NOTES OF WEBINAR: HOW TO ENGLISH: BRIEF RECIPE ON BECOMING A BETTER ESL TEACHER DATE: 19 October 2023 TIME: 4:00 P.M. - 5:30 P.M. SPEAKER: Mr. Ahmad Haiqal Hafifi Bin Hasman (English Language Teacher SK Padang Hiliran, Terengganu) MODERATOR: Muhammad Adibhakimi Bin Mohd Khairie (Trainee Teacher of IPGKBA) EXECUTIVE SUMMARY: Trainee teacher of TESL need to be expose to the reality of the English Language teaching. This seminar provides the participants with the experience and knowledge that the speaker has faced throughout 6 years teaching experience. Introduction of the speaker - Mr. Ahmad Haiqal Hafifi Bin Hasman - Alumni IPGKBA Intake 2012-2017 - Posted to Kota Tinggi Johor - Currently serving as English Language Teacher SK Padang Hiliran, Terengganu - Participated in variety English Language Programmes In Terengganu - Currently working on “Guru Cemerlang DG44” - “Jurulatih Utama” English Language Training Programme for teachers in Kuala Terengganu - Panelist for English Language Assessment Instrument Terengganu - Awarded as Ikon Guru Muda Daerah Kuala Terengganu Speaker Slot: Goals of session Sharing knowledge, pedagogies, and challenges in English language education. Hence, the
objectives of the webinar are as follows: Participants will be able to: 1. Understand and Implement teaching pedagogies in English language teaching through the sharing session and the micro-teaching session. 2. Discuss and solve current and recent challenges faced by teachers in English language education Why is the English language still a problem for Malaysians, even after 13 years of schooling? What are we doing wrong? The speaker start wondering the question “Why is the English language still a problem for Malaysians, even after 13 years of schooling? What are we doing wrong?” since teacher trainee. He care about the education in Malaysia. Caring about education is the reason why people are enrolling in IPG. Everybody start with earlier education for 6 years in primary education. Some of us even entered pre school, ‘Pra sekolah’ or kindergarten for 2 years. Total about 8 years. Plus another 5 years for secondary school, but why people still generally on average in the teaching field still having problem in English Language? Need to look back to the starting point of being a teacher? 1. The ingredients according to Mr. Haiqal ● Create and develop your ‘roh’ for a teacher 1) Do everything related to teaching with passion 2) Be very detail. Observe every aspect in teaching 3) Do reflection for everything 4) Be the main resource in class. Do not depend too much to teaching aids and others ● Have complete control over the class 1) Pupils do not have to like you, they just need to trust you 2) Be assertive so they know you mean business (Insist on teaching and delivering knowledge) 3) Complete control allows for every other approaches ● Can proceed with other approaches/activities
● Have to instil a little bit fear in pupils ● Always be flexible ● Understand language development process 2. The ‘Roh’ ● English teacher must be an entertainer ○ Use your talent ○ Express and show yourself in class ○ It can be singing, guitar and others ○ Do not be boring ● You are the most important teaching resource ● Distinguish yourself from other teacher 3. Be flexible ● Knowing all method is good ○ Be a proficient teacher ○ Know your things as teacher ○ Differentiate the way or approach to teach your pupils. Different year of pupils need different teaching strategy 4. Language Development ● Learning vs Acquisition a) Language can be obtained through 2 ways: L & A b) Mostly ipg focus on learning way only ● Language Milestone ● Allow silent period ○ Teachers and teacher trainees need to know about it. Read a lot of information about it. 5. My Actions: Creating a Verbal Language Rich Classroom I. Less written, More spoken ● Allow pupils to listen to ans speak as much English language as possible before moving on to reading and writing ● Discussion session with pupils ● Collect their answer until pupils have the grasp of the learning content ● Help pupils to deliver the message their couldnt ● It is a very slow process, but worth it. ● No Instant result II. Focus on Producing Comprehensible Input ● Making myself (with all my resources and styles) as comprehensible as possible
● Expressive talk (Use body language, hand gestures, face expression and others) III. Extend Textbook Functionality ● To ensure to stay in line with curricular content ● Mr Haiqal Pro Textbook ● Try to maximize the usage of Textbook to align with Curricular IV. Combating The Affective Filter ● Constant attempt to break the language barrier to eliminate the language environment fear ● Affective filter that block people to learn something 6. Result: Exponential Improvement in 1) Verbal comprehension 2) Pupils’ confident and comfort in being in English speaking environment 3) Vocabulary 4) Lesson Is Perceived more effectively due to stimulation of multiple sensory input 5) Subconcious “It- Sounds-Right” ability 6) Verbal Comprehension The Reality of The English Language Education in malaysia Expectations Vs Reality 1) Linus Programme (Reading Writing and Calculating) ● Focuses only on reading and writing right from year 1 ○ No meaningful language context merely focusing on the ability to read and write ● Language acquisition should be considered in teaching and learning English ● The first 4 week has to starts with phonic session (Reading) ● Alphabet, word sounds and others ● Same concept as Reading Al Quran (starts with letter, sounds, how to pronounce and others) 2) UPSR ● The efforts has always been (since the beginning) teaching to the test ○ Structural and grammatical drilling( Good to score A for exam but doesnt help in developing verbal language) ● Ujian Akhir Sesi akademik ● Problems: We are not exposing the younger one with verbal language becaus the focus only on exam, focus on the pupils who taking exam 3) Curriculum Framework
● Give equal weightage on all language skills from yearf 1 - year 6 without gradual emphasis ○ Doesnt align with the Critical Period Hypothesis posted by many ● Teachers nowadays are too focus on finishing the syllabus ● The key is to expose students early. The Reality 1) Johor Education Spectrum 2) No one takes a junior teacher seriously 3) I need better platform to voice out my opinion Personal Experience (Problems) 1) The Governing Bodies need Instant Result a) Practicing language acquisition training b) Mr Haqal Personally ask to teach year 1 c) He want to develop English language in them d) Difficult to produce instant result 2) Combating Disappointment-circling Back to Previous ways a) Fighting the dissapoinment b) Sometimes kids doesnt respond or reacts to your teaching c) Answering ‘majikan’ why things are bad d) Puts emotion aside 3) Affective Filter Too Thick a) Study more about Affective Filter b) Critisism from other teachers 4) My Method wasnt given fair Assessment - No Oral Test At school level only PBD Q&A Session Questions from participants 1. Tuan Shafrina Aminie (Teacher trainee from IPGKBA) ● Have you ever taught any overcrowded class? How do you manage it? Answer: Depends on our definition on overcrowded. In Korea, 15 pupils already consider overcrowded. In Malaysia 40 is considered overcrowded. Mr Haiqal teach 37 pupils which he is currently
teaching, back at his school. Practice class streaming. It is not consider as problem for school that practice class streaming because usually the crowded class in the good one because class streaming practice . In addition, teachers have to master the classroom control. Manage class properly. Control the misbehaviour pupils. Be assertive in the class. Teachers must address the misbehaviour pupils. Make sure everything is under control before starting any activities in class. 2. Nasha (Teacher Trainee from IPGK Tun Hussein On) ● What is the most challenging event that you ever faced? Answer: In 2018, Mr. Haiqal assumed the responsibilities of a dedicated educator, tirelessly engaging in classroom instruction, and undertaking multiple tasks concurrently such as LINUS programme. As the soleteacher, he grappled with the complexities of teaching diverse student populations, a challenging feat for an educator in the early stages of his career. Throughout the entire year, Mr. Haiqal encountered arduous circumstances, navigating the multifaceted demands of the teaching profession. It is a problem to manage classrooms when there are too many workloads need to be done. 3. Siti Noramira (English teacher, Pahang) ● How you overcome pupils’ passiveness? Especially in rural area school it’s quite a challenge to me Answer: Classroom activities is one of the key to a fundamental strategy in mitigating passivity among pupils. The passive pupils usually come from the family background that doesn’t really promote the jovial situation. However, as a teacher, you are the manager in the class, the planner in the class. Mr Haiqal believes the only way to prompt the passive pupils to actively participate in the classroom activity is making variety of classroom activities or classroom approaches. The activities implemented should be dynamic, enjoyable, and captivating. The pupils exhibit an innate inclination towards activity, necessitating a corresponding level of energy and enthusiasm from teachers. To foster a vibrant learning environment, it is imperative to refine the methods employed, ensuring the creation of stimulating and engaging activities. 4. Siti Aisyah (Teacher trainee from IPGKBA) ● Have there ever been any inclusive students in your class? If so, how do you cater to the pupil's needs? Answer:
Mr. Haiqal's teaching career has been exclusively centered around two integrated schools. His pedagogical approach involves the use of Differentiated Instruction, characterized by varied teaching methods, distinct tasks, and multiple modes of explanation. This approach ensures that every student's unique learning needs are addressed, including those who may be more advanced, particularly among inclusive students. Adaptability is a key element in catering to various pupils' needs and inclusive pupils.