SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514 D04 Rancangan projek KERTAS KERJA UNIT HAL EHWAL MURID SEKOLAH JENIS KEBANGSAAN TAMIL RAMATHASAR PROGRAM KEHADIRAN PENUH KE SEKOLAH 1.0 PENGENALAN Kehadiran murid ke sekolah memainkan peranan yang penting dalam peningkatan prestasi akademik murid.Oleh itu, satu usaha telah dirancang untuk membantu murid meningkatkan mutu kehadiran ke sekolah. 2.0 OBJEKTIF 2.1 Membantu meningkatkan motivasi murid untuk hadir ke sekolah 2.2 Memberikan pengiktirafan kepada murid yang selalu hadir ke sekolah 2.3 Menyedarkan murid sikap ambil berat tentang kehadiran ke sekolah 2.4 Meningkatkan peratus kehadiran murid ke sekolah 3.0 KUMPULAN SASARAN Semua murid SJKT RAMATHASAR 4.0 PELAKSANAAN 4.1 Mac 2024 hingga Januari 2025 5.0 TARIKH & MASA Hari Isnin (minggu pertama setiap bulan) 7.30 Pagi 6.0 TEMPAT Tapak Perhimpunan SJKT Ramathasar 7.0 SUMBER 7.1 Dana Bimbingan & kaunseling
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514 8.0 JAWATANKUASA INDUK BIMBINGAN DAN KAUNSELING Pengerusi : Pn.S.Pathmalosani (Guru Besar) Naib Pengerusi 1 : Pn.G.Sailaja (PK HEM) Penyelaras : Pn.V.Rani AJK : Pn.R.Puveneswary : Pn.N.Veenoshini : Pn.R.Vasanthi : Pn.D.Rajeswari 9.0 JAWATANKUASA PROGRAM BULAN GURU BERTANGGUNGJAWAB Mac Pn.V.Rani April Pn.R.Puveneswary Mei Pn.S.Lata Jun Pn.R.Vasanthi Julai Pn.R.Rajeswary Ogos Pn.R.Pumadevi September Pn.R.Priyaa Darshene Oktober Pn.S.Jeniffer November Pn.S.Tamil Selvi Disember Pn.K.Thamil Selvi Januari Pn.N.Veenoshini
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514 10.0 PELAKSANAAN Masa Perkara 7.30 Pagi - Berkumpul di tapak perhimpunan 7.35 Pagi - Ucapan oleh guru bertugas 7.45 Pagi - Pemberian hadiah kehadiran penuh (bulanan) mengikut kelas 11.0 PENUTUP Semoga program ini dapat berjalan dengan lancar dan dapat memberi manfaat kepada semua murid SJKT Ramathasar dalam meningkatkan peratus kehadiran ke sekolah. Disediakan oleh : Disahkan oleh : …………………………….. …………………………….. Pn.V.Rani Pn.S.Pathmalosani Guru Bimbingan &Kaunseling Guru Besar SJKT Ramathasar SJKT Ramathasar
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PU
UAN RANI A/P VEDIAPPAN - 841028025514
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PU
UAN RANI A/P VEDIAPPAN - 841028025514
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514 1 Reflective Journal Broken Computer Plug: Disruption and a Call for Action A) Focused Issues Today, during class, I discovered that my classroom computer was inoperable due to a broken plug. It was unusable, and a quick fix wasn't possible. As a result, I had to switch from using electronic flashcards to paper flashcards for my lesson. B) Focused Issues Analysis The broken computer plug presents a few challenges. Firstly, it hinders my ability to utilize technology in my teaching, potentially limiting engagement and interactivity. Secondly, it creates an inconvenience for future teachers who may rely on that computer for their lessons. Finally, a faulty plug could indicate a larger electrical issue that needs addressing such as: i) Disrupted Lesson Plan: Electronic flashcards offered interactive features and easy access to a wider range of information. Manual flashcards limited flexibility and required more preparation time. ii) Technical Dependence: This incident highlighted a potential vulnerability in our teaching methods. Over-reliance on technology can leave instructors unprepared for unforeseen technical difficulties. C) Literature Review Studies have shown that integrating technology into the classroom can enhance student learning by promoting active participation, visual aids, and diverse learning style. However, unforeseen technical difficulties can disrupt the flow of a lesson and frustrate students. In a study by Lai and Hong (2015) titled "The impact of classroom technology on student behaviour," published in the Journal of Educational Technology & Society, the authors examined the influence of classroom technology on student behaviour. They found that while technology integration can enhance student engagement and participation in teaching and learning. Schacter (1999) authored a report titled "The impact of educational technology on student achievement: What the most current research has to say," published by the Milken Exchange on Education Technology in Santa Monica, CA. The report discusses the influence of educational technology on student achievement, noting its potential to enhance learning through active participation and visual aids.
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514 2 D) Recommendation I recommend reporting the broken plug to the computer lab teacher as soon as possible. A prompt repair would ensure minimal disruption to future classes and allow me and teachers to continue utilizing technology in their lessons. Apart of that, there are a few issues that could be solved concurrently: i) Maintain Regular Equipment Checks: Implement a routine inspection schedule to identify and fix minor issues before they escalate. ii) Develop Backup Plans: Educators should prepare alternative teaching methods that don't rely solely on technology. This could include having manual versions of digital resources. iii) Invest in Redundancy: Consider having a spare computer or projector readily available to minimize downtime. E) Resolution Time Frame Ideally, the computer lab teacher should address the issue within the next week. This timeframe allows for a prompt repair while minimizing the impact on upcoming classes. F) Follow-up Action I will follow up with the computer lab teacher after one week to inquire about the repair status. If the issue remains unresolved, I will escalate the concern to the appropriate school authority. G) Conclusion A broken computer plug in the classroom presented a minor obstacle during my lesson. While I was able to adapt using manual flashcards, a prompt repair is crucial to ensure uninterrupted technology usage for future classes and a smooth learning experience for students. H) References 1) Lai, K. W., & Hong, K. S. (2015). The impact of classroom technology on student behaviour. Journal of Educational Technology & Society, 18(1), 380-392. 2) Schacter, J. (1999). The impact of educational technology on student achievement: What the most current research has to say. Santa Monica, CA: Milken Exchange on Education Technology.
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514 3 JOURNAL WEEK 2 Title: Struggling to Capture Student Attention Focused issues Today's lesson felt like paddling through a lake of attention. The students seemed lethargic, easily distracted, and their eyes glazed over as I presented the material. It was frustrating, as I put a lot of effort into making the lesson engaging. Focused Issue Analysis The attitude displayed by the students involved is causing me to investigate the problem I am facing with the students. Some of the questions that come to mind are: • Are the students not interested in the subject I am teaching? • Why are they behaving this way? • What can I do to help these students? • How was their involvement in the class? • How was their involvement in other subjects? From the initial survey I conducted through interviews with teachers and other classmates, I was able to identify several factors that contributed to this problem, namely: • These students are from the weaker group Lesson Content: Maybe the material itself wasn't interesting or relevant to the students. Perhaps it lacked a clear connection to their lives or future goals. Delivery Style: My delivery might have been monotonous or lacked energy. Maybe I relied too heavily on lecture and didn't incorporate enough interactive activities. External Factors: There could be external factors impacting their focus, like tiredness, hunger, or something happening in their personal lives.
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514 4 Literature Review According to Garner and Hill (1995), the effects of disruptive behaviour include distracting students' concentration and learning and hindering students' involvement in educational activities. Recommendation To change the problem and attitudes of the students so that they give attention I have made several suggestions that can be used to overcome the problem of students never give attention. Some of my suggestions are: • Rearranging the table layout according to the number of students in the class • Placing students who like never give attention . • I need to constantly observe the condition of these students • Informing students about the rules during the teaching and learning process • Resolution Time frame I will try to solve this problem within 2 weeks. Follow-up Action As a teacher, I am responsible for constantly providing encouragement and guidance. In addition, I also need to learn how to manage the classroom well and how to motivate students give attention before starting the teaching and learning process.I need to play a role in controlling the behaviour of students while in the classroom because this factor is very important and critical. According to Maskowitz and Hayman (1976), once the teacher loses control of the classroom, it becomes more difficult to regain control. Conclusion The approach that I have taken has yielded results in reducing , I have also been able to carry out teaching and learning activities more effectively and with greater enjoyment
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514 5 Reference Moskowitz, G., & Hayman, J. L. (1976). Success strategies of inner-city teachers: A year – long study. Journal of Educational Research, 69, 283- 289
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514 6 JOURNAL WEEK 3 Title: Lack of Student Participation in group Work. Focused issues Today's lesson felt like paddling through lack of student Participation in group work. Through observation and analysis, the study aims to understand the factors that influence student engagement and involvement during classroom activities. The findings suggest that various elements such as teaching methods, classroom environment, and student motivation significantly impact participation levels. Strategies for enhancing student participation are discussed, emphasizing the importance of creating an inclusive and supportive learning environment. Focused Issue Analysis The attitude displayed by the students involved is causing me to investigate the problem I am facing with the students. Some of the questions that come to mind are: • Are the students not interested in the subject I am teaching? • Why are they behaving this way? • What can I do to help these students? • How was their participation in group work in other subjects? From the initial survey I conducted through interviews with teachers and other classmates, I was able to identify several factors that contributed to this problem, namely: • These students are from the weaker group External Factors: There could be external factors impacting their focus, like tiredness, hunger, or something happening in their personal lives. Classroom Environment: The classroom environment played a crucial role in shaping student participation. A supportive and inclusive atmosphere, where students felt comfortable expressing their opinions without fear of judgment, facilitated increased involvement.
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514 7 Student Motivation: Individual student motivation varied and directly impacted participation levels in group work.. Students who were intrinsically motivated by their interest in the subject matter or a desire to learn demonstrated higher levels of engagement. Literature Review According to( Badura et al., 2004Davies, 2009Shimazoe and Aldrich, 2010 , group contracts provide a mechanism to initiate discussion of expectations and reservations, to strengthen social skills, and to build interpersonal relationships critical to effective group work Recommendation To change the problem and attitudes of the students involve in group work . I have made several suggestions that can be used to overcome the problem of lack students participate in group work. Some of my suggestions are: • I need to constantly observe the condition of these students • Informing students about their mistake during the group work. Resolution Time frame I will try to solve this problem within 2 weeks. Follow-up Action As a teacher, I am responsible for constantly providing encouragement and guidance. In addition, I also need to learn how to motivate students take part in group activities. I need to play a role to motivate them active in group activities. Conclusion Effective student participation is vital for creating dynamic and enriching learning experiences. By understanding the factors that influence participation and implementing strategies to promote engagement, educators can create inclusive classroom environments where all students feel valued and empowered to contribute actively to their learning journey.
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514 8 Reference Bandura A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, , 1–26. [PubMed] [Google Scholar]
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514 9 JOURNAL WEEK 4 Title: Struggling to involve in group Activity Focused issues Today’s group activity in the classroom presented some challenges for me in terms of active participation. Despite my best intentions, I found students struggling to fully engage with group members and contribute to the task at hand. Focused Issue Analysis The attitude displayed by the students involved is causing me to investigate the problem I am facing with the students. Some of the questions that come to mind are: • Are the students not interested in the subject I am teaching? • Why are they behaving this way? • What can I do to help these students? • How was their involvement in group work to other subjects? From the initial survey I conducted through interviews with teachers and other classmates, I was able to identify several factors that contributed to this problem, namely: • These students are from the weaker group 1. Personality Traits: Introverted or shy individuals find it challenging to speak up and actively engage in group discussions. 2. Lack of Confidence: Students who lack confidence in their abilities or fear being judged by their peers may hesitate to share their thoughts or ideas during group activities, leading to reduced participation. 3. Social Dynamics: Group dynamics play a significant role in participation levels. Students struggle to participate if they feel marginalized or excluded by their peers, or if certain individuals dominate the conversation, leaving little room for others to contribute. 4. Communication Skills: Difficulties in articulating thoughts or expressing ideas
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514 1 verbally can hinder participation in group discussions. 5. Cultural or Linguistic Differences: Students from diverse cultural or linguistic backgrounds may face challenges in participating in group activities due to differences in communication styles, language proficiency, or cultural norms regarding group interactions. ;,l 6. Teacher Support and Guidance: The level of support and guidance provided by the teacher impact students' participation in group work. Students struggle to participate if they feel unsupported or unsure of how to approach the task. 7. Time Constraints: Limited time allocated for group activities create pressure for students to quickly generate ideas and contribute to the discussion, leading to feelings of stress or frustration . 8. Previous Experiences: Negative experiences in past group work activities, such as feeling ignored or criticized by group members, can create psychological barriers that hinder future participation in similar activities. Literature Review According to Garner and Hill (1995), the effects of disruptive behaviour include distracting students' concentration and learning and hindering students' involvement in educational activities. Recommendation To change the problem and attitudes of the students so that they more participate in group activity.I have made several suggestions that can be used to overcome the problem of students never being involved in group activity.. Some of my suggestions are: 1.Establish Clear Expectations: Clearly communicate the objectives, expectations, and guidelines for the group activity to ensure that all students understand their roles and responsibilities. Providing a clear structure can help alleviate anxiety and uncertainty about participation.
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514 1 2. Use Engaging Activities: Design group activities that are interactive, hands-on, and relevant to students' interests and experiences. Incorporate elements such as debates, role-playing, problem-solving tasks, or project-based learning to make the activity engaging and meaningful for students. Resolution Time frame I will try to solve this problem within 2 weeks. Follow-up Action As a teacher, I am responsible for constantly providing encouragement and guidance. In addition, I also need to learn how to manage the classroom well and how to motivate students to involve in group activity .I need to play a role in supporting the behaviour of students while in the classroom because this factor is very important and According to Maskowitz and Hayman (1976), once the teacher support the students involvement in group activity , it become more successful. Conclusion The approach that I have taken has yielded results , struggling to participate in group work in the classroom can stem from various factors, including individual personality traits, social dynamics, communication barriers, and previous experiences. Addressing these challenges requires a multifaceted approach that focuses on creating a supportive and inclusive learning environment, promoting collaboration and teamwork, providing clear expectations and differentiated support, and offering engaging and relevant group activities. Reference Garner and Hill (1995), Success strategies of inner-city teachers: A year – long study. Journal of Educational Research, 69, 283-289
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514 1 JOURNAL WEEK 5 Title: Classroom Management: Maintaining discipline and order among students more challenging, especially in group Work. Focused issued Today's English class involved a group activity where students were tasked with analysing and discussing a language focus that comparative adjectives. The class comprises 15 students with varying levels of English proficiency and interest in language focus that comparative adjectives. Focused Issue Analysis The attitude displayed by the students involved is causing me to investigate the problem I am facing with the students. Some of the questions that come to mind are: • Are the students not interested in group activity ? • Why are they behaving this way? • What can I do to help these students? • How was their participation in group work in other subjects? • How was their discipline and order among students in group work? 1. Diverse Learning Styles and Abilities: Students in an English class often have varying levels of proficiency in reading, writing, and critical thinking skills. This diversity can make it challenging to ensure that all students are actively engaged and contributing meaningfully during group work 2. Set Time Limits: Establish time limits for each phase of the group work to keep students focused and on track. Encourage them to prioritize tasks and manage their time effectively to meet deadlines. 3. Promote Positive Reinforcement: Recognize and praise students for demonstrating positive behaviour and for their
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514 1 discipline to the group work. Positive reinforcement help motivate students to stay on task and adhere to classroom expectations. 4 Assign Roles and Responsibilities: Assign specific roles or tasks to each student within the group to promote accountability and ensure that everyone contributes to the project. Rotate roles periodically to give students different opportunities to take on leadership positions. Literature Review According to( Badura et al., 2004Davies, 2009Shimazoe and Aldrich, 2010 , group contracts provide a mechanism to initiate discussion of expectations and reservations, to strengthen social skills, and to build interpersonal relationships critical to effective group work Recommendation To change the problem and attitudes of the students discipline in group work . I have made several suggestions that can be used to overcome the problem of lack students participate in group work. Some of my suggestions are: • I need to constantly observe the discipline of these students • Informing students about their discipline during the group work. Resolution Time frame I will try to solve this problem within 2 weeks. Follow-up Action As a teacher, I am responsible for constantly providing encouragement and guidance. In addition, I also need to learn how to discipline students in group activities. I need to play a role to motivate them discipline in group activities.
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514 1 Conclusion In conclusion, maintaining discipline and order among students, particularly during group work in the English subject, presents a significant challenge for me. However, by implementing proactive classroom management strategies tailored to the specific dynamics of group work, it is possible to create a positive and productive learning environment. Clear expectations, collaborative norms, assigned roles, and consistent monitoring are essential components of effective classroom management during group activities. Additionally, promoting communication, addressing behaviour issues promptly, and providing positive reinforcement can help foster a sense of responsibility, respect, and engagement among students. By reflecting on classroom practices and making adjustments as needed, I can create an environment conducive to learning, collaboration, and academic success in the English classroom. Reference Bandura A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, , 1–26. [PubMed] [Google Scholar]
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514 1 JOURNAL WEEK 6 Title: : Importance of Differentiation Instructions in the Classroom Focused issued This week, the issue that I noticed was some pupils are still having difficulty completing the classroom activity. These pupils can actively participate in group activities, but they struggle when it comes to individual activities. Analysis Now that the classrooms have changed, and there are mixed skill levels of pupils in all the classrooms. These changes create challenges for teachers to be able to reach every pupil and their learning needs. Even though I simplified the activity for low achievers, they were stillstruggling to answer the worksheets. They still need guidance from me to answer the worksheet given. By implementing differentiated instruction, as a teacher, I could meet the needs of individual pupils with different skill levels in one classroom.The attitude displayed by the students involved is causing me to investigate the problem I am facing with the students. Some of the questions that come to mind are: • Are the students not interested in my lesson? • Why are they behaving this way? • What can I do to help these students? 4. Diverse Learning Styles and Abilities: Students in an English class often have varying levels of proficiency in reading, writing, and critical thinking skills. This diversity can make it challenging to ensure that all students are actively engaged and contributing meaningfully individual activity 5. Promote Positive Reinforcement: Recognize and praise students for demonstrating positive behaviour and for their work. Positive reinforcement help motivate students to stay on task and adhere to classroom expectations.
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514 1 Literature Review According to Carol Ann Tomlinson (2001), differentiated instruction “is not a recipe for teaching. It is not an instructional strategy. It is not what a teacher does when he or she has time. It is a way of thinking about teaching and learning.” Differentiated instruction is a set of educational practices that focuses on modifying the way educators approach instruction and pupil needs. Differentiated instruction is a teaching strategy that enables educators to modify their instruction to address the strengths and needs of a diverse set of learners. By implementing differentiated instruction, teachers could meet the needs of individual pupils with different skill levels in one classroom. Recommendation After analyzing the importance of differentiation instructions and activities in the classroom, Ibelieve that I should use a lot of visual support and flash cards. I should simplify the worksheets according to my learning preferences, needs, and interests, as well as their learning habits, so that my teaching and learning is more effective Resolution Time frame I will try to solve this problem within 2 weeks. Follow-up Action As a teacher, I am responsible for constantly providing encouragement and guidance. In addition, I should always improving my instruction delivery skills. Consulting with more experienced teachers will be helpful for me to improve in this area Conclusion Differentiated instruction requires a variety of materials and resources to be available for pupils with differing learning styles. However, preparation for these activities requires a lot of time. Reference Tomlinson, C. A. (2001). How to differentiate instruction in mixed ability classrooms. Alexandria, VA: Association for Supervision and Curriculum Development
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514 1 JOURNAL WEEK 7 Title: : Importance of Managing Emotions in Teaching Focused issued This week, the issue that I noticed was some of the pupils were so excited and uncontrollable, especially during group activities. Some of their inappropriate behaviour makes me stop the class a few times just to control the loudness of the pupils. Their attitudes disturb my emotions and it makes me angry while teaching. Analysis Teacher are role models for the pupils to regulate emotion appropriately in the classroom. But this week, it seems that pupils believe I am never angry, no matter how loud or naughty they are. It seems that pupils believe I am never angry, no matter how loud or naughty they are. Their voices were louder than me when they were doing the group activities. As a result, I have to raise my voice in order to get them to pay attention to me. It has really stressed me out and made me restless. By implementing differentiated instruction, as a teacher, I could meet the needs of individual pupils with different skill levels in one classroom.The attitude displayed by the students involved is causing me to investigate the problem I am facing with the students. Some of the questions that come to mind are: • Why are they behaving this way? • What can I do to help these students? 1.Classroom Atmosphere: Emotions are contagious. A teacher's emotional state can significantly impact the classroom atmosphere. If a teacher is stressed, anxious, or frustrated, it can create tension and discomfort among students. Conversely, if a teacher is calm, positive, and enthusiastic, it can foster a supportive and conducive learning environment. 2.Effective Communication: Emotions influence communication. Being able to manage one's emotions allows a teacher to express themselves clearly and effectively. It helps in articulating instructions, providing feedback, and resolving conflicts with students in a constructive manner.
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514 1 Literature Review According to Jantine (2013), the children in supportive, secure student-teacher relationships maintained more normal stress hormone patterns throughout the week Supportive relationships with teachers are believed to foster students’ engagement in learning activities and progress in academic achievement. Recommendation After analyzing the importance of handling the emotion, I believe that I should give random positive praises and compliment to the misbehave pupils. I also discuss this problem with my pupils and make rules that they should obey while in my class Resolution Time frame I will try to solve this problem with in 1 week Follow-up Action As a teacher, I should frequently advice the pupils to adhere to follow the instruction. On top of that, always motivate them by giving them rewards. I am being friendlier with them. What I noticed was, the children listen and respect us when we are respect and treat them equally Conclusion However, my relationship with my pupils became more closed as we get to know about each other and they behave better than they usually behave while in my class and it requires a lot of time too. Reference Jantine L. Spilt (2013). Dynamics of Teacher-Student Relationships: Stability and Change across Elementary School and the Influence on Children’s Academic Success.
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514 1 JOURNAL WEEK 8 Title: : Importance of Reading Focused issued This week, the issue that I noticed was that some pupils are still having problems with reading.My pupils' problems during my lesson was slow and labored reading, frequent stopping at unknown words, guessing, mispronouncing, and skipping words while reading. Analysis The inability to read affects the success level of my pupils. Therefore, when a pupil is not confident in reading, they have low self-esteem. When pupils stumble on words, are unclear about expectations, don't understand a text, or make incorrect responses, their weaknesses are exposed and their confidence crumbles. Therefore, they can’t do the activity given by me in the classroom Some of the questions that come to mind are: • What can I do to help these students? Lack of interest: If someone doesn't find reading enjoyable or engaging, they're less likely to make it a habit. This lack of interest can stem from various factors, including a limited exposure Lack of Interest: If someone doesn't find reading enjoyable or engaging, they're less likely to make it a habit. This lack of interest can stem from various factors, including a limited exposure to books during childhood, negative past experiences with reading, or a preference for other forms of entertainment. Limited Empathy and Understanding: Fictional literature, in particular, fosters empathy by allowing readers to experience the world through the eyes of diverse characters. Without engaging with these narratives, individuals may find it challenging to empathize with others who have different backgrounds and experiences. Literature Review According to Jantine (2013), the children in supportive, secure student-teacher relationships maintained more normal stress hormone patterns throughout the week Supportive relationships with teachers are believed to foster students’ engagement in learning activities and progress in academic achievement.
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514 2 Recommendation After analyzing the importance of reading, I believe that I should expose them to a variety of simple reading techniques. It helps them in gaining knowledge; they have an enhanced vocabulary; better writing and spelling skills; and are more articulate and effective communicators. Resolution Time frame 1 week Follow-up Action As a teacher, my goal is to motivate my pupils to love read so they will practice reading independently and become fluent readers. Conclusion Reading allows pupils to learn about the world through imagination. Reading also improves vocabulary and communication skills. As well as enhancing pupils' knowledge, reading also increases their inventiveness, builds their vocabulary, and generally improves their intelligence. However, I’m having a tough time getting pupils to be more self-directed in reading. Reference Ameyaw, Samuel Kwame, and Sylvester Kwabena Anto. (2018). Read Or Perish: Reading Habit Among Students And Its Effect On Academic Performance: A Case Study Of East bankSenior High School-Accra. Library Philosophy and Practice
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514 2 JOURNAL WEEK 9 Title: : Importance of Writing Focused issued This week, the issue that I noticed was that some of my pupils having problem in writing. They face difficulties in writing simple phrases and sentences. Analysis Lack of vocabulary has caused the pupils to face challenges in acquiring writing skills.Some pupils are also having trouble with basic grammar. Poor spelling is another cause of anxiety. Other than that, lack of exposure to books and reading material also causes my pupils to face difficulties in writing. Last but not the least, lack of motivationis another challenge faced by my pupils. • What can I do to help these students? Lack of interest: If someone doesn't find writing enjoyable or engaging, they're less likely to make it a habit. This lack of interest can stem from various factors, including a limited exposure Lack of Interest: If someone doesn't find reading enjoyable or engaging, they're less likely to make it a habit. This lack of interest can stem from various factors, including a limited exposure to writing during childhood, negative past experiences with writing, or a preference for other forms of entertainment. Literature Review According to Andrew (2019), writing is an important skill for language production. However, for second language learners, it is one of the most crucial and difficult parts of the process of learning, even at the tertiary level. This is because writing requires the writer’s full concentration and attention as well as the skills in writing like grammar mastery and sentence structure. Basically, the major issues faced by the pupils are related to their linguistic and cognitive skills. Second language learners also face cognitive difficulties in their writing. These include problems with punctuation, capitalization, spelling, content, and organization.
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514 2 Recommendation I use a few methods to overcome the writing problems among my pupils: asking them to say aloud what they are going to write about; composing a sentence orally before writing it; sequencing sentences to form short narratives; re-reading what they have written to check that it makes sense; discussing what they have written with the teacher or other students; reading aloud their writing clearly enough to be heard by their peers and the teacher. I can see a little bit of improvement by applying these methods. I always motivate them to be good writers. Resolution Time frame 1 week Follow-up Action As a teacher, I should always make sure all of my pupils can follow my daily lesson has been planned. None of them shouldn’t left out. Thus, I’m using all the methods to overcome the writing problems among my pupils. Conclusion I can see a little bit of improvement by applying these methods. However, it takes time and continued effort both from the teacher (me) and the pupils. Reference Andrew, S. (2019). The Importance of Developing English Writing Skills in Elementary Schools. The Graide Network “Teaching Elementary School Students to be Effective Writers.”
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514 2 JOURNAL WEEK 10 Title: : Teaching and Learning Focused issued The teaching materials that I bring to the class do not attract the attention of the students, andI noticed that the students' involvement was not very satisfactory. Therefore, some students responded less when performing the activities in the classroom. Analysis Teaching aids help to make the learning environment interesting and engaging. Teaching aids help teachers improve their quality of teaching in today's classrooms, while giving students the excitement they want. Images and sentence types that I brought to class were not enough to attract students' interest when performing activities in the classroom. The teaching material slightly hindered students' ability to respond well in my classroom. Therefore, they had a very limited role. Literature Review According to Radhika Kapur (2020), Attractiveness is regarded as one of the main characteristics of teaching-learning materials. When they will be attractive, the students willdevelop interest and enthusiasm and their mind-sets will get stimulated towards learning. Insome cases, when they are obtained, they are attractive, whereas, in other cases, they are made attractive by the instructors and the students. It is important for the teachers to know the correct methods to choose the best material for instruction and they should also knowhow make supplementary materials for the class, and how to adapt the materials
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514 2 Recommendation After analyzing the importance of teaching materials and suitable ways of developing them, Ibelieve that I should identify my pupils' learning preferences, needs, and interests, as well astheir learning habits, so that my teaching and learning is more effective. Resolution Time frame 1 week Follow-up Action As a teacher, I should always consider the students' learning preferences and interests when developing teaching materials. . Conclusion However, creating interesting teaching materials requires a lot of time. Reference Radhika Kapur. (2020). Teaching-Learning Materials: Significant in Facilitating the Teaching-Learning Processes
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514 2 5 LAIN-LAIN
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514 2 6 WEEK 1
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514 2 7 DAILY LESSON PLAN (RPH) 18.03.2024 A. TEACHING & LEARNINGDETAILS Subject English Date 18.03.2024 Time 8.00-9.00 am (Monday) Class 5 Number of pupils 0/15 Theme World of Self,Family and Friends Topic Free Time Skill/Focus Main-Speaking Complementary -Listening Language Focus Speaking and Listening Prior Knowledge Outdoor experiences Content Standard 1.2 Understand meaning in a variety of familiar contexts. 2.1 Communicate simple information intelligibly Learning Standard 1.2.2 Understand with support specific information and of simple sentences. 2.1.1 Give detailed information about t. Learning Objective By the end of the lesson pupils will be able to: 1.Say what they like to do on a specific days. 2.Listen to the friends information about their free time. Assessment Task sheet/ A “Quick Memory Game” Thinking Habits (HOTS/KBAT) Understanding Cross Curricular Elements (CCE) Information and Communications Technology(ICT) Value Application Self-reliance Teaching Aids (TA) Textbook, Arts in Education Role Play
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514 2 8 Soft Skills (SS): / Communication Skills / Critical Thinking and Problem-Solving Skills Lifelong Learning and Managing Information Skills Social Skills / Ethics and Moral Entrepreneurship Skills / Leadership Skills Current Pedagogy (CP): / Contextual Learning Project Based Learning Problem Solving Based Learning Brain Based Learning 4C or 7C/3R/3M Competencies Exploratory Learning Inquiry Based Learning / Cooperative Learning Self-Directed Learning B. TEACHER DETAILS
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514 2 9 Steps / Time (Minutes) Content Teaching & Learning Activities Remarks Set Induction a)Pupils role play -free time activities. - wear fancy dress This is an interesting topic that we are going to learn about today. 1.Teacher greets pupils and makes short interaction. 2.6 pupils role play a scenario and the others brainstorming their ideas about today’s topic. 3.Pupils guess the topic. 4.Pupils get a gift if answer correctly. 5.Teacher introduces today’s topic which is a free time activities. 6.Teacher plays a short video about “free Time activities. TA: Role play, laptop,slides, video ,Fancy dress SS: Communication skill CP: Contextual learning Shows an CCE:ICT VALUE: Responsible Step 1 Presentation b)Important key words . -What is this picture? - How? - HOTS question - Opinion -Feelings 1.Teachers shows an example of free time activities in screen. 2.Teachers guideline students with ask some question based on free time activities. 3.Pupils play a “show and tell’game while read the screen. HOTS : a) How u manage to do free time activities? 3.Teacher gives task sheet to pupils. 4.Pupils said the free time activities in task sheet. 5.Teacher gives reward stickers if pupils said correctly. TA: Screen, Task Sheet. SS: Critical Thinking and problem Solving Skills. CP: Cooperative Learning CCE:ICT : VALUE: Responsible Step 2 (Practice) a) Complete a mind map b) Envelopes 1.Teachers show a mind map . 2.Teachers prepares the words of the free time activities and put inside the envelopes. 3.Teacher uses wheel of names application to choose the pupils. 4.Then, teacher shows some colourful TA:Colourful envelopes,wheel of names, mind map, laptop SS: Critical Thinking and problem solving
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514 3 0 - Choose the pupils using wheel of names application. envelopes to the choosen pupils. 5.The pupil open the envelope and read the words loudly with pictures. 6. Then, the pupil listen and write the friend free time activities on the mind map. 7.The steps repeat until they complete all the words in mind map. 8.Teachers discusses the answer based on picture. 9.Pupils collect their reward stickers. skills. CP:Cooperative learning CCE:Ii CT: Wheel of names applicati on VALUE:Responsi ble Step3 Production Group activity -Each group consist of 5 pupils. Example: I like to swim on Monday 1Teacher give a group work. 2Pupils come to the front and pick up a flash card from magic box. 3.Based on the flash card the pupils will makes action in group and other group guess the action. 4.Pupils in group using the picture, will say out simple sentence. 5.Teacher reward them. ‘6.Pupils write the free time activities in notebook. TA: Magic Box SS:Critical Thinking and Problem Solving skills. CP: Cooperative learning CCE: iICT: VALUE:Responsi ble Closure Teacher conducts a “quick Memory Game” Teacher plays a song. 1.Teacher conducts a “Quick Memory game” 2.Pupils recall back the lesson. 3.Teacher play a song about fun learning “free time activities” 4.Pupils sing together the song. 5.Pupils do some actions for song. 6.Pupils enjoy the song. 7.Teacher wrap up the lesson in the ending of the song. TA:Song, Laptop , Speaker SS.Critical Thinking and Problem Solving Skills. CP:Cooperative learning ICT : Youtube, video, Laptop VALUE: Responsible.
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514 3 1 Students’ Reflection: This lessonwas not able conduct because teacherin MedicalLeave.This lessonwill conduct onWednesday (20.3.2024) Mentor’s Remark: Supervising Lecturer’s Remark: Note: This is a general Daily Lesson Plan (RPH). Any amendments depend on the needs of their respective core/elective areas.
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514 3 2
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514 3 3 DAILY LESSON PLAN (RPH) 20.03.2024 A. TEACHING & LEARNINGDETAILS Subject English Date 20.03.2024 Time 10.20 -11.20 (Wednesday) Class 5 Number of pupils 15/15 Theme World of Self,Family and Friends Topic Free Time Skill/Focus Main-Speaking Complementary -Listening Language Focus Speaking and Listening Prior Knowledge Outdoor experiences Content Standard 1.2 Understand meaning in a variety of familiar contexts. 2.1 Communicate simple information intelligibly Learning Standard 1.2.2 Understand with support specific information and of simple sentences. 2.1.1 Give detailed information about text. Learning Objective By the end of the lesson pupils will be able to: 1.Say what they like to do on a specific days. 2.Listen to the friends information about their free time. Assessment Task sheet/ A “Quick Memory Game” Thinking Habits (HOTS/KBAT) Understanding Cross Curricular Elements (CCE) Information and Communications Technology(ICT) Value Application Self-reliance Teaching Aids (TA) Textbook, Arts in Education Role Play
SEKOLAH JENIS KEBANGSAAN (TAMIL) RAMATHASAR - PUAN RANI A/P VEDIAPPAN - 841028025514 3 4 Soft Skills (SS): / Communication Skills / Critical Thinking and Problem-Solving Skills Lifelong Learning and Managing Information Skills Social Skills / Ethics and Moral Entrepreneurship Skills / Leadership Skills Current Pedagogy (CP): / Contextual Learning Project Based Learning Problem Solving Based Learning Brain Based Learning 4C or 7C/3R/3M Competencies Exploratory Learning Inquiry Based Learning / Cooperative Learning Self-Directed Learning B. TEACHER DETAILS