Wednesday 25th February; yesterday; was one hectic day. My 3rd semester for Master of Corporate Communication at UPM commenced (later, I will recap this!) and before that, I had another session with SISC+ at school. Nevertheless, everything went smooth-flowing albeit topsy-turvy state of affairs.
Unit (4) : “Malaysian Legends” from KSSR English Year 5 Textbook. Interesting! My niche of preferences!
Initially, I thought that my sessions with SISC+ were done as I thought that she was satisfied with my classes, etc (based on our professional disccusions and feedback; REFER to :-
- 1st Observation at https://undomiel84.wordpress.com/2014/08/26/1st-observatin-by-english-sisc-officer-of-hulu-selangor-4-purnama-sk-serendah-2014-its-a-professional-tete-a-tete/;
- 2nd Observation at https://undomiel84.wordpress.com/2014/09/29/2nd-obsevation-by-english-sisc-officer-of-hulu-selangor-4-purnama-sk-serendah-2014-gauging-the-fun-fable-within-the-brittle-grasp/;
The picture of Cik Siti Wan Kembang. For the my Set Induction. Isn’t she beautiful? If you read my blog entry on her in 2012, it was said that Ibn Batutta found a warrior Princess (thought to be her) who could speak Turkish fluently!
So, when we were told that SISC+ was coming to school again for this new year, naturally; I was in my comfort zone, unperturbed by the ‘revelation’ as I thought “there was no way I am going to be observed as the previous 2 sessions went alright without much glitches”! Nevertheless, on that very day; suddenly Puan Shahnaz, our SISC+ officer appeared (much to my dismay! Haha!) and told me that she wanted to have professional discussion with me about upcoming sessions! I was flabbergasted and being the expressionist me, I spontaneously berated at her (Ooops!) and ‘demanded’ explanation as I thought our sessions ended with positive feedback and outcome.
My self-drawn abysmal ‘Map of Malaysia’ ; for Set Induction – pupils are to identify the state of Kelantan by shading with red marker.
I guess the sudden revelation hit with two sides – the rational side of me knew that this actually good for me to improve my teaching skills as Malaysian English Language teacher and this is a golden opportunity to tap knowledge from a seasoned player of the industry; BUT; the emotional part of me was FURIOUS that “Why me, again???” or “English-is-not-my-major-as-I-am-a-Science-majored-teacher-and-you-should-concentrate-on-the-REAL-English-teachers” sentiments kept provoking my subconscious mind.
Vocabulary matching for Eliciting Ideas.
Haha; luckily Puan Shahnaz also happened to be a Penangite; so we speak the same wavelength and understand the notch and knots of ‘typical Penangite’. She just laughed and told me to hold my horses. SISC+ officers need to assist the teacher in question for 6th times and this 3rd session is a continuation assisting process from the two sessions; held last year. Basically, it has nothing to do with whether I am such an ‘abysmal English Language teacher’ (well, this is definitely an inevitable image and perception emerged) or this is a form of penalty – the presence of SISC+ is NOT TO JUDGE or TO BERATE or to CRITICIZE a teacher but, to assist and to improve the teaching and learning processes in the class. With that reasons and rhymes elaborated, I was satisfied and agreed to partake in the upcoming 4 subsequent SISC+ sessions.
Discussion prior to the lesson.
So, as per agreed; yesterday; SISC+ officer monitored my session with 5 Mentari. Prior to the lesson, Puan Shahnaz and I gone through my lesson plan and I showed her all the teaching aids I have prepared. The topic was on “Unit 4 : Malaysian Legends” and specifically on the legend of Cik Siti Wan Kembang from Kelantan. I am a self-professed legends and cultural aficionado so this topic really is a of my niche of interest; in fact in 2012, I have written a blog entry about 4 folklore legendary princesses from Kedah, Pahang, Kelantan & Sarawak & the legends of Cik Siti Wan Kembang and her niece, Puteri Saadong was recorded in this entry – https://undomiel84.wordpress.com/2012/12/07/the-princesses-of-malaysian-folklore-tales-from-kedah-kelantan-pahang-sarawak/.
The written objectives of the lesson – the Content Standard & Learning Standard.
The stipulated written objectives of the lesson; aimed to be achieved by the end of the lesson (Refer to DSKP Bahasa Inggeris Tahun 5 – issued by the Malaysian Ministry of Education) are :-
- Content Standard : Demonstrate understanding of a variety of linear and non-linear texts in the form of print and non-print materials using a range of strategies to construct meaning;
- Learning Standard : Able to read and demonstrate understanding of texts by :- Sequencing & Predicting
Aiman Azfar from “Big Hero 6″ tried to match the vocabulary with the meaning.
For Set Induction; I printed the famous image of Cik Siti Wan Kembang holding her favorite pet, a mousedeer. To arouse the interest of the pupils, I asked them to guess the identity of the person. So happened that the image of Cik Siti Wan Kembang depicted in the textbook differed with the one that I printed; so pupils were having quite tricky time to decipher the name. When pupils managed to guess correctly; I then showed my hand-drawn “Map of Malaysia” to the pupils and asked them :-
“OK, now that all of you already know Cik Siti Wan Kembang; can anyone tell me which state did she come from? I want you to come up here and identifiy the state of Kelantan by shading it.”
Pupils are to identify the state of Kelantan; where the legend of Cik Siti Wan Kembang derived.
This was quite fun as the first boy’s attempt to shade went wrong. He shaded Sarawak instead of Kelantan! Haha! The second boy’s attempt however hit the bullseye! I guess this coincides with what the Ministry of Education aspires – to cultivate the “Cross-Over Curriculum Elements” (‘Elemen Merentasi Kurikulum’) ; which is to form hybrids of various knowledge of various fields within one subject.
I felt fat in this picture. Need to really hit back the healthy lifestyle! Haha!
Aspirations of KSSR implementation.
Next, for the 2nd stage, (as the Focus of the lesson was of READING SKILLS) which is to Elicit The Ideas; I read the paragraphs on Cik Siti Wan Kembang on page 34 and 35; echoed by pupils. Then, I selected a few pupils to read out the paragraphs and corrected the pronunciations as well as the diction-wise. I have extracted 6 words deemed difficult and wrote the 6 words onto 6 mini placards and also their meanings. To elicit the ideas, pupils are to match the words with their correct meanings :-
- Passed away – died;
- Ruler – a person who rules a state or a country;
- Enemies – a group of people you are fighting against;
- Tomb – a place where dead bodies are laid rest;
- Battles – wars; collision of understanding;
- Emblem – logo
This activity is meant to enrich the pupils’ vocabulary. The usage of vocabulary can be infused within this activity.
Pupils are to discuss on creating I-THINK flow chart.
The standard of words used in the KSSR text books is DEFINITELY HIGHER than the ones in KBSR and I have to say that some of the words are quite ‘high’ for typical Malaysians who don’t like to read. On the positive point; it is good to expose to pupils with these ‘bombastic words'; but on the negative point; their minds would be congested with all these unnecessary lingual complexities when as the matter of fact, the pupils themselves (especially of suburban area) now are already experiencing difficulties to master easy existing words! Irregardless, vocabulary enrichment is essential to strengthen the mastery of a language, no?
Old technique but always efficient. Stars Chart is good to motivate healthy competitions among groups.
And then, I infused a bit for High Order Thinking Skill (HOTs) question to gauge their creative predictive minds :-
“Why do you think that Cik Siti Wan Kembang loved the mousedeer?”
Next, for Reinforcement section, I segregated the class into 6 groups (well, the pupils already have their own groups for our Star Chart concept – “Talking Tom”, “Thundercats”, “Super Junior”, “Big Hero 6″, “Dragon Ball” & “Super Striker”). The pupils would have to do sequencing via flow chart ala I-THINK concept. Referring to the page 5 given statements based on the paragraphs, each group would have to sequence the statements orderly according to the correct timeline narration. This is to cultivate cooperative spirit. After 20 minutes, a representative from each group would have to present the outcomes for each group.
High Order Thinking Skills (HOTs)
On whole, the lesson was went well without major glitches. Of course, I would have to embroider my usage of English with Bahasa Malaysia given the fact that the geography of the school is of suburban. I think this is the best approach in comparison to the “pitch perfect idea” of that “lessons should be conducted 100% in English” whenever observations are conducted by either peers or lecturers of any officers – which I think is absolutely ABSURD as in reality; this would NEVER HAPPENED! And why are we forcing the educators to ‘fake’ the environment whenever there are to be any observation done? I am writing this on the basis of during my KPLI practical year & observation throughout the years – I was a bit flabbergasted to learn that the environment had to be orchestrated perfectly in order to ensure higher mark. This more or less like a ‘controlled lab experiment’ as opposed to the supposed naturally-induced environment, right?
I-THINK flow charts.
I concurred with statement made by Prof Emeritus Isahak Haron, the Felo Penyelidik Kanan Jabatan Kaunseling & Psikologi Pendidikan of Universiti Malaya that English should be taught or embroidered with the usage of Native Language (Bahasa Malaysia) as per Berita Harian’s article dated 3rd November 2014 at http://www.bharian.com.my/node/15252.
Prof Emeritus Isahak Haron, the Felo Penyelidik Kanan Jabatan Kaunseling & Psikologi Pendidikan of Universiti Malaya.
On whole, SISC+ officer was satisfied with my lesson with a ‘well-prepared lesson’. I also inquire any suggestions that I could implement to diversify the lesson. One activity that Puan Shahnaz proposed to me was the activity “1 Stay, 3 Stray” in order to ensure the participation of all pupils in the collaborative tasks. Each pupils are to be numbered; there are pupils who meant to stay & there are pupils who meant to stray (scouting information from slated terminals/stations) and come back to the group to share the newly-found info with the “stay’ pupils. Perhaps, I can implement this in the upcoming lesson.
Treasure what we have. Beautiful legends!