This document summarizes an interview with Tuan Haji Ahmad Bin Othman, an excellent teacher at Sekolah Menengah Vokasional Alor Setar. The interview explored his teaching techniques, how he reacts as a good teacher, and his contributions to the community. Tuan Haji Ahmad discussed his dedication to teaching and guiding students, as well managing the school to achieve great success. He sees teaching as a responsibility rather than just a job, and believes it has helped him develop important skills and speak freely in public. The interview highlighted both advantages such as student development, and disadvantages like the constant role of a teacher.
The document summarizes the education system in Malaya before independence from the 15th century to 1956. It describes the various phases of development under different ruling powers and the establishment of different types of schools catering to different ethnic groups. The key periods discussed are the British colonial period from 1786-1956 and the post-World War 2 period from 1946-1956, which saw efforts to establish a national education system through committees like the Cheeseman, Barnes, Fenn-Wu and Razak reports.
The document discusses examination as an assessment tool. It defines assessment and outlines its key components, including formulating intended learning outcomes, developing assessment measures, creating experiences leading to outcomes, and using results to improve learning. The assessment cycle of plan, do, check, act is also described. Different types of assessments are explained such as formative, summative, norm-referenced, and multiple choice exams. Overall, the document provides an overview of assessment and its importance in evaluating student performance and progress.
The document discusses various audio-visual aids that can be used to enhance teaching and learning. It describes non-projected aids like charts, diagrams, and models as well as projected aids like slides, filmstrips, overhead projectors and LCD panels. Projected aids have advantages like allowing magnification, bringing distant concepts into the classroom, and enabling ideas to be presented to a large audience simultaneously. Effective use of instructional technology and multimedia tools like PowerPoint can improve learning outcomes by making lessons more engaging and content more accessible to students.
The document discusses diagnostic testing as a process to identify the causes of learning difficulties in children. It explains how diagnostic testing helps identify strengths and weaknesses, plan appropriate instruction, and ensure effective learning. The key steps in diagnostic testing are identifying problems, locating errors, determining causes, and suggesting remedies. Remedial teaching then focuses on providing additional support to address weaknesses, using different teaching strategies and resources. The document outlines the role of teachers in diagnostic testing and remedial teaching, as well as different types of diagnostic tests, test construction, administration, and the diagnostic testing-remedial teaching cycle.
Language games have important educational value for language learning. They provide motivation for students and help shy students participate more. Some goals of language games are to teach vocabulary, grammar, pronunciation in a fun way. Games also develop cooperation and engagement. There are many types of language games including speaking, spelling, reading, writing, listening, and grammar games. Some examples described are dumb crambo where students name animals based on sounds, and the ladder game where students provide words related to a topic. Games are a lively way to practice language skills.
This document discusses principles for selecting and adapting materials and activities for speaking lessons. It recommends choosing materials that are motivating and at an appropriate level for students, moving from easier to more difficult. Activities should provide contexts for students to speak about interesting topics. Teachers should maintain a balance between fluency and accuracy and provide models for pronunciation. Opportunities for interaction, such as groupwork and noticing gaps in their language, are also important. When evaluating materials, teachers should consider their instructions, time requirements, ability to motivate students and target language, and suitability for students' levels and learning styles. The goal is to select materials that facilitate a student-centered approach.
Head master duties and responsibilitiesFousiya O P
The document discusses the key roles and responsibilities of a headmaster or principal at a school. It states that the headmaster is the most important leader at the school and acts as the central figure that oversees all administration, teaching, and activities. The document outlines the headmaster's responsibilities as shaping an academic vision, creating a supportive learning environment, developing leadership in other teachers, improving instruction, and managing resources to facilitate school improvement. It also lists qualities that an effective headmaster should possess such as being dedicated, fair, socially skilled, and able to cultivate leadership in others.
Introduction
Definition of textbooks
The importance of textbooks
Reasons why textbooks are important
History of textbooks
The contemporary textbooks
Islamic perspective
Conclusion
The document summarizes the education system in Malaya before independence from the 15th century to 1956. It describes the various phases of development under different ruling powers and the establishment of different types of schools catering to different ethnic groups. The key periods discussed are the British colonial period from 1786-1956 and the post-World War 2 period from 1946-1956, which saw efforts to establish a national education system through committees like the Cheeseman, Barnes, Fenn-Wu and Razak reports.
The document discusses examination as an assessment tool. It defines assessment and outlines its key components, including formulating intended learning outcomes, developing assessment measures, creating experiences leading to outcomes, and using results to improve learning. The assessment cycle of plan, do, check, act is also described. Different types of assessments are explained such as formative, summative, norm-referenced, and multiple choice exams. Overall, the document provides an overview of assessment and its importance in evaluating student performance and progress.
The document discusses various audio-visual aids that can be used to enhance teaching and learning. It describes non-projected aids like charts, diagrams, and models as well as projected aids like slides, filmstrips, overhead projectors and LCD panels. Projected aids have advantages like allowing magnification, bringing distant concepts into the classroom, and enabling ideas to be presented to a large audience simultaneously. Effective use of instructional technology and multimedia tools like PowerPoint can improve learning outcomes by making lessons more engaging and content more accessible to students.
The document discusses diagnostic testing as a process to identify the causes of learning difficulties in children. It explains how diagnostic testing helps identify strengths and weaknesses, plan appropriate instruction, and ensure effective learning. The key steps in diagnostic testing are identifying problems, locating errors, determining causes, and suggesting remedies. Remedial teaching then focuses on providing additional support to address weaknesses, using different teaching strategies and resources. The document outlines the role of teachers in diagnostic testing and remedial teaching, as well as different types of diagnostic tests, test construction, administration, and the diagnostic testing-remedial teaching cycle.
Language games have important educational value for language learning. They provide motivation for students and help shy students participate more. Some goals of language games are to teach vocabulary, grammar, pronunciation in a fun way. Games also develop cooperation and engagement. There are many types of language games including speaking, spelling, reading, writing, listening, and grammar games. Some examples described are dumb crambo where students name animals based on sounds, and the ladder game where students provide words related to a topic. Games are a lively way to practice language skills.
This document discusses principles for selecting and adapting materials and activities for speaking lessons. It recommends choosing materials that are motivating and at an appropriate level for students, moving from easier to more difficult. Activities should provide contexts for students to speak about interesting topics. Teachers should maintain a balance between fluency and accuracy and provide models for pronunciation. Opportunities for interaction, such as groupwork and noticing gaps in their language, are also important. When evaluating materials, teachers should consider their instructions, time requirements, ability to motivate students and target language, and suitability for students' levels and learning styles. The goal is to select materials that facilitate a student-centered approach.
Head master duties and responsibilitiesFousiya O P
The document discusses the key roles and responsibilities of a headmaster or principal at a school. It states that the headmaster is the most important leader at the school and acts as the central figure that oversees all administration, teaching, and activities. The document outlines the headmaster's responsibilities as shaping an academic vision, creating a supportive learning environment, developing leadership in other teachers, improving instruction, and managing resources to facilitate school improvement. It also lists qualities that an effective headmaster should possess such as being dedicated, fair, socially skilled, and able to cultivate leadership in others.
Introduction
Definition of textbooks
The importance of textbooks
Reasons why textbooks are important
History of textbooks
The contemporary textbooks
Islamic perspective
Conclusion
The document discusses advanced teaching methods that can improve student learning and engagement. It begins by introducing the transition from traditional to more innovative computer-based presentations. It then outlines 16 innovative teaching methods like using educational videos, interactive learning activities, role playing, puzzles and games, and introducing lessons like stories. The goal of these methods is to motivate student participation and help them retain information more effectively. Advanced technology, spaced learning, real-world examples, and an open mindset can also enhance teaching. Overall, the document promotes collaborative and creative teaching approaches.
This document discusses co-curricular activities in education. It defines co-curricular activities as those undertaken alongside academic subjects to supplement learning. The document outlines various types of co-curricular activities like arts, sports, clubs etc. It emphasizes the importance of co-curricular activities in developing well-rounded students and achieving the goals of modern education. The role of teachers in organizing and integrating co-curricular activities with the academic curriculum is also highlighted.
The document discusses the use of information and communication technologies (ICTs) in language pedagogy. It begins by defining ICTs and the conditions needed to integrate them into language teaching. It then reviews related literature on studies examining the use of technology in language classrooms. The study aims to identify the technologies used by English teachers and their purposes. A questionnaire was distributed to 30 English teachers, finding that multimedia projectors, presentation software, and developing listening and vocabulary skills were most common. The conclusion states that modern technologies are important for language teaching and learning when adopted through approaches like blended learning.
The document discusses the use of information and communication technologies (ICT) in mathematics teaching. It begins by introducing the increasing role of ICT in mathematics classrooms in recent decades. It then provides examples of traditional ICT tools like overhead projectors and examples of modern ICT tools like laptops and the internet. The document emphasizes that ICT can enhance mathematics teaching by allowing students to perform calculations, solve problems graphically, and access online resources. However, it also notes challenges to implementing ICT like high costs and lack of infrastructure. Overall, the document argues that proper use of ICT has the potential to positively impact mathematics learning by making the learning process more engaging, collaborative and effective.
This document provides an overview of 9 units in new English textbooks for learners. Each unit focuses on a theme and includes different text types like stories, poems, songs and plays. The texts aim to develop language skills while also teaching values. For example, Unit 1's theme is Art and it includes a story, folk tale, poem and song exploring ideas like the importance and eternity of art. Unit 2 is about Travel and includes prose and poems showing how travel provides new ideas and insights.
This document discusses the definition and uses of textbooks. It defines textbooks as books used in studying a particular subject, especially in schools. Textbooks provide structure, standardize instruction, and maintain quality. They can also efficiently provide language models, train teachers, and be visually appealing. However, textbooks may contain inauthentic language, distort content, and not reflect students' needs. The document also lists several uses of textbooks from the perspectives of both learners and teachers, such as a source of materials, activities, reference, stimulation for classroom activities, and support for less experienced teachers.
Black Recourse Centre (BRC)
Block Resource Centre (BRC): In Karnataka BRCs plays a pivotal role in the implantation of in-service education programmes for teachers. All most all the Elementary in-service training programmes have been implemented through the DIETs, BRCS and Cluster Recourse Centres.
Black Resource centres came into existence earlier under the District Primary Education Programme (DPEP) aims at providing teacher Support activities and facilities for decentralised training. Presently BRCS have been functioning under Sarva Shiksha Abhiyana from 2000.
This has been working in bringing in uniformity in training and monitoring through out the stale, A BRC is managed by Headmaster grade officer, Block Resource coordinator taluka level and he is assisted by few Block Resource Persons.
BRCS are required to providing in-service training to teachers, headmasters and cluster resource persons.
Functions of BRCs:
Organising and conducting in-service training for elementary school teacher covered under SSA.
Co-operating with BEO in smooth functioning of various programmes such as Dhakalati, Hazarathi Andolana and Chinnara Angala.
Undertaking Children survey.
Implementing the new programmes introduced by the department for universilation of elementary education.
Supervision of mid-day meal programme.
Providing in-service training to teachers, headmasters and cluster resource persons.
Visiting and supervising Cluster Resource Centres.
Organising satellite based training.
Orientation of in-service teachers in different curricular subjects.
Providing material support to CRC's and elementary schools.
Developing the problem solving and consultancy based approach.
Fulfilment of the local academic requirements through in-service training.
Evaluation of educational programmes of the schools.
Organising workshops, seminars and cultural programmes for teachers.
Developing scientific and research attitude among teachers.
Organising awareness programmes.
The academic responsibility of BRCs has considerably increased due to the advent of SSA. The BRCs have been further strengthened through additional infrastructure Support by SSA, XI Finance Commission and State Government.
The Block Resource Centres are playing very significant role in formulating plans and coordinating the implementation of the various teacher training programmes at the taluka level.
Thank You
A library is an organized collection of information sources that comes in different types like academic, public, children's and special libraries. Libraries promote knowledge by preserving information, facilitating independent study and research, and developing pupils' reading skills like comprehension, vocabulary and interest in reading. Effective school libraries involve pupils in activities, establish rapport with librarians, and make pupils aware of the importance of reading.
Concretisation and abstract ideas in Mathematics.pptxaleena568026
The document discusses different learning aids that can be used to help students understand abstract mathematical concepts. It describes how examples, illustrations, models, and hands-on objects can make abstract ideas more concrete. Specifically, it outlines graphical aids like diagrams, charts, and graphs, display boards like blackboards and bulletin boards, and three-dimensional aids like models, real objects, and mock-ups. The learning aids are meant to stimulate student participation, make teaching more engaging, and help students apply mathematics in different situations.
Dialogue based learning focuses on using dialogue and discussion to promote learning. It recognizes that learners' life experiences influence how they learn new concepts. Through dialogue, teachers can understand students' perspectives and help overcome misunderstandings. Curriculum is dynamic and views learning as experiences. Teaching methods include lectures, discussions, demonstrations, group work and role-playing to encourage creativity. Teachers act as facilitators and role models. Evaluation considers daily observations, oral contributions, projects and tests. Dialogue helps resolve issues, promote understanding, and reveal inconsistencies in thoughts. It keeps the story moving forward and reveals characters.
The document outlines 10 teaching competencies identified by NCTE for student teachers, including contextual, conceptual, content, transactional, educational activities, developing teaching materials, evaluation, management, working with parents, and working with the community. It then provides details on developing each competency area, such as ensuring parents accept the importance of education, having strong content knowledge, using effective instructional strategies, organizing educational activities, creating teaching materials, continuously evaluating students, managing the classroom, gaining parent cooperation, and working with the community. The conclusion states developing these competencies will help student teachers become professionally competent and improve education quality.
Low cost teaching aids are materials developed from locally available and inexpensive resources to facilitate learning in the classroom. Such aids include using discarded glass, dates after eating to practice counting, and paper for making shapes. They are important as supplementary tools for subjects like mathematics. Examples provided are numbering cut out carton pieces 0-9 for counting practice and using origami folds to illustrate geometry concepts. Paper cutting and folding allow hands-on exploration of shapes and transformations while being inexpensive materials. Teachers should incorporate these low-cost aids to address shortages and make mathematics lessons more engaging.
This document discusses the role of information and communication technology (ICT) in educational assessment. It states that ICT has led to changes in assessment by allowing for new formats like computer-based testing and higher-order learning outcomes. ICT can be used to support both formative and summative assessment. Examples of ICT tools for assessment include online testing platforms, survey tools, and software for creating and scoring tests. ICT also facilitates project-based assessment and helps support students with disabilities.
The document discusses teaching aids and their importance in education. It describes different types of teaching aids including visual aids like charts, diagrams, pictures, flashcards, models and graphs. It also discusses audio aids like radio, tape recorder and audiovisual aids like television. The document emphasizes that teaching aids help explain concepts clearly, gain students' attention, provide hands-on learning experiences and make the learning process more interesting. It provides guidelines for effective use and selection of different teaching aids based on subject matter and students' level of understanding.
Alternative schools: Meaning, Aims and InstancesHathib KK
A presentation on Alternative Schools-Aims of Alternative Schools- Examples of Alternative Schools-Kanavu-Sarang-Anand Niketan-De-schoolin and alternative schools- Movement Against traditional schooling
Learningoutcomesandlearningexperiencesfortechnicallydevelopedcurriculumprojec...Ching Nemis
The document discusses curriculum design and the development of learning outcomes and experiences. It defines key terms like intended learning outcomes, aims, goals, and objectives. Intended learning outcomes represent what learners are expected to be able to do with curriculum content. Aims are general statements of purpose, goals are more measurable but still broad, and objectives are narrow and specific. Objectives provide direction for instruction and assessment. Effective learning experiences are determined by outlining the purpose, outcomes, assessment, content, and resources. The document also discusses alternative approaches to local curriculum decision making, with examples of school-based and district-level processes.
This document discusses peer tutoring as an instructional method. It defines peer tutoring as a system where students teach other students who are at a similar age and skill level. There are several types of peer tutoring described, including instructional tutoring where older students coach younger ones, monitorial tutoring where students lead small groups, and pair tutoring where students of equal age help each other. The document also outlines characteristics and limitations of peer tutoring, and provides recommendations for effective implementation such as carefully selecting tutors and providing feedback.
mengapa peran guru tidak tergantikan oleh teknologiyurvista sari
Teachers are not replaceable by technology for several key reasons:
1) Teachers play a vital role in not only transmitting knowledge but also transferring moral values and virtues to students.
2) The classroom environment created by teachers allows students to feel comfortable to express themselves, try new things, and learn from mistakes.
3) Teachers play a strategic role in forming students' national character and values through their guidance and exemplary behavior, which technology cannot replicate.
4) The irreplaceable role of teachers means that strong policies and commitment are needed to create a qualified teacher workforce and improve education quality long-term.
Interview with a professional teacher of adult learnerstieshanstreet
The teacher interviewed has 17 years of teaching experience, starting with preschool and elementary school before teaching college students for 9 years. She decided to teach in higher education to prepare child development students for their careers by teaching them about educating young learners. While both children and adults present challenges, she finds ways to engage her students through group assignments and creating a positive learning environment. The most rewarding part of her job is seeing former students succeed after graduation.
The document discusses advanced teaching methods that can improve student learning and engagement. It begins by introducing the transition from traditional to more innovative computer-based presentations. It then outlines 16 innovative teaching methods like using educational videos, interactive learning activities, role playing, puzzles and games, and introducing lessons like stories. The goal of these methods is to motivate student participation and help them retain information more effectively. Advanced technology, spaced learning, real-world examples, and an open mindset can also enhance teaching. Overall, the document promotes collaborative and creative teaching approaches.
This document discusses co-curricular activities in education. It defines co-curricular activities as those undertaken alongside academic subjects to supplement learning. The document outlines various types of co-curricular activities like arts, sports, clubs etc. It emphasizes the importance of co-curricular activities in developing well-rounded students and achieving the goals of modern education. The role of teachers in organizing and integrating co-curricular activities with the academic curriculum is also highlighted.
The document discusses the use of information and communication technologies (ICTs) in language pedagogy. It begins by defining ICTs and the conditions needed to integrate them into language teaching. It then reviews related literature on studies examining the use of technology in language classrooms. The study aims to identify the technologies used by English teachers and their purposes. A questionnaire was distributed to 30 English teachers, finding that multimedia projectors, presentation software, and developing listening and vocabulary skills were most common. The conclusion states that modern technologies are important for language teaching and learning when adopted through approaches like blended learning.
The document discusses the use of information and communication technologies (ICT) in mathematics teaching. It begins by introducing the increasing role of ICT in mathematics classrooms in recent decades. It then provides examples of traditional ICT tools like overhead projectors and examples of modern ICT tools like laptops and the internet. The document emphasizes that ICT can enhance mathematics teaching by allowing students to perform calculations, solve problems graphically, and access online resources. However, it also notes challenges to implementing ICT like high costs and lack of infrastructure. Overall, the document argues that proper use of ICT has the potential to positively impact mathematics learning by making the learning process more engaging, collaborative and effective.
This document provides an overview of 9 units in new English textbooks for learners. Each unit focuses on a theme and includes different text types like stories, poems, songs and plays. The texts aim to develop language skills while also teaching values. For example, Unit 1's theme is Art and it includes a story, folk tale, poem and song exploring ideas like the importance and eternity of art. Unit 2 is about Travel and includes prose and poems showing how travel provides new ideas and insights.
This document discusses the definition and uses of textbooks. It defines textbooks as books used in studying a particular subject, especially in schools. Textbooks provide structure, standardize instruction, and maintain quality. They can also efficiently provide language models, train teachers, and be visually appealing. However, textbooks may contain inauthentic language, distort content, and not reflect students' needs. The document also lists several uses of textbooks from the perspectives of both learners and teachers, such as a source of materials, activities, reference, stimulation for classroom activities, and support for less experienced teachers.
Black Recourse Centre (BRC)
Block Resource Centre (BRC): In Karnataka BRCs plays a pivotal role in the implantation of in-service education programmes for teachers. All most all the Elementary in-service training programmes have been implemented through the DIETs, BRCS and Cluster Recourse Centres.
Black Resource centres came into existence earlier under the District Primary Education Programme (DPEP) aims at providing teacher Support activities and facilities for decentralised training. Presently BRCS have been functioning under Sarva Shiksha Abhiyana from 2000.
This has been working in bringing in uniformity in training and monitoring through out the stale, A BRC is managed by Headmaster grade officer, Block Resource coordinator taluka level and he is assisted by few Block Resource Persons.
BRCS are required to providing in-service training to teachers, headmasters and cluster resource persons.
Functions of BRCs:
Organising and conducting in-service training for elementary school teacher covered under SSA.
Co-operating with BEO in smooth functioning of various programmes such as Dhakalati, Hazarathi Andolana and Chinnara Angala.
Undertaking Children survey.
Implementing the new programmes introduced by the department for universilation of elementary education.
Supervision of mid-day meal programme.
Providing in-service training to teachers, headmasters and cluster resource persons.
Visiting and supervising Cluster Resource Centres.
Organising satellite based training.
Orientation of in-service teachers in different curricular subjects.
Providing material support to CRC's and elementary schools.
Developing the problem solving and consultancy based approach.
Fulfilment of the local academic requirements through in-service training.
Evaluation of educational programmes of the schools.
Organising workshops, seminars and cultural programmes for teachers.
Developing scientific and research attitude among teachers.
Organising awareness programmes.
The academic responsibility of BRCs has considerably increased due to the advent of SSA. The BRCs have been further strengthened through additional infrastructure Support by SSA, XI Finance Commission and State Government.
The Block Resource Centres are playing very significant role in formulating plans and coordinating the implementation of the various teacher training programmes at the taluka level.
Thank You
A library is an organized collection of information sources that comes in different types like academic, public, children's and special libraries. Libraries promote knowledge by preserving information, facilitating independent study and research, and developing pupils' reading skills like comprehension, vocabulary and interest in reading. Effective school libraries involve pupils in activities, establish rapport with librarians, and make pupils aware of the importance of reading.
Concretisation and abstract ideas in Mathematics.pptxaleena568026
The document discusses different learning aids that can be used to help students understand abstract mathematical concepts. It describes how examples, illustrations, models, and hands-on objects can make abstract ideas more concrete. Specifically, it outlines graphical aids like diagrams, charts, and graphs, display boards like blackboards and bulletin boards, and three-dimensional aids like models, real objects, and mock-ups. The learning aids are meant to stimulate student participation, make teaching more engaging, and help students apply mathematics in different situations.
Dialogue based learning focuses on using dialogue and discussion to promote learning. It recognizes that learners' life experiences influence how they learn new concepts. Through dialogue, teachers can understand students' perspectives and help overcome misunderstandings. Curriculum is dynamic and views learning as experiences. Teaching methods include lectures, discussions, demonstrations, group work and role-playing to encourage creativity. Teachers act as facilitators and role models. Evaluation considers daily observations, oral contributions, projects and tests. Dialogue helps resolve issues, promote understanding, and reveal inconsistencies in thoughts. It keeps the story moving forward and reveals characters.
The document outlines 10 teaching competencies identified by NCTE for student teachers, including contextual, conceptual, content, transactional, educational activities, developing teaching materials, evaluation, management, working with parents, and working with the community. It then provides details on developing each competency area, such as ensuring parents accept the importance of education, having strong content knowledge, using effective instructional strategies, organizing educational activities, creating teaching materials, continuously evaluating students, managing the classroom, gaining parent cooperation, and working with the community. The conclusion states developing these competencies will help student teachers become professionally competent and improve education quality.
Low cost teaching aids are materials developed from locally available and inexpensive resources to facilitate learning in the classroom. Such aids include using discarded glass, dates after eating to practice counting, and paper for making shapes. They are important as supplementary tools for subjects like mathematics. Examples provided are numbering cut out carton pieces 0-9 for counting practice and using origami folds to illustrate geometry concepts. Paper cutting and folding allow hands-on exploration of shapes and transformations while being inexpensive materials. Teachers should incorporate these low-cost aids to address shortages and make mathematics lessons more engaging.
This document discusses the role of information and communication technology (ICT) in educational assessment. It states that ICT has led to changes in assessment by allowing for new formats like computer-based testing and higher-order learning outcomes. ICT can be used to support both formative and summative assessment. Examples of ICT tools for assessment include online testing platforms, survey tools, and software for creating and scoring tests. ICT also facilitates project-based assessment and helps support students with disabilities.
The document discusses teaching aids and their importance in education. It describes different types of teaching aids including visual aids like charts, diagrams, pictures, flashcards, models and graphs. It also discusses audio aids like radio, tape recorder and audiovisual aids like television. The document emphasizes that teaching aids help explain concepts clearly, gain students' attention, provide hands-on learning experiences and make the learning process more interesting. It provides guidelines for effective use and selection of different teaching aids based on subject matter and students' level of understanding.
Alternative schools: Meaning, Aims and InstancesHathib KK
A presentation on Alternative Schools-Aims of Alternative Schools- Examples of Alternative Schools-Kanavu-Sarang-Anand Niketan-De-schoolin and alternative schools- Movement Against traditional schooling
Learningoutcomesandlearningexperiencesfortechnicallydevelopedcurriculumprojec...Ching Nemis
The document discusses curriculum design and the development of learning outcomes and experiences. It defines key terms like intended learning outcomes, aims, goals, and objectives. Intended learning outcomes represent what learners are expected to be able to do with curriculum content. Aims are general statements of purpose, goals are more measurable but still broad, and objectives are narrow and specific. Objectives provide direction for instruction and assessment. Effective learning experiences are determined by outlining the purpose, outcomes, assessment, content, and resources. The document also discusses alternative approaches to local curriculum decision making, with examples of school-based and district-level processes.
This document discusses peer tutoring as an instructional method. It defines peer tutoring as a system where students teach other students who are at a similar age and skill level. There are several types of peer tutoring described, including instructional tutoring where older students coach younger ones, monitorial tutoring where students lead small groups, and pair tutoring where students of equal age help each other. The document also outlines characteristics and limitations of peer tutoring, and provides recommendations for effective implementation such as carefully selecting tutors and providing feedback.
mengapa peran guru tidak tergantikan oleh teknologiyurvista sari
Teachers are not replaceable by technology for several key reasons:
1) Teachers play a vital role in not only transmitting knowledge but also transferring moral values and virtues to students.
2) The classroom environment created by teachers allows students to feel comfortable to express themselves, try new things, and learn from mistakes.
3) Teachers play a strategic role in forming students' national character and values through their guidance and exemplary behavior, which technology cannot replicate.
4) The irreplaceable role of teachers means that strong policies and commitment are needed to create a qualified teacher workforce and improve education quality long-term.
Interview with a professional teacher of adult learnerstieshanstreet
The teacher interviewed has 17 years of teaching experience, starting with preschool and elementary school before teaching college students for 9 years. She decided to teach in higher education to prepare child development students for their careers by teaching them about educating young learners. While both children and adults present challenges, she finds ways to engage her students through group assignments and creating a positive learning environment. The most rewarding part of her job is seeing former students succeed after graduation.
The candidate disagrees with colleagues who say that a student with learning difficulties cannot learn and will drop out. The candidate believes the student is intelligent and willing to learn, though he struggles with letters and concentrating.
The candidate acknowledges that students have different abilities and learn at different paces. Rather than abandoning the student, the candidate proposes making additional efforts to strengthen his learning through simplified lessons, images, sounds, and individualized assessment compared to his own progress. The candidate also wants to encourage participation in group activities to help socialization.
The candidate emphasizes the teacher's role in respecting diversity, being patient, and helping all students according to their abilities through tailored instruction and encouragement.
Here are some key expectations teachers should have of students:
- Be respectful. Students should respect their teacher, other students, and school property. They should listen attentively when the teacher is speaking.
- Be responsible. Students need to take responsibility for their own behavior, actions, and learning. This involves coming to class prepared, completing and turning in assignments on time, and asking for help when needed.
- Be engaged. Teachers expect students to actively participate in class activities and discussions. This means paying attention, answering questions when called on, and staying on task during work time.
- Try their best. While teachers understand students learn at different paces, they expect all students to put in full effort on their
1. The document discusses the important role that teachers play in educating students and shaping society. It describes how teachers are responsible for molding young minds and influencing the growth of the nation by imparting knowledge and serving as role models.
2. An effective teacher understands education from the student's perspective, uses engaging teaching methods, guides students' career and personal development, and forms caring relationships with students.
3. In schools specifically, teachers take on parental responsibilities by ensuring students' well-being, encouraging extracurricular activities, and maintaining a calm demeanor to inspire students.
1. The document proposes reforms to India's primary education system to better develop students as human beings and contribute to national development. It identifies issues like ineffective structures, syllabus, teacher training and payments.
2. The proposed solution introduces more freedom, games and experiential learning to make education enjoyable. It emphasizes teaching values, culture and respect from an early age. Teacher eligibility would require a bachelor's degree including subjects like psychology.
3. Metrics to measure impact include student happiness, school performance and autonomy. Challenges around funding could be addressed through educational taxes on entertainment. The reforms aim to produce well-rounded citizens rather than focus solely on academic performance.
The school you researched during this course is being taken over the by the state for poor performance. Based on your educational philosophy, your classroom management plan, lesson plan, and the learning activities and assessment you developed in this course, the new principal has asked you to interview for the lead teacher position. This position would allow you to teach the grade of your choosing and give you the authority to enact significant changes across the school. You are one of only 20 candidates asked to apply for this prestigious position. You have been asked to submit a multimedia interview presentation instead of interviewing in person. The principal has requested that you include the following in your presentation:
The school you researched during this course is being taken over the by the state for poor performance. Based on your educational philosophy, your classroom management plan, lesson plan, and the learning activities and assessment you developed in this course, the new principal has asked you to interview for the lead teacher position. This position would allow you to teach the grade of your choosing and give you the authority to enact significant changes across the school. You are one of only 20 candidates asked to apply for this prestigious position. You have been asked to submit a multimedia interview presentation instead of interviewing in person. The principal has requested that you include the following in your presentation:
This document summarizes the results of interviews conducted with two mathematics lecturers at UiTM Campus Alor Gajah about their experiences and perspectives as educators. The interviews found that great educators have a desire to see all students learn, are passionate about their work, and are committed and dedicated. Educators today face challenges like heavy workloads, changes in languages of instruction, and disruptive student behavior. The interviews provided insights into becoming effective educators and handling issues commonly faced in the field.
This document discusses the qualities of an ideal teacher. It begins by defining a teacher as someone who imparts information and skills to others. It then lists several important qualities that an ideal teacher possesses, including strong subject matter knowledge, planning skills, being approachable, having a passion for teaching, loving students, strong communication and listening skills, maintaining discipline, and being innovative and adaptive. The document emphasizes that ideal teachers spend significant time preparing lessons, communicate well with students and parents, develop rapport with students, and are passionate about influencing students' lives. While not easy, it is possible for teachers to develop these qualities through determination and practice.
This document summarizes the teaching internship experiences of Jasper A. Santiago, a 4th year student studying Bachelor of Secondary Education majoring in Mathematics at Nueva Ecija University of Science and Technology. It discusses his beliefs on teaching and learning before and after his internship. It also reflects on the key areas learned during his internship, including differentiating instruction, participating in school activities, and various approaches to assessment. The internship provided valuable practical experience and an opportunity for critical self-reflection to help develop his skills and identity as a future teacher.
Teachers play a foundational role in society by educating everyone and serving as role models. They take on many responsibilities, from teaching academic subjects to providing security and support like a parental figure. An ideal teacher makes learning engaging for students by decorating the classroom, seating students in a circle to encourage participation, and motivating students through leadership roles. They also maintain control of the classroom and lead students to understand lessons through thorough explanations. The best teachers create a comfortable environment where students can focus on learning while also entertaining them to sustain interest.
What are the_traits_of_an_effective_teacherExplorer
An effective teacher is very important part of any student's life. He can solve many problems of the students and can help him in shaping his career better.
The document outlines many attributes that students have identified as characteristics of the best teachers. Some of the key attributes described include having enthusiasm for the subject, being well-prepared for lessons, being punctual, showing care and support for students, maintaining consistency, treating students with respect, providing individual attention, having high expectations, and keeping accurate records of student performance and attendance. Feedback from students indicates that they prefer teachers who create a comfortable learning environment, use humor, are patient and kind, and are sensitive when correcting mistakes.
The document provides details about the author's experience completing their Second School Based Experience (SBE II) at Sekolah Kebangsaan Seribong. [1] The author observed several English classes, interviewed teachers and staff, and helped teach some classes as a temporary teacher. [2] They collected information about classroom management, student behavior, and the teacher's role using methods like observation, interviews, questionnaires, checklists, and discussions. [3] Overall, the author felt their professional statement before, during, and after SBE II helped guide them through the process and activities smoothly and helped them achieve their objectives.
The document discusses young learner English teachers. It defines a young learner teacher as someone responsible for teaching English to children ages 5-10 years old. Young learner teachers must have strong English proficiency, knowledge of child psychology, and a variety of teaching techniques. They also require positive attitudes like being patient and thinking like a child. The key roles of young learner teachers are to execute the curriculum, guide students, help those struggling, model correct English usage, facilitate learning, make decisions about lessons, and mentor students.
- Many schools in Alabama have unfilled mathematics teacher positions, particularly in middle and high schools. This is an issue seen across the state, not isolated to any particular area or demographic.
- Teacher salaries may be too low to attract qualified mathematics teachers, especially in economically disadvantaged areas. The cost of living needs to be balanced with appropriate compensation.
- The workload and stress of the job could be a deterrent, as mathematics teachers are often responsible for planning multiple courses. Additional support may be needed to reduce stress.
- Alternative career paths outside of education may appear more attractive to those qualified to teach mathematics. Incent
1. KURSUS:
FIK 3042: ENGLISH FOR COMMUNICATION
GROUP: EL-K06
NAMA: MEGAT ROSHIDI BIN SHAWAL
NO. MATRIK: D20102046834
TAJUK TUGASAN:
ASSIGNMENT 3
PENSYARAH: EN MOHAMMAD SIDIK BIN ARIFIN
TARIKH PENGHANTARAN: ….
2. INTRODUCTION
BACKGROUND
This report has been written because partially to fulfill the requirement needed for the
PPG course. It required doing an interview report on a prominent person who has contributed to
the community. The interviewee could be a Headmaster, local doctor, Excellent teacher etc. It
required to do pre-interview outline to determine the objectives and scope of the interview. The
outline will consist about the appointment with the interviewee, the location of the interview,
questions that would be asked, items used in the interview (tape recorder, pen etc.), the time
frame of the interview and the interviewee himself weather he or she is the right person who
have all the information needed that reach the purpose of the interview. The outline could help
the interviewer to be more confident in doing the interview and show a little appreciation to the
interviewee that the session is done with homework, to show the integrity of the interviewer and
everything he or she said matters. It helps to identify the objectives, scope of the interview and
make the session easier.
OBJECTIVES
The objectives of this report are to determine the achievements, techniques, skills,
credibility, integrity and responsibility of an excellent teacher, Tuan Haji Ahmad Bin Othman
and what he had contributed to the school, the teachers, the students and the community.
Throughout the report, the interviewee will give the steps that he took that make him a sample of
dedication as a teacher.
The first objective is to look at his teaching techniques. It consists on how he manages all
his teaching method on his students, the skills he used to overcome any obstacles in his daily
basis and as a member in the school management (Sekolah Menengah Vokasional Alor Setar).
3. Second objective is to know how to react as a good teacher. It consists on the ability to
give a full commitment in teaching and guiding his students to perform as a great students and a
human alike. It also is focusing on how he manages his job as a Senior Assistant Teacher to lead
the school to be a great school. It focuses on his credibility, integrity and his responsibility.
Third objective is to look at his contributions to the community. It consists on what he
had achieved throughout the years he had been a teacher. It included the achievements for the
school, the students and the community. It will show how he handled matters at hand with proper
judgement. It showed on how his profession had influenced him to be a man of dignity to the
community he served.
SCOPE
This report examines the advantages and disadvantages of being a teacher. It covers most
of the life of Tuan Haji Ahmad Bin Othman as a teacher.
The advantages will include everything that he had achieved as a teacher throughout the
years. It will contain on how the Falsafah Pendidikan Negara had affect his action and behaviour
as a human being. It also shows that all the skills and techniques he practices had shown
progresses after years of experimenting and experiencing himself on his subjects (students,
teachers and community) he served.
The disadvantages will include on how he react as a normal person and try so hard not to
be a teacher. The profession has taken so much of him that sometimes he cannot differentiated
between the job and the normal life (example : to be a good citizen and a father). He always had
to be a teacher in every aspect of his life. It will discuss on how he tried to overcome and solve
the problem.
It does not examine Tuan Haji Ahmad Bin Othman personal life because the interview is
only focusing him as an excellent teacher, the steps he took to be one of the best among the best.
4. BIOGRAPHY OF TUAN HAJI AHMAD BIN OTHMAN
Name : Tuan Haji Ahmad bin Othman
Current Post : Guru Penolong Kanan Pentadbiran
Date holding current post : 01.09.2005 until now
Previous Post : Guru Penolong kanan Ko Kurikulum
Date holding previous post : 01.08.2003 until 01.09.2005
Educational Information
Primary : SRK Tok Keling Alor Setar
( 01-01-1977 - November 1982)
Secondary : SMK Tajar (01.01.1983 – Nov 1987)
SMK Dato Syed Omar Alor Setar (1988-1989)
Universiti Malaya : Sarjana Muda Sastera Bahasa Melayu ( 1990-1994)
Universiti Malaya : Diploma Pendidikan (1994-1995)
Current Office : Sekolah Vokasional Alor Setar, Kompleks Pendidikan,
Jalan Stadium,05100, Alor Setar, Kedah Darul Aman.
(Since 1996)
5. REPORT
I met Tuan Haji Ahmad bin Othman just a couple years ago. From that time I learnt a lot
in being a good teacher. He had shown all of the criteria on how exactly to be a teacher, a sample
of dedication and commitment, a true hero among all the educators all around Malaysia.
On Sunday morning, 24th April 2011, arrangement was made to interview Tuan Haji
Ahmad Bin Othman, an Excellent Teacher of Sekolah Menengah Vokasional Alor Setar and also
a Senior Assistant of Curriculum at the school. The interview had been done in a comfort of his
office in the school. It all started sharply at 8.30 am in the morning just after he had finished
preparing his lesson for his next class.
Tuan Haji Ahmad is an average good looking guy but something in him that shows the
man he had become after years being a teacher. The way he put things out shown that he is a
man of experienced in handling the interview. He liked to tell stories especially about the school
and the profession of teaching.
He had stated that teachers are among the person that probably had been chosen to be a
teacher because he said that not everybody could be an educator unless they are teachers. The
profession that put him in many situations that he could not think about before he had became a
teacher. Job that need full attention in every aspect because teachers are dealing with the nation
future assets that need good guidance and tolerance to prepare them to be a good end product to
build up the country.
It never an easy tasks, each day preparing the lessons for the classroom, most of the time
consult the students to be good, making tough decisions on the right path to take for the school
everyday could put someone into astray but not to this man, who put almost of his time making
just that because of the responsibility he had in him to see his students and his country have a
good future together. Throughout the conversation he had shown confident and thoughtful in
giving his opinions, suggestions or just telling a story. He had told the history of the school and
its achievements and its plan for the future show that he took the teaching profession seriously.
6. Teaching for him is not just a job but more to responsibility that he must do before
anything else. Teaching others had made him learned more about himself. It taught him how to
conduct himself properly in the school and in the community. He stated that teaching had offered
him vast of experienced than any other profession out there could. He had learned how to
communicate with others, handling things properly, managing his time accordingly and most
importantly for him is learned how to speak in public freely. He said in a free nation we could
exercise our speech freely without any doubt.
Through the interview also he had stated that in order to make education as a sole
purpose in life will take us on a never ending journey. Every day, we will learn something new
and it’s up to us to justify it whether it is good or bad. The education system in Malaysia for him
is one of the best in the world. It is because the system is for everybody and no one will be left
out. The government has given so much to make the citizen educated and nowadays it has shown
great progress that the percentage of people that still can’t read or write is too small for a big
country like Malaysia.
Vocational education for him gives big opportunities for Malaysian’s to improve
themselves and at the same time it improves the nation. It gives more selection for the students
and helps the students who did not do well in PMR examination a chance to further their study.
At the same time, the vocational schools around the country had provided skills workers that
have the abilities to do jobs as good as the foreign workers or even better. It helps the country to
decrease the need for foreign workers because we have the skill workers ourselves. The system
had stand for its name and purposes. So far, it had produces many professionals in vast selections
of work in the country.
The downside of being a teacher according to him is a teacher will always be a teacher no
matter where we are, in school, at home or in the community. In any situations or cases a teacher
will always had to do with everything. Everybody out there could tell if you are a teacher just by
the way you acted, behaved, talked or even dressed and for him it is a downside because
sometime teachers will also need some space for themselves. It is because in every level of
community teachers will play a big role, for example a wedding ceremony in a village or even
big events that need formality, teachers had a role to play. Sometimes, teachers need to be
somebody they are not just to consult or solve the problems that occur in the school and in the
7. community, but like he said before teachers will be teachers and there are always helping hands
if needed.
Although, the downside will sometime let him down but it is just a part of his task as a
teacher. For him that is the only thing that being bothering him in a good way. The responsibility
towards the students and the nation is much more important than to be bothered by some minor
problems. This is the way teachers suppose to be. A teacher should be tough, discipline,
responsible, do not afraid to face any obstacles, give full attention towards the job and strict to
fulfill the requirements of the education system itself. He stated in fulfilling the Education
Philosophy to build up the students physically, mentally, intellectually and discipline, teachers
need to be consistence in guiding and showing the students to reach the objective. This is the
main priority for him in doing his job for all these years. The achievements that the school get is
just bonuses for the teachers especially because it shows that the teachers had done their part to
teach and guide the students, it means the teachers had done their job properly and that is the
only point matter when the students had great achievements in their study and in their life.
The greatest achievement for him is to see his students had a successful life. It is because
he felt that he had done his job properly and he did. A teacher teaches in school and sometimes
outside the school, off the times tables a teacher still doing his job. He said it is a task for a saint
to teach people to be good, teachers do just as same as that and do the job is like planting a tree
and waiting the fruits to ripe before we can taste its sweetness. When it times to taste it, which is
the most pleasurable moment of all. The philosophies and advices given prove that Tuan Haji
Ahmad bin Othman is an Excellent Teacher, his plans and hope for a greater education for his
students will lives on. He is a good example of being a teacher in every aspect that needs to be
covered.
8. INTERVIEW QUESTIONS
Question 1 : Assalamualaikum and a very good morning to you sir. First of all I would
like to say thank you for having this interview. Alright, my first question,
can you tell about the brief history of this school?
Tn. Ahmad : Waalaikumsalam, it is a great pleasure for me to do this interview. Well,
this school had a long history. It had opened occasionally on 1st January
1973 and known as Sekolah Menengah Vokasional Alor Setar. At its early
stage of operations, the school had operated at Sekolah Menengah Teknik
Alor Setar for seven month before it was transferred its operations to
where it is now at Kompleks Pendidikan, Jalan Stadium, Alor Setar,
Kedah. The first batch had only 120 students with 20 teachers and 3 of
supporting staff. At that time, the school had offered only 1 academic
stream that was Sijil Pelajaran Vokasional Malaysia (SPVM). It contained
6 courses that were Kursus Perdagangan, Menggegas dan Memesin, Kaji
Sawat Motor, Binaan Bangunan, Pemasangan Elektrik dan Kerja
Kimpalan Logam. All the courses had been delivered in Bahasa Melayu
and English.
Question 2 : It is an interesting information to gathered. So, how the school had
evolved through the years it had operated?
Tn. Ahmad : Since 1979, every courses offered here had been delivered totally in
Bahasa Melayu. In 1983, 2 types of academic streams had been offered to
the students and the 2 courses were Sijil Pelajaran Vokasional Malaysia
(SPVM) and Aliran Kemahiran (Basic Skills) courses. In 1998, the school
had reached to its new level when it had been appointed to be Sekolah
Menengah Teknik Jalan Stadium (SMTJS) and once again the school had
more to offer to its students in Technical courses that had been introduced
to its academic streams. Some of the headmasters that had served in this
school were En. Mohd Dom bin Yunoss (1973-1977), En. Abdul Wahid
bin Ahmad (1978-1979), En. Abdul Rahman bin Abd Raof (1980-1999),
9. Tn. Hj. Ismail bin Hj. Saari (2000-2004), En. Mustafa bin Abd Hamid
(2004-2006),Tn. Hj. Sulaiman bin Md Zain (2006-2010) dan Pn. Maria
binti Suid (2010 – until now). Started January 2010, the school once again
had changed its name to Sekolah Menengah Vokasional Alor Setar
(SMVAS) because the government need more skills individuals in human
resource provided for the good of the growing nation. So, this school are
among the selected few being given the opportunity to perform the task. I
am very proud of it and hope i can contributed more to fill in the need of
the nation. Nowadays, Sekolah Menengah Vokasional Alor Setar
(SMVAS) have 631 students, 108 teachers and 20 supporting staff. It has
grown drastically in every aspect since the time it was born and hopefully
it will continue growing and evolving toward the demanding future.
Question 3: I hope so too. Well, the next question is what are the courses offered to the
students if they are interested to further their study here?
Tn. Ahmad: The school offer 2 academic streams if the students wanted to further their
study here. There are Aliran Kemahiran (Skills stream) and Aliran
Vokasional (Vocational stream). For Aliran Kemahiran, usually we
offered the students who do not do well in their Penilaian Menengah
Rendah (PMR) examination. They will learn basic skills in different kind
of field such as carpentry, machines, electrics etc. They will not sit for
Sijil Pelajaran Malaysia (SPM) but they will sit for Sijil Kemahiran
Malaysia which prepared by Department of Human Resource, Ministry of
Human Resource (Jabatan Tenaga Manusia, Kementerian Sumber
Manusia). Most of them will be offered jobs when they have finished their
study here. It is easy for them to get work with their skills already had
been developed here. For Aliran Vokasional, the Scheme of Work and
lesson plans are the same as any other schools in the country because we
are using the format provided by Ministry of Education but at the same
time the skills syllabus will be added to their classes. These students will
10. sit for Sijil Pelajaran Malaysia (SPM) and most of them will have their
opportunity to further their study at Polytechnics all around Malaysia.
Question 4: What are the achievements of the school so far?
Tn. Ahmad: Actually, there are many glorious moments of the school that I could share
with you but some of the highest achievements of the school were the
winner for 3K Kategori Teknik dan Vokasional peringkat Kebangsaan in
1995, runner up for Anugerah Kualiti Menteri Pendidikan in 1998,
Anugerah Inovasi Sempena Hari Q Peringkat Kebangsaan, Jabatan
Pendidikan Teknikal in 1999, runner up for Anugerah Pengurusan
Kewangan dan Perakaunan Sekolah kategori SMT dan Asrama Penuh
Peringkat Kebangsaan in 2000, runner up for 3K kategori Teknik dan
Vokasional Peringkat Kebangsaan in 2003 and won the title for
Pengurusan Asrama Institusi JPT Peringkat Kebangsaan in 2003. After all
the years the school operated, I’m proudly to say that the school had
offered the best for its students and for the community. Most of the
students graduated here had achieved their target in life and I think the
school and the teachers here have done their part in making that possible.
The greatest achievement of all as an educator and a teacher is to look at
what we have done to our students whether they gained benefits from us
or not, and to see our students got what they’re here for is the highest
pleasure of all. This is important because we as the educator took full
responsiblity to our students action after they’ve finished their study
whether they are going to be able to survive out there or not, if they are
going to be able to contribute to the community and the country and
whether they are going to be a good citizens or not, these are all will be
backfire to us if they do not do well in their life afterwards. So far, all the
students here had shown good progress and dedication in every aspect of
life they are in, espeacially in serving their community and workplace. So,
I feel thankful and appreciate to them because they have shown such a
11. quality and it also shows that we as their teachers had done our jobs
respectively.
Question 5: Well, it is a pleasure indeed to know such a fact. So, the final question,
What are the hope and the school mission for the future?
Tn. Ahmad: Well, the school will continue to trained students to be well descipline and
responsible because they are going to be an important asset for the nation.
We also hope with all the skills and knowledge gathered here would help
them to build up their career, build up strong self confidence in facing the
world, build up trust for others to receive them in workplace and in the
community, hopefully they could further their study to higher level
education such as take a degree in a university etc. And hopefully they can
fulfill the nation’s target to decrease the need of foreign workers. It is
important for us also to make sure the vision and mission of the school to
be realized because in order to deliver good education we have to be able
to stand at a certain point of quality. For example, we need to have good
facilities for the students to be able to learn in a condusive environment,
the lab need to have all the latest equipments and instruments to make sure
it has the standard of the industries out there and also to cope up with the
technologies, so, the students will be able to get the latest information of
what they are dealing with outside the school, prepare the teachers with
new informations throughout seminar, courses etc., organizing the
management to be in a good standard and make sure the school have good
environment for the students to learn and to build up themselves mentally
and physically to prepare for the future. Nowadays, Sekolah Menengah
Vokasional Alor Setar (SMVAS) is one of the well known school in the
district that offered subjects in vocational and skills streams for the
students who already took their Penilaian Menengah Rendah (PMR)
examination. The school mission is to get distinction result in Sijil
Pelajaran Malaysia (SPM) 2011 and put itself in top ten position for the
best school in Kota Setar district. Hopefully, we could stand at the same
12. level as Sekolah Menengah Sultanah Asma, Kolej Sultan Abdul Hamid
and Sekolah Menengah Sultanah Bahiyah. I do also hope that the school
could maintain and uphold its reputation as one of the greatest and
workhard to achieve more in the future.
Megat: Hopefully, it will come true for you and for the school and thank you very
much for having this interview.
Tn. Ahmad: You are welcome and it was a pleasure doing this interview.