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TABLE OF CONTENT

TABLE OF CONTENT............................................................................................... 2

LAMPIRAN 2 ............................................................................................................. 3

ACADEMIC WRITING ............................................................................................... 4

REFERENCES.......................................................................................................... 7

LAMPIRAN 2 ............................................................................................................. 8

CRITICAL REVIEW ................................................................................................... 9

References.............................................................................................................. 13

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LAMPIRAN 2

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 ACADEMIC WRITING

The theme of National Teachers Day 2017 is Master Builder of the State of the
Nation.

Evaluate the role of master teacher in realizing and achieving the desire specified in
the theme.

1.0 Introduction

In Malaysia, 16th of May is celebrated as Teachers Day as a mark of tribute to

the contributions made by teachers to the society. A good teacher is like a candle it
consumes itself to light the way for others. Teachers hold the most important
responsibility in shaping the lives of young, impressionable children. However, the
recent educational transformation in Malaysia has given emphasis on teacher quality
issues. Alongside with Teachers day theme Master builder of the state of the Nation
the quality of teaching has become a must to be improved in order to achieve the
theme. Teachers are the core towards the upbringing of children. Parents have been
asking for those great teachers who are going to make great students out of their
children (White, June 1991) teachers who can mould their child and take them as far
as they can go. Therefore, it is utterly vital for our educational system and schools to
recognize the importance and existence of Master teachers in providing and
maintaining the quality of teaching. Klein (1984) views master teacher concept as a
desirable way for improving the education of young people and the careers of
outstanding teachers.

1.2 How master teachers increase quality of teaching

1.2.1 Provide professional assistance to other teachers

Master teachers are responsible for leading activities and key tasks in their
school. In schools, Master teachers are assigned to mentor novice teachers in various
facets of teaching and to provide them with variety sources which can aid them in their
teaching. Novice teachers are considered to be newbies who just started off their
teaching career thus they require the most help from experience teachers who have
adequate knowledge. Here is where master teachers primary role lies. To guide and
coach teachers in planning and teaching of lesson which is in line with the
requirements of the 21st century teaching and learning plan. It is also their

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responsibilities to coach teachers through meetings, trainings, workshops and other
programmes in related with the teaching of 21st century.

1.2.3 Building good character in students

In the 21st century framework, character education is one of the requirement

which is a must to be taught to the students. The broad aims of character education
are to build a foundation for lifelong learning, to support successful relationships at
home, in the community and in the workplace and to develop personal values and
virtues for sustainable participation in a globalized world are what Master teachers has
to ensure students in achieving through teaching and learning in the classroom. In
order for students to be able to develop good character qualities in them, master
teacher has to inject the qualities through his/her teachings, for example using
cooperative learning to build teamwork and also fostering leadership skills in students.
It is vital to inject such qualities in students because thou they might have the smartest
understanding of objectives yet if they lack the ability to share these ideas with others
in a respectful way or to accept other ideas still means that they are a failure. Another
way of injecting good qualities in pupils is through educational programmes. An
example of programme which was launched by the Ministry of Education was Program
Pembelajaran Luar Bilik Darjah (PLBD) since year 2000 until now and still on-going.

1.2.4 Uses variety of teaching strategies/methods

. As master teacher has deep knowledge on different pedagogical methods and

strategies in teaching, they are capable of identifying suitable teaching strategies and
methods to handle different students. By doing so, the teaching and learning process
in a classroom will become more meaningful and also productive. As in the 21st century
framework, it is a requirement to integrate the usage of ICT in the teaching and learning
to help students thrive in todays world by being digital literate. Besides that, the
integration of ICT is also vital in the teaching and learning process. ICT is the gateway
to open a new world of fun, interactivity and motivation for teachers and also students.
Master teacher who is capable of embracing ICT and use it to its full advantage to
improve their teaching methods will be able to ensure that the teaching goals in the
classroom can be achieved. For example, science, rather than teaching only using
textbook and experiments in the laboratory, master teachers can integrate the usage
of LCD and also videos from the internet to give students a better approach and also
boosting their interest towards the subject.

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1.2.5 As a learning facilitator

A facilitator of learning therefore, is a teacher who does not operate under the
traditional concept of teaching, but rather is meant to guide and assist students
in learning for themselves. In line with the aim of the 21st century educational goals,
which is to equip students with the 4Cs critical thinking, creative thinking,
communicating and collaborating, master teachers are required to mould and produce
students who excels in those 4 aspects. Therefore, by shifting their teaching style
towards becoming a learning facilitator to facilitate students in their learning process
rather than spoon feeding them will automatically help students to transform into
independent learners and also enabling students to improve on the 4Cs. Just like the
proverb Give a man a fish and he will eat for one day, teach a man to fish and he can
eat for a lifetime, brings us back to the situation in the classroom where letting students
to do self-discovery and learning is far more beneficial than spoon feeding them with
knowledge. Thou it can still be observed even in todays classroom, teachers are still
being authoritative and rigid with their teaching styles where they expect students to
follow exactly what is being told whether it is during completing tasks or group activities
or playing games rather than letting students to explore and solve on their own, master
teacher has to play their role in ensuring that students are given the opportunity to
explore learning on their own rather than to be dependent on the teacher. By doing so,
teachers are a step closer in fulfilling their role as nation builders which is to produce
students who are capable of withstanding the challenges in the world and also able to
be independent in different aspects of life.

2.0 Conclusion

In a nutshell, it is undeniable that teachers are the nation builders. Without them,
there will not be any doctors, engineers and etc. Therefore, in order to improve the
quality of teaching, master teachers carry the most responsibilities in teaching and
moulding students to achieve the purpose behind the theme Master builders of the
nation.

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 REFERENCES

10 Signs of a 21st Century Classroom. (2017). Edutopia. Retrieved 16 July 2017, from
https://www.edutopia.org/discussion/10-signs-21st-century-classroom
Bialik, M., Bogan, M., Fadel, C., & Horvathova, M. (2015). Character Education for the
21st Century: What should students Learn? (pp. 1-3). Center for Curriculum
Redesign. Retrieved from
https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja
&uact=8&ved=0ahUKEwiVsYm7-
o3VAhWFvrwKHWtuCFMQFggnMAA&url=http%3A%2F%2Fcurriculumredesign.
org%2Fwp-content%2Fuploads%2FCCR-
CharacterEducation_FINAL_27Feb2015.pdf&usg=AFQjCNE2Oxw7Xqqk4804Fo
Nc2tqD3m11vA
Building Character in Students. (2017). Kellybear.com. Retrieved 16 July 2017, from
http://www.kellybear.com/TeacherArticles/TeacherTip5.html
Harrison, C., & Killion, J. (2007). Ten roles for Teacher Leaders. In Teachers as
Leaders (pp. 74-77). Educational Leadership. Retrieved from
http://www.ascd.org/publications/educational-
leadership/sept07/vol65/num01/Ten-Roles-for-Teacher-Leaders.aspx
Lee, C. (2016). Teachers as nation builders. The Star Online. Retrieved from
http://www.thestar.com.my/news/education/2016/06/12/teachers-as-nation-
builders/
Nasa, A. (2017). Teachers who are nation builders. New Straits Times, p. 5. Retrieved
from
http://portal.spp.gov.my/portal/index.php?option=com_content&view=article&id=
812:new-straits-times-teachers-who-are-nation-builders-6-mei-
2017&catid=89&Itemid=645&lang=my
STINNETT, T. (2017). A Master Teacher in every classroom (pp. 435-440).
Educational Leadership. Retrieved from
https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja
&uact=8&ved=0ahUKEwjwoqbD-
43VAhWLUrwKHXsfCIMQFggjMAA&url=http%3A%2F%2Fwww.ascd.org%2FA
SCD%2Fpdf%2Fjournals%2Fed_lead%2Fel_195704_stinnett.pdf&usg=AFQjCN
FE2zWIYSxHCo3fNCfeaYQtTjCvGg

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LAMPIRAN 2

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 CRITICAL REVIEW

In the increasing challenging world of education, as an educator, a teacher has to

master the subjects that he teaches although not specialized in that subjects.

Analysis the effects of this statement in the process of teaching and learning based
on the theories of awareness/ concern.

1.0 Introduction

Teachers are very looked up there. Here? Cikgu is nothing. This was stated
by the Concerned Parents of Selangor (CPS) coordinator Shamsuddin Hamid.
Teachers are supposed to be the nation builders, they are the practitioner of
knowledge and skills and they are the ones who hold responsibilities on students
growth and achievement in school. However, teachers nowadays are slacking off with
the responsibilities handed to them especially freshly graduated teachers who are
being posted to schools on the outskirts. When they are being assigned to teach
subjects that are not their major, many would up with excuses saying that they lack of
knowledge regarding the subjects, worst still, some would teach half-heartedly
because they are not specialized in those subjects. These negative attitudes of teacher
are factors that causes the deterioration of teaching quality in our education.

2.0 Opinion

Should teacher master subjects which they are not specialized in just because
they are being assigned to teach them? Undeniably, as novice teacher, especially as
freshly graduators who have being assigned to schools facing shortage of teachers,
the possibility of teaching extra subjects besides from our major is unavoidable. I
personally agree that a teacher especially freshly graduators have to master the
subjects that he/she teaches although not being specialized in those subjects because
it is their responsibility in doing so. Standing in the perspective of novice teachers,
having to teach subjects which they are not familiar with is a challenge and also a
concern. To me, I believe that in order to be a teacher by full is necessary to firstly
have a deep understanding about ourselves, our hopes and fears and most importantly
our strength and weaknesses. By referring to the Theory of Concern introduced by
Fuller which focuses on teachers development. It shows how teachers can develop
themselves through few levels of concerns - themselves, the tasks and also the impact
on students.

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2.1 Concern towards self

I believe that if a teacher fails to master the subjects they have to teach, their
teaching quality in the classroom will be affected. Unfortunately, it shakes the confident
of the teacher because of the feelings of adequacy. A teacher who is unable to master
the subject she teaches will always be doubtful of her ability in teaching. For example,
if a teacher who fails to master the subject he/she is supposed to teach will not be able
to prepare an effective lesson plan. Without being able to plan a lesson plan effective
will undoubtedly affects the lesson itself and also bring forth negative impact to the
teacher herself. As what is meant by the proverb if you fail to plan, you plan to fail. A
lesson plan is the most important element in a teaching and learning process because
it serves as a guide and without it, teacher will not be able to execute her teaching
smoothly. Apart from that, teacher who fails in mastering the subject he/she teaches
will result in having low self-esteem in teaching the subject. Can you imagine yourself
standing in front of your students with inadequate knowledge on the subject you are
teaching or maybe when you are delivering the lesson, one of your student corrected
you on your mistake regarding the subject, how would you feel? I personally had
experience being corrected by my students regarding the grammar mistake I made
during English lesson. It was such an embarrassing moment because as a teacher,
mistakes have to be avoided during lesson as it will reflect badly on us as teachers. By
not mastering the subject means the teacher is unprepared for a lesson which will
automatically affects the self-esteem of the teacher because she is uncertain of the
information she conveys. Having low self esteem does no good to the teacher as it
may lead to negative views and opinions of other teachers and even her own students
on the teachers ability to teach. This will eventually demotivate the teacher even more
to master the subjects she is supposed to.

2.2 Concern towards tasks

A teacher who fails in mastering the subject she is subjected to teach will face
difficulties in a teaching situation on a daily basis. The most recurrent difficulty will be
to produce teaching and learning materials that are suitable for the lesson. Worst still,
the teacher might choose materials that are unreasonably difficult for students to
decipher thus causing them to lose interest in learning. Besides teaching materials,
another possible concern the teacher would face is choosing appropriate teaching
method to teach the subject. For instance, to teach history, there are certain technique
and method which a teacher should be knowledgeable to apply in her teaching so that
her lesson would be on track and students will be able to learn much more effectively.

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Unfortunately, if the teacher who does not have inadequate knowledge regarding the
teaching pedagogy of that subject might cause the lesson to be dull and boring thus
demotivating students to learn. In the long haul, this will affect students performance
in the subject worst still the after effect might hit students even after they continue on
their secondary schooling. An experience which I have undergo during my practicum
at school was when I was asked to sit in to teach Bahasa Melayu of year 3 students
due to the absentee of the teacher for one week. At that time, my major subject was
English and I had no knowledge on how or what to teach for BM. Every time I entered
the class, I only relied on textbook and also the activity book to teach and there were
many times where I face problem delivering the lesson because of my inadequate
knowledge regarding it.

2.3 Concern towards impact

Moving away from the two concerns above, non-mastery of a subject would
also cause teacher to face concern with the impact their teaching has on her pupils.
When a teacher does not master the subject he or she is supposed to teach, it
automatically brings forth negative impact towards the teaching process in the
classroom because the quality of the teaching will deteriorate and without doubt the
students achievement on the subject will be greatly affected. In a teaching process,
the quality of teaching is essential to ensure teacher is able to deliver full knowledge
thus helping students to reach their maximum learning potential. If a teacher is unable
to deliver a lesson well, students will not be able to attain the knowledge they are
supposed to. Relatively, what use is there in learning if students are unable to
maximize their learning potential? Besides that, non-mastery of a subject will also
cause problems for the teacher to fulfil the academic needs of the students. Teacher
will have problem in addressing the needs of students on the subject because of the
lacking of knowledge.

3.0 Conclusion

In conclusion, I believe that the choice whether or not to master the subjects
the teacher has to teach although not specialize in is also related to the sense of
accountability and integrity the teacher personally has. A teacher who has sense of
accountability and integrity within herself will understand that it is essential for her to
master the subject she is supposed to teach because she has been entrusted to do
so. She will acknowledge that the duty of a teacher is to be the practitioner of
knowledge and it is a must for her to be equipped with the knowledge to train and guide
students in their learning and also to ensure the development of the students potential

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in their learning. A teacher who fails to acknowledge this merely means that they do
not deserve to be in the teaching profession.

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 References

Appo, D., Noor, D., MuraliTharan, V., Ragavan, V., & Razak, M. (2015). Leadership
and teacher professional development (1st ed., pp. 18-19 , 41). Selangor:
Pelangi Professional Publishing Sdn. Bhd.
Both, E. (2010). Reconsidering Fuller's concerns-based model of teacher
development:comparing regular and academic student teachers' changing
concern (p. 6). Retrieved from
https://dspace.library.uu.nl/bitstream/handle/1874/187945/Masterthesis%20Both
%2C%20EL-0443921.pdf?sequence=1&isAllowed=y
Cheung, D. (2002). Refining a stage model for studying teacher concerns about
educational innovations. Australian Journal of Education, 46, 305-322
Fuller, F. F. (1969). Concerns of Teachers: A Developmental Conceptualization.
American Educational Research Journal, 6, 207-226.
Fuller, F. F. (1970). Personalized education for teachers: An introduction for teacher
educators. Austin: The University of Texas at Austin, Research Development
Center for Teacher Education.
Jongmans, C., Sleegers, P., De Jong, F., & Biemans, H. (1998). Teachers'
professional orientation and their concerns. Teacher Development, 2(3), 465-
479. http://dx.doi.org/10.1080/13664539800200060

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