6. Has there been any untoward incident during your tenure here? There were no undesirable occurrences while I was on duty here, particularly in situations impacting the safety of pupils. This is due to the fact that the school is frequently monitored by the Cherang Ruku police station, which it only next to this school. Signature : _________________________________________ Name : __ISMAIL BIN MOHD OTHMAN_______________ Position/ Role : __SCHOOL GUARD_________________________
STUDENTS AFFAIRS
Attachment 2-11 COLLABORATIVE/ INTERACTION/ DISCUSSION RECORD (School Manager/ Teacher/ Lecturer/ School Staff/ Interviewed Pupil) SCHOOL -BASED EXPERIENCE Date: __13th JUNE 2023___ Time: ____10.00 a.m. ___ Title/Subject: _____The management of students’ affairs of SKCR. ____________________________ Discussion Issue(s) Proposed Action(s) 1. Are the concepts and elements of a prosperous school applied in the management at SKCR? Yes. Although the "My Prosperous School" program is no longer active due to changes in the government's policies, the concept and elements are still being practiced by SKCR school members. 2. How do you prioritize and manage your workload when dealing with multiple student-related issues or tasks simultaneously? When faced with multiple student-related issues or tasks, I rely on a combination of organization and effective time management. First, I assess the urgency and importance of each task, considering the potential impact on students and the university. I then create a prioritized list and develop a plan of action, allocating sufficient time and resources to address each issue. I understand the importance of balancing immediate student needs with long-term projects, and I'm adept at juggling multiple responsibilities while maintaining a high level of quality and attention to detail. 3. Is the use of the Student Identity System (SSDM) applied by teachers in this school? Yes. All teachers at SKCR are proficient in using the SSDM system which they are responsible for reporting good practices and student misbehavior into the system. 1. To pique teachers' attention, the senior assistant teacher for student affairs (GPK HEM) can utilize the tactic of rewarding them for actively completing the SSDM. 2. To make the procedure of distributing food easier, GPK HEM must divide the food for regular students from that for RMT students.
4. What are the challenges faced in managing the Student Supplemental Meal Plan (RMT)? Among the challenges is that there are a few parents who do not update their salaries in the school system and this makes it difficult to collect eligible students and there are also some parents who refuse to accept the RMT facility. In addition, there is also a problem where RMT eligible students often come late to school which makes them hungry during the PdP process in class. Signature : _________________________________________ Name : _ _MR. MOHD FADZIL BIN JAFFAR ___________ Position/ Role : _SENIOR ASSISTANT OF STUDENT AFFAIRS___
Attachment 2-11 COLLABORATIVE/ INTERACTION/ DISCUSSION RECORD (School Manager/ Teacher/ Lecturer/ School Staff/ Interviewed Pupil) SCHOOL-BASED EXPERIENCE Date: __20th JUNE 2023___ Time: _____8.00 a.m._____ Title/Subject: _______The discipline problems of SKCR students______________________________ Discussion Issue(s) Proposed Action(s) 1. What are the disciplinary problems that often happen to students at this school? In my opinion, student discipline problems at this school are still considered normal. Among them, are noise problems, long hair for male students, not wearing socks, wearing slippers, absent without reasonable cause, and so on. 2. How do teachers deal with the problem of male students with long hair? Before the MCO is enforced, we will cut the hair of the students at school using a hair machine donated by PIBG. We do not damage the student's hairs, in fact, we will cut their hair well and for free. However, now the hair machine has been damaged due to frequent use. 3. What program is carried out by the school to strengthen the discipline of this school's students? We hold a leadership course related to disciplinary offences. For example, the school superintendent leadership course. in addition, student discipline matters will be constantly reminded of them during the official school assembly every week. We will also invite external speakers to deliver lectures on discipline in this school. We also held a collaboration with AADK. 1. Guidance and counseling teachers can take action by appointing a teacher to supervise a student who often misses school or who has attendance problems to be used as a mentor who will often find out about the student's affairs. 2. The guidance and counseling unit can hold a pilgrimage program to students' homes in addition to giving warning letters to the problematic students.
4. What does the school do to students who commit disciplinary offenses? Usually, we will give them advance warning. however, if the same mistake is repeated again by the same student, we will give them a counseling session. 5. What are the benefits of implementing psychometric tests for students? Among the advantages of implementing psychometric tests for students is that they can find out the tendencies of their own domain which can provide a suitable learning style for them leading to good learning results. Signature : _________________________________________ Name : ___MR. MOHD KAMAL BIN AWANG____________ Position/ Role : ___DISCIPLINE TEACHER___________________
CO-CURRICULAR (COCURRICULAR MANAGEMENT, CLUB AND ASSOCIATION, UNIFORMED UNIT, SPORTS AND GAMES, CO-ACADEMIC AND 1 PUPIL 1 SPORT)
COCURICULAR MANAGEMENT Attachment 2-11 COLLABORATIVE/ INTERACTION/ DISCUSSION RECORD (School Manager/ Teacher/ Lecturer/ School Staff/ Interviewed Pupil) SCHOOL-BASED EXPERIENCE Date: __13th JUNE 2023_____ Time: _____9.00 a.m._____ Title/Subject: ___The curricular management of SK Cherang Ruku___________________________ Discussion Issue(s) Proposed Action(s) 1. How long have you held the position as a cocurricular senior assistant teacher? I have held this position since the year 2020, so it’s been 3 years. 2. How are the school's extracurricular activities currently going? This school's extracurricular programs are going well. As you are aware, due to the extreme heat, we have recently been unable to hold any outdoor activities, which has slightly impacted our extracurricular activities. The annual planning timetable for extracurricular activities at our school cannot be followed by us. We strive to catch up on our extracurricular planning schedule now though, as the ministry already granted permission for outdoor activities. All year long, many things are going on at our school. 3. How is the progress of extracurricular activities this year? As you all know, the new school session only lasts for 3 months, so it is still too early for various extracurricular activities to be held. however, we have carried out a co-academic activity which is the 'Bicara Berirama' competition or choral speaking in Malay through video. In addition, our school also sent school representatives in the cultural dance competition. 1. Looking for sponsors or donations from outside parties. Teachers managing co-curricular activities can contact local businesses or non-profit organizations that may be willing to donate funds or facilities. 2. Make effective time management and organize the schedule well to maximize the utilization of available resources. 3. Organizing interesting and varied activities to attract students' interest. For example, working together with students to plan and implement activities that suit their interests.
4. What are the challenges faced as a manager of co-curricular activities? Among the challenges I face is the challenge in terms of time that I have to deal with the main teaching tasks. Managing extracurricular activities requires preparation, coordination, and attendance outside of teaching hours which can add to my workload. in addition, challenges in terms of limited financial resources. Extracurricular activities such as art performances, competitions, or studies often require additional resources such as funds, equipment, or facilities. Signature : _________________________________________________ Name : ___ MR. NORHAKIMI BIN MOHAMAD __________________ Position/ Role : __SENIOR ASSISTANT OF CO-CURRICULAR ACTIVITIES _ CLUB AND ASSOCIATION
UNIFORMED UNIT Scout Troops School Youth Cadet (KRS) Red Crescent Society Tunas Puteri Cadet Puteri Islam Cadet SPORTS AND GAMES
CO-ACADEMIC 1 PUPIL 1 SPORT
COMMUNITY (GENERAL INFORMATION ABOUT THE SCHOOL, COMMUNITY ROLES, AND CURRENT EDUCATION POLICY)
GENERAL INFORMATION OF THE SCHOOL Sekolah Kebangsaan Cherang Ruku (SKCR) located in Pekan Cherang Ruku, Semerak, 16700 Pasir Puteh, Kelantan. Sekolah Cherang Ruku also has a high school which is SMK Cherang Ruku, located facing each other. SK Cherang Ruku is a school located in a rural area and one of 39 primary schools in Pasir Puteh. SK Cherang Ruku has 65 permanent teachers, 45 of whom are female and 20 of whom are male. This school has a large number of students. There are 837 pupils in total, with Malay students making up the majority and a few of Siamese students. This school also has preschool classes and special education classes. If you want to ask questions or contact Sekolah Kebangsaan Cherang Ruku directly, you can use several media. If you want to send an electronic letter (e-mail), you can send it to [email protected]. If you want to make a phone call, you can call the number 09-6912028.
COMMUNITY ROLES Attachment 2-11 COLLABORATIVE/ INTERACTION/ DISCUSSION RECORD (School Manager/ Teacher/ Lecturer/ School Staff/ Interviewed Pupil) SCHOOL-BASED EXPERIENCE Date: __19th JUNE 2023___ Time: ____11.00 a.m.______ Title/Subject: ________The rules of community in cooperating with SKCR.______________________ Discussion Issue(s) Proposed Action(s) 1. How will you involve parents in school activities? I will hold routine meetings with parents to share information about school activities and children's development. In addition, I will hold events such as group discussions or workshops to involve parents directly in the learning process. An example of the program held is the PIBG Meeting that took place on 18th June 2023. 2. How will you overcome differences of opinion between parents and teachers in decision-making? I believe that listening with empathy is the key to overcoming disagreements. I will create an open discussion space and respect every point of view. I will work closely with the PIBG team to find mutually beneficial solutions and consider the best interests of the children. 3. How will you communicate important information to parents? I will use various communication channels, such as letters, emails, text messages, or online platforms used by the school. 1. Effective communication: Communicate the importance of parental participation clearly and regularly. Convey the benefits that will be gained for both children and parents by being active in PIBG. 2. Looking for sponsors and donations: Submit proposals to external parties such as companies or community organizations that are willing to provide financial support or resources. 3. Fundraising: Holding fundraising events or selling goods or food with the participation of parents and students to get additional funds. 4. Open dialogue: Encouraging open dialogue and listening to each other between PIBG management members to achieve a better understanding and find a solution that benefits all
4. What are the challenges you face as a PIBG coordinator? The challenge I face is in terms of limited budget and resources to implement the desired programs and activities. I will also sometimes face situations where there is a difference of opinion or conflict between members of the management or with the school. In addition, although this does not happen often, I face a challenge when there are still some parents who do not want to cooperate in PIBG activities. This can hinder the success of programs and initiatives carried out. Signature : _________________________________________ Name : _MR. WAN RAHADZI BIN WAN MUDA__________ Position/ Role : __COORDINATOR OF PTA (PIBG)_____________
CURRENT EDUCATION POLICY
Attachment 2-11 COLLABORATIVE/ INTERACTION/ DISCUSSION RECORD (School Manager/ Teacher/ Lecturer/ School Staff/ Interviewed Pupil) SCHOOL-BASED EXPERIENCE Date: __18th JUNE 2023_____ Time: ___10.00 a.m._________ Title/Subject: _The implementation of Classroom Assessment (PBD) to measure the students’ mastery. Discussion Issue(s) Proposed Action(s) 1. What is Classroom Assessment (PBD)? Classroom assessment (PBD) is a concept in education that refers to the process of evaluating student achievement and learning in a classroom environment. It involves assessment activities carried out by teachers in the classroom to measure the level of understanding, skills, and student achievement of the subject or topic being taught. 2. How do you manage the system of PBD? I manage the system by creating a telegram platform that can be accessed by all the teachers at this school to submit the students’ marks based on their performances. 3. How are the students assessed through PBD? We use the term mastery level (TP) to measure the achievement of each student in this school. We have TP 1 (very weak) until TP 6 (best). If the student is behaving very well at the school and helping his/her peers, then he/she is eligible to receive TP 6. The subject’s teachers will assess the students through observations and will submit the marks in the telegram platform that I created.
4. What are the challenges that you face in implementing PBD? The challenge I faced was that when I first held this position during MCO, I still did not know the teachers at this school yet. It is a challenge for me to introduce the telegram system that I manage to them. There are still some teachers who have difficulty filling in student marks in the system I have provided. Signature : ______________________________________________ Name : __MR. MOHAMAD NAZRA BIN MAMAT______________ Position/ Role : _CLASSROOM ASSESSMENT (PBD) COORDINATOR__
Attachment 2-11 COLLABORATIVE/ INTERACTION/ DISCUSSION RECORD (School Manager/ Teacher/ Lecturer/ School Staff/ Interviewed Pupil) SCHOOL -BASED EXPERIENCE Date: ____20th JUNE 2023______ Time: ____12.00 p.m.____ Title/Subject: ______The progress of TS25 at the school.___________________________________ Discussion Issue(s) Proposed Action(s) 1. Is SKCR selected as a school that implements the School Transformation Program (TS25)? Yes, SKCR has followed TS25 which started in 2020. Right now, this school is still at level 1. 2. What reforms have been carried out based on those levels? Because of the numerous financial and room-related restrictions in this school, not many reforms have really been implemented. A TS25 room was one of the improvements implemented, and we also ran a number of programs under its aegis, such as the "My Idola" program 3. What is the role of teachers in applying TS25 in the PDP process? In order to fulfill the daily learning objectives and be able to regulate the behavior and values of the students, teachers must be smart in managing and organizing the classroom, systematic in PDP, and capable of maintaining order. 4. What are the challenges in running TS25 at SKCR? The challenge is that our school lacks in terms of finances because we need quite a lot of funds to beautify the school and upgrade the facilities to provide comfort to the school people, especially to the students. 1. The school can launch a donation program to the school to facilitate the process of upgrading the school. 2. The school must use all forms of donations channeled by parents or the community wisely and prudently to achieve the goals and objectives of the school.
Signature : _________________________________________ Name : _MRS. NUR HANAN BINTI CHE MUDA_________ Position/ Role : __COORDINATOR OF TS25__________________
Attachment 2-11 COLLABORATIVE/ INTERACTION/ DISCUSSION RECORD (School Manager/ Teacher/ Lecturer/ School Staff/ Interviewed Pupil) SCHOOL-BASED EXPERIENCE Date: __14th JUNE 2023 ___ Time: ___9.00 a.m. ___ Title/Subject: ___The environment of the school.__________________________________________ Discussion Issue(s) Proposed Action(s) 1. Do you enjoy coming to school? Why? It's fun. This is because being at school makes me feel less bored than when I am at home. Besides that, I also feel good because I can meet friends because I am the only child in my family. 2. What do you think about the teachers here? The teachers here are very good. I was less reprimanded or fined because I obeyed every instruction given by the teacher. I will complete the homework given by the teacher as soon as possible. In addition, my writing is also quite neat which makes the teacher feel happy and understand it. The teachers here rarely scold me and my friends unless we do something inappropriate. 3. Do you like to learn English subject? I like it. However, I am not in English subject and that makes me quiet struggle to learn English. 4. Did you ever have a problem or conflict with your friends or classmates? Yes, I had a fight with my friends sometimes because of a misunderstanding between us. When I have a conflict with friends, I prefer to be alone. During break time, I will go to the library to complete the homework given by the teacher because I don't want to bump into my friend in the canteen. 1. Parents need to divide and spend enough time to be with their children. 2. Students must be savvier when confronting and resolving their problems. 3. Teachers need to ensure that every student understands all the knowledge that is conveyed through certain methods. 4. Teachers must also pay more attention to weak students so that they can improve their performance in school.
Signature : __________________________________________ Name : _NUR QALESYA IRDINA BINTI MOHD NORAZIZI__ Position/ Role : __SKCR STUDENT (YEAR 6)__________________
NEW KNOWLEDGE/ INFORMATION
School-Based Experience (SBE) is a mandatory program for students Malaysian Institutes of Teacher Education, Ministry of Education. The SBE program aims to give students an early understanding of the school environment from the perspective of a teacher. This program gives students the opportunity to understand the school as an institution and the role of education in the classroom through observation, analysis of documents, reflection, and interaction with teachers and the school community. Through SBE, trainee teachers can understand school management and classroom management, and student behaviour in order to integrate theory and practice in the context of teaching and learning. In short, through the SBE programs students will undergo a better understanding of how teachers teach, how students learn, and how schools administer a management school. OBSERVATION Through the observations carried out, I have gained a lot of knowledge and new knowledge about the world of education. Whether directly applied or not, the knowledge and experience I have obtained will in fact inspire me when I begin my career as a teacher. I have made observations about the teachers, students, and surroundings of this school based on the School Based Experience (SBE) held at Sekolah Kebangsaan Cherang Ruku, which is in fact extremely intriguing. The school community's excellent cooperation and the welcoming atmosphere I experienced made me feel at home and made my PBS task simpler than I had anticipated. I have also done observation methods on various aspects at school. Among the aspects in question is the management of the school's curriculum, especially for English subjects. The learning atmosphere of this school also practices 21st century learning. TS25's progress has been somewhat interrupted since covid-19 hit. I also made observations about aspects of student affairs at this school where I found that the welfare of students is highly emphasized and taken seriously by all parties. Although they have been somewhat impacted by the issue of the recent excessively hot weather, I also discovered that the extracurricular activities at this school are operating without any major issues. Another very positive aspect of this institution is the community's involvement. Additionally, I discovered that the school offers a number of amenities like internet access, a resource centre (library), and a computer lab. The facilities offered, meanwhile, are still insufficient for this school. Emphasis is also placed on observing the PdP process as it occurs in the classroom, when teachers employ a variety of strategies according to the degree of student intelligence. I have indirectly gained new knowledge and a variety of knowledge using this way to some extent.
CHECKLIST The checklist is an important aspect that can guarantee the quality of something. Based on the checklist I prepared, I was able to carry out and identify things or activities that needed to be done better and more clearly. For example, I was given a checklist that asked me to prepare the necessary contents in this PBS file. So, by being organized I was able to plan, collect and complete this file well and perfectly. Among the contents contained in the checklist provided is a collaborative activity where I have to carry out a collaborative activity with several school members such as the head teacher, school staff and students. The offered checklist has also served as a guide for me to locate thorough and organised general school information without overlooking crucial information. SCHOOL INFRASTRUCTURES CHECKLIST NUMBERS ITEMS MARKING 1. Academic blocks / 2. Field / 3. Preschool / 4. Source center (library) / 5. Air-conditioned hall - 6. Open hall - 7. Assembly square / 8. Basketball/ badminton/ netball court - 9. Pavilion (astaka) - 10. Special education class / 11. Computer lab / 12. Science lab / 13. RBT workshop / 14. Guidance and counselling room / 15. School shop (Koperasi) / 16. Canteen / 17. Surau / 18. Sick room - 19. Sports store room / 20. Covered walkaway / 21. Covered parking space / 22. Covered bicycle parking space /
INTERVIEW Two people must communicate during an interview session in order to get direct information. After conducting interviews with a number of people at the school, including the Headmaster, Senior Assistant Teacher for Student Affairs, Senior Assistant Teacher for Co-Curriculum, Senior Assistant Teacher for Special Education, Coordinating Teachers, Preschool Teachers, Security Guards, English Committee Teachers, and students, I feel as though I have learned a lot from them and that all of this knowledge will be useful to me in the future. All of the individuals I interviewed provided excellent responses, which greatly helped me finish the task throughout the SBE. I feel fortunate to be a teacher at this school because of their warm demeanour. Among the interview sessions conducted is an interview with the principal. When interviewing him, I found that the job of a Headmaster is not as easy as I thought all this time. Indeed, the work as an administrator or school manager is very difficult. Nevertheless, he wisely manages his time and is very calm in solving any problems that occur in the school even though he has just served as the headmaster of the school for several years since 2018. I will use his experience in managing the school as a model to teach me how to how to manage and administer an organization effectively. Apart from that, I also interviewed several teachers, including an English teacher, a discipline teacher, a preschool teacher, and a few teachers more. I asked about the progress of English subjects at the school, how the English teacher manage their classroom, and what approach did they use to make sure the students enjoy to learning English. I also asked for guidance or important tips to deal with cases involving problematic students from a discipline teacher. Among them is that as a teacher, we should have a high level of patience and should not take any action hastily. We have to think about the impact of our actions on the students, the school, and even ourselves. Next, in order to become a teacher that is liked by many, our association with other teachers needs to be emphasized. This is so that we fellow teachers can together share teaching experience and knowledge that can further strengthen the professional qualities that exist within us. Finally, as a teacher, we must always be humble and not arrogant
PRACTICE OF REFLECTION
Attachment 2-13 PRACTICE OF REFLECTION SCHOOL-BASED EXPERIENCE (To be prepared for each activity carried out by the student) 1. Focused Issue / Matter Observation during the official school assembly. (The Ceremony for the Appointment of Small Leaders) 2. Issue Analysis / Focused Matters 2.1 Strength - The journey of the gathering is orderly and smooth. - Students and teachers do not make noise during the assembly. - The students managed to focus during the assembly. - The headmaster delivering the welcome speech as well as the presentation of the certificate of appointment to the selected students. 2.2 Disadvantages - There were a few students who arrived late to the assembly site. - The teachers' seats at the front of the stage are not filled and there are still many vacancies. - It was drizzling rain and students have to stay at the assembly square until the ceremony end due to the absence of roofed hall. 3. Suggested Improvements - Teachers need to give reprimands or warnings to students who arrive late in the assembly. - Teachers should always be reminded to fill the empty seats in front before the assembly begins. - Asking for a donation from the PPD to build an open hall at the school.
Attachment 2-13 PRACTICE OF REFLECTION SCHOOL-BASED EXPERIENCE (To be prepared for each activity carried out by the student) 1. Focused Issue / Matter Replacing the English subject class in class 5 Amanah. 2. Issue Analysis / Focused Matters 2.1 Strength - Some students are very active and respond well. - Students cooperate by sitting in their respective places. 2.2 Weaknesses - There are a few students who are still very weak in the subject of English. - A few students could not answer the very simple vocabulary and grammar quiz questions. - There are a few students who are too active and talkative in class. 3. Suggested Improvements - Teachers need to pay more attention to weak students and guide them to improve their achievement for this subject. - Students must read more English books in order to improve their vocabulary and grammar skills. - Teachers should always give warnings and reprimands to students who make too much noise in class. Attachment 2-13 PRACTICE OF REFLECTION
SCHOOL-BASED EXPERIENCE (To be prepared for each activity carried out by the student) 1. Focused Issue / Matter Mrs. Norma's retirement ceremony. 2. Issue Analysis / Focused Matters 2.1 Strength - Students listen to instructions well and only move to the hall after being announced by the teacher. - Students cooperate by sitting in their respective places and asked for teachers' permission first before going to the toilet. - Students and teachers do not make noise during the ceremony. 2.2 Weaknesses - The year 6 hall were quite inconvenience and unable to accommodate all 800+ students. - The hot weather made teachers and students uncomfortable while in the hall. - There were a few students being too noisy and loud. 3. Suggested Improvements - Teachers need to give reprimands or warnings to students who were make too much noise. - Asking for a donation from the PPD to build an open hall or air-conditioned hall at the school Attachment 2-13 PRACTICE OF REFLECTION SCHOOL-BASED EXPERIENCE
(To be prepared for each activity carried out by the student) 4. Focused Issue / Matter Observing the Bahasa Melayu subject class in 4 Jujur. 5. Issue Analysis / Focused Matters 2.1 Strength - Students listen to lesson well and focus on the teaching of their teacher. - Students cooperate by sitting in their respective places and asked for teachers' permission first before going to the toilet. - Teachers use student centered learning in the lesson process. 2.2 Weaknesses - There were still a few students who can’t read. - There were students who didn’t bring book or stationery to school. - There were students playing with toys under the table. 6. Suggested Improvements - Teachers need to be firmer and give reprimands or warnings to students who were like to play while in the middle of learning process. - Teacher provided reading aids for the students who cannot read. - Teacher should remind students to always bring their books and stationery to school. Attachment 2-13 PRACTICE OF REFLECTION SCHOOL-BASED EXPERIENCE (To be prepared for each activity carried out by the student)
7. Focused Issue / Matter Uniformed unit meeting. (Appointment of committee members for each unit) 8. Issue Analysis / Focused Matters 2.1 Strength - Students listen to instructions well and move to the provided classroom for each unit immediately after being announced by the teachers. - Students cooperate by sitting in their respective places in the classroom. - Students and teachers cooperate very well in the appointment of committee members for each unit. 2.2 Weaknesses - Inconvenience place for a meeting like that. - Students felt uncomfortable and started to making noises, talking to each other. - Teachers were quite late to conduct the meeting. 9. Suggested Improvements - Teachers need to give reprimands or warnings to students who were make too much noise. - Teacher should be more aware and able to act immediately to the classroom.
FINAL REPORT As a trainee teacher, reflecting on my School-Based Experiences (SBE) is an essential part of my professional development. It allows me to critically analyse my teaching practices, identify areas of strength and areas for improvement, and make adjustments to enhance my teaching effectiveness in the future.
School-Based Experiences (SBE) are incredibly important in shaping my life as a future teacher and preparing me for my working environment. As I reflect on my own school-based experiences, I realize that they have played a significant role in shaping my character, teaching me valuable skills, and providing me with a diverse range of opportunities. Based on the SBE that was implemented, I have learned a range of important information that I can utilize and put into practice when I eventually become a teacher. I have decided on Sekolah Kebangsaan Cherang Ruku (SKCR) for the school pick. This is the case because the school is my old school from standard 1 until standard 6, and this SBE assignment gives my SBE friends and me the chance to learn about the current educational climate at the school. Additionally, the proximity of this school to my home will make it simpler for me to adopt PBS. The implementation of PBS in this school also has the ability to develop a good attitude in me, i.e., I can gain the self-confidence to interact and socialize with the other students and members of the school community, including the teachers and other school employees. This indirectly taught me how to effectively communicate in a formal setting, such as during an interview. I've studied how to communicate with pupils in a pleasant and considerate manner, hoping they would feel at ease with my presence at the school. Even though this school does not include in an excellence cluster, all of the staff members, teachers, and students have worked hard to improve the academic and extracurricular achievements of all students in order to make this school competitive with other top-notch schools. In my opinion, the government needs to prioritize facilities in rural educational institutions like SKCR so that all school community can feel comfortable when attending the school whether to learn, teach, or do other duties related to maintaining the school's cleanliness and safety. In conclusion, this PBS activity actually gave me a firsthand understanding of the school environment and knowledge of school culture, class dynamics, school administration, and other related topics.