PROGRAM EKSEKUTIF CUTI SEKOLAH
SME 6044 ISU-ISU KONTEMPORARI DALAM PENDIDIKAN MATEMATIK
TUGASAN 1:
ISU 1: PROFESSIONAL TEACHING STANDARDS
DISEDIAKAN OLEH:
NAMA NO.MATRIKS
Audrey Yee Hsing Hui M20131000365
Joyce Jong Shen Ee M20131000376
Kueh Su Li M20131000375
Lau Ee M20131000384
Ting Jack Yew M20131000380
KUMPULAN: MATEMATIK KUMPULAN A
PENSYARAH: PROF. DR.MARZITA PUTEH
Pemarkahan
TABLE OF CONTENT
1.0 INTRODUCTION ………………………………………………………………………1
2.0 TEACHER (SELF) ……………………………………………………………………...1
I) STRENGTHS AND WEAKNESSESS………………………………………....2
II) NEEDS ND GOALS……………………………………………………………..2
III) NEW SKILLS………… ………………………………………………………...2
IV) UPGRADE THROUGH PROFESSIONAL DEVELOPMENT……………..3
3.0 TEACHING PROFESSION……………………………………………………………4
3.1 TEACHING AND LEARNING ……………………………………………….4
I) PLANNING…………………………………………………………………......4
II) GOALS…………………………………………………………………………..5
III) STARTEGIES…………………………………………………………………..5
IV) RESOURCES …………………………………………….…………………….6
V) CLASSROOM ENVIRONMENT……………………………………………..6
3.2 ASSESSMENT
I) STRENGTHS AND WEAKNESSES…………………………………..7
4.0 PUPILS …………………………………………………………………………..............8
4.1 CATERING TO PUPILS’………………………………………………………8
I) PUPILS’ BACKGROUND……………………………………………………..8
II) PUPILS’ BEHAVIOUR………………………………………………………....9
III) PUPILS’ INTEREST……………………………………………………………9
IV) PUPILS’ STRENGTHS AND NEEDS………………………………………..10
4.2 OUTCOMES OF THE PUPILS………………………………………………..10
I) TECHNOLOGY COMPETENT……………………………………….11
II) GOOD COMMUNICATION…………………………………………...12
III) GOOD BEHAVIOUR……………………………………………………12
IV) CRITICAL AND CREATIVE THINKING……………………………13
V) ACTIVE AND INFORMED CITIZENS………………………………...14
5.0 SOCIETY…………………………………………………………………………………..15
I) PROFESSIONAL ENGAGEMENT WITH PARENTS………………………..15
II) PROFESSIONAL ENGAGEMENT WITH COLLEAGUES……………….16
III) PROFESSIONAL ENGAGEMENT WITH COMMUNITY………………...16
6.0 CONCLUSION……………………………………………………………………….....16
7.0 REFERENCES ………………………………………………………………………….18
1.0 INTRODUCTION
In the education system, teachers need professional teaching standards to ensure that the
quality of teachers and effective teaching in the schools. Professional teaching standards
will improve educational outcomes for pupils. This standard provides a framework which
stated clearly that the knowledge, practice and professional engagement required across
teacher’s careers. In that case, teacher shares the common goals, professional aspirations
and achievement. The purpose of the standards is to contribute to the professionalization
of teaching and raise the status of the teaching profession.
According to Dylan William, every teacher needs to improve, not because they are not
good enough, but because they can be even better. As a teacher, we need to identify both
our strengths and weaknesses. In order to do that, teacher has to become a reflective
practitioner. After each lesson, teacher writes reflection to reflect the process of teaching
and learning in the lesson. Teachers need to have the time to look back on and think
about their classrooms, their teaching and about how the new skills and understandings
they are gaining may inform their practice. Teacher should know their strength and
reinforce them. Whereby there are weaknesses, teacher should find ways to overcome.
2.0 TEACHER (SELF)
A research done by S. Paul Wright, Sandra Horn, and William Sanders (1997) found that
the most important factor affecting pupil learning is the teacher. It is seemingly clear that
in order to improve education, the effectiveness of teachers need to be improved rather
than by any other single factor. Effective teachers appear to be effective with pupils of all
achievement levels regardless of the levels of heterogeneity in their classes. If the teacher
is ineffective, pupils of that teacher's guidance will achieve inadequate progress
academically, regardless of how similar or different they are regarding their academic
achievement. Effective teacher plays important role in making wise choice about the
most effective instructional strategies to employ, designing classroom curriculum to
facilitate pupils learning, and making effective use of classroom management techniques
(Roberto et al, 2003).
Strengths and weaknesses. In the classroom, teachers draw a body of
professional knowledge and research to respond to the needs of their pupils within
their educational contexts. Teachers need to know their pupils well, including
their diverse linguistic, cultural and religious backgrounds. Teachers know how
the experiences that pupils bring to their classroom affect their continued learning.
Hence, teachers need to know how to structure their lessons to meet the physical,
social and intellectual development and characteristics of their pupils. As a
teacher, we are trained to know the content of subjects and curriculum. Teachers
have to understand the fundamental concepts, structure and enquiry processes
relevant to the subjects that they teach.
Needs and goals. Teachers face a lot of challenges in schools with all the work
load and burdens. Gradually, teachers might feel tired and stressful. With the
challenges teachers face, the passion within them gradually decreases. Hence,
teachers need to find ways to revive the passion within them. Teachers need to
fulfill the needs of them before they can help to fulfill others’ needs. In this matter,
teachers can go and seek for anger management or even stress therapy to handle
the stress that they face.
New skills. Apart from that, teachers should also improve their skills. Teacher can
gain more knowledge by reading and doing research. Teachers can do research
every day in the teaching and learning process. Action research can support
teachers, as researchers, to investigate and better understand their work. It is
participative in that the researcher is also the practitioner – the teacher. The
examination of teacher practice drives the action research process. While action
research can provide learning about the practice of teaching it can also influence
policy decision. The action research process is a cycle based on continuous
learning. The cycle involves selecting the focus area, planning, implementing and
acting on the plan, observing and collecting data, analyzing, reflecting, re-
planning and responding by taking new action.
To help pupils to learn better, we have to start changing ourselves. The education
system is changing and improving day by day. This is why teacher should also
have the knowledge of new teaching. Teachers can gain knowledge of new
teaching by attending conferences to learn from a variety of expertise. We can
also attend upgrade courses such as Kurikulum Standard Sekolah Rendah (KSSR),
Kurikulum Standard Sekolah Menengah (KSSM) and i-think.
Teachers can also read the researches done by others. From there, teachers can
improve their teaching and learning in the classroom. Teachers learn from one
another through observations. Observations can be done by doing peer teaching
and buddy system. There are also professional learning teams that can contribute
significantly to schools becoming learning communities by fostering a culture of
collaboration and collective responsibility for the development of effective
teaching practices.
Upgrade through professional development. The professional learning teams
need to plan the process carefully in order to achieve their objectives. This
process must include strategies for collecting pupils’ outcomes data, the
preparation of action plans, procedures for implementation and methods of
evaluating the impact of their work on teacher practice and pupil learning.
Teachers are encouraged to practice continued life-long learning. After graduating
from a bachelor of degree, teacher can pursue for higher learning such as master
or doctoral. It helps teachers to become proficient. By upgrading and developing
teachers’ profession, it can help teachers to become leader or expert.
Technologically Competence. Technology is a powerful enabler of 21st century
learning, but teachers still must teach. Teachers must support their pupils’
engagement with technology resources for learning, highlighting the important
subject matter content, pressing pupils for explanations and higher-order thinking,
tracking their pupils’ progress and encouraging their pupils to take more
responsibility for learning. This is why teachers need to constantly learn how to
use the latest technology. Professional learning should support and develop
educators’ identities as fluent users of advanced technology, creative and
collaborative problem solvers, and adaptive, socially aware experts throughout
their careers.
3.0 TEACHING PROFESSION
Teaching is a demanding job. It requires in-depth knowledge of subject content,
pedagogical skills and knowledge, and many lots of good value in a person such as
punctuality, patience, creativity, flexibility and able to be a leader.
3.1 TEACHING AND LEARNING
Planning is an important task that must be done by each and every teacher in
Malaysia. That is why every teacher will be given a record book or as we called it
Buku Rekod Rancangan Pengajaran in the beginning of each schooling year.
Teachers need to jot down their planning and strategy for every teaching and
learning session. The government has even issued a circular (Surat Pekeliling
Ikhtisas Bil. 3/1999 – Penyediaan Rekod Pengajaran dan Pembelajaran) back in
1999 to remind teachers about the importance of planning their teaching and
learning session at least a day ahead. Failure to do so will resort to fine of up to
RM5000.
Inadequate lesson planning is one of the issues that often happen in our education
society. For instance, ambitious teachers tend to plan too many activities in a
teaching and learning session but could not achieve the intended objectives
because of the time constraints. Vice versa, there are some teachers who planned
too little of activities which cause pupils to complete their task earlier and create
chaos in the class as they were too bored of waiting for the next activity. It is also
important to keep the lesson flows smoothly through each transition.
A typical lesson flow would be induction followed by development, enrichment,
assessment and conclusion. A lesson which is not planned well can be detected
easily. When a lesson is not smooth, teacher tends to lose control over classroom
management. Hence, through advanced planning, it would avoid such issue from
happening.
Goals or learning outcomes are the objectives that we intend to achieve by the end
of each lesson. The ministry has suggested numerous learning outcomes for each
subject that are available in the official documents called Huraian Sukatan
Pelajaran and Dokumen Standard Kurikulum. It is necessary to look through the
list of learning outcomes to know which learning outcomes that are intended to be
taught for that particular teaching and learning session to avoid mismatch between
the learning outcomes and the activities. After the learning outcomes have been
decided, then teacher can proceed with constructing the lesson’s activities.
Strategies. Howard Gardner (2011) has identified eight multiple intelligences of
pupils believed to be able to guide teachers in constructing the most suitable
teaching and lesson plan. These multiple intelligences are linguistic, logical-
mathematical, spatial, musical, naturalist, bodily-kinaesthetic, interpersonal and
intrapersonal. Teachers need to spare some time to study and understand their
pupils better in order to find the best way to deliver intended knowledge.
Teachers need to step out of their comfort zone as sticking to the same strategy in
teaching easily bores pupils. In the world of technology today, pupils are exposed
to much more interesting and interactive technology at home. Thus, teacher faces
the problem of keeping up with the trends and to capture their interest in learning.
Most teachers also tend to ‘chalk and talk’ as there are no teaching materials
necessary and not much of preparation are needed. This shows the lack of
creativity and passion of those teachers in teaching which leads to inequity of
education to their pupils.
Resources. Oxford Dictionaries (2014) defines ‘resources’ as source of help or
information. Drews (2007) defined ‘mathematical resource’ as any form of
specific mathematical apparatus (structured or unstructured), image, ICT, game,
tool, paper, or everyday material which could be utilised to provide a
mathematical teaching or learning aid. These resources are used for hands-on
manipulation to model concept or give a clearer picture of content.
Most schools in rural areas still lack of teaching resources that were supposed to
be given by the ministry and then, there are schools which have the resources but
not utilizing it at all or utilizing it correctly. Resources need to be evaluated in
form of its appropriateness before using it to each certain level of pupils.
Parents love buying reference books in bookstore in order to enhance their
children’s understanding and knowledge. However, little did most of them know
that most of the reference books out there have errors. References should be
proof-read by the publishing company before distributing them to be sold. This is
to prevent pupils from getting confused with the facts that they have learned in
school with those they have obtained from references.
Many teachers often belittle the importance of how information should be written
on the whiteboard or blackboard. Teachers need to learn and be aware of how the
partition when writing on the board. Jumping from one end to another may bring
confusion to the pupils. In addition, teacher should not spend too much time
writing as pupils tend to grow restless while waiting for teacher to finish writing.
Resort to the use of ICT or resources to avoid such issue.
Classroom environment is important as it plays a big factor in influencing pupils’
study. Providing a conducive classroom to all pupils is the responsibility of the
teacher. One of the major issues in schools in Malaysia is having too many pupils
in a classroom. Size matters and in delivering knowledge, the less pupils in a
classroom, the more effective the classroom would be. This is because teacher
could monitor the class as individuals better this way.
Sufficient brightness with an average temperature is important to promote a
conducive learning access to pupils. Most teachers would have notice that pupils
are the most attentive early in the morning and tend to get sleepy nearing the noon
as the class is hotter. To overcome this, teacher can install curtains to reduce the
heat and brightness from outside.
Seating arrangement affects how pupils learn and could promote peer learning
along the way. Teacher needs to learn about how most of the pupils in his or her
class learn best and sort them in a more suitable form of seating. If a pupil is weak,
sitting him or her with an intelligent peer will help to increase his or her attitude
towards learning. KSSR encourages group seating as most teaching and learning
activities in KSSR syllabus suggested are of learning through play.
A conducive classroom should be well equipped with facilities such as tables,
chairs, cupboard, reading corner and display corners. However, shame to say that
there are schools which do not have enough tables and chairs in classroom to cater
the needs of pupils. They had to share or take turn to use such simple facilities.
Thus, sufficient facilities and a preferably a cheerful classroom is necessary to
produce happy and cheerful pupils who look forward to learning.
In a nutshell, teacher needs to be more attentive towards the aspects mentioned
above to create a conducive teaching and learning session for the pupils.
3.2 ASSESSMENT
Strengths and weaknesses of assessment can be seen on how it reflects pupils’
abilities. Multiple choice questions (MCQ) do not convey their abilities much but
is dependent on their luck of bolding the right answers. Thus, it is quite unfair to
assess them on their luck and not purely based on their knowledge and
understanding. Teachers also must not depend too much on examples available on
references for it may not be suitable for their pupils. Should they persist; items
need to be checked thoroughly for mistakes.
Synchronized assessment is done in most districts to evaluate their pupils’
achievement. It is where test papers with the exact same items will be distributed
to the schools within an area, ignoring whether the school is of highly proficient
pupils or the other way. Synchronized assessment is not encouraged as it instills
examination-oriented mindset among school administrators, teachers and pupils.
Learning should be done in order to teach pupils new knowledge and skills, not to
pass an examination. Furthermore, teachers need to rush to finish the syllabus; no
matter if the pupils understand or achieved intended learning outcomes or not.
4.0 PUPILS
4.1 CATERING TO PUPILS’…
One of the issues in professional teacher standard is the ability of teacher
responds to pupils. Knowledge about pupils will enable teachers to refine lesson,
class discussions, comments, illustration, and activities so that pupils are more
effective in learning. References to pupils’ interests, backgrounds, knowledge,
and even anxieties can make the class seem more personal and the material more
accessible. Teachers strive to improve the teaching profession.
Pupils’ background. Pupils come from different family background and have
different learning needs. The teachers should respect learners as individuals with
differing personal and family backgrounds and various skills, abilities,
perspectives, talents and interest. Teachers must know the ways in which learning
take place and they need to know the levels of intellectual, physical, social and
emotional development of their pupils. Teachers have to take into account that
every pupil has different backgrounds and various learning needs.
Pupils learn best when they feel safe and known. If a pupil is afraid to response to
a question or problem is not acceptable, he or she will not perform at his or her
best. Teachers must make pupils feel welcome in the classroom by making the
effort to learn about their backgrounds and interests. This will help teachers build
a sense of community and to improve their instructional method. When teachers
know their pupils, they have a better understanding of their special needs, learning
preferences and styles, relevant prior experience, and practical issues that will
play a role in the class.
Pupils’ behaviour is one of the greatest challenges a teacher faces in classroom.
Pupils may exhibit disruptive behaviour to get attention, gain power, get revenge
and display inadequacy. The most effective ways to deal with disruptive
behaviour is to prevent it. Teacher plays an important role to create a classroom
environment that reinforce positive behaviour, stimulate attention and
metacognition in order to clarify teacher’s expectation.
Effective teaching and learning cannot take place in a poorly managed classroom.
If the pupils are disorderly and disrespectful, and no apparent rules and
procedures guide behaviour, chaos becomes the norm. In this situation, both
teacher and pupils will suffer. Teacher struggle to teach and pupils most likely
learn much less that they should. In contrast, well managed classroom provide an
environment in which teaching and learning can flourish.
Pupils’ interest. Gaining pupils’ interest is important to all subjects in school. A
pupil’s interest in the subject matter is correlated with the knowledge they gain
from the subject. It consists of method in helping pupils foster curiosity and see
the natural relevance in what they are learning. Teacher will be able to see pupils
interest in the subject if the pupils are more active in the class and more willing to
contribute to the classroom discussion. Otherwise, the pupils will not pay
attention, become lazy with his or her work or always absent from the class.
Teacher plays an important role in gaining pupils’ interest in learning. Teacher
should make the learning materials relevant to the pupils. Teacher should utilize
critical thinking into the lesson and have an active learning environment. Teacher
must stay interested in the subject in order to keep pupils interested.
Pupils’ strengths and needs. A pupil is responsible for attending classes, taking
detailed notes, reading the required materials and studying for tests and
examinations. Since each pupil is different in terms of skills and motivation, their
strengths and weaknesses differ too. A pupil's strengths and weaknesses may also
depend on the subject. A pupil may thrive in one area of study but struggle in
another (Jane, 2014).
Teachers need to create developmentally appropriate instruction that takes into
account individual learners’ strengths, interests, and needs which enable each
learner to advance and accelerate his or her learning. Teachers know how their
own pupils think and learn by adapting resources to address the strengths and
weaknesses of pupils. Therefore, teachers must regularly assesses individual and
group performance in order to design and modify instruction to meet learners’
needs in each area of development (cognitive, linguistic, social, emotional, and
physical) and scaffold the next level of development (Jane, 2014). Teachers have
to adapt teaching strategies to cater to pupils’ needs. For example: if pupils have
difficulty in learning by listening, the teacher can provide visual using the board
or projector, provide flash card or have them taking notes and use coloured
marker to highlight important information.
4.2 OUTCOMES OF THE PUPILS
Teacher are expected to produce pupils whose are good in technology, have good
communication with others, posses good and kind behaviour, able to think critically or
creatively and be active and informed citizens after undergoing six years old primary
education and another five or six of secondary education.
Technology competent. The lack of technology literacy among pupils has become
a topic much debated. Some of the pupils could not get used to the technology.
Even simple tasks such as typing, presenting and finding information online can
be excruciating for them. For example, pupils face difficulties in using Microsoft
PowerPoint to present their assignment. Perhaps, the responsibility would point to
teacher for not developing such simple skills among the pupils.
The vision and mission of teachers’ education in Malaysia is to develop a system
of education in producing teachers who are constantly striving to achieve
excellence and willing to face challenges (Teacher Education Division, 1999).
However, we found that some teachers are still technologically incompetence.
Hence, what is more that we could expect from the pupils. Nowadays, teachers
tend to avoid using technology in their teaching and learning process as they are
reluctant to use these technologies such as computers, the internet, broadcasting
technologies (radio and television) or teaching software which is time consuming
to be set up. Teachers resort to the comfortable old traditional way of chalk and
talk as it is the easier way to deliver knowledge. Therefore, pupils were given less
access and exposure in learning technology during their schooling years.
Information and communications technology (ICT) are the computing and
communications facilities that features that variously of support teaching, learning
and a range of activities in education (Kent ICT, 2009). In an effort to increase
ICT use within classrooms, Malaysian Ministry of Education (MOE) requires all
teachers to undergo basic informatics courses at both teachers’ training college
and university (Chan & Gurnam, 2009). Besides, MOE also provides intensive
and continuous ICT training for all teachers to equip the new generation of
teachers with the ICT knowledge and skills required. Hence, teachers or educators
can educate their pupils on technology literacy in this technology-rich society. By
acquisition of technology skills, pupils can extend their technology competency in
their workplace.
Good communication. Communication is an essential part of human interaction
(A Winbow, 2002). ‘Careless talk costs lives’. Pupils often face ineffective or
confusing communications in their personal lives. It rises up the problems of
misunderstanding or embarrassment in their daily life. Hence, teachers should
ensure that pupils gain the appropriate skills and knowledge to communicate
effectively and efficiently.
In a traditional classroom, one-way communication exists. It is teacher-centred as
pupils are not allowed to ask but it is required for them to listen during the
teaching and learning process. Teachers do not emphasise on the development of
communication skills among teacher and pupils, pupils and pupils and pupils with
society. Thus, poor communication skills exist and it will influence their
interaction with others in future.
The ability to communicate effectively and appropriately is learned and, therefore,
must be taught. Therefore, pupils should practice to be competent in oral
communication especially in speaking and listening as it is one of the basic
competencies every graduate should have. Teachers should use various
communication strategies such as listening, speaking, reading, questioning,
literature art to engage pupils in learning communication skills. Oral and written
communication can be emphasized through discussion, listening and responding
to the ideas of others and group interaction in pair or group presentation.
Good behaviour. According to Theresa (2006), the earlier schools and teachers
begin to build pupils’ confidence in their ability to do well, the better off pupils
will be. However, there are still bad behaviours that exist between pupils. As a
professional teacher, we should look at it in depth and reflect our own
responsibilities on how to foster good behaviour on pupils.
As a role model, teacher should display behaviours reflective of moral value, such
as fairness and honesty. It is vital by making professional judgements and
decisions during interaction with pupils. Schools and teacher should educate for
character, especially through teaching respect and responsibility. Most of the
moral virtue can integrate in our teaching and learning process and encourage
pupils to practice it in routine.
Moral is a minor subject in school so many teachers tend to neglect the
importance of moral class and use its time to learn major subjects like
mathematics. Thus, it will develop a concept that moral is not important among
pupils. Teachers should reflect on their own practice by actively developing moral
value in the classroom.
Critical and Creative Thinking. Critical thinking and creative thinking are not
interchangeable. They are strongly linked, bringing complementary dimensions to
thinking and learning. Critical thinking is defined as reflective process involves
pupils in learning to interpret, analyse, evaluate, explain, compare and questioning.
Creative thinking involves pupils in learning to generate and apply new ideas,
identifying alternative explanations or constructing theories and concepts.
However, most of the pupils in our public schools tend to wait for answers from
the teachers during teaching and learning session. They will also just copy down
what the teacher wrote on the backboard. For example, pupils will draw a house
followed the sample given by teacher. They do not think critically and creatively
on how to construct their own drawing. It is believed that traditional teaching has
resulted to this passive learning in a classroom.
Educators should create a learning environment that engage pupils in critical
reflection, recognise or develop an argument, and use information to solve
problems. Besides, teacher can design lessons that challenge pupils to develop
critical thinking, problem solving, and higher cognitive skills. Open-ended
questions should pose to pupils to think, analyze and interpret. Furthermore, use
tasks that engage pupils in exploration, discovery, and hands-on activities to
develop critical and creative thinking. All these effort is beneficial to build up
new generation with higher order thinking.
Active and informed citizens. In the conventional way of learning in the
classroom, pupils kept memorising formulae, facts and repetitive exercises.
Without understanding the concept, pupils are fixed to solve the question using
the method taught by teacher in order to pass the examination. Hence, most of the
pupils fail to apply their knowledge or skills in their workplace.
It is important that in schools, teachers talk about how pupils experience active
citizenship within the school (Libby & Anita, 2009). In what ways does the
school recognise their current citizenship? What opportunities are there for them
to take part in significant decision-making? How are classroom activities
structured to enable all pupils to be seen as citizens and undertake real roles of
value in their community while they learn?
Children should be developed as successful learners, confident individuals and
responsible citizens who can make positive contributions to society. They are the
key concepts of democracy, justice, rights and responsibilities, identities and
diversity. Hence, school should reflect democratic practices by giving children the
opportunity to have a say over decision making. It can produce pupils to be
informed citizens and actively participate in the life of their community who make
positive contribution to society.
5.0 SOCIETY
We do not live alone and as teachers, we play a great role in developing the young society.
Teachers should maintain high professional standards and should be accountable to society.
Teachers can do more, and should be encouraged to do more, to share their expertise and
experience systematically in ways that go beyond the mere exchange of information. However,
teachers report relatively infrequent collaboration with colleagues within the schools and unable
to establish respectful collaborative relationships with parents and communities.
Professional engagement with parents. Teacher plays an important role to establish a
collaborative relationship with parents. Teacher could provide some suggestions to
parents, like how to extend children’s learning through activities and resources. This is
because giving some suggestions or advices is more appropriate rather than teaching
parents how to do this. It could help to build trust, respect and reciprocity for both
teachers and parents (Keesing Styles, 2000). Moreover, teachers need to let families
know how they can be helpful and can ask for their assistance with specific activities. For
example, teachers can invite the parents to participate to some activities or write down
some feedbacks about activities. This way, it will make a parent/teacher partnership
effective and help the parents to have a better understanding about early childhood
curriculum and their children (Duncan, 2006).
The study has indicated that parental involvement improves components of children’s
education such as daily attendance, cognitive and social skills or achievement, behaviour
and attitude, confidence, and motivation. Besides that, many studies highlight the point:
parent participation in education is very closely related to pupil achievement. A Stanford
University study found that using parents as tutors brought significant and immediate
changes in children's I.Q. scores (Palm, 2003). It is believed that the increment of
parental involvement has shown a consistent, positive attitude of pupils such as daily
attendance, cognitive, and social skills or achievement.
Professional engagement with colleagues. In a school, teachers must collaborate with
administrators, fellow teachers and other employees in order to provide a safe and
positive learning experience for pupils. A teacher must follow the direction of
administrators, even if rules or expectations seem unreasonable, in order to avoid
undermining an administrator's authority and to set a positive example for pupils. When
disagreements arise between teachers, they must handle the disagreements in private and
refrain from talking negatively about colleagues in front of pupils. In addition, teachers
must engage in appropriate relationships with colleagues, keeping personal feelings and
adult behaviors out of the school.
Professional engagement with community. Teachers seek out and incorporate
community resources into their instruction, and encourage pupils to use home and
community resources in their learning. Teachers make connections between school, home
and community in order to enhance the relevance and meaning of learning. Home and
community resources are utilized to make learning meaningful and relevant, and so
pupils can gain an increased understanding of the knowledge, skills and attitudes needed
to participate in and contribute positively to society.
6.0 CONCLUSION
To conclude, the first issue of Professional Teaching Standards is about the body of
teacher (self). A teacher needs to know the strengths and weaknesses of all the
instructional strategies so to structure the most conducive teaching and learning
environment for their students. Besides that, a teacher needs to fulfill the needs and goals
in school and learn the new skills that can be applied in a classroom setting in order to
help pupils to learn better. Teacher needs to upgrade themselves through professional
development and technologically competence.
The next issue is about the Teaching Profession. Professional teachers must have in-depth
knowledge of subject content, pedagogical skills and knowledge, and many lots of good
value in a person such as punctuality, patience, creativity, flexibility and able to be a
leader. A teacher needs to know how to plan an adequate lesson, setting the goals of a
lesson, and choose the suitable strategies, and uses all the resources, and providing a
conducive classroom to all the pupils in our educational systems.
In the education world, pupils have become an issue in keeping up with the professional
teaching standards. The pupils’ background, behavior, interest, strengths and needs need
to be taken aware of in order to fully gain their interest in learning. Teachers need to
create developmentally appropriate instruction that takes into account these factors which
enable each learner to advance and accelerate his or her learning.
Last but not least, society does play an indirect role in helping or making it more difficult
to keep professional teaching standards at par. Teachers should maintain high
professional standards and should be accountable to society. Communication between
teachers and the parents, colleagues and community helps to overcome any aroused issue
that may have been overlooked by any of the society members.
To put it in a nutshell, professional teaching standards is a necessity as guideline for
teachers to perform their best in delivering knowledge, life skills and good values to the
future leaders of tomorrow.
7.0 REFERENCES
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A, Winbow. (2002). The importance Of Effective Communication. International Seminar on
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Bahagian Pembangunan Kurikulum (2014). Dokumen Standard Kurikulum. Retrieved from
http://web.moe.gov.my/bpk/v2/
Chan, Y. F. & Gurnam, K. S. (2009). Integrating Information and Communication Technology
(ICT) into University Teaching and Learning: A Case Study. Journal of University
Education. Faculty of Education. Vol.5, No.
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