A Coach Blog by Dr. Yusnita

English Made Easy with Dr Yus Vlog#2: Vocabulary

2023-02-20T12:23:00.000+08:00

English Made Easy with Dr Yus Vlog#3 More Vocabulary

2023-02-19T18:50:00.001+08:00

First Teacher Meeting of the Year ...

2021-01-11T04:19:00.002+08:00

In my experience as a teacher, the first teacher meeting of the year was always a mixture of all the feelings: happy to be back to school, excited to be with other colleagues, curious to know the classes to be taught in the year, motivated to start teaching, but there were also times, I felt worried that I was not able to carry out the responsibility to numbers of committees, especially when I was appointed to be a chief or leader. Anyway, I was always super excited when every time I was appointed to be Ketua Panitia Bahasa Inggeris. These were the things that I did...

Borrowed the files of the panel from the Senior Assistant I had to make sure I really took care of the files. (You know what, if you mess with them...OMG! You have to face it... I borrowed it for just a few days to have a look at all the strategic, tactical, and operation plannings for the year. I could also know the profile of the teachers in the committees to know them: names, years of experience, strengths, their contributions to schools, and etc.
Requested for name lists of the pupils in each class. Apart from they should go to the files, I could also know the numbers of the pupils in each class and recognize their abilities: high achievers, mediocre, or low achievers. Of course, there are other things you can do with the lists depending on your goals.
Checked with a big boss of BOSS (Bilik Skim Pinjaman Buku Teks) to see if I could borrow textbooks for each year. (My homework was to have a glance at all the textbooks to see the content). Remember that you are the source of reference for your teachers..everything is Ketua Panitia...normally is like that.
THIS IS THE BEST PART. English Corner!!!! I would spend days till the school opened just to "make up" the corner: different look, attractive, informative, updated, and etc. You know what, I would feel satisfied every time pupils stopped and read what was on the board..OMG! I miss that so much...

Is that all? Nope....a lot more...but till I blog again...take care and stay safe...

Determination...

2021-01-10T13:35:00.004+08:00

If you want something that you have never had

You have to do something that you have never done!

Determination plus blessing...

What Makes A Great Teacher?

2021-01-10T01:45:00.000+08:00

It is not easy to be a great teacher, but it is always possible. Need a little bit of hard work. Believe me hard work works!

All the best to all teachers of the world!

2018-09-16T03:08:00.002+08:00

Assalamualaikum and good morning,

Yesterday, I had a programme with a large group of pupils in Kuching, Sarawak. As promised, I am sharing the link for the materials so that the pupils can have them as their reference...

https://bit.ly/2xc3fM2

Thank you.

Happy First Month of the Year

2018-01-25T20:31:00.001+08:00

Happy working to everybody...

Mesyuarat SISC+ Negeri Terengganu Bil. 1/2016

2016-04-05T12:08:00.004+08:00

Alhamdulillah...

It is a good start...

A COURSE ON GEARING TOWARDS 21ST CENTURY TEACHING AND LEARNING OF ENGLISH LANGUAGE AND TEACHING OF PHONICS SKILLS

2015-08-19T12:49:00.001+08:00

Alhamdulillah.

Back in Business

2015-05-18T23:46:00.000+08:00

After quite some times, I am back in business.

TEACHING OF PHONICS SKILLS AND REFLECTIONS AND REFLECTING IN ENHANCING TEACHING OF ENGLISH LANGUAGE FOR HEADS OF PANEL OF KUALA TERENGGANU DISTRICT

2014-11-11T18:30:00.000+08:00

Alhamdulillah. From 9 to 11 November 2014, a Briefing under District Transformation Programme was carried out; on Teaching of Phonics Skills and Reflections and Reflecting in Enhancing Teaching of English Language for all heads of panel of Kuala Terengganu District. 82 participants involved in the programme. Although the programme was meant for the heads if the panel, most of the participants were representative teachers in school.

The first and second day, the focus was more on teaching of phonics skills. For some teachers, this is the new knowledge for them since most of them are Level 2 teachers. The principle of having this programme for the heads of panel because they are the source of reference in schools.

These are the modules that were used in the programme. The first two modules were given by English Language Teaching Centre (ELTC).

This is Associate Professor Dr. Muhamad Kamarul Kabilan's module that was used during Reflection session.

Some tokens for participants to bring with them

Pictures taken during Opening Ceremony by En Azahar bin Abu Bakar, Chief Education Officer from Kuala Terengganu Distric Office. There were also other SIP+ and SISC+ officers in the ceremony. En Abdullah Mamat, SIP+ was there accompanying the Chief Education Officer. Other SISC+ officers were Pn Hjh Laili Husain, En Sabudin, En Zakaria, Pn Mariana and Pn Dahlia.

Mr Sharizal Shaarani, SISC+ officer was the emcee for this opening ceremony.

En Azahar bin Abu Bakar and En Abdullah bin Mamat

SISC+ officers, Pn Oslina from PPD Kemaman dan Pn Nadia from PPD Dungun had dinner with Associate Professor Dr. Muhammad Kamarul Kabilan in D'Ganu Seafood, Duyong. We shared a lot of things with him.

Salam Maal Hijrah 1436h

2014-10-25T06:58:00.002+08:00

BUSKING FOR LIFE

2014-10-25T05:44:00.002+08:00

Yesterday, while walking through the lane...

LET'S SEE WHAT IS THE DEFINITION OF BUSK

busk¹|bʌsk|

verb [ no obj. ]

1 play music in the street or other public place for voluntary donations: the group began by busking on Philadelphia sidewalks | (as nounbusking) : years of busking had taught him how to hold a crowd.

2 (busk it) informal improvise.

DERIVATIVES

busker noun

ORIGIN mid 17th cent.: from obsolete French busquer ‘seek’, from Italian buscare or Spanish buscar, of Germanic origin. Originally in nautical use in the sense ‘cruise about, tack’, the term later meant ‘go about selling things’, hence ‘go about performing’ (mid 19th cent.).

(Oxford Dictionary)

12th International Asia TEFL Conference & 23rd MELTA International Conference

2014-10-24T03:18:00.004+08:00

On 28 to 30 August 2014, I was in Kuching to present my paper on Collaborative Practices Among Teachers on Edmodo.

ELT in ICT

2014-10-24T02:48:00.001+08:00

Giant Board Competition .... Experience That Money Can't Buy

2014-10-24T02:42:00.002+08:00

In 2011, my students had a chance to participate in the competition called Giant Board Competition. It was their first time and they took the challenge. Alhamdulillah. They won.
It was an experience that money can't buy....

I love Spelling...

2014-10-24T02:25:00.002+08:00

It is important to inspire students to love spelling. It is not just to spell a word. It is more than that. Spelling is a skill to be taught. Spelling is a skill to be mastered. Spelling is a skill to be practised. It takes everything to be a great speller...

The pictures were taken during the State Level of Spelling Competition when I was given the task to be a pronouncer and Mr. Kamarol Azma who is my best friend was the time keeper.

I love spelling...More that words can say...

Spelling again and again...

7 Ways to Improve Your Spelling Skills

Some people can speak with the confidence of Barack Obama and the grace of Hilary Clinton, yet when you ask these people to spell the simplest of words. They are completely lost and stumble in their own attempts.

In today’s world, filled with acronyms, abbreviated messages via text, and spell check, when does anyone actually have to spell these days? Sometimes, we do need our spelling skills, especially if we’re still in school. If you’re at work and called to present a presentation, you will want to be able to recognize the errors on your handouts and visual presentations. Remember – spell check services are only as good as the programmer who creates them. You, yourself, are the best way to improve your spelling skills.

You don’t believe me? Here are 7 ways to improve your spelling.

Do something with your mirror besides look at your own reflection. Most of us look in some type of mirror several times in one day. Write a new vocabulary or hard to spell word on a sticky note. Place it on your mirror and your compact if you have one as well. Every time you look in the mirror, you will see the word, and in time you will know how to effortlessly spell it.
Stop relying on spell checking programs. If you always rely on spell check features, you will never be able to rely on your brain. Just don’t make changes with suggestive spellings; pay attention to how the word should be correctly spelled.
The popular phrase is “an apple a day, keeps the doctor away”. A similar phrase is “a book a day; keeps the brain freeze away.” The more you read; the more words you learn.
Most people can’t stop themselves from doodling when they have a pen or pencil on their hands. Why not doodle constructively? Create doodles around hard to spell words (this is a great thing for parents and children alike to do together) and see how quickly you pick up the spelling.
When you’re reading books, magazines, and newspapers, either jot down unfamiliar words or circle or highlight them (make sure you’re not writing in library books). This will help you learn new words and increase your vocabulary.
Keep a spelling journal. Every time you come across a word you don’t know, write it down. These can later be used as your mirror words.
Use a Spelling Software program. Software programs are great for kids and adults. An example of a first-rate spelling system is the Ultimate Spelling software package. With Ultimate Spelling, you and your children can improve your spelling abilities while interacting and having fun.

These are seven ways that you can improve your spelling skills. All of them have their strengths, but if you want to do as little as possible to learn (which most children do – and some parents); then a spelling software package is the best bet for you. Everything you need is already included at purchase, and you have the ability to customize the program to match your needs and your interests.

(http://www.vocabulary.co.il/7-ways-to-improve-your-spelling-skills/)

WHAT MAKES US A TEACHER?

2014-10-24T02:01:00.000+08:00

What makes us a teacher?

In order to become a teacher, we need at least a student. A student that makes us a teacher. In schools, we have hundreds and thousands of students. In rural areas, we still have even if we can only count on the fingers of one hand.

Alright, with students in front of us, behind us, all around us, we are now can be called a teacher. Thank The Almighty, Alhamdulillah that we are now a teacher but how many of us thank our students for making us a teacher? Do they really make us a teacher? Should we thank them for making us a teacher?

Those are the questions left to be answered...by us...a teacher...

What makes us a teacher? Our students.

What makes us a good teacher? Our students.

What makes us a great teacher? Our students.

"Knock! Knock! Knock!" The opportunity knocks on a teacher's door...

STORY TIME....

I love this story so very much, I cry every time I read it. Just try to make a difference in someone's life today? tomorrow? Just "do it".

Touching story.

As she stood in front of her 5th grade class on the very first day of school, she told the children an untruth. Like most teachers, she looked at her students and said that she loved them all the same. However, 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 did not play well with the other children, that his clothes were messy and that he constantly needed a bath. In addition, 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 must be a struggle."

His third grade teacher wrote, "His mother's death has 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 Mom used to." After the children left, she cried for at least an hour.

On that very day, she quit teaching reading, 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 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 had 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 does not end there. You see, there was yet another letter that spring. Teddy said he had 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 at the wedding in the place 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. Moreover, 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."

A Visit From Students of Institut Perguruan Sultan Mizan, Besut

2014-10-24T01:28:00.000+08:00

Alhamdulillah.
Last Monday, October 13, 2014, there was a visit from a group of students of Institut Perguruan Sultan Mizan. The visit was led by Pn Roslina binti Ariffin and most of the members are my friends. A week before I received a call from Kak Roslina asking me if I could give some information about Guru Cemerlang, since I was one before becoming SISC+. I believe that sharing is caring. And I really hope that I can inspire them.

During the session, I have promised them that I would share some pictures of my activities for their reference. Therefore, these are some of them...

These pictures are taken during Persidangan Pengetua dan Guru Besar Sekolah Kecemerlangan Tahun 2011. It was held from 6 to 9 December 2011 in Hotel Subang, USJ, Selangor. It was an honour for me because my paper was chosen to be presented there.

The following year, I was invited to present my paper in Kolokium Antarabangsa Pengurusan dan Kepimpinan Komuniti dalam Pendidikan organised by Institut Aminuddin Baki. It was held on 26 to 29 November 2012 in BTPNK, Pengkalan Chepa, Kelantan. I had the chance to meet presenters from Indonesia, Brunei dan Thailand. It was really unforgettable moment for me.

As teachers, we should get closer to parents. When I was a teacher, the biggest challenge a part from being a teacher to groups of pupils, was the acceptance of parents. All parents want their children to get As in examinations. Most parents are very supportive. They would do whatever they can to help their children as well as teachers in school. Considering that sharing is caring, I ran a one-day collaborative programme with parents. The programme was held in two consecutive years; 2011 dan 2012. It was held in order to share the tips and techniques on writing.

The difference between approach, method and technique?

2014-10-23T23:11:00.000+08:00

Last Monday, I went to Kolokium Kajian Tindakan Daerah Kuala Terengganu in Dewan Teater, Perpustakaan Awam Negeri Terengganu. In this colloquium, we had the opportunity to see the presentations from primary and secondary teachers. Of all the presentation, there is one that arouse my interest. The presentation was Mr. Khairi's from SMK Bukit Guntong. After the presentation, there was a Q & A session. During the session, Mr Yzel Somarno, senior assistant of one the schools here mentioned that there are differences between method and technique. Indeed, as a teacher, we should realise the difference and understand the concept. Let's see how this explanation can help our understanding...

APPROACH, METHOD & TECHNIQUE

1. Introduction

A common error among teachers is to use interchangeably terms like approach, method, and technique. Such pedagogical weakness may be considered as one unforgivable act ever committed by teachers. Thus, Lesson 4 will help us absolutely comprehend these three terms together with the other topic areas related to teaching procedures.

Specifically. Lesson 4 contains:

ü Approach, Method and Technique Defined

ü Teaching Strategy

ü Some Leading Teaching Approaches

Ø Discovery Approach

Ø Conceptual

Ø Process

Ø Inquiry

Ø Unified

Objectives

After completing lesson four, you should be able to:

a) compare and contrast approach, method and technique using the actual classroom teaching as point of reference

b) discuss the nature and features of the different teaching approaches, and

c) discern what makes a good method and eventually, evaluate whether the methods employed by the teachers are good

You will surely learn so many things on this lesson (“,) Read now.

2. Presentation

Approach, Method and Technique Defined

The simple diagram found below is an attempt to distinguish them:

The 'How' Dimension of Teaching (Garcia, 1989)

Based on the diagram, it clearly shows that approach encompasses the whole orientation of teaching. Approach is the broadest of the three, making technique the most specific, and the method found in between approach and technique.

An approach is an enlightened viewpoint toward teaching. It provides philosophy to the whole process of instruction. As presented by the diagram, the method and technique are just parts and parcels of approach. Approach gives the overall wisdom, it provides direction, and sets expectations to the entire spectrum of the teaching process. Furthermore, approach sets the general rule or general principle to make learning possible.

A method, on the other hand, is an organized, orderly, systematic, and well-planned procedure aimed at facilitating and enhancing students’ learning. It is undertaken according to some rule, which is usually psychological in nature. That is, it considers primarily the abilities, needs, and interests of the learners. Method is employed to achieve certain specific aims of instruction. To make it as an effective instrument, it should be presented with certain amount of efficiency and ease. More so, the teaching method aims to achieve greater teaching and learning output, thus saving time, efforts and even money on the part of both the teacher and the learner. It directs and guides the teacher and the students in undertaking any class lesson or activity.

To appraise that teaching method is good and effective, the following characteristics would tell if it is so:

ü good method recognizes individual differences;

ü if it provides students’ learning;

ü if it facilitates growth and development;

ü if it achieves the desired results of the teacher as reflected in her instructional objectives.

One must remember that there is no such thing as the best method. Thus, there is no single correct way to teach a class. Instead, there are many good ways of teaching the students.

The procedural variation of a method calls for the third term, technique. Technique encompasses the personal style of the teacher in carrying out specific steps of the teaching process. Through technique, teachers enable to develop, create and implement, using her distinctive way, the procedures (method) of teaching.

Teaching Strategy

In due time, educators and writers started using the term teaching strategy with reference to the methods and procedures utilized in teaching.

The term strategy is derived from the Greek word “strategos”, literally translated as “ the art of the general”. As a military term, it appeared in the literature in the latter part of the 18^th century, referring to the larger aspects of conducting war. In the context, it was defined as “ the efficient application of resources to the accomplishment of objectives”, primarily the defeat of the enemy’s armed forces. While the larger aspects of conducting war were called strategies, smaller movements were referred to as tactics (Levis, 1985).

It was in the writing of American theorists and researchers such as B.O Smith and Hilda Taba where the notion of a teaching strategy first appeared. But it was Willard B. Spalding who used the term strategy earlier when, in 1958, he stated that the curriculum is the strategy by which the schools attempt to fulfill the goals of education. Referring to strategy – as applied to curriculum- as a sound calculation and coordination of the means and ends, Spalding pointed out.

In a paper entitled “ Toward a Theory of Instruction” Smith (1963) defined teaching as a “system of actions intended to induce learning”, and strategy as “ a pattern of acts that serves to obtain certain outcomes and to guard against certain others”. It is obvious that Smith was adapting military concepts to a classroom setting.

Another theorist, Taba (1969) also focused attention on the concept of teaching strategy. In her view, it was useless to study teaching as a global process; rather, it was necessary to identify particular teaching strategies required for particular types of instructional objectives. The main aim of strategies, she proposed, was the development of children’s thinking skills.

Aber et.al (1971) defined teaching strategy as : teaching strategy is a purposefully conceived and determined plan of action. Ideally, the strategy is designed to facilitate a particular kind of learning in a given situation and in terms of a specific learning objective. The strategy is selected for use after a comprehensive assessment of the specific situation prior to the actual instructional art. The operations of assessing the situation and selecting the strategy represent the “professional expertise” that the teacher brings to the instructional setting.

Another definition of teaching strategy was given by McClosky (1971): teaching strategy is a teaching approach that is used either in solving a classroom problem or in improving instruction.

According to Frankael (1973), teaching strategies represent the combinations of specific procedures or operations, grouped and ordered in definite sequence that teachers can use in the classroom to implement both cognitive and affective objectives.

SOME LEADING TEACHING APPROACHES

A. DISCOVERY APPROACH

B. CONCEPTUAL

C. PROCESS

D. INQUIRY

E. UNIFIED

DISCOVERY APPROACH

This approach pertains basically to cognitive aspect of learning; the development and organizations of concepts, ideas and insights, and the use of reference and other logical processes to control a situation.

Characteristics:

1. It is inductive, proceeding from the specific to general ones.

2. Freedom is necessary in the discovery approach.

3. The teacher helps the learners acquire knowledge, which is uniquely his own because he discovers it for himself.

4. The end of teaching, using this approach, is the acquisition of knowledge.

5. The students and not the teacher should be actively involved in the process of discovery

6. The students look at the knowledge that they have discovered as something new to them.

Centering on a series of problem solving situations, the discovery approach, therefore, calls for active student involvement. It is student-centered as well as self-directed learning.

Roles of the Teacher

1. Patience is needed in this approach. He does not pressure his students but he gives them enough time to formulate the expected generalization.

2. The teacher should not answer for the students; he can give clues and hints instead. He does not generalize for them.

Advantages

1. The increase in intellectual potency

2. The shift from extrinsic to intrinsic motivation

3. The learning of the heuristics of discovery (how to learn)

4. The aid to conserving memory

CONCEPTUAL APPROACH

This approach requires the categorization of content from simple to complex level. Students need not go into an actual investigation or experimentation, which is usually required in discovery approach. A simple act of recalling facts will suffice like asking students to state certain phenomena that they observe.

Roles of the Teacher

1. The teacher using conceptual approach should be able to master the cognitive hierarchy of discipline. He should be able to categorize all knowledge pertinent to his area; from facts to concepts; from concepts to generalizations; from generalizations to principles; and all of these should be organized around conceptual schemes which are pervasive ideas embodying the whole discipline.

2. The teacher should help students to gather sufficient data to enable them form the expected generalization.

3. The teacher should not conceptualize for his students. The students should conceptualize for themselves.

Advantages

1. Since conceptualization as process involves an active use of mind, certain intellectual processes are being developed like classification, discrimination, synthesis, and judgment. While knowledge is being processed, students have to think logically and holistically.

2. One value of the students’ ability to generalize is that they can make use of the insights gained in certain problematic situations.

3. They could see and realize that bits of information, which seem to be isolated can be organized and pierced together like a jigsaw puzzle around a context in the broader fundamental structure of a field of knowledge. Thus, they become aware that every time the teacher presents a set of facts, the lesson is to be approached in its totality. Thus, meaning is drawn out and derived from it.

PROCESS APPROACH

The process approach may be defined as teaching in which knowledge is used as a means to develop students’ learning skills.

This approach originated from and used to be a monopoly of science instruction. Today, it is identified primarily with skill-oriented subjects like practical arts and home economics and even with knowledge-laden subjects like social studies.

The essence of the process approach lies on three major points:

1. emphasis on process implies a corresponding de-emphasis on the subject content ( the concern is how to learn and not what to learn).

2. it centers upon the idea that what is taught to students should be functional and not theoretical (e.g. if you learn mathematics do what mathematicians do; if you learn science, do what scientists do; and if you learn music, do what musicians do)

3. it introduces the consideration of human intellectual development (produces the consideration of human intellectual development – processes may refer to intellectual skills).

Advantages

1. Teaching a man how to catch fish is must better than giving him fish every time he needs it – this is the adage recognized by process approach.

2. By developing the skills of the students, the teacher is preparing him to be independent, self-sufficient, and productive person. This gives substance to education as a process of “preparing one for his own life”.

INQUIRY APPROACH

The concept of inquiry refers to one’s attempt to understand fundamental issues and concerns that may affect one’s status in life. From the point of view of teaching and learning, the concept of inquiry gives premium to the process of discovering what may be of help in motivating and in facilitating proper accumulation of knowledge.

Characteristics:

Its emphasis is placed upon the aspects of search rather than on the mere acquisition of knowledge. It addresses itself primarily to learning concepts, although an end product of any inquiry lessons may be production of a new idea of concept – or a new invention. It is the search for truth, information or knowledge. It pertains to research and investigation and to seeking for information by asking questions.

This approach views a given discipline more as an attitude than as a body of knowledge or as a method. Emphasizing the affective aspects of learning, it uses both the content and processes as means toward the development of the qualities of the mind as curiosity, skepticism, intellectual honesty and the like.

In using this approach, the questions should proceed from the very factual to thought-provoking questions – that is from the what questions to the how andwhy questions. More opportunities should be provided to students to respond to questions that call for analysis, interpretation, evaluation, and judgment.

The inquiry approach simply calls for the use of systematic method of studying a problem so that solutions therefore be equally prepared and implemented.

Role of the teacher:

In the classroom, the teacher should be an active participant in bringing about working relationship among learners, which enhances functional interplay of ideas and actions. Teachers and learners alike should learn to make adjustments in undertaking activities geared towards the “greatest good for the greatest number”.

This approach encourages teacher to be open-minded, and to be gracious in accepting criticisms and challenges with an end in view of insuring the carrying out of school activities as planned.

ADVANTAGES:

1. it requires them to go beyond the knowledge and skills levels of learning toward the affective dimensions like their attitudes, values, appreciations and the like.

2. They are expected to become more analytical and less gullible.

3. When students have adopted the spirit of inquiry, they become more curious and observant individuals.

The inquiry approach figuratively vibrates a nugget of wisdom:

“In work, every day brings new changes for one to grow, new challenges to meet, and new mission to pursue. If systematically planned, every new day is a step towards one’s pleasant dream”.

UNIFIED APPROACH

Teachers by and large present knowledge in its isolated and fragmented bits, as if each bit is an independent entity by itself. Once presented to students, these unrelated bits of information seem to be likely unattractive and meaningless to them. They might be able to memorize them for sometime but there is no guarantee that they will retain them. Their tendency is to recite them by rote, especially when there is an examination scheduled in a day’s time or two.

But after the test is given, such bits are surely relegated to oblivion.

The unified approach is defined as means of treating relationships that exist among the significant components making up a given body of knowledge. It is a thorough process of weaving and integrating topics into a general framework or a conceptual scheme. This simply means that the teacher does not treat each concept as an island by itself but rather he relates the previously learned concept with the new concept, until finally the students are able to see the interrelationships among the various concepts that serve as the mainstays or as the cognitive pillars of an academic subject. Its primary aim is to enhance the student’s learning by making him view things in their entirety or totality.

CHARACTERISTICS:

1. it is highly cognitive

2. it leads students toward insightful and meaningful learning

( concepts on comparison, linking up, ascertaining the cause

and effect, determining prerequisites, predicting results,

synthesis)

3. it is holistic in treatment

3. Summary

Learning the various terms presented and discussed earlier would mean a lot in teaching. Always remember, a good teacher needs as well good strategies of handling and presenting the lessons. There are various approaches that can guide effective teaching-learning process. Each requires teachers to perform the tasks expected of him. Recognizing the importance of these approaches surely put teacher to better planning, implementing and evaluating his instruction.

(Source: www.openuni-clsu.edu.ph/openfiles/modules/ed710/lesson4.doc)

Ideas...ideas...ideas...

2014-10-23T21:40:00.002+08:00

Good evening everybody...

First and foremost, I would like to express my gratitude to my dearest Kak Nor Laila Dauvil for her brilliant idea... Yup! Good things deserve to be shared...

I have been sharing some interesting education websites on my facebook and today I received a message or should I call it..a request to share all those websites on different wall. Instead of having there, I would like to share them here. I have put the link of the websites on pages. You can just click the link, explore, share, adapt, adopt and use it in your own classroom... as simple as that...

Something to ponder....
The more we know the more we realise that we do not know...in other words in Bahasa Melayu, "Ilmu itu semakin dicari, semakin terasa kurangnya"...And as teachers, we should always teach to learn and learn to teach...teaching needs learning and learning needs teaching...and both are never ending process...

AFTER 5 MONTHS

2014-10-15T03:07:00.000+08:00

Thank you, Allah...

Hi, everyone there...

After 5 months being in this position as School Improvement Specialist Coaches Plus (SISC+), today I come back to the blog to have my routine...writing and writing...sharing and sharing...

Lesson of the day

2014-04-02T10:39:00.000+08:00

Year 4

Topic : Save the Earth

Name : ______________________________________

Class : __________________

Topic : Save the Earth

Listen to this song first

Task Sheet 1

Listen to the song and circle the correct answers.

Earth Song By Michael Jackson

What about (1) sunrise / fun fries ?

What about (2) rain / pain ?

What about all the (3) thinks / things ?

That you said we were to gain

What about killing (4) yields / fields ?

Is there a (5) lime / time ?

What about all the things?

That you said was yours and (6) fine / mine

Did you ever stop to notice?

All the (7) blood / flood we shed before

Did you ever stop to notice

This crying Earth these weeping (8) shores / chores

Aaaaaaaaaaaaaaaaa Ooooooooooo

Alhamdulillah

2014-03-10T11:17:00.001+08:00

Assalamulaikum and a very good morning to all my pupils, friends and visitors...

It has been a long 'break' since my last post. Though break does not really mean break. Before going on the actual business of having this blog that is teaching and learning, sharing and caring via blog... I would like to share with you the reasons for not actively sending the post.

Alhamdulillah.

This is a collection of My Modules.

How to Write Better was the first module produced for my pupils in SK Sultan Sulaiman 1. It was first printed in 2008 and I continued using it until 2010.
Alhamdulillah, it helped me a lot in guiding them on how to write better in their UPSR paper.

Both My Writing and My Grammar were printed in 2011. They were improvised version of How to Write Better but this time, I divided the module into two parts; writing activities and grammar activities.

In 2012, after considering the facts that mastering grammar is very important in producing good writing, I came out with My Grammar Book. It was not only grammar but there were also words and verbs pertaining to different places. Pupils need to know the words and verbs used in certain places. There were also powerful words for them to use in their

writing.

2014-02-10T12:34:00.002+08:00

http://www.englishclub.com/grammar/nouns-proper_quiz.htm