INSTITUT PENDIDIKAN GURU KAMPUS TUN HUSSEIN ONN, 80009 BATU PAHAT, JOHOR DARUL TAKZIM PRKA3151 SCHOOL BASED EXPERIENCE I (SBE I) Name : NURHAFIZAH IZZATI BINTI MA’MUN I/C No. : 031027- 05-0182 Index Number : 2021292340456 Programme : Bachelor’s Degree in Teaching (PISMP) Intake : June 2022 Unit : TESL SBE Supervisor : MS. NENNY DJUHARA BINTI JOHARI
INSTITUT PENDIDIKAN GURU KAMPUS TUN HUSSEIN ONN, 80009 BATU PAHAT, JOHOR DARUL TAKZIM PRKA3151 SCHOOL BASED EXPERIENCE I (SBE I) TASK 1: PORTFOLIO Name : NURHAFIZAH IZZATI BINTI MA’MUN I/C No. : 031027050182 Index Number : 202129234046 Programme : Bachelor's Degree in Teaching (PISMP) Intake : June 2022 Unit : TESL SBE Supervisor : MS. NENNY DJUHARA BINTI JOHARI Due date : 27 JUNE 2023 PENGAKUAN PELAJAR Saya mengaku bahawa tugasan kerja kursus ini adalah hasil kerja saya sendiri kecuali nukilan dan ringkasan yang setiap satunya saya jelaskan sumbernya. Tandatangan Pelajar:__________________________Tarikh : _____________________ PEMERIKSA MODERATOR Markah Markah Tandatangan Cop Tandatangan Cop Tarikh Tarikh PENGESAHAN PELAJAR Saya mengesahkan bahawa maklum balas yang diberikan oleh pensyarah telah saya rujuki dan fahami. Tandatangan Pelajar:__________________________Tarikh : _____________________
No. Title Item Mark 1 Information of Placement 1.1 Self-Introduction Letter 2 Biodata 2.1 Name of Institute of Teacher Education 2.2 Photo 2.3 Student Name 2.4 Identification Card Number 2.5 Permanent Address 2.6 Phone Number and Email 2.7 Intake and Specialisation 2.8 Year and Semester: Year __ Semester ___ 2.9 Dates of SBE 3 Professional Statement/Activity Contract (Attachment 2-8) 3.1 Statement before SBE 3.2 Report on the implementation of focused activities 4 Data Collection Instruments Related to Tasks (Choose appropriate ones) 4.1 Observation 4.2 Checklist 4.3 Interview 4.4 Survey Questionnaire 5 Collaboration (Attachment 2-11) 5.1 Discussion with school administrators 5.2 Discussion with mentor 5.3 Discussion with other teachers 5.4 Discussion with school staff 5.5 Interaction with pupils 6 New Knowledge/ Information Through 6.1 Observation 6.2 Checklist 6.3 Interview 7 Reflection Report (Attachment 2-12) 7.1 Activities 7.2 Discussions/ Interactions 8 Final Report SBE Supervisor’s Comment: _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ Signature : ________________________________ Date: _______________________ Name : ________________________________
1.0 INFORMATION OF PLACEMENT 1.1 SELF-INTRODUCTION LETTER
2.0 BIODATA Name of Institute of Teacher Education IPG KAMPUS TUN HUSSEIN ONN Student Name NURHAFIZAH IZZATI BINTI MA’MUN Identification Card Number 031027-05-0182 Permanent Address LOT 1019, JALAN HJ. ABDULLAH, KAMPUNG KUNDANG Phone Number 011-10797031 Email [email protected] Intake and Specialisation : PISMP JUNE INTAKE 2022 (TESL) Year and Semester : YEAR ONE SEMESTER THREE Dates of SBE : 12 JUNE 2023 – 23 JUNE 2023
3.0 PROFESSIONAL STATEMENT School Based Experience (SBE) is an exposure programme to give the pre-service teachers, or specifically the PISMP students gain first-hand experience of the school environment. SBE focuses on allowing students to gain first-hand experience of schools and the schooling system. As a result, they gain a better understanding of the realities of working with teachers and children in the real life situations. Moreover, the students will be able to learn from the teachers at the school more about the methods of teaching. As a part of this activity, students will be given the opportunity to observe how teachers conduct lessons in the classroom. Along with this, students will also be able to interact with the school community. The SBE must be completed in primary school, and students can choose their own school for it. This course aims to enhance students' knowledge of the teaching profession by providing them with a variety of resources. Furthermore, it also enables students to experience life as an educator. Besides learning how to act in classes, it also prepares students for a future career as teachers. SBE also serves various other functions. Some of them are designed to enable pupils to: 1) Recognise the school atmosphere. 2) Adapt to the school system. 3) Gain knowledge of the learner's environment. 4) Understand the methodology of teaching. 5) Develop the ability to interact with teachers and school staff. 6) Instill positive values in the teaching profession. 7) Do a reflection on the role of the teacher in the classroom. From the purposes above, I decided to choose a school near my house which is Sekolah Kebangsaan Batu Laut (SKBL) in Tanjong Sepat Selangor for me to complete the SBE. This school is in rural area. Nevertheless, being a grade A school is such a strong positive impression I have for the school, with the intentions to have the best experience for the whole SBE. In choosing this school, I am interested in experiencing the teaching and learning environment in rural areas. Due to my urban upbringing, I was not exposed to the learning and teaching environment of school in a rural area. Besides that, SKBL is a new environment for me since it is not my old school and for that reason, I am excited to accept the challenges that I may have when I am doing the SBE. In addition, I will find information about the school before the SBE started. 3.1 BEFORE SCHOOL BASED EXPERIENCE (SBE) The first phase of School Based Experience Experience (SBE) will started from 12 June 2023 to 23 June 2023 which is two weeks. Therefore, the Practicum Unit of IPG Kampus Tun Hussein Onn (IPGKTHO) has conducted a briefing at Sri Budiman hall as the preliminary to the SBE, hoping for the
teacher-trainees gain a smooth experience in school. The briefing provided the listed things to taken care of during the SBE programme including the important documents as well as the final clarification. After that, we are also assigned to Dr. Kee Li Li, to be our leader during SBE. There is also a lecturer assigned to a group in each class for the task marking. For example, my class is divided into two groups; my group has Ms. Nenny Djuhara binti Johari as our supervisor as well as a guide during the SBE. For SBE in the school, there are a lot of tasks to accomplish. As a starting point for a SBE, school-based experience is a practical learning technique in which students participate in real-world activities and programmes within a learning institution. Its importance in education has been emphasised by scholars like as Kolb, Dewey, and Lave. This immersive method promotes deeper comprehension and improves the entire educational experience. Furthermore, SBE aims to gain knowledge and experience about the process of teaching and learning. We also use this training to prepare ourselves for good interactions with school communities such as teachers and school staff. Other than that, the task that we should perform is collecting as much data and information as possible using any method we like, including observation, interview, checklist as well as survey questionnaire. From attending and listening to the briefing, I have grasp some ideas on how the SBE will be carried out in school. Other than knowing and adapting to the school environment, we also need to complete the task given. There are two tasks for completion which are portfolio and reflection writing. To complete these tasks, we have to manage our time well to get both the experience and information in the school. 3.2 REPORT ON THE IMPLEMENTATION OF FOCUSED ACTIVITIES Daily Log of Teacher Trainee at SK Batu Laut DATE/DAY ACTIVITIES PICTURES APPENDIX Monday June 12, 2023 Arrived school at 7.00a.m. I went to the office to report myself to the school’s headmaster, En. Azmi Kamal bin Mat Lazim to do the SBE for two weeks. I gave the necessary documents to the headmaster.
Joined the school assembly and the headmaster introduced me to the administrators and the teachers - Walk around the school to observe the facilities and took pictures for documentation - Gather school’s information Number of teachers, staffs and students Management book Organization charts I interviewed some students of SK Batu Laut to gain insights of what students think about the school and the learning environment (Place : School canteen) I also interviewed an English teacher, Ms. Ain Jariyah binti Yusaini in the teacher’s room to carry out the PRKA3151 task
Tuesday June 13, 2023 Student’s acceptance of school attendance and joined the assembly. - Observe ‘Bantu Membaca’ programme (to help students that have difficulties to read and understand English, Malay and Mathematics) I met and interviewed my mentor that assigned to me, Pn. Sabrinah binti Sharrif, also an English teacher - Then, I observe her class in 6 USM from 7.30a.m. to 8.30a.m. Attended Pn. Maheram’s class at 4 USM for observation from 8.30a.m. to 9.30.a.m
I interviewed the school headmaster, En. Azmi Kamal at the administrator’s office (10.30 - 11.50) Wednesday June 14, 2023 Turned in the attendance as usual. I went to observe Pn. Haslina’s class in 5 USM (Mathematics subject) from 10.20 to 10.50 to carry out the PRKA3151 task Took part in Milo Truck programme for giving away free Milo drinks to students and teachers. I was in charge to take care of the students so they can take the free drinks without problem occurred
Lead students to do a warm-up session for the Milo Truck documentation Watched students playing Sepak Takraw (the school niche) Thursday 15 June 2023 Turned in the attendance and joined the assembly as usual. I was in charged to train netball students in the morning.
Relief class 4 UKM - Do activities such as introductory session and drawing activity to express their emotion Relief class 2 UKM and 2 USM - Do activities (drawing and making origami) - Teach some lessons (Mathematics)
Went to the school resource center and library. I was assigned to make a review of a book from the library to present it next week Observed Pn. Rashidah’s dance class for a competition preparatory Friday June 16, 2023 Turned in the attendance as usual and joined the Yassin recitation
Roamed around the school to gain more knowledge about the school’s achievement and infrastructure I was assigned to prepare things for Highly Immersive Programme (HIP)- Laminate English quotes and sentences to be pasted later on
I went to 1 UKM class with Ms. Ain Jariyah to observe her English class (10.20a.m. - 11.50a.m.) END OF WEEK 1 OF SBE Monday June 19, 2023 Turned in attendance and joined the formal Monday assembly I interviewed the senior assistance of Students Affairs, Pn. Hjh Samsiah binti Husin
Joined the Drink Water Campaign for Grade 2 students. I was in charge for distributing the water to them Tuesday June 20, 2023 Turned in attendance as usual. I was in charge to teach group 3 of ‘Bantu Membaca’ as it was the English subject for the week Recorded a book review presentation for school resource center documentation and promotion
Attended a small meeting with the teachers Wednesday June 21, 2023 Turned in attendance and took part in school’s Cross Country Running test-track before d-day on Friday - I monitored the road around the checkpoints with my IPG fellow of the Cross Country Running track Took part in a Zoom meeting of the bonding program with Indonesia’s school, SDAM. - Have an introductory session between the teachers of SDAM and the teachers of SKBL
Joined the curriculum activity (clubs and societies week). - Islamic subject panel conducted a cleaning of a mini garden in front of the surau - I joined in the cleaning programme
Thursday June 22, 2023 Turned in attendance and I continued the ‘Bantu Membaca’ programme to teach English Helped the teachers to prepare the presents for students who would win the Cross Country Running on Friday
Paste the laminated papers of English phrases and quotes for HIP on every class Has been offered to assist and observe the ‘Sustainable Development’ at national level st ut
I was in charge to train the netball team in the evening Friday June 23, 2023 Turned in the attendance and joined the Yassin recitation that held every Friday morning Cross Country Running Day that involved only Grade 2 students (Year 4, 5 and 6) - I was in charge in giving out the participants’ numbers - All of the participants did a warm-up session - I went to the checkpoint that I had be assigned of and monitored the students’ safety until the last person successfully arrived at the finishing line
The teachers of the school made a potluck to celebrate my IPG fellow and I for our last day at school, hence the last day of our SBE Went to the office to meet the headmaster and administrators to complete the evaluation forms, and getting signature for important documents to be sent to the Practicum Unit of IPG
Got to take pictures with my mentor, Pn. Sabrinah binti Sharrif and some students to bid farewell for the last time
4.0 DATA COLLECTION INSTRUMENTS RELATED TO TASKS 4.1 Observation To begin with, observation is one of the methods that I use to collect data and information of the school during the SBE. For me, this method is very engaging and reflective way to grasp the whole picture on how the school works. The first thing I observe is the school's facilities. Overall, the facilities at this school are complete and ideal, and they can have beneficial effects on the learning and teaching processes. Nonetheless, there are several facilities that may be improved. In addition, I observe the students' discipline. The students' discipline is still in control here. This is due to the teacher's vital role in maintaining the discipline of the students. This is not a minor issue because it has the potential to negatively impact the school. Last but not least, I also observed the Teaching and Learning process (TnL) occur in a classroom, where I attend some of the teacher’s classroom in variety of subjects as well as different classroom each time. Hence, I observe the way the teacher educates and apply their methodology of teaching to the students. 4.2 Checklist All trainee teachers were required to attend a specific briefing before beginning PBS in order to receive information and exposure to SBE. In addition, I was provided guidance on how to execute the assignments. It is intended to be used as a reference to complete the portfolio of School-Based Experience assignments in accordance with the standards and criteria provided by the Practicum Unit of the relevant Institute. I was also given a checklist of the things that should be included in the SBE portfolio. This checklist helped me focus more on what I needed to do to collect the relevant information and data while undergoing SBE. This guide has been really helpful in making certain that I have obtained all of the relevant information. Other than that, I also did a checklist regarding the facilities and infrastructure that available at the school. 4.3 Interview Furthermore, the other instruments that I used to collect data is the interview method. Undeniably, interviews can help me to understand the topic involved in depth. During the SBE, I have interviewed the school administrators which are the headmaster and the senior assistance of student affairs. Additionally, I interviewed an English teacher as well as my mentor who is the head panel of English Department of the school. I also interviewed some students and the school guard to get more data and information regarding the school. Most of my questions to the respondents are based on their position and and aptness. I received positive and excellent cooperation from the respondents as well as receiving great answers required for me to fulfill the task. 4.4 Survey Questionnaire
Following the three methods that I have mentioned, I used the survey questionnaire method to collect more information by questioning several pupils about the classroom learning environment as well as what they find fascinating at school. I also inquired about the teachers favoured subjects as well as their teaching and learning approaches.
5.0 COLLABORATION 5.1 Discussion with school administrators
5.2 Discussion with Mentor
5.3 Discussion with other teachers
5.4 Discussion with school staff
5.5 Interaction with pupils
6.0 NEW KNOWLEDGE/INFORMATION THROUGH 6.1 Observation Based on my observation, First, I discovered that all teachers are required to teach in accordance with a document standard created by the Ministry of Education. This document standard serves as crucial guideline for the teacher when teaching the students. The teacher will also keep on track to teach their students utilising this document standard.In addition, I realised that the commitment of teachers will be the most significant factor in the school's success. This is because all of the teachers at my SBE school, Sekolah Kebangsaan Batu Laut, provide their complete cooperation and commitment to the school. They did not leave school before returning time, nor did they arrive late to school. Additionally, the teachers there are welcoming and easy to approach. They will assist me whenever I require assistance or guidance. All of them also get along well with the Headmaster, Mr. Azmi Kamal. I also found that this relationship is critical in order for the collaboration between teachers and the Headmaster to be successful for the school. Moreover, I discovered that the school’s infrastructure and facilities are complete and helpful. However, there are some facilities that have low maintainance resulting to the decreasing usage of the certain infrastructure. For example, the computer lab that has not enough computers to at least cover a class, including some dysfunctional computers. Therefore, students in the school have not been expose much to the use of technology in their learning process. Nevertheless, I think that the school has cover enough the facilities to accommodate the students in their niche field such as three courts are provided for Sepak Takraw sport. Other than that, from my observation of attending teachers’ classes, I found that every teacher’s TnL varies with one another. My first observation is in an English Class, taught by Teacher Sabrinah. I recognized that she has a routine before starting her class which is a simple warm-up session where students stand up and do some light exercise. This can help the students to focus on the class. After that, she applied a lot of recalling and revising the previous topic to ensure all the students are on their right track. I also found that the teacher used Questions and Answers (Q&A) method to enhance students’ memorisation of the topic that they have learned. Using gestures or acting out also included in her teaching strategies. For example, the ‘thumb on the back’ gesture shows that it is the past, hence shows the past tense. In addition, she mostly used the summative methods where all students involved in completing the exercises .Overall, the teacher use the traditional methods yet I found her class is very entertaining and it is hard for me to lose focus for a long time. Another example I take is when I observed an English class taught by Miss Ain Jariah which is a Year 1 class. Since the class she taught is Year 1, she avoided on using complex English words, instead, she used the more simpler words yet she still spoke English as much as possible. She also applied a trademark in the class when the students did not pay attention or make problems. For
example, when the teacher said, “One clap”, the students will follow the instructions and she willl repeat it until the class is under control so the lesson can begin. Another strategy that she implement is hands-on activities. The students are given the opportunity to search the answers using their creativity. The used of visual and images also helped the students to get clearer picture of what they are studying. Another teaching strategy that I found very interesting is where the teacher implement language arts in her class. She will play a dancing song that has catchy tune and addictive lyrics. The students can also expand their vocabulary by remembering the song and knowing what it means. In terms of discipline, the SKBL has an exceptional record. This is because the discipline at this school has greatly improved. According to the Headmaster, the rate of play truancy in this school was quite high from 2008 to 2018. However, the rate has decreased since 2019, with only one case of truancy reported to him this year. This is due to the teacher's excellent role in preventing this case. All of the teachers there worked hard to prevent this from happening, notably the disciplinary teacher, Mrs. Hajah Samsiah. She said that the use of the Sistem Sahsiah Diri Murid (SSDM) has been a great help in recording and reporting the students’ good conduct and misconduct in school. Parents are also aware with the SSDM system that can create the collaboration between the school and the community. I also saw some students an even the headmaster himself will wait in front of the school gate to monitor the students who conduct truancy. I found that the method is very effective taking accord on how the students will arrive at the school early to prevent them from being a late-comer. Last but not least, I discovered that school management is critical in order to achieve excellence for the school. Despite being classified as a rural area school, this school has great management. This excellent leadership will aid the school's success. An example can be taken from the curriculum management of the school which is the implementation of School Transformation (TS25) on Pendidikan Pencegahan Dadah (PPDa) programme. The collaboration occur between SKBL and the community, the government agency as well as the Non-Government Organization (NGO) to curb the misuse of drugs. The strategies that the school use to create awareness to students are by pasting a lot of notices on the harm of consuming drugs. There is an alleyway used to be the PPDa area. The alleyway has been decorate beautifully with lots of awareness of drugs crime posters adorned those area.
6.2 Checklist 1. School Facility Checklist: Nu. Items Yes No 1 Classrooms √ 2 Headmaster room √ 3 Teacher’s room √ 4 Office 5 Senior assistance’s room √ 6 School staff room √ 7 Photostat room √ 8 Computer lab √ 9 Science lab √ 10 Music room √ 11 Workshop room √ 12 Field √ 13 School Book shop √ 14 Sepak Takraw court √ 15 Netball court √ 16 Mini Playground √ 17 Meeting room √ 18 Playground √ 19 Parking lot √ 20 Notice Board - Vision and Mission - Organization charts √ 21 School’s Plan √ 22 School emergency’s plan √ 23 Quotes √ 23 Rukun Negara √ 24 School’s song √ 2. Teacher’s Room Facilities Checklist: No. Items Yes No 1 Tables √
2 Chair √ 3 Lamp √ 4 Fan √ 5 Whiteboard √ 6 Notice Boars √ 7 Mini Dustbin √ 8 Bookshelf √ 9 Wireless Server √ 10 Computers √ 3. Classroom’s facilities Checklist: No. Items Yes No 1 Tables √ 2 Chairs √ 3 Lamp √ 4 Fan √ 5 Whiteboard √ 6 Dustbin √ 7 Cleaning kit √ 8 Speaker √ 9 Cupboard √ 10 LCD Projector √ √ 4. Computer Lab’s facilities checklist: No. Items Yes No 1 Tables √ 2 Chairs √ 3 Air conditioner √ 4 Fan √ 5 Whiteboard √ 6 Wireless server √ 7 Cupboard √ 8 Speaker √ 9 LCD Projector √ 10 Computers √
5. Resource Center facilities checklist: No. Items Yes No 1 Tables √ 2 Chairs √ 3 Fan √ 4 Cupboard √ 5 Notice board √ 6 Internet facilities √ 7 Bookshelves √ 8 Speaker √ 9 Computer √ 10 Printer / Scanner √ 11 Mini studio (For recording videos) √ 6.3 Interview The other instrument that I used for collecting information is interview. This method in my opinion is very helpful to get deeper understanding by listening to the experience of the respondents as well as their expertise so the data obtained is pack with meaningful responses. To carry out this task, I have interviewed the administrators, the subject teachers as well as the school staff. I have gathered a lot of data and information on different aspects of the school. Firstly, I interviewed the headmaster of SKBL, Mr. Azmi Kamal bin Mat Lazim to collect information on the school management. From the interview session, I learnt about the implementation of Highly Immersive Program (HIP) where the program aims to improve English skill in the school community. There will be an English Day and all the teachers and students need to speak in English. I found this programme interesting since on the English Day, the teachers are encouraged to do English activities during their class to carry out the HIP. Next, I interviewed the senior assistance of student affairs, Mrs. Hajah Samsiah. I found that the student affair management is very systematic and neat. For example, the Supplementary Food Programme (RMT) that has been implemented in school. She told me that every programme the school conducted will have the pillar or the leader to manage it but the programme is still, managed under the the student affairs as the final report. After that, I interviewed my mentor, Teacher Sabrinah binti Sharrif, regarding the methodology of teaching. From the interview session, I found that to overcome students’ behavioural issue, teachers need to set clear expectations and classroom rules before starting the class. Other than that, the following points are the examples of methodology that teachers can do especially in this current education era:
1. Current Teaching Practices: The interview shed light on the various teaching practices employed at SK Batu Laut. I learned about the school's focus on student-centered and inquiry-based learning approaches, which encourage active student participation and critical thinking. The emphasis on interactive and hands-on activities helps create an engaging learning environment. 2. Use of Technology in Education: I gained knowledge about the school's efforts to integrate technology into teaching and learning. SK Batu Laut recognizes the importance of digital literacy and aims to equip students with the necessary skills for the 21st century. The interview highlighted the use of educational apps, online resources, and interactive multimedia tools to enhance teaching effectiveness and student engagement. 3. Assessment and Evaluation: The interview provided insights into the school's assessment and evaluation practices. I learned about the importance of formative assessments, such as classroom observations and continuous feedback, to monitor student progress and adjust instructional strategies accordingly. The school also implements summative assessments, including standardized tests, to measure student achievement and inform instructional planning. 4. Inclusive Education: The interview highlighted SK Batu Laut's commitment to inclusive education. I gained knowledge about the school's efforts to provide support and accommodations for students with special needs or diverse learning styles. The implementation of differentiated instruction and the availability of support services help ensure that every student has equal access to quality education. In addition to the interview, I also familiarized myself with the current educational policy that guides teaching and learning practices in Malaysia. The following are key highlights of the policy: 1. Malaysia Education Blueprint: The Malaysia Education Blueprint is a comprehensive document that outlines the government's vision and strategic plans for educational development. It focuses on areas such as improving teaching quality, enhancing student outcomes, promoting holistic education, and strengthening school leadership. 2. Standards-Based Curriculum: The Malaysian curriculum is based on the Standard-Based Curriculum for Primary Schools (KSSR) and Secondary Schools (KSSM). These frameworks provide guidelines for the development of syllabi, learning standards, and assessment practices, ensuring consistency and quality in education across the country. 3. Assessment Reform: The educational policy emphasizes a shift from high-stakes examinations to a more holistic and comprehensive assessment approach. This includes incorporating multiple forms of
assessment, such as coursework, projects, and presentations, to assess students' cognitive, affective, and psychomotor skills. 4. Professional Development: The policy highlights the importance of continuous professional development for educators. It encourages teachers to engage in ongoing training, workshops, and collaborative learning opportunities to enhance their pedagogical knowledge, classroom management skills, and subject expertise. All in all, the interview and knowledge of current educational policies have deepened my understanding of the teaching practices at SK Batu Laut and provided me with a broader perspective on education in Malaysia. These insights will continue to inform my practice and contribute to my professional growth as an educator. 7.0 REFLECTION First and foremost, the implementation of SBE planned has been achieved throughout the two weeks of experiencing SBE. SBE has taught me a lot, notably how to become skilled and professional teacher. It also help me to appreciate and improve my teaching vocation in a meaningful way. Based on my reflection, I can determine the impact of each activity that I have done during the SBE. Aside from that, reflection can help me more effective for anything I need to improve. Lastly, by doing reflection and self-reflect, I am able to improve my level of professionalism to be a competent teacher in near future.
7.1 Activities 7.2 Discussions/Interactions PRACTICE OF REFLECTION SCHOOL BASED EXPERIENCE (To be prepared for each activity carried out by the student) 1. Issues discussed/ The focused matters: The focused matters on the seventh day of SBE (20 June, 2023): Bantu Membaca programme for students who do not know how to read or have to read but need guidance. Pupils involve are from Year 1 to Year 6 Teach English and observe one of the Bantu Membaca group that consist of Year 2 and Year 3 students Each group have to consist not more than 10 pupils 2. Analysis of the issue/focused matters discussed: 2.1 Strength - Help the students to improve their reading skill - Can be an intervention programme to assist the Literacy and Numeracy Screening (LINUS) programme - The Bantu Membaca programme do not interfere with the students’ PdP because the session will be held before the class started, at 7.30a.m. - 8.00a.m. - An incentive programme that can be effective for the students to learn Malay, English and mathematics - It is easier for the teachers to give full attention to each students since each group should not has more than 10 pupils 2.2. Weakness - As the lack of time, pupils may not have the knowledge that they should master on that day 3. Improvement Suggestion - The person in charge of the ‘Bantu Membaca’ programme should manage the objectives and tasks that should be completed suit the 30 minutes of the programme
PRACTICE OF REFLECTION SCHOOL BASED EXPERIENCE (To be prepared for each activity carried out by the student) 1. Issues discussed/ The focused matters: The focused matters on the fifth day of SBE (16 June, 2023): Pupils’ attentiveness of Year 1 Class (an English class) Observation at Class 1 UKM on the Teaching and Learning process occur in the classroom 2. Analysis of the issue/focused matters discussed: 2.1 Strength - Teacher uses recalling to enhance the pupils’ memorization on previous topic that they have learned - Teacher applies real life surrounding to learn a certain topic and the pupils are very responsive - Teacher implements language arts in class. For example, she used a dancing song as a reward when the pupils have completed their task. This method make the students more focus on their task, hoping for the reward later - Pupils are responsive and diligent to answer questions from the teacher 2.2. Weakness - It is a bit difficult to control each students behaviour and attentiveness since they are Year 1 students 3. Improvement Suggestion - The teacher need to be more strict, but keep the fun in the classroom to show the pupils that they need to follow the teacher’s instructions
PRACTICE OF REFLECTION SCHOOL BASED EXPERIENCE (To be prepared for each activity carried out by the student) 1. Issues discussed/ The focused matters: The focused matters on the last day of SBE (23 June 2023): The Cross Country Running competition under the 1 Pupil 1 Sport that involved Grade 2 students Observation on the whole activity 2. Analysis of the issue/focused matters discussed: 2.1 Strength - An annual activity that can help the students to be active in school - I can see that the bond between the students is strengthen due to their differences in class but they are in the same sport group - I discovered that the students are able to learn that we should not giving up in anything that we do. Therefore, most of the students had the will to continue their running although they felt tired - Provide opportunity to all students with talents and potentials so they can polish their skill to advance for the higher level of sport 2.2. Weakness - Some students were not following the track and tried to take another route without permission 3. Improvement Suggestion - Teachers need to monitor not only at the checkpoint, but also the road where the checkpoint resides
PRACTICE OF REFLECTION SCHOOL BASED EXPERIENCE (To be prepared for each activity carried out by the student) 4. Issues discussed/ The focused matters: The focused matters on the eighth day of SBE (21 June 2023): Observation on the management of extra - curriculum session in the evening which is club and societies A cleaning event with ‘Agama Islam’ panel in front of the ‘surau’ 5. Analysis of the issue/focused matters discussed: 5.1 Strength - The extra - curriculum session is only involved grade 2 pupils to have a great control of the pupil’s discipline - Beyond academic learning, extracurricular activities provide opportunity for holistic growth. They encourage the development of a variety of skills, including teamwork, leadership, time management, and communication abilities - Participation in extracurricular activities promotes interactions among pupils. It helps them form friendships, develop empathy, and learn to work together with others, establishing crucial social skills that will benefit them throughout their lives. 2.2. Weakness - Primary schools may have fewer resources and chances for extracurricular activities. This can limit students' access to a variety of activities and their exposure to other fields or hobbies. I found that SKBL only has five clubs and societies due to the few students 6. Improvement Suggestion - Collaborate with community resources: Form alliances with local organisations, clubs, and associations to broaden the scope of extracurricular activities available to students. This relationship has the potential to bring in more knowledge, resources, and possibilities. - Promote student-led initiatives: Give students the authority to propose and organise new extracurricular activities. This can inspire innovation, ownership, and a larger range of possibilities depending on the student body's diverse interests and talents.
8.0 FINAL REPORT The following report provides a comprehensive overview of my School-Based Experience (SBE) at SK Batu Laut. This portfolio showcases my professional growth, learning experiences, and contributions during the period of my placement. Throughout this SBE, I have had the privilege of working with dedicated educators, enthusiastic students, and a supportive school community. This report aims to highlight the key aspects of my journey, including observations, reflections, and accomplishments. II. School Context SK Batu Laut is a vibrant primary school located in Tanjong Sepat, Kuala Langat, Selangor. It caters to students from various socio-economic backgrounds, fostering a diverse and inclusive learning environment. The school's mission revolves around providing quality education, nurturing holistic development, and instilling values that prepare students for the challenges of the future. With a strong emphasis on academic excellence, co-curricular activities, and character building, SK Batu Laut has established itself as a reputable institution in the region. III. Roles and Responsibilities During my SBE at SK Batu Laut, I assumed several roles and responsibilities. These included: 1. Assisting the classroom teacher: I actively participated in classroom activities, providing support to the teacher by assisting in lesson preparation, managing classroom resources, and facilitating student engagement. 2. Lesson planning and delivery: Under the guidance of my mentor, I had the opportunity to design and deliver lessons for a variety of subjects. This allowed me to apply theoretical knowledge into practical teaching strategies, fostering student-centered and inquiry-based learning approaches. 3. Individual and group work: I worked closely with students on a one-on-one basis and in small groups, providing guidance, feedback, and assistance to address their specific learning needs. This experience helped me develop my communication and interpersonal skills. 4. Classroom management: I actively contributed to maintaining a positive and disciplined classroom environment. I enforced behavioral expectations, implemented classroom routines, and supported the teacher in managing student behavior effectively. IV. Professional Development
Throughout the SBE, I engaged in various professional development activities to enhance my teaching skills and pedagogical knowledge. These included: 1. Professional workshops: I attended workshops organized by the school, which focused on topics such as effective classroom management, innovative teaching methodologies, and assessment strategies. These sessions provided valuable insights into current educational practices and allowed for networking with experienced educators. 2. Collaboration with colleagues: I actively sought opportunities to collaborate with fellow teachers and engage in discussions about pedagogy, curriculum planning, and student assessment. These collaborative efforts broadened my perspective and deepened my understanding of effective teaching practices. 3. Reflection and self-assessment: I regularly reflected on my teaching experiences, seeking feedback from my mentor and colleagues. This reflective practice allowed me to identify areas for improvement and implement targeted strategies to enhance my teaching effectiveness. V. Contributions and Achievements During my SBE, I made several notable contributions and achieved personal milestones. These include: 1. Developed and implemented a student-centered project: I designed and executed a project that integrated multiple subjects, promoting critical thinking and collaborative skills among students. The project received positive feedback from both students and teachers, fostering a sense of achievement and accomplishment. 2. Supported extracurricular activities: I actively participated in organizing and supervising extracurricular activities such as field trips, sports events, and school assemblies. These experiences provided opportunities for me to connect with students beyond the classroom and contributed to their holistic development. 3. Positive student impact: Through my commitment to student welfare and academic growth, I observed notable improvements in student performance and engagement. This included providing individualized attention to struggling students, conducting remedial sessions, and celebrating student achievements VI. Conclusion
My School-Based Experience at SK Batu Laut has been an enriching and transformative journey. It has provided me with invaluable opportunities to apply theoretical knowledge, collaborate with experienced educators, and positively impact the lives of students. The exposure to a diverse range of teaching strategies, professional development initiatives, and the supportive school community has nurtured my passion for education and further strengthened my commitment to becoming an effective educator. I would like to express my sincere gratitude to the headmaster of SKBL, Mr. Azmi Kamal bin Mat Lazim, the administration, teaching staff, students, and parents of SK Batu Laut for their warm welcome, support, and guidance throughout my SBE. This experience has solidified my understanding of the teaching profession and has equipped me with the skills necessary to embark on a successful career in education. In conclusion, my SBE at SK Batu Laut has been a remarkable experience, allowing me to grow both personally and professionally. I am confident that the lessons learned, the relationships forged, and the skills acquired during this placement will continue to shape my journey as an educator. I am truly grateful for the opportunity to have been a part of the SK Batu Laut community.
GENERAL INFORMATION OF THE SCHOOL INSTRUCTIONS: Complete the following information in the provided form: No. Items Notes/ Data 1 School Name and Address SEKOLAH KEBANGSAAN BATU LAUT, TANJONG SEPAT, 42800, TANJONG SEPAT, SELANGOR 2 School Telephone Number 03-31481066 3 Email Address/ School Website [email protected] 4 Location (Urban/ Rural) RURAL 5 Headmaster/ Headmistress’s Name EN. AZMI KAMAL BIN MAT LAZIM 6 Senior Assistant of Administration’s Name PN. UMI PRAKESH BINTI MOHAMED 7 Senior Assistant of Student Affairs’s Name PN. HJH SAMSIAH BINTI HUSIN 8 Senior Assistant of Co-curricular Activities’s Name PN. NUR AZRIN BINTI ABDUL ROHIM 9 Afternoon Supervisor’s Name - 10 School Grade/ Level A 11 Number of teachers Male : 11 Female: 24 12 Number of Teachers According to Academic Qualifications Graduates : 34 Non-Graduates: 1 13 Number of classes 14 14 Average Class Size 30 pupils 15 Total Number of Pupils 377 Malay Chinese Indian Others Male 181 0 2 0 Female 196 0 3 0 16 Any other interesting information about this school: Has the Integrated Special Education Programme (PPKI) Has interesting school niche which are Sepak Takraw and Yachting
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