Blog Cikgu Blogging In Malaysia

Archive for June, 2009

Can Teachers Stop Global Warming?

THOUGH scientists warn that global warming will likely continue for centuries because of the long natural processes involved, there are a few things teachers can do to decrease the effects. Basically, they all boil down to this: don’t use as much of the stuff that creates greenhouse gases. On a local level, you can help by using less energy.

The electricity that operates many of the devices in our homes comes from a power plant and most power plants burn fossil fuels to generate that power. Take shorter whowers to use less hot water. Use a fan instead of an air conditioner on a warm day.

Here are some other specific ways teachers can help decrease greenhouse gas emissions:

1)  Make sure teacher’s car is properly tuned up. This allows it to run more efficiently and generate fewer harmful gases.

2)  Teachers can walk or ride bike to school if possible, or carpool on your way to school. Cars burn fossil fuel so smaller, more fuel efficient cars emit less CO2, particularly hybrid cars.

3)  When teachers are not at home, please turn lights and other appliances off. If can, teachers may switch from incandescent light bulbs to fluorescent bulbs, which use less energy and last longer.

4)  Recycle. Garbage that doesn’t get recycled ends up in a landfill, generating methane. Recycled goods also require less energy to produce than products made from scratch.

5)  Teachers can plant some trees and other plants in the school compound or in their house garden. Plants take carbon dioxide out of the air and release oxygen.

6) Don’t burn garbage. This releases carbon dioxide and hydrocarbons into the atmosphere.

To really stem the emission of greenhouse gases, we need to develop non-fossil fuel energy sources. Hydro-electric power, solar power, hydrogen engines and fuel cells could all create big cuts in greenhouse gases if they were to become more common.

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Online Education TV (EduWebTV)

Kementerian Pelajaran Malaysia telah memutuskan untuk menyiarkan Rancangan TV Pendidikan melalui web mulai 1 Mac 2008. Sehubungan itu, KPM telah membuat beberapa ketetapan berikut mengenai pelaksanaan Web TV KPM.

Web TV KPM akan menyiarkan tujuh jenis rancangan iaitu:
1) Berita: Saluran ini mengandungi paparan selama 30 minit setiap hari mengenai acara dan aktiviti penting KPM serta warga pendidikan;

2) Wawancara: Saluran ini memuatkan temu bual dengan personaliti KPM atau yang berkait dengan bidang pendidikan mengenai pengupasan isu-isu semasa serta mempromosi inisiatif pendidikan;

3) Akademik: Saluran ini memaparkan perkongsian ilmu yang akan dihoskan oleh pegawai, guru serta personaliti KPM mengenai amalan-amalan terbaik dalam pengajaran dan pembelajaran serta pengurusan pendidikan;

4) Rencana: Saluran ini mempamerkan dokumentan menarik mengenai peristiwa, pengalaman serta pencapaian warga KPM;

5) Interaktif: Saluran ini memuatkan bahan-bahan untuk guru dan murid menambahkan ilmu secara interaktif;

6) Rancangan TV Pendidikan: Saluran ini mengandungi bahan-bahan pendidikan yang dihasilkan oleh Bahagian Teknologi Pendidikan Malaysia; dan

7) Siaran Langsung: Saluran ini akan menyiarkan acara-acara KPM secara langsung melalui internet.

URL bagi Web TV KPM ialah www.eduwebtv.com dan boleh dicapai pada bila-bila masa. Bahagian, Jabatan Pelajaran Negeri, Pejabat Pelajaran Daerah dan semua institusi pendidikan di bawah kawalan Kementerian Pelajaran Malaysia adalah digalakkan untuk bekerjasama dengan krew EduwebTV dalam usaha mereka menerbit rancangan Web TV KPM. Sekian terima kasih daripada admin cikgublog.

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Science Practical Work Assessment

The UPSR Science Practical Work Assessment (UPSR PEKA) is a school based assessment that is implemented at school level as part of teaching and learning precess. UPSR PEKA Assessment Guide contains information on the objectives, characteristics and organization of UPSR PEKA. It also outlines the precedures to assess the pupils’ practical work as guidelines to teachers as assessors and users of PEKA to carry out the assessment in a coordinated manner.

Objectives of UPSR PEKA

The objectives in conducting UPSR PEKA is to enable the pupils to:
* Master the Scientific Skills: 1) Science Process Skills   2) Science Manipulative Skills
* Strengthen the knowledge and understanding on the theories and concepts in Science
* Inculcate the Scientific Attitudes and Noble Values

The Characteristics of UPSR PEKA

1. Compatibility with the Curriculum Specificaton
2. Pupil-centered
3. Feasible and Systematic
4. Open and Transparent
5. Variety of Instruments
6. Continuous and Formative Assessment
7. Valid and Reliable
8. Positive Reports
9. Continuous Monitoring

The Organization of UPSR PEKA

• Planning, Administration, Scoring, Reporting, Moderation

Method For Assessment

1. UPSR PEKA is carried out as part of teaching and learning process.
2. Teachers can assess either one construct/skill or several constructs/skills to a small group of pupils or the whole class.
3. Scientific Attitudes and Noble Values should be assessed simultaneously with other skills.
4. Teachers assess, give and record the score of the evidence presented by the pupils. All the information regarding the evidence are accessible to the pupils.
5. Pupils must submit a complete evidence.
6. Pupils who have not mastered any assessed constructs are able to repeat it in another assignment.
7. Teachers must plan enough assignments to ensure that all the constructs have been assessed.
8. Pupils should be given adequate chances to master the required skills before the assessment is made.
9. The assessment should be carried out at least two times in each year, from Year 3 to Year 6. The highest score for each construct could be taken from either year.

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Malaysia’s Environmental Education From NUTP’s Perspective

Major problems standing in the way of successful implementation of Environmental Education in Malaysia:

1.  Although Environmental Education is being implemented in schools by integrating it across the curriculum and its importance is being recognized within our National Education Policy, there is no specific policy on Environmental Education. Environmental Education is taught as a classroom subject per se.

2.  The implementation of ‘Environmental Education across the Curriculum‘ requires that school administrative staff fully understand and the teachers be adquately trained with the necessary knowledge and skills of the concepts in Environmental Education. The lack of a strong policy on Environmental Education within the National Education Policy pushed this requirement to the bottom of the list of Malaysian schools priorities.

3.  As the guidebooks for the implementation of Environmental Education are not widely distributed, teachers are not aware of their existence. Much classroom teachings on envrionment do not create the awareness that is required to be instilled in our students.

4.  Activities on Environmental Education are consedered extracurricular activities and as such not given serious attention by many Malaysian schools. This is caused by a lack of understanding of the broad and complex concepts in Environmental Education that cover not only extracurricular activities but also every aspect within the education system.

5.  There is a lack of teaching materials for teachers to integrate and infuse Environmental Education at schools, as there is with budget allocation.

For more info, please visit http://www.nutp.org

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Dasar ‘Latihan Dalam Perkhidmatan’

Pihak kerajaan telah memperkenalkan dasar latihan sumber manusia sektor awam yang berkuat kuasa pada 1 January 2005. Matlamat dasar latihan ini adalah untuk pembangunan sumber manusia sejajar dengan kehendak yang terkandung dalam dasar wawasan negara untuk menjadikan Malaysia sebuah negara yang maju dan cemerlang menjelang tahun 2020.

Pada awalnya, tiada sebarang aduan atau rungutan guru yang diterima, tetapi sejak tahun 2007 dan 2008, para guru sudah mula meluahkan perasaan tidak puas hati mereka terhadap dasar latihan sumber manusia kerana terdapat pelbagai tafsiran di peringkat pelaksanaanya. Antaranya:

1.  Semua guru diwajibkan menghadiri kursus Latihan Dalam Perkhidmatan anjuran sekolah walaupun guru berkenaan telah menghadiri lebih daripada 7 hari kursus/bengkel/mesyuarat atas arahan KPM/JPN.

2.  Guru diminta mengisi buku log yang disediakan pihak sekolah.

3.  Ada juga sekolah-sekolah yang meminta para guru membayar untuk menghadiri kursus-kursus LADAP.

4.  Guru terpaksa menguruskan kursus, menyediakan laporan dan mencari penceramah sendiri.

5.  Terdapat rungutan mengenai Pentadbir Sekolah yang proaktif dan kreatif yang cuba menggunakan buku log LDP untuk Penilaian Markah Prestasi. Ini tidak dibenarkan sama sekali kerana tiada arahan dari pihak kerajaan.

Akibat daripada masalah-masalah yang timbul, pihak NUTP telah mengemukakan pandangan guru kepada Jabatan Perkhidmatan Awam dan Kementerian Pelajaran Malaysia. Nutp juga mahu kelonggaran syarat diberikan kepada kumpulan guru yang proaktif, di mana guru-guru yang telah menghadiri kursus/seminar/bengkel melebihi 7 hari dikecualikan dari menghadiri kursus di peringkat sekolah, khasnya pada hari Sabtu.

Sebenarnya, para guru merupakan anggota yang sentiasa diarahkan untuk meningkatkan kompetensi, kualiti kerja, nilai-nilai murni serta sikap positif oleh Kementerian Pelajaran Malaysia. Kami yakin guru-guru sudah pun memenuhi syarat yang dikehendaki dalam Pekeliling Perkhidmatan Bil.6-2005 dan tidak perlu lagi menghadiri LDP pada hari Sabtu. Sekian terima kasih.

P/S: Artikel ini hanyalah pandangan daripada NUTP. Sila lawati www.NUTP.org untuk maklumat lebih lanjut.

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