to their initial hypotheses and then encourage discussion.
10. Constructivist Teachers allow wait time after posing questions.
11. Constructivist Teachers provide time for students to construct relationships and create metaphors.
12. Constructivist Teachers nurture students' natural curiosity through frequent use of the learning cycle model.

These 12 descriptors highlight teacher practices that help students search for their own understandings rather than follow other people's logic. These descriptors can serve as guides that may help other educators forge personal interpretations of what it means to become a constructivist teacher.

reference:
In search of understanding; The Case For Constructivist Classrooms
Jacqueline Grennon Brooks; Martin G.Brooks


Bold Actions and Changes

1) Structure pre-service and in-service teacher education around constructivist principles and practices.
2) Re-structuring the assessment procedures that meaningful for students.
3) Focus resources more on teachers' professional development than on text books and workbooks.
4) Eliminate letter and number grades.
5) Form school-based study groups focused on human developmental principles.
6) Require annual seminars on teaching and learning for administrators and school board members.


Conclusion

What is School? and Schooling?
= listening to teachers and taking notes
= taking tests
= lugging text books from class to class
= writing book reports
= standing in straight lines
= seeking permission to visit the restrooms
= etc?

These are the images, practices, and expectations, upon which schooling has been structured since the very first common schools were erected well over a century ago. The images are more to 'control' rather than 'learning'?

New Images? 
- that reflect:-


= students as a thinker
= students as a creator
= students as a constructor
= students are encourage to develop hupotheses, to test their own and others' ideas
= students to make connections among 'content' areas,
= students to explore issues and problems of personal relevance
= students to work cooperatively with peers and adults in the pursuit of understandings
= students and adults to form the disposition to be life long learners


The old images of school do not speak directly to the central issue of school reform-ways to evoke student learning through their search for understanding. The images of Constructivism do.

Pelajar terbaik Biasiswa Nasional

Tahniah dan selamat maju jaya. 30 orang pelajar SPM 2009 yang mendapat paling banyak A+ di dalam Malaysia, dan seterusnya diberikan Biasiswa Nasional 2010. Semoga pencapaian yang menunjukkan kecemerlangan Akademik ini diteruskan sehingga dapat kembali semula sebagai Penggerak Negara masa depan.

Pencapaian A+ yang memberangsangkan bukan bererti 'pelajar terbaik keseluruhan'. Ia hanya satu kayu ukur atas kemerlangan AKADEMIK semata-mata. Maka, selepas ini, teruskanlah mencari, menggilap, dan meneruskan menjadi yang terbaik dalam segala bidang kemanusiaan. Terbaik, dari kaca mata ibubapa, rakan sebaya, dan masyarakat.

1. Gladys Tan Yee Kim (SMK Green Road, Kuching)
2. Grace Kiew Sze-Ern (SMK Perempuan Sri Aman, Petaling Jaya, Selangor)
3. Khadijah Ahmad Jais (SM Agama Persekutuan, Labu, Negri Sembilan)
4. Akmal Hidayat Sabri (SMK Derma, Kangar)
5. Syamilah Mahali (Tunku Kurshiah College, Seremban)
6. Amelia Lee Wei Ling (SMK Taman Melawati, Gombak, Selangor)
7. Nur Syuhadah Muhamad (SM Sains Tengku Muhammad Faris Petra, Kota Baru)
8. Lai Yin Kwin (SMK Tinggi Malacca)
9. Corinne Gunn Huey Min (SMK Taman Melawati, Gombak, Selangor)
10. Hu May Khei (SMK Convent, Taiping, Perak)
11. Muhammad Amal Aiman Mohd Yusof (Mara Junior Science College (MRSM) Kota Baru)
12. Kuah Jia Ying (SMK Bukit Jambul, Penang)
13. Chean Chung Shen (SMK Methodist (ACS) Sitiawan)
14. Ahmad Zhafir Zulkfli alias Zulkifli (Integrated Fully Residential School (SBPI) Temerloh)
15. Goh Diangde (SMK Derma, Kangar)
16. Ameenah Azman (Tunku Kurshiah College, Seremban)
17. Erin Chuah Wei Yen (SMK Seri Bintang Utara, Kuala Lumpur)
18. Mohamad Syukri Azmi (MRSM Kota Baru)
19. Muhammad Syafiq Kamarulzaman (SBPI Selandar)
20. Neelam Devi Nath (SMK Buloh Kasap, Segamat, Johor)
21. Ooi Hui Lynn (SMK Convent Green Lane, Penang)
22. Nurliyana Sanusi (MRSM Kota Baru)
23. Gan Li Fang (SMK Tun Mamat, Tangkak, Johor)
24. Muhammad Sallehuddin Mansor (SMK Matang, Perak)
25. Muhammad Izzat Solihuddin (MRSM Tun Ghafar Baba, Jasin, Malacca)
26. Nurizzati Zainal Nazeri (Saad Foundation College, Malacca)
27. Khairunnisa Che Bahrun (Maahad Ahmadi Arabic School, Tanah Merah, Kelantan)
28. Nurulaida Mohd Darus (SBPI Jempol, Negeri Sembilan)
29. Loh Sook Yin (SMK Tinggi St David, Melaka)
30. Malathy a/p Balakrishnan (SMK Ibrahim, Sungai Petani, Kedah)