Blog Cikgu Blogging In Malaysia
Cikgu Malaysia Online Blogging about Teachers, Students, Schools and Teaching Skills.
Suasana Social Bilik Darjah
May 19th
Interaksi Antara Guru dan Pelajar Dalam Bilik Darjah
Guru perlu menggalakkan hubungan sosial di kalangan pelajar engan mengadakan kerja kumpulan dan perbincangan kumpulan supaya pelajar berkomunikasi sesama mereka. Pelajar yang pendiam, pemalu dan tidak suka bergaul dengan pelajar-pelajar yang perlu diberi perhatian. Guru perlu memasukkan mereka ini ke dalam kumpulan yang cergas agar mereka dapat berinteraksi dan dipengaruhi oleh rakan-rakannya.
Teknik sosiometri digunakan untuk mengkaji corak-corak nteraksi dan tahap penerimaan pelajar oleh rakan-rakan mereka. Maklumat itu membolehkan guru membantu menyesuaikan pelajar ke dalam kumpulan tertentu. Guru juga dapat mengumpulkan pelajar yang mempunyai minat yang sama agar mereka rasa lebih selesa dan bersoronok dalam menghasilkan projek bersama.
Berdasarkan ujian sosioetri, pelajar yang popular boleh dipilih sebagai ketua kumpulan dan boleh membantu pelajar singkiran atau asingan untuk menyesuaikan diri dalam kumpulan. Suasana pembelajaran akan berkesan jika hubungan sosial antara guru dengan pelajar serta pelajar dengan pelajar adalah baik. Ini akan meningkatkan prestasi pembelajaran kerana kurangnya ketengangan. Maka guru seharusnya mewujudkan suasana yang baik dengan murid semasa P&P dijalankan. Sekian terima kasih.
Types Of Process Skills
Apr 29th
What is S.P.S & Types of Process Skills
Science precess skills can be divided into two classes: the basic science process skills and the integrated scinece prodess skills. Classification of science process skills (SPS). Observing is the most basic skill, whereas experimenting is the uppermost process skill.
What is Basic Science Process Skills?
Basic science processes involve analysis and empirical procdures that are used in scientific practical work and in everyday life. A child shows understanding of a basic science skill if her or she is able to observe, classify, measure and use numbers, make inferences, predict, communicate and use the space-time relationship.
What is Integrated Science Process Skills?
Integrated science prodess skills are complex precesses that combine two or more basic science precesses. This means that the student requires the ability to think at a higher level because he needs to consider more than one thougt simultaneously. Thus, basic science precess skills are the precondition for integrated science precess skills. Integrated science skills are necessary for carrying out experiments. These intergrated skills are to assess information, define operationally, control variables, make hypotheses and conduct experiments.
What are the Importance of Science Process Skills?
Science educators are of the opinion that learning science precess skills menas ‘learning how to learn’. Children learn through critical thinking and by using information creatively. They discover the learning method when making wise observations, organising and analysing facts and concepts, and assessing the experiment results as well as by making inferences based on proof obtained. Children also learn to predict what would happen of the situation governing a natural phenomenon changes.
The skills of the class teacher
Apr 10th
Listening Effectively and Questioning Skills
As a class teacher you will need to hone your personal and communication skills. In particular your listening skills, your questioning skills, your ability to give complex and difficult explanations and your ability to end classes effectively. Below are some useful hints:-
Listening effectively
- Try to keep an open mind and listen to what is actually said.
- Listen for meaning. For example a student maybe asks you a muddled question about a small detail. Actually, what s/he may be telling you is that s/he is completely lost and doesn’t understand this at all – or this student may be dyslexic.
- Try not to pre-empt what a student is saying, by cutting them off mid-question and giving them an answer to a problem as you see it. As much as possible, let them explain their uncertainties and confusions. According to a reasonable body of the Higher Education research literature, concept development often requires that students first understand how the new ideas presented fit on to what they already know, and IF the new concept requires them to let go of some previous understanding, this needs to be actively acknowledged (ie: you can’t simply overlay a new and contradictory set of ideas before the old ones have been explored and deconstructed).
- Try to find a workable balance between, on the one hand, thinking ahead in the discussion in order to maintain the flow and focus and, on the other, being overly directive and forcing the discussion along your set path.
Questioning skills
There are a number of techniques you can use to encourage students to ask questions and to open up discussion.
The most obvious is to draw on students’ questions and comments and to enlarge upon them with your own remarks. What do you do if the subject matter is new and your students are too? You may want to jot down several statements or questions beforehand and use these as a springboard.
For many quantitative subjects, you may want to plan out a sequence of short questions aimed at helping students work their way through a problem, or grasp a better understanding of a theory or model. A number of class teachers in Economics, Maths, Statistics and Accounting and Finance use this approach. Some will go round the class more or less sequentially, so students know when their “time” to answer is approaching and can prepare. Others take a more random approach, calling on people by name. Yet others ask questions to the group as a whole, and let whoever wishes to respond.
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