Pernyataan falsafah yang jelas dengan kepercayaan dan nilai
Pernyataan teori / model yang mendasari falsafah pengajaran dan pembelajaran.
When I was young, I’ve never dreamt to be a teacher. Never. When people like my parents, teachers, relatives or anyone for that matter asked me, ‘What do you want to be when you grow up?’, my answer was never a teacher. It had always been something else. In fact, I never wanted to be a teacher. I did not want to be a teacher.
I received the letter for an interview at an IPG (it was for a teacher training programme) when I was at a matriculation college, studying physical science. I’ve always identified myself as a hard science person. I love science, I love mathematics! But I went for the interview anyway.
And, I received an offer for the teacher training programme. B. Ed TESL. By BPG (Bahagian Pendidikan Guru) which means if I accepted it, and if I passed, I’ll be a teacher. I didn’t want it. I didn’t want to accept it. I love what I was studying at the matriculation college. I didn’t want to let that go. So, to decide, I asked for His guidance. I performed istikharah. For almost a week. By then, I felt like my heart was more inclined to accept the offer. I thought of the advantages of taking the offer. I was surprised at myself. That I decided to accept the offer.
So, I did. For 5 ½ years. I was trained. Hard. It was still science, difficult science, though not THE hard science I wanted. During this training, the love for the profession developed. And for this, I thank my friends and lecturers. Really. Because of them, I fell in love with the profession. Their passion towards the profession inspired me. I had so much fun! By then, I know that I’ve made the right decision. To leave hard science and accept the difficult science. As a part of my life.
Education in Malaysia is a continuous effort towards developing the potential of individuals in a comprehensive and integrated manner to create a balanced and harmonious human being in terms of intellectual, spiritual, emotional and physical grounded on faith and obedience to God. This effort is to produce Malaysians who are knowledgeable, skilled, virtuous, responsible and able to achieve personal well-being, as well as able to contribute to the harmony and prosperity of family, society and country (MALAYSIA NEP, 1988).
I first learnt of the Malaysian national education philosophy when I did my B.Ed TESL. It didn’t really reflect who I was as a school student, back then. I didn’t feel it as a teacher-to-be. It felt distant. But as I experienced the teachings and learnings, and the sharing of my lecturers back at IPBA, I was inspired. I know that I’ve made the correct decision to move from Science stream to Humanities.
After the 5 ½ years, I entered the real world of teaching. And I love it even more! I love being with the students! I love teaching them in the classes. I enjoyed spending time with them. In fact, I spent my recess time with them in the classes sometimes. I enjoyed the challenges they’ve put me through. You name it. I’ve seen everything! Success, failures, fights, pregnancy. I’ve chased male students who ran into the toilets. I’ve cried. I’ve listened to them. I’ve talked to them. As much as I’ve taught them English, they’ve taught me of life. They’ve experienced so much more than I have in my 27 (at the time) years of living. And I was happy. I was ecstatic. I looked forward to go to school every morning. I have people asking me if I wanted to change schools, but I said no. I enjoyed this particular school, no matter what people say about it. It’s not perfect, the students are not perfect, but neither am I. So, who am I to judge.
Hence, as I started teaching in 2009, being on the ground with other teacher-mates and students, the NEP felt even closer to home, to the heart. I remember working hand-in-hand with other teachers to ensure all students achieve success. I remembered that I wanted to be a teacher who’s likeable and fun to be in class with. I didn’t want the knowledge to only come from me, I wanted it to come from them too. I wanted to be a facilitator, and not a teacher, employing the constructivism theory of teaching and learning. Constructivism (Vygotsky) asserts that learning happens within the social constructs where students learn better in group works(cooperative learning). So, rather than always teaching in front of the class, I always made sure that I brought games and fun to the class and students would have to work together to complete the tasks given (problem-based learning). I attempted to have them teach each other by pairing them during class discussions. I attempted to ask questions in class, expecting to impart critical thinking, but I ended up answering the questions myself. I wasn’t strict, at all. Students came in and out of the class as they liked. Students had fun, but did I? That first year, I felt that I failed as a teacher. I cried a lot because I couldn’t control my class. My students’ attitudes and achievements didn’t change. Then it hit me. I can't possibly make change in all students. I decided to try as much as I can to help at least, one student. To make changes in the life of one student. It doesn’t have to be anything massive, small changes are progress. And I believe I did, to some extent.
After the experience, I reflected upon my teaching style and decided to change it. Rather than being a teacher who’s always fun and easy-going, I became stricter. As I progressed throughout the years, I adopted the behaviourism theory (Skinner). I was the teacher, no longer the facilitator. I made sure students know the rules of the classroom.
After four years in school, I entered UniSZA. I taught a different set of students, adult or semi-adults? My experience at school has taught me that I can’t only adopt constructivism, but rather employ both, constructivism and behaviourism. It goes well, for now, I believe. The first meet with the undergraduate students, I would always share my rules. The rules for them to adhere to in the class.
I believe that it is important to have students engaged with the course content. Engagement means the students would be able to understand what is learnt better, rather than having them memorise the content. Having them engaged to the content allows the students to master it better. They should be able to utilise what they have learnt in my class when they have graduated.
I can’t believe I’m saying this, but my passion towards teaching, educating has grown stronger ever since I started. And I hope it keeps growing and becomes stronger in the future.
This is the brief version of DCI, weekly schedule, weekly content, and assessment details provided to the students on the first meeting of the week.