SIMPLE THOUGHTS FOR YOU AND ME

INTRODUCTION : Action Research Versus Clinical Supervision - Which is your choice?

Goodman (1998.p.50) claims that 'during the last two decades, the field of educational field and social research has undergone a great deal of intellectual and methodological turmoil. Many educational theories have been proposed and introduced. School administrators and teachers are encouraged to try to practice these theories. In order to adopt any of these theories into a normal practice in education, school administrators and teachers have to engage themselves in "change" and subsequently they need to transform the role as "teachers" to "learners" or playing the two roles simultaneously.

CHANGE is obliquitous and there is always something fresh to discover about change. School administrators and teachers need to be aware that "CHANGE IS A JOURNEY, NOT A BLUEPRINT" (Fullan 1994, p.24) and they have to marry theories with practice so as to put them into praxis. This inevitably becomes precarious and threatening to those who are newly exposed to action research. Even though David Boud and David Walker (1991. p.37) claims that learners are actively pursuing knowledge and will find opportunities for learning in a variety of situation, but the questions remain : How many school administrators and teachers are active learners? How many of them are ready or willing to be active learners?
Reference : Teh Oh Kian, Principal SMKJ Tinggi Cina Melaka

ACTION RESEARCH - The Rationale For Specific Change

Education need "change" to enlighten it and to move it away from the old deep-rooted and long-engrained misconception that teaching is a "lonely profession". Most of our teachers do not anticipate that "effective collaborations operate in the world of ideas, examining existing practices critically, seeking better alternatives and working hard together at bringing about improvements and assessing their worth" (Fullan & Hargreaves, 1991, p.55). The call for collaborative enquiry and enquiry by educators rarely surface (McTaggart, 1991, p.2) as the didactic approach and "chalk and talk" method of teaching have held back most of the teachers from the changing trend.

They may find it difficult to 'unlearn' (to forget the traditional teaching method they were told to adopt), to 'learn' (to gain some new knowledge or methodologies in teaching) and 'relearn' (obtain correct information and old things that may have been told in wrong ways). We regard this dilemma as being akin to that of an identity crisis amongst Malaysian teachers.

BEING A WOMAN

TITLES OF MY ACTION RESEARCH

Photo taken during "Seminar Selari Kajian Tindakan Negeri Johor" at the Kolej Profesional MARA, Kota Tinggi, Johor on 17 & 18 October, 2008. Token of Appreciation given by Tn.Hj. Sufaat bin Tumin, Pengarah Pelajaran Johor.


2007
MVB, FLS, FLEict - To Enhance Pupils' Mastery in Memorizing and Spell Correctly in Verbal and in Writing For Topic Parts of the Body for Year 2 Naim

Achievement : 2nd runner-up in "Action Research Competition for Teachers in Pontian District 2007" on 11th August, 2007 at SMK Dato' Yunos Sulaiman, Pekan Nenas, Johore

2008
Goldfish In Aqua Rules (GFAR) - A Technique On How To Construct Simple Sentences Among Year 5 Bitara for Paper 2 Section A Question in English Language Primary School

Achievement : 1st runner-up in "Action Research Competition for Teachers in Pontian District 2008" on 8th-9th August, 2008 at SMK Dato' Yunos Sulaiman, Pekan Nenas, Johore

2009
Yeo's BEG: A Technique On How To Understand Basic English Grammar (BEG) through acronym "I minum KHASIAT Yeos Teh Wangi AaA"

"Datuk K (He) married Siti (She)": A Technique On How To Understand and Differentiate The Use of Personal Pronouns "He" and "She" (S+He=She)