Assalamualaikum and good day everyone,
As I mentioned earlier, one course regarding to enhance my bimbingan pedagogy group will on. As a result the package is now on, so that all family members of the group will attend the course on 8 - 10 December. The transportation will provided. Details will sent to you soon by AMY (LDP).
My hope is that every one should show their effort in achieving our tremendous goal becoming a great facilitator
tq
A great leader produces an insane result without driving people crazy
Beyond Horizon - satu laman blog yang memaparkan satu bentuk pemikiran di luar kotak dan terkehadapan dalam bidang pendidikan guru
Wednesday, 30 November 2011
Saturday, 12 November 2011
Kursus Fasilitator Bimbingan Pedagogi
Salam semua, dah selesai pun kursus fasilitator pedagogi, cuma kerja terakhir ialah mengemaskini panduan menggunakan RPH pensyarah. Harap dapat dibuat secepat mungkin....
Another meeting awaits
Salam and hello to all friends,
Year End-Holidays are just round the corner. Meaning is that long journey to go and stay for KDC's enchanted.I'am sure many of us are struggling to arrange a tremendous time table for KDC. Nevertheless, as a secretariat of IPGKI MS ISO's, jobs are never ending. APra MKSP or Majlis Kualiti meeting will be held on 16 of November and followed by another last meeting for M3P on the 22nd till 24th end of this month.
Yah... what ever it's all a part of my jobs and hopefully it's end with fruitful moment and amazing result.
tq.
Year End-Holidays are just round the corner. Meaning is that long journey to go and stay for KDC's enchanted.I'am sure many of us are struggling to arrange a tremendous time table for KDC. Nevertheless, as a secretariat of IPGKI MS ISO's, jobs are never ending. APra MKSP or Majlis Kualiti meeting will be held on 16 of November and followed by another last meeting for M3P on the 22nd till 24th end of this month.
Yah... what ever it's all a part of my jobs and hopefully it's end with fruitful moment and amazing result.
tq.
Thursday, 10 November 2011
My professional Jurnal
Introduction.
My teaching philosophy and style have been shaped by my real life experiences, particularly during the period of my academic preparation that spanned across three categories –during my teacher certificate, bachelor of education level and post graduated level-. A failure moment to further study in university which forced me to continue study in teacher education program at early age. I refused to give up the hope of fulfilling my goals in life and got offered study to gain admission into a 4-year study in university to be trained as an secondary school teacher. But early then that I began my career by putting so much effort on primary school education and from there I really succeeded to sharpen my own tacit knowledge, fell in love with the early childhood education. I started my job by implementing some method and strategies just to ensure my student will be able to read as early as they could. After teaching for three years, I passed required interview and entered university where I studied for a bachelor degree in Early Childhood Education and a Professional Teachers' degree just after graduated and became as a Geography teacher, for my first posted in secondary school. I taught for eight more years before I further my master level. I realized that for this time my opportunities to explore and learn more about childhood education become deeper and my zone proximal of development came true.
My professional and academic preparation as a Geography Teacher has therefore occurred both within and outside the classroom. Even though I have been the instrument of my own development, my motivation and efforts were enriched by the actions of some dedicated teachers. These instructors showed me affection and care, challenged me to do my best, taught me problem-solving skills, and gave me the opportunity to be what I am today. My life experience is therefore the strategic filter through which I select and evaluate my teaching strategy and place my courses, advising and supervision. It is also my source of strength, inspiration and professional guidance.
My Views about Teaching and Learning
My philosophy of teaching is entailed in the following statements that provide the fundamental structure of my beliefs about teaching and learning.
![]() | Learning is a process through which we adapt to the world around us. It is not the result of something done to us but something we do ourselves. The most crucial step in learning therefore is choosing to make the effort. It follows that although as teachers we cannot make our students learn, we can make it possible and easier for them to do so. We can either ignite or extinguish our students' curiosity and readiness to learn depending upon attitudes we project in and out of our classrooms. |
![]() | Teaching and learning for me are cooperative acts. The teacher not only imparts knowledge but also prepares and motivates students to accept and learn skills for future life. I believe from what I have gained from education that teachers do not transmit only academic information but social and personal life skills as well. University teaching is therefore about equipping students with the skills they will need to navigate the uncharted journey of adult life. It is more than teaching contents but also about teaching habits of thinking and habits of being. I therefore consider training in critical thinking as an important part of preparing students for the personal, occupational and political challenges they would soon come to experience in society. |
![]() | Students are human, unique and different. Experience with students from different backgrounds and grade levels have made me aware that students have some needs a teacher must necessarily fulfill to keep them wanting to learn. This common need apart, each student is unique and has a different motive for education. They enter the classroom with different experiences, backgrounds, learning capabilities and interests. In a classroom therefore effective learning occurs when the teacher understands the world of students, sees each student as unique and adjusts his/her teaching to meet the interests and expectations of the group. |
![]() | I find teaching and research to be inseparable components of scholarship in higher education. Research contributes to my teaching by supplying up-to-date information and experiences to share with students. It also frees me from over-reliance on text books to explore varied concepts and teaching strategies. Teaching in turn provides contextual questions for my research. Research is therefore the means by which I attain renewal and growth. |
Putting my Philosophy into Practice
During my progression from a novice to the more experienced teacher and lecturer I am today, I think of my teaching first in terms of what goes on in students' minds. I believe that effective lecturer not only know their subject matter but also know the misconceptions their students bring to the classroom that might interfere with their learning. Some of my main principles in teaching therefore are: understanding the subject matter, understanding how it might be or is being represented in the minds of students and then being able to generate representations that will bridge the subject matter and students experiences. In the classroom, I deliver lectures in a systematic fashion and provide summaries of major points on the board to help students construct a hierarchical mapping of the concepts. Placing students at the center of the classroom learning situation helps me to quickly notice when students are motivated to learn and also when they get confused or bored so to prompt a change in strategy.
A major focus of my teaching is helping students learn how to think critically and to articulate orally and in writing. Consequently, I continually design problems in class and then guide students in resolving those problems. I devote early lessons in upper level courses I teach to training students to identify and distinguish facts from opinions and propaganda in materials they read. I try not to allow students accept superficial explanations for complex causes to environmental and spatial problems. I use the lecture method to provide facts students can assimilate, reflect upon and explore critically. I require students to apply the knowledge, conduct research and present results in class or do a lot of writing (essays and essay-type examinations).
I do not believe teaching begins and ends outside the classroom. Effective teaching is also effective mentoring and must occur as frequently outside the classroom as inside. I therefore routinely make time for conferences with students before and after classes, during interaction hours and at scheduled meetings to offer them valuable personal attention.
I know of the difference that can be made by working in an environment where a community spirit contributes to everyone's benefit. I try to instill a similar sense of community in my classes, where students work together both in and out of class to help each other learn. My sense of humor, often extracted from experiences I have gained living and studying in various district, is an important part of my teaching arsenal. My experience with first year experience (FYE) students has revealed that freshmen students expect recognition and care from their teachers. I believe that mutually respectful student-instructor relationship is essential to convincing students that what I offer them, and require of them, is of interest and merit. I therefore show genuine interest in my students and maintain a comfortable and non-threatening but orderly atmosphere in my classes.
My approach to teaching and learning is best summarized by the Chinese proverb: I hear I forget, I see I remember, I do I understand, with a new addition . . . I teach and I learn. Because student populations in classrooms are diverse in many forms, I try to adopt a variety of teaching and learning styles in my classes to meet the varied needs of the groups. I supplement traditional lectures and readings with films, video clips, computer-based presentations and overheads to emphasize issues and facilitate students understanding of complex topics. I also ensure that course readings reflect a wide variety of perspectives. I strive to understand the world of students, expect different ability levels, and treat each student with respect. Whilst challenging bright students to do more, I never discourage or embarrass weaker students when they make mistakes. Rather, I use gentle persuasion to stimulate their thinking and to help them correct their mistakes.
Professional Challenges and Goals
I believe one of the most challenging demands of teaching is the ability to cultivate a delicate balance and peculiar relationship with students. It is a relationship in which I have to function simultaneously as admirer and critic, an advocate and a judge. I also find teaching education subject to be a stimulating job for which I am well suited and trained, and to which I have dedicated my life. This implies that I make a commitment to be actively involved in continuing scholarship in the discipline, make valuable contributions to the discipline, departmental and college communities, and help students acquire as much problem-solving and spatial analytical skills as they are able. My teaching philosophy therefore continues to evolve.
By
En Zulkufli bin Mahayudin
Head Of Education Department
IPG Kampus Ipoh
Tuesday, 1 November 2011
Kursus Fasilitator Bimbingan Pedagogi

Semoga usaha kami ini akan mencapai kejayaan.
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