Transforming Education: Embracing a New Paradigm

New Paradigm

In the ever-evolving landscape of education, I find myself at a crossroads. The traditional methods I once held dear now seem outdated, urging me to embrace a new paradigm. This change isn’t just for my benefit but for the future of my students.

From Teacher Knows Everything to Teacher as Facilitator

Gone are the days when the teacher was the sole authority in the classroom. The modern educational environment demands a shift from being the all-knowing figure to becoming a facilitator of knowledge. My role now is to guide, inspire, and support students as they navigate their own learning journeys. Encouraging independent thinking and fostering a collaborative atmosphere are key to this transformation.

From Mistake is Bad to Mistake is Learning

In the past, mistakes were often viewed as failures, something to be avoided at all costs. However, I have come to realize that mistakes are invaluable learning opportunities. Embracing errors and reflecting on them helps students develop resilience and critical thinking skills. This shift in mindset transforms the classroom into a safe space for experimentation and growth.

From Kids Listen to Kids Think

The traditional model of passive learning, where students merely absorb information, is no longer sufficient. Today’s educational approach prioritizes active engagement and critical thinking. Encouraging students to question, analyze, and synthesize information empowers them to become independent learners and problem-solvers.

From Goal = Good Grades to Goal = Learning

The emphasis on achieving high grades has overshadowed the true purpose of education: learning. Shifting the focus from grades to the acquisition of knowledge and skills fosters a deeper understanding and a lifelong love of learning. This approach nurtures well-rounded individuals who are better prepared for the complexities of the modern world.

From Memorise Facts to Solve Problems

Memorization of facts has its place, but the ability to solve problems is far more crucial in today’s dynamic environment. Encouraging students to apply their knowledge to real-world scenarios enhances their analytical and creative thinking abilities. This problem-solving focus prepares them to tackle challenges both inside and outside the classroom.

Embracing these changes is not easy, but it is necessary. By evolving my teaching practices, I not only enhance my professional growth but also contribute to a more effective and meaningful education for my students.

Reflecting on these shifts, I am reminded of the importance of continuous learning and adaptation in the pursuit of educational excellence. Together, we can create a learning environment that truly prepares students for the future.

The Audacity Of The Young One

I have been involved in the development and fine tuning of  Co-Academic activities concept paper for quite some time. I was among the youngest when I started.  The group was quite small back then and it is a fact that I have always been intimidated by my colleagues. Older and more experienced in many ways.

During one of my early meetings I was sitting across the table to a senior teacher. In one of our heated discussion on how we should go about one of the activities. She blurted out “the audacity of the young one” at me. It sounded harsh in the beginning but her face had a smile. For context, I was explaining to my colleagues on why we shouldn’t follow her direction for a competition.

At that time it was shocking. But as time passes by I realise it should have been the opposite, it should have been a proud moment. I have done what many wouldn’t do. To respectfully disagree when the situation demands for it. And I believe that is why there was a smile accompanying the words.

I believe that was why I was included in the discussion, to be candid and to be frank when the ideals seems to be too lofty. To introduce fresh ideas. To simplify and to make it easy for adoption.

My younger colleagues may have heard this story from me before, it is all but a reminder that they too have ideas that may be worth more than mine.

We Teach

~We teach
  because there is a great fulfillment that comes 
  in working with boys
  and girls.
 
~We teach
  because We wanted to be sculptors,
  and We can do so,
  by shaping lives for the future.
 
~We teach
  because We wanted to be artists,
  and We can do so,
  by painting dreams for children.
 
~We teach
  because We wanted to be musicians,
  and We can,
  in giving inspiration to children.
~We teach
  because We wanted to be historians,
  and We can 
  in having recorded something
  for the lives of great men to come.
~We teach
  because We wanted to be poets,
  and We can
  in writing impressive passages of mankind.
 
~We teach
  because of the reward
  We receive when a child's frown turns to smiles,
  or when he/she says, "Now We understand."
~We teach
  because of the personal growth We receive each day
  as  We venture out on a quest
  for knowledge and techniques
  to help our students understand.
 
~We teach
  for it is in this where We can see the worthwhile
  and true fulfillment of living.

Originally a poem entitled “I teach” , was done as a choral speech during my KPLI days. Credit to the original poet.

Format Pentaksiran Tingkatan 3

PBS
Pentaksiran Berasaskan Sekolah

Finally after months of waiting the official format for PT3 is here. I can only comment on the English paper format. It is almost the same as the one leaked previously. Except with a few twist. For one thing, the sample for section B which is information transfer is easier for the student versus the leaked sample. As it follows what is usually is in the text book. Another thing I noticed is the inclusion of a small section for poems and novels. Many teachers have spoken about the exclusion of literature in the leaked version.

The number of essay have also came down. If looking at the leaked sample there is a total of 3 writing tasks (50 words, 100 words and 150-200 words essay). The official format only have a 50 words short response essay, and another 120-150 words essay in section D.

All I can say that is I’m quite happy with the format. Not many repetitive task as compared with the leaked version.

Latest  English Format vs Leaked English Format

 

For the rest of the documents please use the link below.

Format Instrumen PT3

Instrumen Contoh

 

Full Inspectorate

Last week the School Inspectorate camped at our school for one whole week. They came here to do a full inspection on the school. The reason is because we have been an under-achieving school for a number of years already. They were here trying to help us get back on our feet.
I was observed twice, once for English and another one for P.E was expecting somebody to come in and observe me during Biology but that never happened. Got good inputs from them, especially for English. She commented that I need to play a bit with my deep “sexy” voice and to use the board more often. :p Yeah I know my voice is a bit deep so sometimes the students can’t hear me that well.
All in all it was a good experience, the last time I was observed was when I was doing my practicum, and I do welcome the feedback that they had given me 🙂
Adieu :rose: