TEACH THEM GUIDE THEM

"LOVE THEM, HUG THEM, BRING ALL THE GOOD THINGS TO THEM"
"Love is the most powerful energy that will help each child grow strongly and confidently. It helps a person to overcome all challenges in life. The most wonderful gift that each parent could give to his / her child is unconditional love. This will give each child the ability to weather any challenges that comes his / her way"

LOVE OUR CHILDREN

Children are God's gift to us. We need to shower them with lots of love, guidance and care. A lack of any of these will be detrimental to their development.
They come into our lives with a divine message attached that only loving eyes can see.

"Take good care of him/her and make him/her a fully functioning, no limits, resourceful and an intelligent human being with your unconditional love and My continous guidance"

Life is but a fraction of time, time is but a fleeting moment, except for those who say, I am here with a reason, giving his best till his last breath, sowing the seeds of love, sowing the seeds of hope, reaching the heart of every man.

May God Bless Our Life

LOVE NOTES

Limiting thoughts and beliefs distort our children's abilities. They chain them to mediocrity. Our children can achieve success and be empowered if they are trained to break out of their comfort zone.

Let them feel that it is okay to explore their potentials. If they get wrong outcomes, teach them to learn from them and explore other possibilities.

The ability to learn from mistakes will diminish the fear and this will empower our children. Our children will make less mistakes, take ownership and learn from them if the fear is erased from their minds. When this happens, you will see them soaring in the sky!

CHILDREN ARE GOD'S PRECIOUS GIFT

A BOUQUET OF FLOWERS

WHAT IS ACTION RESEARCH : A QUICK GLANCE

"Action Research is a form of self-reflective enquiry undertaken by participants (teachers, students or principals, for example) in social (including educational) situation in order to improve the rationality and justice of : (a) their own social or educational practices, (b) their understanding of these practices, and (c) the situation (and institution) in which these practices are carried out"

According to Carr and Kemmis (1986), "There are two main intentions in doing the action research that are : (1) to heal - to enhance the teaching practices (2) to involve in - by solving and enhancing the understanding in teaching practices. Those who are involved in this process of action research are people who are involove in 4 stages : planning, action (do), observe and reflects or do evaluation."

ACTION RESEARCH - The Rationale For Specific Change

We cannot but to agree MacNaugton (1998, p.31) that within critical theory, people are perceived as capable of changing their lives to improve them. However, MacNaughton feel that research must be undertaken by expert researchers who can be objective and value-free in their research for truth about education (p.30). It remains a question as who is to make judgment on the research findings by the experts. Anyhow, we should not be dettered by MacNaughton's feelings about research to be taken by experts as his opinion may be is just a mere fallacy! As educators, we ought "to do something which will bring about improvement or change" (Kemmis & McTaggart 1988, p.48).

There is a general consensus that schools should be given a new identity as a dynamic organization. Teachers' and students' roles, teaching and learning processes, learning environment and method of managing the school curriculum need to be reviewed (Noor Azmi 1996). This is in line with the goals of action research.

Knaus (1997, p.10) asserts precisely that "IN ORDER TO OPEN YOUR MIND TO POSITIVE CHANGE, YOU NEED TO DEVELOP WHAT I CALL A RATIONAL PERSPECTIVE". Building a rational perspective involves putting failure into perspective confronting beliefs that are holding us back. It is not quite possible to have 'change' without reflection and evaluation. A possible wayt to perform 'change' is by taking up action research.

MY MOTIVATION

Love your life, believe in your own potential, wake up each day with the awe of just being alive. Forget the past. Take the power to choose what you want to do and do it well. Open your heart and mind to every opportunity. Don't be afraid to keep trying. Create your own dreams. Colour your life with people and things you love. Focus on all that is good. Life always gets better with a positive attitude..

BEING A TEACHER

Being a teacher has become something miracle happened in my life. After struggling in finance field, I believe, God is the greatest guide in our life. HE do really wants us to become a good "Guardian Angel" to our pupils.

Make me respect my mind so much I dare, not to read what has no meaning or moral. Help me to choose an equal care, my friends and my book because they are both for life. Help me to value art without being blind to thought.

TOKEN OF APPRECIATONS

Photo taken during Malaysian English Language Teaching Association (MELTA)18th International Conference 2009 at Puteri Pacific Hotel, Johor Bahru, Johor on 11-13 June 2009 : Gold Commendation for Creative Teacher Showcase

WELCOME TO ACTION RESEARCH WORLD : ABOUT THE AUTHOR

I am just new in this teaching field. I do really love to share with others about new, fun and enjoyable knowledge that can bring something good in life. I believe that walking through life is not hard but doing it alone is not as meaningful as sharing it with someone who TRULY CARE....emel me at jenrenita@yahoo.com

ACTION RESEARCH - What and Why?

ACTION RESEARCH involves and his group members sharing concern with everyday practical problems encountered by teachers and perhaps students. Broadly, action research can be divided into three types :

1. Participatory Action Research - an alternative form of social research
2. Critical Action Research - one that involves mixed groups of participants from
various sectors
3. Classroom Action Research - (Henry & McTaggart 1996, p.6)

Action research is a cyclic project involving PLANNING, ACTION AND OBSERVATION, REFLECTION and EVALUATION. It aims at a big concern - to attain meaningful professional development for the researchers involved in particular and improvement in educational situations in general, through systematic and strategic research methodologies. Most often than not, action research involves a triangular process of three parties - teacher, observer and students. In action research, each act (planning, action and observation, reflection and evaluation) is called a spiral. The researcher will move to the next spiral after the plan has been revised so to achieve more attainable or intended results.

Towards Creative and Innovative

More Information About Action Research

Action Research project aims to reduce teacher-student barrier by inviting students to be evaluators. A democratic relationship between teacher and students will be established if the teacher is receptive to criticism and students are not scared of giving constructive criticism. It is hope that by going through this process explicit change in action research group may bring forth implicit change in organization (school).

Nevertheless, this practice is too sensational and it may appear to be alienated to most of the teachers. It involves great courage to make a 'change' as in our normal practice, teachers are not used to be assessed by their students. It is indisputable that 'change' is uncertain and risk-taking. and at times, it can be precarious. Change under compulsion is defensive, superficial and short-lived (Fullan 1994, p.3.). As such, we can see that action research which involves 'change' is more of a political process (Kemmis & McTaggart 1988, p.22)

It is understandable that most of the time action researchers are left working on their own. This is particularly true in Malaysian schools where any teacher who is willing to take up action research may have great problem in getting colleagues to be involved in his or her action research project. Teachers need a platform to have a better understanding of the processes leading to the results of schooling (Kemmis & McTaggart 1988, p.32).