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Final assignment [mohd asri jusoh]

M
Mohd Asri Jusoh

This document consists of 14 weekly schedules outlining the teaching practicum activities of a trainee teacher over a period of 14 weeks at MRSM Kuantan. Each week covers Monday to Friday and lists the periods, subjects being observed and taught, and any extracurricular activities. The schedules provide an overview of the trainee's progression from initial classroom observations and teachings to full lesson planning and assessments as part of their practicum experience.

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Final assignment [mohd asri jusoh]
Week 1 (Alpha) Date: 27th July – 31st July 2015 DAY PERIOD 1 7.30 – 8.05 2 8.05 – 8.40 3 8.40 – 9.15 4 9.15 – 9.50 5 9.50 – 10.25 6 10.45 – 11.20 7 11.55 – 12.30 8 12.30 – 1.05 EXTRA CURRICULAR MONDAY Eid Celebration 2015 in MRSM Kuantan Ice breaking session with mentors, teachers and students TUESDAY Formal Introduction (Morning Call) Observe 3D Observe 3A Observe 4C Warden meeting WEDNESDAY Observe PT3 Listening Test Observe 3A Lesson Preparation SPM Intensive Program (Form 5 students) THURSDAY Teach 4C (Ice Breaking) Observe 3A Reading session 4D/4E/4F Invited to Eid Celebration at MS Garden Hotel, Kuantan FRIDAY Teach 4E (Ice Breaking) Observe 4C Observe 3D Motivational Talk – Cempaka Camp Resort Week 2 (Beta) Date: 3rd August – 7th August 2015 DAY PERIOD 1 7.30 – 8.05 2 8.05 – 8.40 3 8.40 – 9.15 4 9.15 – 9.50 5 9.50 – 10.25 6 10.45 – 11.20 7 11.55 – 12.30 8 12.30 – 1.05 EXTRA CURRICULAR MONDAY Observe 3A [Oral Test] Observe 3D TUESDAY Observe 3D [Oral Test] Observe 3A Warden meeting WEDNESDAY Observe 4C Observe 3A [Oral Test] Reading session 4D/4E/4F Lesson Preparation Night Class [Oral Test Preparation] THURSDAY Teach 4E (Descriptive Writing – Intro) Observe 3D [Oral Test] Reading session 4A/4B/4C Night Class [Oral Test Preparation] FRIDAY Observe 4E Teach 4C (Descriptive Writing – Intro) Preparation for English Camp SATURDAY English Camp in collaboration with Sekolah Kebangsaan Galing Facilitator : English Motivation Club (EMC)
Week 3 (Alpha) Date: 10th August – 14th August 2015 DAY PERIOD 1 7.30 – 8.05 2 8.05 – 8.40 3 8.40 – 9.15 4 9.15 – 9.50 5 9.50 – 10.25 6 10.45 – 11.20 7 11.55 – 12.30 8 12.30 – 1.05 EXTRA CURRICULAR MONDAY UNGA Preparation (4E – Armenia) Observe 3C Reading session 1A/1B/1C Invited to Eid Celebration at Bank Rakyat, Kuantan TUESDAY Teach 1B (Explanation Essay) Observe 3D Observe 3A Reading session 4A/4B/4C Warden meeting WEDNESDAY UNGA Preparation (4C – Cameroon) Observe 3A Lesson Preparation Teachers’ Monthly Meeting THURSDAY Teach 4C (UNGA Preparation) Teach 2D/2E/2F (Documentary MH370) Reading session 4D/4E/4F FRIDAY Teach 4E (UNGA Preparation) Teach 4C (UNGA Preparation) Observe 3D UNGA Preparation – Collect equipment Week 4 (Activity Week) Date: 17th August – 21st August 2015 DAY PERIOD 1 7.30 – 8.05 2 8.05 – 8.40 3 8.40 – 9.15 4 9.15 – 9.50 5 9.50 – 10.25 6 10.45 – 11.20 7 11.55 – 12.30 8 12.30 – 1.05 EXTRA CURRICULAR MONDAY Formal Assembly (Activity Week Opening Ceremony) Fire Emergency Simulation Durian Fest Night Market TUESDAY Career Seminar in collaboration with UMP / KPMIM / Monash University / University of Queensland, Brisbane WEDNESDAY Casual Sports Tournament Drama Competition Independence Day Celebration THURSDAY UNGA (United Nation General Assembly) Judge for Choir / Choral Speaking Competition FRIDAY PT3 Intensive Program Venue: Holiday Villa Cherating, Kuantan
Week 5 (Beta) Date: 24th August – 28th August 2015 DAY PERIOD 1 7.30 – 8.05 2 8.05 – 8.40 3 8.40 – 9.15 4 9.15 – 9.50 5 9.50 – 10.25 6 10.45 – 11.20 7 11.55 – 12.30 8 12.30 – 1.05 EXTRA CURRICULAR MONDAY Teach 1B (Grammar Exercise) Observe 3A [Oral Test] Observe 3D Lesson Preparation TUESDAY Teach 1B (Grammar Exercise) Observe 3D [Oral Test] Observe 3A Warden meeting WEDNESDAY Observe 4C Observe 3A [Oral Test] Reading session 4D/4E/4F THURSDAY Teach 4E (Preparation for Oral Assessment) Observe 3D [Oral Test] Reading session 4A/4B/4C SPM Intensive Program (Essay writing) FRIDAY Observe 4E Teach 4C (Preparation for Oral Assessment) Week 6 (Alpha) Date: 31st August – 4th September DAY PERIOD 1 7.30 – 8.05 2 8.05 – 8.40 3 8.40 – 9.15 4 9.15 – 9.50 5 9.50 – 10.25 6 10.45 – 11.20 7 11.55 – 12.30 8 12.30 – 1.05 EXTRA CURRICULAR MONDAY Independence Day Holiday TUESDAY Teach 1B (Information Transfer Exercise) Observe 3D Observe 3A Reading session 4A/4B/4C Warden meeting WEDNESDAY Drama [Oral Assessment] 4E Observe 3A Lesson Preparation Teachers’ Monthly Meeting THURSDAY Drama [Oral Assessment] 4C Teach 2F (Error Identification Exercise) Reading session 4D/4E/4F FRIDAY Drama [Oral Assessment] 4E Drama [Oral Assessment] 4C Observe 3D
Week 7 (Beta) Date: 7th September – 11th September DAY PERIOD 1 7.30 – 8.05 2 8.05 – 8.40 3 8.40 – 9.15 4 9.15 – 9.50 5 9.50 – 10.25 6 10.45 – 11.20 7 11.55 – 12.30 8 12.30 – 1.05 EXTRA CURRICULAR MONDAY MRSM Standardised Test TUESDAY MRSM Standardised Test English (Form 3) Invigilate Work on E-Portfolio WEDNESDAY MRSM Standardised Test English (Form 2) Invigilate Lesson Preparation Warden meeting THURSDAY Work on E-Portfolio MRSM Standardised Test Mathematics (Form 1) Invigilate FRIDAY Teaching 4E (Discuss Exam Questions) Teaching 4C (Discuss Exam Questions) Observe 3D Week 8 (Alpha) Date: 14th September – 18th September DAY PERIOD 1 7.30 – 8.05 2 8.05 – 8.40 3 8.40 – 9.15 4 9.15 – 9.50 5 9.50 – 10.25 6 10.45 – 11.20 7 11.55 – 12.30 8 12.30 – 1.05 EXTRA CURRICULAR MONDAY Attend MARA College Alumni Dinner Venue : Everly Hotel, PutrajayaTUESDAY WEDNESDAY Malaysia Day Holiday THURSDAY Teaching 4C (Writing a Report) Reading session 4D/4E/4F FRIDAY Teaching 4E (Writing a Report) Teaching 4C (Report Writing Exercise) Observe 3D
Week 9 (Beta) Date: 21st September – 25th September DAY PERIOD 1 7.30 – 8.05 2 8.05 – 8.40 3 8.40 – 9.15 4 9.15 – 9.50 5 9.50 – 10.25 6 10.45 – 11.20 7 11.55 – 12.30 8 12.30 – 1.05 EXTRA CURRICULAR MONDAY Mid-Term Holiday (Eid-ul Adha Celebration) TUESDAY WEDNESDAY THURSDAY FRIDAY Week 10 (Alpha) Date: 28th September – 3rd October DAY PERIOD 1 7.30 – 8.05 2 8.05 – 8.40 3 8.40 – 9.15 4 9.15 – 9.50 5 9.50 – 10.25 6 10.45 – 11.20 7 11.55 – 12.30 8 12.30 – 1.05 EXTRA CURRICULAR MONDAY Teach 1B (IGCSE Practice) Observe 3A [Class Streaming] Observe 3D Lesson Preparation TUESDAY Teach 1B (IGCSE Practice) Observe 3D [Class Streaming] Observe 3A Warden meeting WEDNESDAY Observe 4C Observe 3A [Class Streaming] Reading session 4D/4E/4F THURSDAY Teach 4E (Phrasal Verbs) Observe 3D [Class Streaming] Reading session 4A/4B/4C Preparation for English Camp FRIDAY Observe 4E Teach 4C (Phrasal Verbs) English Camp with Aborigines in Rompin, Pahang SATURDAY English Camp with Aborigines in Rompin, Pahang Organised by : English Motivation Club, MRSM Kuantan
Week 11 (Beta) Date: 5th October – 9th October DAY PERIOD 1 7.30 – 8.05 2 8.05 – 8.40 3 8.40 – 9.15 4 9.15 – 9.50 5 9.50 – 10.25 6 10.45 – 11.20 7 11.55 – 12.30 8 12.30 – 1.05 EXTRA CURRICULAR MONDAY Teach 1B (Adjectives Exercise) Observe 3D Lesson Preparation (Jonathan’s Observation) TUESDAY Teach 1B (Adjectives Exercise) Observe 3D [Class Streaming] Observe 3A School Assembly WEDNESDAY Teach 4C (Summary Writing) Observe 3A [Class Streaming] Reading session 4D/4E/4F THURSDAY Teach 4E (Summary Writing) Observe 3D [Class Streaming] Reading session 4A/4B/4C PT3 Intensive Program (Essay writing) FRIDAY Teach 4E (Summary Writing) Teach 4C (Summary Writing) Week 12 (Beta) Date: 12th October – 16th October) DAY PERIOD 1 7.30 – 8.05 2 8.05 – 8.40 3 8.40 – 9.15 4 9.15 – 9.50 5 9.50 – 10.25 6 10.45 – 11.20 7 11.55 – 12.30 8 12.30 – 1.05 EXTRA CURRICULAR MONDAY Teach 4C (Summary) Observed by Jonathan Newton PT3 Exam for Form 3 Reflection on the observation with Jonathan and Mentor Lunch with Dr Jonathan TUESDAY Teach 1B (Preparation for Examination) PT3 Exam for Form 3 Warden meeting WEDNESDAY Public Holiday New Year in Hijri Calendar THURSDAY Teach 4E (Summary) PT3 Exam for Form 3 Reading session 4A/4B/4C FRIDAY Teach 4C (Final Exam Preparation)
Week 13 (Alpha) Date: 19th October – 23rd October) DAY PERIOD 1 7.30 – 8.05 2 8.05 – 8.40 3 8.40 – 9.15 4 9.15 – 9.50 5 9.50 – 10.25 6 10.45 – 11.20 7 11.55 – 12.30 8 12.30 – 1.05 EXTRA CURRICULAR MONDAY One day leave (MC) TUESDAY Teach 3D (Summary IGCSE) Teach 3A (Summary IGCSE) Warden meeting WEDNESDAY Teach 4C (Argumentative Essay) Teach 3A (Summary IGCSE) Reading session 4D/4E/4F Lesson Preparation THURSDAY Teach 4E (Argumentative Essay) Teach 3D (Summary IGCSE) Reading session 4A/4B/4C Preparation for Graduation Day FRIDAY Graduation Day Form 5 Students Responsibility : Registration Committee Week 14 (Beta) Date: 26th October – 30th October) DAY PERIOD 1 7.30 – 8.05 2 8.05 – 8.40 3 8.40 – 9.15 4 9.15 – 9.50 5 9.50 – 10.25 6 10.45 – 11.20 7 11.55 – 12.30 8 12.30 – 1.05 EXTRA CURRICULAR MONDAY Invigilate 4C Final Year Examination Invigilate 4E Final Year Examination Night Class (Preparation English Paper) TUESDAY Teach 1B (Reading Comprehension Work on E-Portfolio Teach 2F (Reading Comprehension) Warden meeting (Farewell Event) WEDNESDAY Teach 2B (Reading Comprehension) Work on E-Portfolio English Department Farewell Event THURSDAY Farewell Event Invigilate Form 4F Final Year Examination FRIDAY Farewell Event by English Department
Evidence of professional learning Unique features of the learners of a home class ‘One of the central paradoxes in classroom culture is that treating everyone fairly does not mean treating everyone the same’ (McGee & Fraser, 2012). In other words, each class is a new adventure and the variety, challenges and uncertainty that we have to face are of the great joys of teaching is in every class. For the purpose of this assignment, I will be analysing the unique features of the learners in my homeclass - 4 Cemerlang. First thing I did when I enter the class was I identify and look into needs and condition of the learners. Then, I look into possible steps that can be taken to ensure the needs can be met. From my observation, some of the students (Bashir, Naqeeb, Ainatasha, Nurul, Syakirin, Asiah) are very responsive and actively participated in the lesson as they are the ones who will voluntarily answer all my questions in class. While some of them are very timid and quiet (Bahiyuddin, Faris, Hazim, Asma and Mira) hence, I have to create a supportive environment in class to make sure learners are not hampered by excessive anxiety. I believe that the use of group work creates wonders in my class as it will minimising mistakes and lowering the risk of failure in an activity (Nunan & Lamb, 1996). Thus, the quiet learners were less anxious to perform and not afraid to make mistakes. It is interesting to point out that Faris, one of the quiet student in class scored the highest in the class in the trial exam (96%). It raises a question on what is the true indicator of a good English learner. My mentor, Ms Wan Shahriza added that I should have some personal intervention with weaker students, maybe arrange additional class for personal consultation to help with specific areas or tasks. In conclusion, it was a delightful experience teaching this class. I was very fortunate to teach this wonderful and enthusiastic class as they have also won the best Form 4 class in the school.
Final assignment [mohd asri jusoh]
Curriculum Area: English (Phrasal Verbs) Class: 4 Cemerlang Date of Lesson: 04/09/2015 Number of Students: 23 Duration of Lesson: 70 Minutes Purpose of Lesson: To learn phrasal verbs through running dictation. It gets students out of their seats and engages reading, writing, listening and speaking skills as well as reinforcing students to recognize phrasal verbs in a text. Context: Grammar Topic: “Phrasal Verbs” Strategies: Running Dictation Key Competencies:  Thinking  Participation and contribution Learning Intention:  Integrating essential language skills in the activity – Reading, writing, listening, and speaking.  Learning grammar – identifying phrasal verbs in a text.  Preparation for Form 4 examination next week LESSON FRAMEWORK Lesson sequence: Including deliberate acts of teaching and teacher prompts: Learning experiences Students’ Activities Introduction: 1. Discuss the learning intentions 2. Brief introduction of phrasal verbs 3. Pre activity: Teacher explain the rules of Running Dictation - Divide the class into pairs - Ask for specific roles from each pair (Runner/Writer) - Make a quick demonstration  Students co-construct LI.  Students participate in answering the pre- reading questions based on their prior knowledge.  Students divide themselves into pairs and specify each roles. Body: 1. A text is pasted at the back of the class 2. Students are given 15 minutes to complete the text 3. Students with the fastest and most number of correct answers win. 4. Post-reading activity: Phrasal verbs exercise  Students will complete the activity Conclusion: 1. Check the learning intentions  Think, share, and discuss the meaning of the text.  Linking learning with the learning intention and identify if they were successful in learning the intention of the lesson. Teacher reflection prompts: How do the students respond? What do I need to do next time? What are my next teaching lesson? What are my students’ next lesson?
Learning objective Since teaching requires a lot of preparation – physically and mentally, it is useful to outline the learning objective of the lesson on the lesson plan and make decision of an approach in accordance to the lesson. After all, lesson plan is a mental structure that ‘might be just the map we need initially’ that guide teachers in the classroom (Thaine, 1996 p.3). The initial intention for this particular lesson was to teach ‘Phrasal Verbs’. The reason for choosing this grammatical aspect was to follow the scheme of work which have been prepared since the beginning of the year. However, instead of using the usual teaching strategy like explaining the rules and give exercise and handouts, I came up with an idea to adopt an ESOL game ‘Running Dictation’ as an a tool or activity to teach ‘Phrasal Verbs’. My main learning objective was to integrate essential grammar skills in the activity, which later corrected as ‘language skills’ by my mentor. Activating learners’ prior knowledge Schmitt, Jiang and Grabe (2011) argued that background knowledge can be useful as it can help learners to increase their comprehension and understanding for the lesson. For this class, I revisited the common grammatical aspect which is ‘Phrasal verbs’. In order to activate students’ background knowledge, I chose to discuss what they have learned or understand on phrasal verbs. I also asked them to list down some of the examples of phrasal verbs to the class. Next, I gave them an exercise to check their understanding on the lesson before the activity. Turns out, the students were able to come up with examples of phrasal verbs and sample of sentences using the phrasal verbs. Modifying task Day (1999, as cited in Gurney, 2004) describes the word ‘teaching’ as ‘education science and a pedagogical art’ which required ‘more than a craft’ (p. 91). It is a known fact that an effective teacher is a performer. I made an effort in my teaching to do much more and go beyond the learning intention. For instance, I realise that the running dictation took 10-minutes and the time allocation is a bit too long for the students. Hence, I increased the competitive nature of the game by doing a countdown and compare the work of each group so that they speed up and finish the activity as soon as possible. Even though it was not a major modification, I believe that teachers should always be aware of the class and open for flexibility in the lesson.
Success criteria As far as the indication for success criteria is concerned, I have planned to do a post activity at the end of the running dictation which was looking for phrasal verbs and students have to come up with their own sentences using the phrasal verbs. Feedback were given immediately after they done their work because I believe that teacher’s feedback is crucial for students development. Sharing a parallel view, Bryson and Hand (2007) explained that students are more likely to engage in learning with positive guidance from the teacher. Hattie (as cited in Gurney, 2007) argued that an effective feedback should be ‘focussed, appropriate, timely and learning-related’ as it would be ‘the most powerful single moderator that enhances achievement’ (p.94). Reflection on teaching decision Based on Brown & Barnard, (1975, as cited in Nation and Newton, 2009) dictation can be used after exercise that provide practice in the words or patterns and emphasize the language focus of the activity (p.61). The main focus of the activity is to get students to remain engaged and interested with the grammar and have fun at the same time. Therefore, thorough planning is crucial in order to make sure the activity is not merely just an activity without substance for the students. At the end of the activity, I got a chance to check on students’ sentence structure to make sure they understand the usage of phrasal verb in a sentence. Some of the students even confuse between the phrasal verbs with compound words. Analysing students’ errors is a valuable source of information to understand their difficulties. It is understandably difficult for them as non-native speakers of English learners to create written products which can demonstrate their ability to organize the content, to address the correct audience as well as to demonstrate their linguistic ability in vocabulary, punctuation, spelling and others (Kepner, 1991). I believe that my teaching decision to focus on grammar component as well as incorporated an activity to motivate the students have helped to enhance their learning. Feedback from mentor Firstly, my mentor complimented my lesson by saying ‘the lesson objectives were defined clearly’ and students’ curiosity and interest towards the lesson were ‘sufficiently aroused as they are eager to do the activity’. She added that the activity was interesting and the I managed to prepare a good follow-up worksheets. However, she commented by saying that I did not utilise the text from the running dictation activity effectively as she illustrated an example ‘the phrase “go off” appeared twice in the text, but each carries a different meaning. Not making use of the text would just make the activity, merely a ‘running’ exercise’. Hui (1997) stated that teachers’ ability to answer all questions promptly and correctly is highly valued and if they are concentrating on playing games with
students or ask them to role-play, then they are not doing their job. I believe that I can avoid these kind of incidences in the future by carefully planned my lesson and the language goals that I aspire to achieve for each learning. Blanton, Wood & Moorman (1990) claimed that meaningful learning can be enhanced when students are exposed to learning activities that aid in the processing of grammar knowledge at a deeper level (p.174). The most important aspect is the relatedness with the learning, and the key to rectify my weaknesses is good planning. Suggestion for future practice I have heard this quote somewhere which struck me for ages ‘A good teacher is the one who asks the right questions instead of giving the correct answer’. This sentiment often comes up while I try to discover the actual meaning of a teacher. This portfolio draws upon the process of constructing a lesson plan as well as my teaching experience. As suggested by Pollard (2002), there is need for the teachers to reflect on their teaching experience in order to be self-aware and a key part of teacher growth. Sharing a parallel view, Schon (1987) also utters that reflection helps teachers to improve their teaching, moving them beyond the development of students' grammatical English proficiency to a broader perspective of teaching as a creative problem solving endeavour. Compiling this portfolio helps me to realise the importance of planning, so that in the near future, I should be able to construct a clear and realistic learning objective and the language-focused that I aimed for. Other than that, the key of an effective teacher is to be aware and consider the learners’ need in the lesson. In a classroom, the diversity of personalities further emphasizes the need of knowing how to cater to the needs of your students. As I pointed before, timid and active learners react differently, hence, it is important to maintain fairness in the classroom.
Final assignment [mohd asri jusoh]
Letter to the juniors Dear juniors, As a teachers, specifically from the new lots, I am constantly faced with new challenges, ideas and discoveries. It is expected that I am able to react accordingly to it, preferably in a manner that can both benefit ourselves and our students. Throughout my three-months teaching practicum, I have learned that the ability to self-reflect and capacity to ponder upon the purpose of each lesson in introspect will be of great service to us. It is, through these ongoing reflections, we are able to learn and make changes in our practice when necessary. In conjunction to the reflection of my own experience, there are two key areas in which I believe would be of importance for the next batch as their preparation before their teaching practicum, which are professionalism and adaptation of New Zealand learning into Malaysian curriculum and culture. My first advice to my junior is you need to show a high degree of professionalism to your colleagues as well as the students. Throughout my Degree years in New Zealand, I have been exposed with the term ‘inclusive education’. One of the principles that I view as key for inclusive teaching practice is creating positive climate for the learning community. Thus, I believe that a good rapport and engagement with students help me to create this positive climate in which my students feel safe to be challenged and nurtured. My mentor, Ms Wan Shahriza once mentioned that I displayed warmth and openness thus created a relaxed and non-threatening class environment. She also pointed out that after one of her early observations of my teaching, I was able to exude sternness and able to control the class with convincing authority, but at the same time maintained my friendly demeanour. Personally, I have always had a thought at the back of my mind at the first day in MRSM Kuantan that I am no longer a student – I am a teacher and I should act like one. For instance, I have made it clear since the very beginning that I will only answer English question – inside and outside the class, and if they starts to speak in Malay, I will wittingly say that I am from New Zealand and I do not understand Malay language. In turn, I believe that this professional behaviour will help me in a long run as a teacher. Other than that, the practicum period is an opportunity for student teachers to implement as many ESOL activities which suits the learning. However, bear in mind that teachers should identify the appropriate methodological approach that the learning should employ in order to draw an explicit connection between Malaysia and New Zealand curriculum. As an example, I tried the ESOL game called ‘Running Dictation’ in one of my class and my mentor commented my approach as she said that
it would be better if the text that was pasted at the back of the class could be duplicated more than one copy and making the students crowd at one place to read it. She even added that it was not appropriate for the boys and the girls to crowd at the same spot as all the students are Muslim. From the experience, I have learned that I should have myriad of options in opting a particular teaching method and I should provide flexibility on the respective approaches keeping in mind the educational culture of the learners. In conclusion, the two advices discussed above provide pointers as a preparation for the new student teachers. To recapitulate, the aspiring teacher must possess a professional demeanour and identify the most effective and appropriate methodological approaches in order to bridge Malaysia and New Zealand curriculum. Most importantly, the ability to reflect on each lesson, with the help of your respective mentors, is crucial to keep you going. Last words from me, the three-months of practicum experience have been an enriching experience for me – I have learned a lot from the teachers and the students. I wish the same for you. All the best! Best regards, Mr. Asri.
REFERENCE Blanton, W.E., Wood, K.D., & Moorman, G.B. (1990). The role of purpose in reading instruction. The Reading Teacher, 43, 486–493. Bryson, C & Hand, L (2007) The Role of Engagement in Inspring Teaching and Learning. Innovations in Education and Teaching International, 44 (4), 4-14 Gurney, P. (2004). Five factors for effective teaching. New Zealand Journal of Teachers Work, 1 (3), 89-98. Hui, L. (1997). New bottles, old wine: Communicative Language Teaching in China. Forum, 35 (4), 38- 44 Kepner, C. G. (1991). An experiment in the relationship of types of written feedback to the development of second language writing skills, Modern Language Journal, 75, (pp.305-313) McGee, C., & Fraser, D. (Eds.) (2012). The. Professional Practice of Teaching (4th. Edition). South Melbourne, Australia: Cengage Learning. Nation, I.S.P. and Newton, J. (2009) Teaching ESL/EFL Listening and Speaking. New York: Routledge. Nunan, D. & Lamb, C. (1996). Affective issues in the language classroom: The self-directed teacher. Cambridge: Cambridge University Press. Pollard, A. (2002) Readings for Reflective Teaching. London: Continuum. Schmitt, N., Jiang, X., & Grabe, W. (2011). The Percentage of Words Known in a Text and Reading Comprehension. The Modern Language Journal. 95(I), 26-43. Schön, D. A. (1987). Educating the reflective practioner: Towards a new design for teaching and learning in the profession. San Francisco: Jossey-Bass Thaine C. (2010). Teacher Training Essentials: Workshops for Professional Development. Cambridge: Cambridge University Press.
APPENDICES Reflective writing for the Portfolio - Blogging Week : 1 (27th to 31st July 2015) Mentor’s name : Miss Wan Shahriza Wan Ab. Rahman On the first day of my practicum, I received a warm welcome by the school as they were organising Eid Celebration. My mentor showed me around the college, introduced me to other teachers from various departments as well as the acting principal. My first impression on the teachers in MRSM Kuantan was how united and close the relationship between one teacher to another. They were very friendly and even the staffs were very nice towards us. I would like to add that the quarters provided to us here were very comfortable, fully-furnished and cosy enough for us to live for another three months. That showed the hospitality that we received here. For the teaching observation, I took some notes on important learning and classroom routines. From my initial observation (for the first two classes that I attend), I would say that I am impressed with the way the teacher give her instructions. For instance, the teacher gives plenty of time for the students to complete the task. When a lesson ends, she will summarize what have been learned. She also gave an insight of what will happen or what is the follow-up activity for the next class, just so that the students prepared – which for me is a great technique. I was assigned to teach 4C as my homeclass, so I took a chance on Thursday to do an ice-breaking session with the class. I must say that it was a wonderful session and I fall in love with the students instantly. I asked my mentor to observe my session with class and intentionally asked her to write up an evaluation on my teaching, just for my own progress. Thankfully, I got a favourable review from her, quoting that I ‘showed a great confidence and easily made a rapport with students. He displayed warmth and openness, creating a very relaxed and non-threatening class environment to the students’. I realised that I still have lots of things to improve, yet I think it’s a good start for me. Along the week, I had a chance to mark objective question papers for Form 4 students, to observe students taking examinations at the hall and have my own chair and a table in the teachers’ room. It’s an authentic teacher experience! I have attached the lesson plan together with my mentor’s evaluation.
Curriculum Area: English (The Detectives) Class: 4 Cemerlang Date of Lesson: 30/07/2015 Number of Students: 23 Duration of Lesson: 35 Minutes Purpose of Lesson: Ice breaking activity between teacher and students – Speaking activity Context: Speaking Topic: The Detectives Key Competencies:  Thinking  Participation  Contribution Malaysian Curriculum – Learning Outcomes and Specifications:  Language for Interpersonal Use - Talking about oneself to others, sharing information about each other that is of interest to both parties. - Responding to questions politely by giving the required information - Exchanging ideas, information and opinions on topics of interest - Relating personal experiences Lesson Plan What is the student doing? Introduction: 1. Discuss the learning intentions 2. Pre-activity: Teacher introduces himself and asks students to prepare questions for him to answer. - Where are you from? - The name of the course that you took in New Zealand?  Students co-construct LI (if needed).  Students prepare the questions to ask to the teacher. Body: 1. Introduce the rules of the game : The Detective 2. Rules: - Pick a name from a bowl, ask the students to keep the name to himself, avoid showing the name to others. - Write three unique characteristics of the name (3 minutes) - Stand up and share the characteristic of that person. Other students will guess the name of the person.  Students follow the instructions Conclusion: 1. Check the learning intentions and success criteria 2. Discussion: ask questions such as: - What do you think about the game? (Interesting?) - What do you think the moral value of the game?  Think, share, and discuss the moral value from the game.  Linking learning with the learning intention and identify if they were successful in learning the intention of the lesson.
Reflective writing for the Portfolio - Blogging Week : 2 (3th to 7th July 2015) Mentor’s name : Miss Wan Shahriza Wan Ab. Rahman For this week, I am super stoked to teach in my home class. After a quick discussion with my mentor, I have decided to follow the college’s scheme of work for my lesson this week, which is ‘descriptive writing’. In preparing for the lesson, I did quite bit of research on how to teach this type of continuous writing effectively. Hence, I have decided to mash up different fun activities in the class to make the class more fun and lively. For the pre-activity, I decided to include some interesting example of a usual essay and compare them to a well-written descriptive essay for the students to compare the use of adjectives and vocabulary in both essays. As mostly the descriptive essays are a bit personal as it involves prior experience of a person, I had written my own experience about my father’s last word before he passed away four years ago (see next page). As I knew the students quite well, one of the students was facing similar experience as his father passed away two years ago. I thought this might be beneficial for him in order to cope with the difficult situation. Lastly, I also included a scene from How I Met Your Mother sitcom at the end. That scene in particular is about Marshall whose facing a hard time to hear his father’s last word. I thought it would be nice to end the class on a lighter note. Other than that, I also involved in selecting the new member of ‘English Motivation Club’ in this MRSM. It was a good experience to see some of bright students with fluent English and very eager to help others with their English. That’s all from me this week. Thanks.
The Last Lines In the days and weeks following my Dad’s death, countless people told me “it will get easier.” Now, after four years, I can say that yes, in some ways it has. Bak’s death is no longer one of the first things I remind myself of when I wake up, nor is it the last thing I think about before I fall asleep, as it no longer consumes me. But, even though it has been four years, I still miss him. I remember vividly the day that he came home from the hospital for the last time. He had been sick with Parkinson for about a year, and he had defied impossible odds time and time again. I spent the next three days with my father trying to pretend that he wasn’t dying and enjoying the time with him. I watched him get worse and worse, and on the third day he did not have the energy to eat or talk; he mostly just slept. In the evening his breathing became labored, he was fighting to live, but this was one battle he was not going to win. I sat next to him and slowly uttered “Bak, I am going to London. Would you allow me to study abroad?”. With sad eyes he mumbled “Belajo molek. Study well”. Alhamdulillah that night I got his blessed. The next morning, his breathing slowed and finally, it stopped. He stopped fighting and became calm and peaceful. His life had sailed off into the distance. I knew this day was coming, but I was not ready. I had steeled myself in anticipation for this moment, but my preparation was no match for the reality of his death. He was never coming back; he was gone forever. My muscles screamed in agony, my lungs were on fire, and my vision was foggy from my eyes being soaked with tears. And yet that pain was nothing. He wouldn’t be at my wedding; he wouldn’t teach me how to recite my akad and be my wali, he wouldn’t see me graduation in New Zealand. He was nothing more than a memory. My soul was torn asunder and no amount of physical pain could make the emotional agony any less excruciating. I feel numbed.
Curriculum Area: English (Summary) Class: 4 Cemerlang Date of Lesson: 12/10/2015 Number of Students: 23 Duration of Lesson: 70 Minutes Context: Writing Topic: Creative Writing Techniques: Reading, Creative Writing, Scaffolding. Values: Aesthetic Value, Critical & Analytical Learning Intention: - Students will be able to practice paraphrasing through creative writing. - Students will be able to reproduce from an original text to a more simplified writing, from one genre to another. - Students will be able to evaluate the way the main ideas being presented, paraphrasing techniques and determine what information should be excluded. Malaysian Curriculum – Learning Outcomes and Specifications (Form 4 Curriculum):  Language for Aesthetic Use - Listen to, read, view, and respond to literary works by understanding and telling in one’s own words the story heard and read, and giving one’s own opinion of the text. - The use of sounds, music in recitation will be especially beneficial to learners with a learning towards musical and kinesthetic intelligence. - Expressing themselves creatively and imaginatively by retelling a story from a different point of view, and presenting it in another genre. Lesson Plan What is the student doing? Introduction (20 minutes) 1. Greetings and prayer. Introduce Dr. Jonathan Newton to the class. 2. T explain the Learning Intention of the lesson. 3. Begin with a brief discussion of introduction to summary is and its purpose. (Recap from previous lesson by using PowerPoint slides). [5 minutes] - T remind Ss of the BRIEF technique. (Box, Read, Identify, Extract, Finalise)  Ss will greet T and Dr. Jonathan and recite prayer.  Students co-construct LI (if needed).  Ss take out the handouts (Introduction to Summary Writing)  Ss will recall the BRIEF technique and the allocation of marks for summary writing according to the SPM Format.
- T remind Ss on the allocation of marks for summary writing. - (Content – 10 marks, Style – 5 marks) - Ask students to take out the handouts from previous class (Introduction to Summary Writing) - T will ask Ss some questions to check their understanding. Prompt questions: How to distinguish between important and unimportant details? 4. Activity 1 [15 minutes] - Objective of the activity: The purpose of this activity is the preparation for the main activity of the class (Creative writing). T will present a sample of a passage and a song which was based on the story from the passage. - Ss will read the love story of Joni and Jimmy without the ending. - T will ask Ss to guess the ending of their love story. - Ss will listen to the song ‘Don’t Cry, Joni’ song from Conway Twitty featuring Joni Lee. Ss will check the ending according to the song’s lyric. - T will ask Ss to reflect on the activity. Prompt questions: What you have learned from the activity? Did the song change the meaning of the passage?  Ss will take an active role in answering questions to make sure they ensure comprehension.  Ss will listen to the instruction and ready to restate the instruction if needed.  Ss will read the passage about Joni and Jimmy.  Ss guess the ending of the love story. This will help on their prediction skills.  Next, Ss will identify the link between the passage and the song.
Body (45 minutes): 3. Paraphrasing writing exercise – Creative Writing. - T will divide the class into five groups via Random Group Generator. - T will disseminate the Cinderella story. - Ss will work in their group to turn the passage to a song lyric. Each group will choose a song and they have to change the lyrics of the song in accordance to the story. - Each group will perform the song to the class. 4. Discuss the purpose of the activity. - Prompt questions: What have they learned from the activity?  Ss will listen to the instruction of the activity – Creative Writing.  Read the passage. This is to ensure Ss understand the story.  Ss will work in the same group to decide on a song and change the lyrics.  Perform the song to the class.  Ss will take an active role in answering questions to make sure they ensure comprehension.  Ss ask question if unclear. Conclusion (5 minutes): 3. Sums up the lesson. Teacher relates the activity with the learning intention. 4. Teacher reflects on the students’ learning. “What have you learned today?” “Are you ready for the upcoming exam in two weeks’ time?” 5. Check the learning intentions and success criteria.  Linking learning with the learning intention and identify if they were successful in learning the intention of the lesson.

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Final assignment [mohd asri jusoh]

  • 2. Week 1 (Alpha) Date: 27th July – 31st July 2015 DAY PERIOD 1 7.30 – 8.05 2 8.05 – 8.40 3 8.40 – 9.15 4 9.15 – 9.50 5 9.50 – 10.25 6 10.45 – 11.20 7 11.55 – 12.30 8 12.30 – 1.05 EXTRA CURRICULAR MONDAY Eid Celebration 2015 in MRSM Kuantan Ice breaking session with mentors, teachers and students TUESDAY Formal Introduction (Morning Call) Observe 3D Observe 3A Observe 4C Warden meeting WEDNESDAY Observe PT3 Listening Test Observe 3A Lesson Preparation SPM Intensive Program (Form 5 students) THURSDAY Teach 4C (Ice Breaking) Observe 3A Reading session 4D/4E/4F Invited to Eid Celebration at MS Garden Hotel, Kuantan FRIDAY Teach 4E (Ice Breaking) Observe 4C Observe 3D Motivational Talk – Cempaka Camp Resort Week 2 (Beta) Date: 3rd August – 7th August 2015 DAY PERIOD 1 7.30 – 8.05 2 8.05 – 8.40 3 8.40 – 9.15 4 9.15 – 9.50 5 9.50 – 10.25 6 10.45 – 11.20 7 11.55 – 12.30 8 12.30 – 1.05 EXTRA CURRICULAR MONDAY Observe 3A [Oral Test] Observe 3D TUESDAY Observe 3D [Oral Test] Observe 3A Warden meeting WEDNESDAY Observe 4C Observe 3A [Oral Test] Reading session 4D/4E/4F Lesson Preparation Night Class [Oral Test Preparation] THURSDAY Teach 4E (Descriptive Writing – Intro) Observe 3D [Oral Test] Reading session 4A/4B/4C Night Class [Oral Test Preparation] FRIDAY Observe 4E Teach 4C (Descriptive Writing – Intro) Preparation for English Camp SATURDAY English Camp in collaboration with Sekolah Kebangsaan Galing Facilitator : English Motivation Club (EMC)
  • 3. Week 3 (Alpha) Date: 10th August – 14th August 2015 DAY PERIOD 1 7.30 – 8.05 2 8.05 – 8.40 3 8.40 – 9.15 4 9.15 – 9.50 5 9.50 – 10.25 6 10.45 – 11.20 7 11.55 – 12.30 8 12.30 – 1.05 EXTRA CURRICULAR MONDAY UNGA Preparation (4E – Armenia) Observe 3C Reading session 1A/1B/1C Invited to Eid Celebration at Bank Rakyat, Kuantan TUESDAY Teach 1B (Explanation Essay) Observe 3D Observe 3A Reading session 4A/4B/4C Warden meeting WEDNESDAY UNGA Preparation (4C – Cameroon) Observe 3A Lesson Preparation Teachers’ Monthly Meeting THURSDAY Teach 4C (UNGA Preparation) Teach 2D/2E/2F (Documentary MH370) Reading session 4D/4E/4F FRIDAY Teach 4E (UNGA Preparation) Teach 4C (UNGA Preparation) Observe 3D UNGA Preparation – Collect equipment Week 4 (Activity Week) Date: 17th August – 21st August 2015 DAY PERIOD 1 7.30 – 8.05 2 8.05 – 8.40 3 8.40 – 9.15 4 9.15 – 9.50 5 9.50 – 10.25 6 10.45 – 11.20 7 11.55 – 12.30 8 12.30 – 1.05 EXTRA CURRICULAR MONDAY Formal Assembly (Activity Week Opening Ceremony) Fire Emergency Simulation Durian Fest Night Market TUESDAY Career Seminar in collaboration with UMP / KPMIM / Monash University / University of Queensland, Brisbane WEDNESDAY Casual Sports Tournament Drama Competition Independence Day Celebration THURSDAY UNGA (United Nation General Assembly) Judge for Choir / Choral Speaking Competition FRIDAY PT3 Intensive Program Venue: Holiday Villa Cherating, Kuantan
  • 4. Week 5 (Beta) Date: 24th August – 28th August 2015 DAY PERIOD 1 7.30 – 8.05 2 8.05 – 8.40 3 8.40 – 9.15 4 9.15 – 9.50 5 9.50 – 10.25 6 10.45 – 11.20 7 11.55 – 12.30 8 12.30 – 1.05 EXTRA CURRICULAR MONDAY Teach 1B (Grammar Exercise) Observe 3A [Oral Test] Observe 3D Lesson Preparation TUESDAY Teach 1B (Grammar Exercise) Observe 3D [Oral Test] Observe 3A Warden meeting WEDNESDAY Observe 4C Observe 3A [Oral Test] Reading session 4D/4E/4F THURSDAY Teach 4E (Preparation for Oral Assessment) Observe 3D [Oral Test] Reading session 4A/4B/4C SPM Intensive Program (Essay writing) FRIDAY Observe 4E Teach 4C (Preparation for Oral Assessment) Week 6 (Alpha) Date: 31st August – 4th September DAY PERIOD 1 7.30 – 8.05 2 8.05 – 8.40 3 8.40 – 9.15 4 9.15 – 9.50 5 9.50 – 10.25 6 10.45 – 11.20 7 11.55 – 12.30 8 12.30 – 1.05 EXTRA CURRICULAR MONDAY Independence Day Holiday TUESDAY Teach 1B (Information Transfer Exercise) Observe 3D Observe 3A Reading session 4A/4B/4C Warden meeting WEDNESDAY Drama [Oral Assessment] 4E Observe 3A Lesson Preparation Teachers’ Monthly Meeting THURSDAY Drama [Oral Assessment] 4C Teach 2F (Error Identification Exercise) Reading session 4D/4E/4F FRIDAY Drama [Oral Assessment] 4E Drama [Oral Assessment] 4C Observe 3D
  • 5. Week 7 (Beta) Date: 7th September – 11th September DAY PERIOD 1 7.30 – 8.05 2 8.05 – 8.40 3 8.40 – 9.15 4 9.15 – 9.50 5 9.50 – 10.25 6 10.45 – 11.20 7 11.55 – 12.30 8 12.30 – 1.05 EXTRA CURRICULAR MONDAY MRSM Standardised Test TUESDAY MRSM Standardised Test English (Form 3) Invigilate Work on E-Portfolio WEDNESDAY MRSM Standardised Test English (Form 2) Invigilate Lesson Preparation Warden meeting THURSDAY Work on E-Portfolio MRSM Standardised Test Mathematics (Form 1) Invigilate FRIDAY Teaching 4E (Discuss Exam Questions) Teaching 4C (Discuss Exam Questions) Observe 3D Week 8 (Alpha) Date: 14th September – 18th September DAY PERIOD 1 7.30 – 8.05 2 8.05 – 8.40 3 8.40 – 9.15 4 9.15 – 9.50 5 9.50 – 10.25 6 10.45 – 11.20 7 11.55 – 12.30 8 12.30 – 1.05 EXTRA CURRICULAR MONDAY Attend MARA College Alumni Dinner Venue : Everly Hotel, PutrajayaTUESDAY WEDNESDAY Malaysia Day Holiday THURSDAY Teaching 4C (Writing a Report) Reading session 4D/4E/4F FRIDAY Teaching 4E (Writing a Report) Teaching 4C (Report Writing Exercise) Observe 3D
  • 6. Week 9 (Beta) Date: 21st September – 25th September DAY PERIOD 1 7.30 – 8.05 2 8.05 – 8.40 3 8.40 – 9.15 4 9.15 – 9.50 5 9.50 – 10.25 6 10.45 – 11.20 7 11.55 – 12.30 8 12.30 – 1.05 EXTRA CURRICULAR MONDAY Mid-Term Holiday (Eid-ul Adha Celebration) TUESDAY WEDNESDAY THURSDAY FRIDAY Week 10 (Alpha) Date: 28th September – 3rd October DAY PERIOD 1 7.30 – 8.05 2 8.05 – 8.40 3 8.40 – 9.15 4 9.15 – 9.50 5 9.50 – 10.25 6 10.45 – 11.20 7 11.55 – 12.30 8 12.30 – 1.05 EXTRA CURRICULAR MONDAY Teach 1B (IGCSE Practice) Observe 3A [Class Streaming] Observe 3D Lesson Preparation TUESDAY Teach 1B (IGCSE Practice) Observe 3D [Class Streaming] Observe 3A Warden meeting WEDNESDAY Observe 4C Observe 3A [Class Streaming] Reading session 4D/4E/4F THURSDAY Teach 4E (Phrasal Verbs) Observe 3D [Class Streaming] Reading session 4A/4B/4C Preparation for English Camp FRIDAY Observe 4E Teach 4C (Phrasal Verbs) English Camp with Aborigines in Rompin, Pahang SATURDAY English Camp with Aborigines in Rompin, Pahang Organised by : English Motivation Club, MRSM Kuantan
  • 7. Week 11 (Beta) Date: 5th October – 9th October DAY PERIOD 1 7.30 – 8.05 2 8.05 – 8.40 3 8.40 – 9.15 4 9.15 – 9.50 5 9.50 – 10.25 6 10.45 – 11.20 7 11.55 – 12.30 8 12.30 – 1.05 EXTRA CURRICULAR MONDAY Teach 1B (Adjectives Exercise) Observe 3D Lesson Preparation (Jonathan’s Observation) TUESDAY Teach 1B (Adjectives Exercise) Observe 3D [Class Streaming] Observe 3A School Assembly WEDNESDAY Teach 4C (Summary Writing) Observe 3A [Class Streaming] Reading session 4D/4E/4F THURSDAY Teach 4E (Summary Writing) Observe 3D [Class Streaming] Reading session 4A/4B/4C PT3 Intensive Program (Essay writing) FRIDAY Teach 4E (Summary Writing) Teach 4C (Summary Writing) Week 12 (Beta) Date: 12th October – 16th October) DAY PERIOD 1 7.30 – 8.05 2 8.05 – 8.40 3 8.40 – 9.15 4 9.15 – 9.50 5 9.50 – 10.25 6 10.45 – 11.20 7 11.55 – 12.30 8 12.30 – 1.05 EXTRA CURRICULAR MONDAY Teach 4C (Summary) Observed by Jonathan Newton PT3 Exam for Form 3 Reflection on the observation with Jonathan and Mentor Lunch with Dr Jonathan TUESDAY Teach 1B (Preparation for Examination) PT3 Exam for Form 3 Warden meeting WEDNESDAY Public Holiday New Year in Hijri Calendar THURSDAY Teach 4E (Summary) PT3 Exam for Form 3 Reading session 4A/4B/4C FRIDAY Teach 4C (Final Exam Preparation)
  • 8. Week 13 (Alpha) Date: 19th October – 23rd October) DAY PERIOD 1 7.30 – 8.05 2 8.05 – 8.40 3 8.40 – 9.15 4 9.15 – 9.50 5 9.50 – 10.25 6 10.45 – 11.20 7 11.55 – 12.30 8 12.30 – 1.05 EXTRA CURRICULAR MONDAY One day leave (MC) TUESDAY Teach 3D (Summary IGCSE) Teach 3A (Summary IGCSE) Warden meeting WEDNESDAY Teach 4C (Argumentative Essay) Teach 3A (Summary IGCSE) Reading session 4D/4E/4F Lesson Preparation THURSDAY Teach 4E (Argumentative Essay) Teach 3D (Summary IGCSE) Reading session 4A/4B/4C Preparation for Graduation Day FRIDAY Graduation Day Form 5 Students Responsibility : Registration Committee Week 14 (Beta) Date: 26th October – 30th October) DAY PERIOD 1 7.30 – 8.05 2 8.05 – 8.40 3 8.40 – 9.15 4 9.15 – 9.50 5 9.50 – 10.25 6 10.45 – 11.20 7 11.55 – 12.30 8 12.30 – 1.05 EXTRA CURRICULAR MONDAY Invigilate 4C Final Year Examination Invigilate 4E Final Year Examination Night Class (Preparation English Paper) TUESDAY Teach 1B (Reading Comprehension Work on E-Portfolio Teach 2F (Reading Comprehension) Warden meeting (Farewell Event) WEDNESDAY Teach 2B (Reading Comprehension) Work on E-Portfolio English Department Farewell Event THURSDAY Farewell Event Invigilate Form 4F Final Year Examination FRIDAY Farewell Event by English Department
  • 9. Evidence of professional learning Unique features of the learners of a home class ‘One of the central paradoxes in classroom culture is that treating everyone fairly does not mean treating everyone the same’ (McGee & Fraser, 2012). In other words, each class is a new adventure and the variety, challenges and uncertainty that we have to face are of the great joys of teaching is in every class. For the purpose of this assignment, I will be analysing the unique features of the learners in my homeclass - 4 Cemerlang. First thing I did when I enter the class was I identify and look into needs and condition of the learners. Then, I look into possible steps that can be taken to ensure the needs can be met. From my observation, some of the students (Bashir, Naqeeb, Ainatasha, Nurul, Syakirin, Asiah) are very responsive and actively participated in the lesson as they are the ones who will voluntarily answer all my questions in class. While some of them are very timid and quiet (Bahiyuddin, Faris, Hazim, Asma and Mira) hence, I have to create a supportive environment in class to make sure learners are not hampered by excessive anxiety. I believe that the use of group work creates wonders in my class as it will minimising mistakes and lowering the risk of failure in an activity (Nunan & Lamb, 1996). Thus, the quiet learners were less anxious to perform and not afraid to make mistakes. It is interesting to point out that Faris, one of the quiet student in class scored the highest in the class in the trial exam (96%). It raises a question on what is the true indicator of a good English learner. My mentor, Ms Wan Shahriza added that I should have some personal intervention with weaker students, maybe arrange additional class for personal consultation to help with specific areas or tasks. In conclusion, it was a delightful experience teaching this class. I was very fortunate to teach this wonderful and enthusiastic class as they have also won the best Form 4 class in the school.
  • 11. Curriculum Area: English (Phrasal Verbs) Class: 4 Cemerlang Date of Lesson: 04/09/2015 Number of Students: 23 Duration of Lesson: 70 Minutes Purpose of Lesson: To learn phrasal verbs through running dictation. It gets students out of their seats and engages reading, writing, listening and speaking skills as well as reinforcing students to recognize phrasal verbs in a text. Context: Grammar Topic: “Phrasal Verbs” Strategies: Running Dictation Key Competencies:  Thinking  Participation and contribution Learning Intention:  Integrating essential language skills in the activity – Reading, writing, listening, and speaking.  Learning grammar – identifying phrasal verbs in a text.  Preparation for Form 4 examination next week LESSON FRAMEWORK Lesson sequence: Including deliberate acts of teaching and teacher prompts: Learning experiences Students’ Activities Introduction: 1. Discuss the learning intentions 2. Brief introduction of phrasal verbs 3. Pre activity: Teacher explain the rules of Running Dictation - Divide the class into pairs - Ask for specific roles from each pair (Runner/Writer) - Make a quick demonstration  Students co-construct LI.  Students participate in answering the pre- reading questions based on their prior knowledge.  Students divide themselves into pairs and specify each roles. Body: 1. A text is pasted at the back of the class 2. Students are given 15 minutes to complete the text 3. Students with the fastest and most number of correct answers win. 4. Post-reading activity: Phrasal verbs exercise  Students will complete the activity Conclusion: 1. Check the learning intentions  Think, share, and discuss the meaning of the text.  Linking learning with the learning intention and identify if they were successful in learning the intention of the lesson. Teacher reflection prompts: How do the students respond? What do I need to do next time? What are my next teaching lesson? What are my students’ next lesson?
  • 12. Learning objective Since teaching requires a lot of preparation – physically and mentally, it is useful to outline the learning objective of the lesson on the lesson plan and make decision of an approach in accordance to the lesson. After all, lesson plan is a mental structure that ‘might be just the map we need initially’ that guide teachers in the classroom (Thaine, 1996 p.3). The initial intention for this particular lesson was to teach ‘Phrasal Verbs’. The reason for choosing this grammatical aspect was to follow the scheme of work which have been prepared since the beginning of the year. However, instead of using the usual teaching strategy like explaining the rules and give exercise and handouts, I came up with an idea to adopt an ESOL game ‘Running Dictation’ as an a tool or activity to teach ‘Phrasal Verbs’. My main learning objective was to integrate essential grammar skills in the activity, which later corrected as ‘language skills’ by my mentor. Activating learners’ prior knowledge Schmitt, Jiang and Grabe (2011) argued that background knowledge can be useful as it can help learners to increase their comprehension and understanding for the lesson. For this class, I revisited the common grammatical aspect which is ‘Phrasal verbs’. In order to activate students’ background knowledge, I chose to discuss what they have learned or understand on phrasal verbs. I also asked them to list down some of the examples of phrasal verbs to the class. Next, I gave them an exercise to check their understanding on the lesson before the activity. Turns out, the students were able to come up with examples of phrasal verbs and sample of sentences using the phrasal verbs. Modifying task Day (1999, as cited in Gurney, 2004) describes the word ‘teaching’ as ‘education science and a pedagogical art’ which required ‘more than a craft’ (p. 91). It is a known fact that an effective teacher is a performer. I made an effort in my teaching to do much more and go beyond the learning intention. For instance, I realise that the running dictation took 10-minutes and the time allocation is a bit too long for the students. Hence, I increased the competitive nature of the game by doing a countdown and compare the work of each group so that they speed up and finish the activity as soon as possible. Even though it was not a major modification, I believe that teachers should always be aware of the class and open for flexibility in the lesson.
  • 13. Success criteria As far as the indication for success criteria is concerned, I have planned to do a post activity at the end of the running dictation which was looking for phrasal verbs and students have to come up with their own sentences using the phrasal verbs. Feedback were given immediately after they done their work because I believe that teacher’s feedback is crucial for students development. Sharing a parallel view, Bryson and Hand (2007) explained that students are more likely to engage in learning with positive guidance from the teacher. Hattie (as cited in Gurney, 2007) argued that an effective feedback should be ‘focussed, appropriate, timely and learning-related’ as it would be ‘the most powerful single moderator that enhances achievement’ (p.94). Reflection on teaching decision Based on Brown & Barnard, (1975, as cited in Nation and Newton, 2009) dictation can be used after exercise that provide practice in the words or patterns and emphasize the language focus of the activity (p.61). The main focus of the activity is to get students to remain engaged and interested with the grammar and have fun at the same time. Therefore, thorough planning is crucial in order to make sure the activity is not merely just an activity without substance for the students. At the end of the activity, I got a chance to check on students’ sentence structure to make sure they understand the usage of phrasal verb in a sentence. Some of the students even confuse between the phrasal verbs with compound words. Analysing students’ errors is a valuable source of information to understand their difficulties. It is understandably difficult for them as non-native speakers of English learners to create written products which can demonstrate their ability to organize the content, to address the correct audience as well as to demonstrate their linguistic ability in vocabulary, punctuation, spelling and others (Kepner, 1991). I believe that my teaching decision to focus on grammar component as well as incorporated an activity to motivate the students have helped to enhance their learning. Feedback from mentor Firstly, my mentor complimented my lesson by saying ‘the lesson objectives were defined clearly’ and students’ curiosity and interest towards the lesson were ‘sufficiently aroused as they are eager to do the activity’. She added that the activity was interesting and the I managed to prepare a good follow-up worksheets. However, she commented by saying that I did not utilise the text from the running dictation activity effectively as she illustrated an example ‘the phrase “go off” appeared twice in the text, but each carries a different meaning. Not making use of the text would just make the activity, merely a ‘running’ exercise’. Hui (1997) stated that teachers’ ability to answer all questions promptly and correctly is highly valued and if they are concentrating on playing games with
  • 14. students or ask them to role-play, then they are not doing their job. I believe that I can avoid these kind of incidences in the future by carefully planned my lesson and the language goals that I aspire to achieve for each learning. Blanton, Wood & Moorman (1990) claimed that meaningful learning can be enhanced when students are exposed to learning activities that aid in the processing of grammar knowledge at a deeper level (p.174). The most important aspect is the relatedness with the learning, and the key to rectify my weaknesses is good planning. Suggestion for future practice I have heard this quote somewhere which struck me for ages ‘A good teacher is the one who asks the right questions instead of giving the correct answer’. This sentiment often comes up while I try to discover the actual meaning of a teacher. This portfolio draws upon the process of constructing a lesson plan as well as my teaching experience. As suggested by Pollard (2002), there is need for the teachers to reflect on their teaching experience in order to be self-aware and a key part of teacher growth. Sharing a parallel view, Schon (1987) also utters that reflection helps teachers to improve their teaching, moving them beyond the development of students' grammatical English proficiency to a broader perspective of teaching as a creative problem solving endeavour. Compiling this portfolio helps me to realise the importance of planning, so that in the near future, I should be able to construct a clear and realistic learning objective and the language-focused that I aimed for. Other than that, the key of an effective teacher is to be aware and consider the learners’ need in the lesson. In a classroom, the diversity of personalities further emphasizes the need of knowing how to cater to the needs of your students. As I pointed before, timid and active learners react differently, hence, it is important to maintain fairness in the classroom.
  • 16. Letter to the juniors Dear juniors, As a teachers, specifically from the new lots, I am constantly faced with new challenges, ideas and discoveries. It is expected that I am able to react accordingly to it, preferably in a manner that can both benefit ourselves and our students. Throughout my three-months teaching practicum, I have learned that the ability to self-reflect and capacity to ponder upon the purpose of each lesson in introspect will be of great service to us. It is, through these ongoing reflections, we are able to learn and make changes in our practice when necessary. In conjunction to the reflection of my own experience, there are two key areas in which I believe would be of importance for the next batch as their preparation before their teaching practicum, which are professionalism and adaptation of New Zealand learning into Malaysian curriculum and culture. My first advice to my junior is you need to show a high degree of professionalism to your colleagues as well as the students. Throughout my Degree years in New Zealand, I have been exposed with the term ‘inclusive education’. One of the principles that I view as key for inclusive teaching practice is creating positive climate for the learning community. Thus, I believe that a good rapport and engagement with students help me to create this positive climate in which my students feel safe to be challenged and nurtured. My mentor, Ms Wan Shahriza once mentioned that I displayed warmth and openness thus created a relaxed and non-threatening class environment. She also pointed out that after one of her early observations of my teaching, I was able to exude sternness and able to control the class with convincing authority, but at the same time maintained my friendly demeanour. Personally, I have always had a thought at the back of my mind at the first day in MRSM Kuantan that I am no longer a student – I am a teacher and I should act like one. For instance, I have made it clear since the very beginning that I will only answer English question – inside and outside the class, and if they starts to speak in Malay, I will wittingly say that I am from New Zealand and I do not understand Malay language. In turn, I believe that this professional behaviour will help me in a long run as a teacher. Other than that, the practicum period is an opportunity for student teachers to implement as many ESOL activities which suits the learning. However, bear in mind that teachers should identify the appropriate methodological approach that the learning should employ in order to draw an explicit connection between Malaysia and New Zealand curriculum. As an example, I tried the ESOL game called ‘Running Dictation’ in one of my class and my mentor commented my approach as she said that
  • 17. it would be better if the text that was pasted at the back of the class could be duplicated more than one copy and making the students crowd at one place to read it. She even added that it was not appropriate for the boys and the girls to crowd at the same spot as all the students are Muslim. From the experience, I have learned that I should have myriad of options in opting a particular teaching method and I should provide flexibility on the respective approaches keeping in mind the educational culture of the learners. In conclusion, the two advices discussed above provide pointers as a preparation for the new student teachers. To recapitulate, the aspiring teacher must possess a professional demeanour and identify the most effective and appropriate methodological approaches in order to bridge Malaysia and New Zealand curriculum. Most importantly, the ability to reflect on each lesson, with the help of your respective mentors, is crucial to keep you going. Last words from me, the three-months of practicum experience have been an enriching experience for me – I have learned a lot from the teachers and the students. I wish the same for you. All the best! Best regards, Mr. Asri.
  • 18. REFERENCE Blanton, W.E., Wood, K.D., & Moorman, G.B. (1990). The role of purpose in reading instruction. The Reading Teacher, 43, 486–493. Bryson, C & Hand, L (2007) The Role of Engagement in Inspring Teaching and Learning. Innovations in Education and Teaching International, 44 (4), 4-14 Gurney, P. (2004). Five factors for effective teaching. New Zealand Journal of Teachers Work, 1 (3), 89-98. Hui, L. (1997). New bottles, old wine: Communicative Language Teaching in China. Forum, 35 (4), 38- 44 Kepner, C. G. (1991). An experiment in the relationship of types of written feedback to the development of second language writing skills, Modern Language Journal, 75, (pp.305-313) McGee, C., & Fraser, D. (Eds.) (2012). The. Professional Practice of Teaching (4th. Edition). South Melbourne, Australia: Cengage Learning. Nation, I.S.P. and Newton, J. (2009) Teaching ESL/EFL Listening and Speaking. New York: Routledge. Nunan, D. & Lamb, C. (1996). Affective issues in the language classroom: The self-directed teacher. Cambridge: Cambridge University Press. Pollard, A. (2002) Readings for Reflective Teaching. London: Continuum. Schmitt, N., Jiang, X., & Grabe, W. (2011). The Percentage of Words Known in a Text and Reading Comprehension. The Modern Language Journal. 95(I), 26-43. Schön, D. A. (1987). Educating the reflective practioner: Towards a new design for teaching and learning in the profession. San Francisco: Jossey-Bass Thaine C. (2010). Teacher Training Essentials: Workshops for Professional Development. Cambridge: Cambridge University Press.
  • 19. APPENDICES Reflective writing for the Portfolio - Blogging Week : 1 (27th to 31st July 2015) Mentor’s name : Miss Wan Shahriza Wan Ab. Rahman On the first day of my practicum, I received a warm welcome by the school as they were organising Eid Celebration. My mentor showed me around the college, introduced me to other teachers from various departments as well as the acting principal. My first impression on the teachers in MRSM Kuantan was how united and close the relationship between one teacher to another. They were very friendly and even the staffs were very nice towards us. I would like to add that the quarters provided to us here were very comfortable, fully-furnished and cosy enough for us to live for another three months. That showed the hospitality that we received here. For the teaching observation, I took some notes on important learning and classroom routines. From my initial observation (for the first two classes that I attend), I would say that I am impressed with the way the teacher give her instructions. For instance, the teacher gives plenty of time for the students to complete the task. When a lesson ends, she will summarize what have been learned. She also gave an insight of what will happen or what is the follow-up activity for the next class, just so that the students prepared – which for me is a great technique. I was assigned to teach 4C as my homeclass, so I took a chance on Thursday to do an ice-breaking session with the class. I must say that it was a wonderful session and I fall in love with the students instantly. I asked my mentor to observe my session with class and intentionally asked her to write up an evaluation on my teaching, just for my own progress. Thankfully, I got a favourable review from her, quoting that I ‘showed a great confidence and easily made a rapport with students. He displayed warmth and openness, creating a very relaxed and non-threatening class environment to the students’. I realised that I still have lots of things to improve, yet I think it’s a good start for me. Along the week, I had a chance to mark objective question papers for Form 4 students, to observe students taking examinations at the hall and have my own chair and a table in the teachers’ room. It’s an authentic teacher experience! I have attached the lesson plan together with my mentor’s evaluation.
  • 20. Curriculum Area: English (The Detectives) Class: 4 Cemerlang Date of Lesson: 30/07/2015 Number of Students: 23 Duration of Lesson: 35 Minutes Purpose of Lesson: Ice breaking activity between teacher and students – Speaking activity Context: Speaking Topic: The Detectives Key Competencies:  Thinking  Participation  Contribution Malaysian Curriculum – Learning Outcomes and Specifications:  Language for Interpersonal Use - Talking about oneself to others, sharing information about each other that is of interest to both parties. - Responding to questions politely by giving the required information - Exchanging ideas, information and opinions on topics of interest - Relating personal experiences Lesson Plan What is the student doing? Introduction: 1. Discuss the learning intentions 2. Pre-activity: Teacher introduces himself and asks students to prepare questions for him to answer. - Where are you from? - The name of the course that you took in New Zealand?  Students co-construct LI (if needed).  Students prepare the questions to ask to the teacher. Body: 1. Introduce the rules of the game : The Detective 2. Rules: - Pick a name from a bowl, ask the students to keep the name to himself, avoid showing the name to others. - Write three unique characteristics of the name (3 minutes) - Stand up and share the characteristic of that person. Other students will guess the name of the person.  Students follow the instructions Conclusion: 1. Check the learning intentions and success criteria 2. Discussion: ask questions such as: - What do you think about the game? (Interesting?) - What do you think the moral value of the game?  Think, share, and discuss the moral value from the game.  Linking learning with the learning intention and identify if they were successful in learning the intention of the lesson.
  • 21. Reflective writing for the Portfolio - Blogging Week : 2 (3th to 7th July 2015) Mentor’s name : Miss Wan Shahriza Wan Ab. Rahman For this week, I am super stoked to teach in my home class. After a quick discussion with my mentor, I have decided to follow the college’s scheme of work for my lesson this week, which is ‘descriptive writing’. In preparing for the lesson, I did quite bit of research on how to teach this type of continuous writing effectively. Hence, I have decided to mash up different fun activities in the class to make the class more fun and lively. For the pre-activity, I decided to include some interesting example of a usual essay and compare them to a well-written descriptive essay for the students to compare the use of adjectives and vocabulary in both essays. As mostly the descriptive essays are a bit personal as it involves prior experience of a person, I had written my own experience about my father’s last word before he passed away four years ago (see next page). As I knew the students quite well, one of the students was facing similar experience as his father passed away two years ago. I thought this might be beneficial for him in order to cope with the difficult situation. Lastly, I also included a scene from How I Met Your Mother sitcom at the end. That scene in particular is about Marshall whose facing a hard time to hear his father’s last word. I thought it would be nice to end the class on a lighter note. Other than that, I also involved in selecting the new member of ‘English Motivation Club’ in this MRSM. It was a good experience to see some of bright students with fluent English and very eager to help others with their English. That’s all from me this week. Thanks.
  • 22. The Last Lines In the days and weeks following my Dad’s death, countless people told me “it will get easier.” Now, after four years, I can say that yes, in some ways it has. Bak’s death is no longer one of the first things I remind myself of when I wake up, nor is it the last thing I think about before I fall asleep, as it no longer consumes me. But, even though it has been four years, I still miss him. I remember vividly the day that he came home from the hospital for the last time. He had been sick with Parkinson for about a year, and he had defied impossible odds time and time again. I spent the next three days with my father trying to pretend that he wasn’t dying and enjoying the time with him. I watched him get worse and worse, and on the third day he did not have the energy to eat or talk; he mostly just slept. In the evening his breathing became labored, he was fighting to live, but this was one battle he was not going to win. I sat next to him and slowly uttered “Bak, I am going to London. Would you allow me to study abroad?”. With sad eyes he mumbled “Belajo molek. Study well”. Alhamdulillah that night I got his blessed. The next morning, his breathing slowed and finally, it stopped. He stopped fighting and became calm and peaceful. His life had sailed off into the distance. I knew this day was coming, but I was not ready. I had steeled myself in anticipation for this moment, but my preparation was no match for the reality of his death. He was never coming back; he was gone forever. My muscles screamed in agony, my lungs were on fire, and my vision was foggy from my eyes being soaked with tears. And yet that pain was nothing. He wouldn’t be at my wedding; he wouldn’t teach me how to recite my akad and be my wali, he wouldn’t see me graduation in New Zealand. He was nothing more than a memory. My soul was torn asunder and no amount of physical pain could make the emotional agony any less excruciating. I feel numbed.
  • 23. Curriculum Area: English (Summary) Class: 4 Cemerlang Date of Lesson: 12/10/2015 Number of Students: 23 Duration of Lesson: 70 Minutes Context: Writing Topic: Creative Writing Techniques: Reading, Creative Writing, Scaffolding. Values: Aesthetic Value, Critical & Analytical Learning Intention: - Students will be able to practice paraphrasing through creative writing. - Students will be able to reproduce from an original text to a more simplified writing, from one genre to another. - Students will be able to evaluate the way the main ideas being presented, paraphrasing techniques and determine what information should be excluded. Malaysian Curriculum – Learning Outcomes and Specifications (Form 4 Curriculum):  Language for Aesthetic Use - Listen to, read, view, and respond to literary works by understanding and telling in one’s own words the story heard and read, and giving one’s own opinion of the text. - The use of sounds, music in recitation will be especially beneficial to learners with a learning towards musical and kinesthetic intelligence. - Expressing themselves creatively and imaginatively by retelling a story from a different point of view, and presenting it in another genre. Lesson Plan What is the student doing? Introduction (20 minutes) 1. Greetings and prayer. Introduce Dr. Jonathan Newton to the class. 2. T explain the Learning Intention of the lesson. 3. Begin with a brief discussion of introduction to summary is and its purpose. (Recap from previous lesson by using PowerPoint slides). [5 minutes] - T remind Ss of the BRIEF technique. (Box, Read, Identify, Extract, Finalise)  Ss will greet T and Dr. Jonathan and recite prayer.  Students co-construct LI (if needed).  Ss take out the handouts (Introduction to Summary Writing)  Ss will recall the BRIEF technique and the allocation of marks for summary writing according to the SPM Format.
  • 24. - T remind Ss on the allocation of marks for summary writing. - (Content – 10 marks, Style – 5 marks) - Ask students to take out the handouts from previous class (Introduction to Summary Writing) - T will ask Ss some questions to check their understanding. Prompt questions: How to distinguish between important and unimportant details? 4. Activity 1 [15 minutes] - Objective of the activity: The purpose of this activity is the preparation for the main activity of the class (Creative writing). T will present a sample of a passage and a song which was based on the story from the passage. - Ss will read the love story of Joni and Jimmy without the ending. - T will ask Ss to guess the ending of their love story. - Ss will listen to the song ‘Don’t Cry, Joni’ song from Conway Twitty featuring Joni Lee. Ss will check the ending according to the song’s lyric. - T will ask Ss to reflect on the activity. Prompt questions: What you have learned from the activity? Did the song change the meaning of the passage?  Ss will take an active role in answering questions to make sure they ensure comprehension.  Ss will listen to the instruction and ready to restate the instruction if needed.  Ss will read the passage about Joni and Jimmy.  Ss guess the ending of the love story. This will help on their prediction skills.  Next, Ss will identify the link between the passage and the song.
  • 25. Body (45 minutes): 3. Paraphrasing writing exercise – Creative Writing. - T will divide the class into five groups via Random Group Generator. - T will disseminate the Cinderella story. - Ss will work in their group to turn the passage to a song lyric. Each group will choose a song and they have to change the lyrics of the song in accordance to the story. - Each group will perform the song to the class. 4. Discuss the purpose of the activity. - Prompt questions: What have they learned from the activity?  Ss will listen to the instruction of the activity – Creative Writing.  Read the passage. This is to ensure Ss understand the story.  Ss will work in the same group to decide on a song and change the lyrics.  Perform the song to the class.  Ss will take an active role in answering questions to make sure they ensure comprehension.  Ss ask question if unclear. Conclusion (5 minutes): 3. Sums up the lesson. Teacher relates the activity with the learning intention. 4. Teacher reflects on the students’ learning. “What have you learned today?” “Are you ready for the upcoming exam in two weeks’ time?” 5. Check the learning intentions and success criteria.  Linking learning with the learning intention and identify if they were successful in learning the intention of the lesson.