INSTITUT PENDIDIKAN GURU KAMPUS TUN HUSSEIN ONN, 80009 BATU PAHAT, JOHOR DARUL TAKZIM PRKA3151 SCHOOL BASED EXPERIENCE I (SBE I) TASK 1: PORTFOLIO Name : Nur Irsha binti Shahidan Suresh I/C No. : 030924-01-1808 Index Number : 2021292340502 Programme : Bachelor's Degree in Teaching (PISMP) Intake : June 2022 Unit : TESL SBE Supervisor : Miss Nenny Djuhara binti Johari Due date : 27 June 2023 STUDENTS ACKNOLEDGEMENT I acknowledge that this coursework assignment is my own work except for quotations and summaries, each of which I explain the source. Signature :__________________________Date : _____________________ EXAMINER MODERATOR Mark Mark Signature Cop Signature Cop Date Date STUDENTS CONFIRMATION I confirm that I have read and understood the feedback given by the lecturer. Signature:__________________________Date : _____________________
2.0 Biodata 2.1 Name of Institute of Teacher Education Institut Pendidikan Guru Kampus Tun Hussein Onn 2.2 Photo 2.3 Student Name Nur Irsha Binti Shahidan Suresh 2.4 Identification Card Number 030924-01-1808 2.5 Permanent Address No.35 Jalan Setia 11/8, Taman Setia Indah, 81100, Johor Bahru, Johor. 2.6 Phone Number and Email Phone: 011-39209307 Email: [email protected] 2.7 Intake and Specialisation Intake: June 2023 Specialisation: TESL (SK) 2.8 Year and Semester Year 1 Semester 3 2.9 Dates of SBE 11 June 2023 – 22 June 2023
Attachment 2-14 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 Taman Daya 3, Jalan Sagu 36,Taman Daya, 81100, Johor Bahru, Johor, Malaysia. 2 School Telephone Number +6073579640 3 Email Address/ School Website [email protected] 4 Location (Urban/ Rural) Rural 5 Headmaster/ Headmistress’s Name Yusnita binti Mohd Yunos 6 Senior Assistant of Administration’s Name Azilah binti Mat Top 7 Senior Assistant of Student Affairs’s Name Siti Mariam binti Salam 8 Senior Assistant of Co-curricular Activities’s Name Muhammad Afifi bin Endut 9 Afternoon Supervisor’s Name Mohd Nasaruddin bin Mohd Nawawi 10 School Grade/ Level B 11 Number of teachers Male: 31 Female: 67 12 Number of Teachers According to Academic Qualifications Graduates: 95 Non-Graduates: 3 13 Number of classes 8 14 Average Class Size 30 pupils 15 Total Number of Pupils 1646 Malay Chinese Indian Others Male 588 4 18 91 Female 883 3 20 39 16 Any other interesting information about this school
School Mission School Vision School Signboard
School Plan School Organisation Chart
3.0 Professional Statement 3.0.1 Before SBE I have been assigned to undergo School Based Experience (SBE) 1 for two weeks, beginning June 11th and ending June 22nd. I am doing in person SBE as a PISMP trainee teacher for the June 2022 intake. Due to several factors, such as the strategic location of the school being only 10 minutes from my house and the familiar environment, I have chosen to undergo my SBE at Sekolah Kebangsaan Taman Daya 3, which is located at Jalan Sagu 36, Taman Daya. On May 29, at 9am, the June 2022 intake group assembled at IPG Tun Hussein Campus' Seri Budiman Hall to listen to a briefing in preparation for SBE. We are informed about what needs to be done during the SBE, as well as explanations about the duties that must be completed and self-preparation to attend the individual's chosen school. This is done so that all trainee teachers may go through SBE smoothly and systematically, as well as make the most of their two weeks at school. The practicum unit has also created the appropriate documentation, which has been published to Google Drive for easy access by all trainee teachers. Through this programme, the novice teachers will be able to understand the school as an educational institution and the role of the teacher in the classroom to carry out theoretical and practical practises in teaching and learning in accordance with the requirements of the National Education Philosophy. This will be done through various methods, namely observation, document analysis, reflections, student behaviour, school management, and classroom management in schools. To summarise, trainees who complete the SBE programme will be able to grasp how instructors educate, how students learn, and how school administration works. I had prepared all the paperwork that was required to be handed to the headmaster of SK Taman Daya 3 school before the SBE, such as an identity form, a notice letter to conduct the SBE, and the SBE guidelines. These materials were created in advance by the practical unit and will serve as guidance for the chosen school's administration as well as a permission slip to undertake SBE at said school. Furthermore, I have made additional separate preparations in terms of organising and developing an implementation strategy that will be carried out across SBE. This preparation was made in accordance with the task checklist and task instructions. This is so that I can complete the information pursuit procedure without difficulty. I also discussed with my group members to obtain extra information and ensure that the information gathered is accurate. Overall, I have done a significant amount of study and research beforehand in order to create a portfolio that meets all the requirements and is capable of preparing me to complete the SBE with ease and confidence.
3.0.2 During SBE While undergoing school-based experience at SK Taman Daya 3, I have collected a lot of information through several methods such as observation, checklist, survey questionnaire and interviews. To ensure efficient operation of the school administration, four charismatic and capable administrators oversee it. Important positions include the principal, Mdm Yusnita binti Yunos, the senior assistants to the administrators, Mdm Azilah binti Mat Top, the senior assistant to student affairs, Mdm Siti Mariam binti Salam, and the senior assistant to curriculum, Mr. Afifi bin Endut. There are 98 teachers in total at this institution, 67 of whom are women and the remaining 31 are men. This shows that most of the teachers here are female teachers. I have conducted a few classroom management observations while attending SBE with the help of the school I attended in year 4, 5 and 6. Each year has 7 classes, with the exception of year 4, which has 8 classes. I was able to find answers to various SBE assignment-related issues through observation and interviews. In order to complete the project, I interviewed and observed a class conducted by the Head of English Department, Mdm Nur Iffah Nabila binti Ibrahim. This is to gather information on the implementation of Teaching Standard 25 (TS25) in the classroom. The tour done showed me the school conducive environment that is suitable for teaching and all the various aids that could be used by the teachers to conduct effective teaching such as sports gear, art supplies, scientific apparatus and a computer lab. The classrooms itself is equipped with a whiteboard and reading corner. Besides that, I have also observed the application of 1 Student 1 Sport in the school through the practice of Annual Sport Event and Masa Senggangku Programme under the Media Unit of the school. These activities are well organized by the teachers in-charge and most of the students enjoyed and benefited from them. Overall, my school-based experience at SK Taman Daya 3 provided valuable insights into the school's administrative structure, classroom management practices, and the emphasis placed on both academic and physical education. The dedication of the school's administrators and teachers, along with the well-equipped facilities and engaging activities, contribute to a positive and enriching learning environment for the students.
3.2 Report on the Implementation of Focused Activities BIL DATE ACTIVITIES 1. 11 June 2023 (Sunday) • Report to the principle at the principal’s office. • Short briefing by the principle, the assistant principle and cocurricular senior assistant teacher. • Attended weekly assembly and appointment of student leaders at the assembly compound. • Tour the school grounds. • Meeting with assigned mentors. • Collect school’s information: o Organisation chart. o School’s management. o School’s amenities and special rooms. o School’s history. 2. 12 June 2023 (Monday) • Attend school for school-based experience 1. • Take attendance at the principal’s office using punch card. • Interview with the schools’ counsellor at the counselling room on the topic of ‘Anak yang Baik lagi Cerdik’ (ABC). • Interview with the head teacher of English language department about CEFR. 3. 13 June 2023 (Tuesday) • Attend school for school-based experience 1. • Take attendance at the principal’s office using punch card. • Observed English class conducted by the head teacher of the English language department. • Observed and took notes on the TS25 techniques used in teaching and learning session. 4. 14 June 2023 (Wednesday) • Attend school for school-based experience 1. • Take attendance at the principal’s office using punch card. • Assist teachers at the field for 1 Student 1 Sport event. • Interviewed and co-curricular senior assistant teacher on 1 Student 1 Sport. 5. 15 June 2023 (Thursday) • Attend school for school-based experience 1. • Take attendance at the principal’s office using punch card.
• Interviewed the school head security guard and asked about the school community and safety. 6. 18 June 2023 (Sunday) • Attend school for school-based experience 1 during the evening session. • Take attendance at the principal’s office using punch card. • Attend school’s weekly assembly at the op • Interviewed the head of remedial teacher on MoLIB. • Assisted the librarian on a briefing with the students on MBMMBI programme and observed ‘Masa Sebggangku’ programme at the library. • Interviewed the school’s librarian on the programmes held. 7. 19 June 2023 (Monday) • Attend school for school-based experience 1. • Take attendance at the principal’s office using punch card. • Interviewed Head of Students Affair. 8. 20 June 2023 (Tuesday) • Attend school for school-based experience 1. • Take attendance at the principal’s office using punch card. • Observed and assisted the teachers in giving out milk to the students that are in the Rancangan Makanan Tambahan (RMT) programme. • Interviewed the teacher in charge of the RMT programme. 9. 21 June 2023 (Wednesday) • Attend school for school-based experience 1. • Take attendance at the principal’s office using punch card. • Head to the field for Annual sports training. • Assisted teachers in charge in conducting the training. • Interviewed the physical education teachers about the school’s Annual sports event. 10. 22 June 2023 (Thursday) • Attend school for school-based experience 1. • Take attendance at the principal’s office using punch card. • Toured the school for the last time and took pictures as proof of observation. • Met with the assistant principle for farewell ceremony. • Collected necessary documents from assistant principle. • Hand in the punch card to the school’s clerk • Said farewells and head home.
4.2 Observation One of my main methods in collecting information would be observation. From my observation I have notice how the school environment is very conducive and suitable for a successful learning for students. The school has an open compound that is used for a lot of activities namely weekly school assembly, Appointment of Student Leaders Ceremony, ‘Masa Senggnagku’ Programme, milk distribution for RMT students and many more. SK Taman Daya 3 Open Compound Masa Senggangku Programme Milk Distribution for RMT Students Weekly School Assembly Appointment of Student Leaders Ceremony
I have also discovered many amenities and special rooms in the schools that are in constant use by the teachers and students. These rooms can assist teachers in making learning more technology friendly and interactive such as the television room and the computer lab. Besides that, there are also rooms that such cater to specific subjects such as the science lab, the art room, library, sports supply room, J-QAF room and many more. These rooms help teachers to teach the specific subject with aid such as scientific apparatus, art supplies, sport supplies and books. There is also a closed hall used to conduct assessments and any smallscale programs as the hall is not big. Treatment Room Art Supplies at Art Room J-QAF Room Inside of J-QAF Room Closed Hall Inside of Closed Hall
Science Lab Computer Lab Library Inside of Library Conference Room Recovery Room
Mosque Sports Supply Room I have also observed the class condition and environment during classes and outside classroom hours. The condition of classes is average as there are many repairments that could be done to improve its condition. Some repairments include repainting the walls, cleaning the table surface that is filled with marks and refurbish the doors that are deteriorating. Since the class condition depends on the class teacher’s initiative, the classroom condition varies from slightly bad to very good with the numbers of slightly bad is very small. Besides that, most of the classroom are well equipped with whiteboards and reading corner. The cheerfulness of each classroom is also very good. Environment During Class Environment of Classroom
Reading Corner Notice Board Notice Board The surrounding area of the school was diligently maintained by the staff. One notable feature was a botanical garden cared for by students and the school gardener, offering a variety of plants as a peaceful retreat. Near the canteen, a mini gym provided an outdoor space for physical activities. Behind the school building, several tables offered a spot to rest and reflect. The school field had a football goal and a cement court for futsal or handball games, fostering camaraderie and competition. Additionally, a serene fish pond housed colourful fishes, adding natural beauty. These elements showcased the school's commitment to a holistic educational experience, enabling students to connect with nature, stay active, and create lasting memories in their surroundings. The well-maintained areas surrounding the school provided opportunities for students to explore, enjoy, and maximize their educational environment.
Botanical Garden Seats Behind School Building Mini Gym
School Fish Pond School Signboard School Field School Court
4.2 Checklist Checklist for Data Collection in SK Taman Daya 3 Class Facilities Checklist NO. Subject Yes No Notes 1. Notice board • School vision and mission / • Class rules / • Class timetable / 2. Class cheerfulness / 3. School amenities • Desks and chairs / • Dustbins / • Lights and fans / • Clock / • White board / • Reading corner / Currently undergoing repairments due to water damage. 4. School cleanliness • Classroom / • Special rooms / • Student’s toilets / • Teacher’s toilets / • Canteen / • School area and surrounding /
Character Checklist of Techers in School NO. Subject Yes No Notes 1. Collaborations • Work in groups / • Help each other / 2. Respectfulness • Greets each other / • Obey rules / • Respect the rights of others / • Listen and discuss views / 3. Responsibility • Handles task professionally / • Complete task on time / Teachers are highly punctual • Keeps the environment clean / • Independent and confident / Character Checklist of Students in School NO. Subject Yes No Notes 1. Motivation in learning • Hardworking / • Put effort in completing tasks / • Thinks creatively and critically / 2. Responsibility • Attends class on time / High record of low and late attendance • Complete task / • Keeps the environment clean / • Takes care of school property /
4.4 Survey Questionnaire I conducted a comprehensive survey questionnaire to evaluate the effectiveness of the Common European Framework of Reference for Languages (CEFR) in the context of language education. The CEFR serves as an internationally recognized standard for describing language proficiency and skill levels, utilizing a comprehensive six-point scale that ranges from A1 for beginners to C2 for individuals who have achieved mastery in a particular language. In Malaysia, the CEFR-aligned curriculum and syllabus were officially implemented in all primary and secondary schools in 2017, marking a significant milestone in language education reform. To gather valuable insights, I utilized a Google Form as the survey medium, which was specifically designed for 5 English Language teachers from various Malaysian schools to provide their feedback. By targeting teachers directly involved in the implementation of the CEFR-aligned curriculum, the survey aimed to capture their firsthand experiences and perspectives. The obtained results offer a valuable snapshot of the current situation. They provide an overview of the teachers' perceptions, experiences, and attitudes towards the CEFR and its impact on language education in their respective classrooms. By analysing the responses, it becomes possible to identify trends, strengths, and areas for improvement. Through this survey, we hope to gain deeper insights into the practical implications and effectiveness of the CEFR implementation in Malaysian schools. This information will enable us to refine and enhance the CEFR-aligned curriculum and provide the necessary support and resources for teachers to maximize its benefits. Ultimately, the survey results will contribute to ongoing efforts to continuously improve language education standards in Malaysia and ensure that learners receive the best possible language learning experience aligned with international benchmarks. Question 1:
Question 2: Question 3: Question 4:
Question 5: Question 6: Question 7:
The results obtained from the feedback survey indicate a predominantly positive response regarding the effectiveness of the Common European Framework of Reference for Languages (CEFR). The majority of feedback responses, falling within the 3, 4, and 5 rating scale, suggest that the English teachers at SK Taman Daya 3 are generally comfortable with implementing the CEFR and recognize its value as an effective assessment tool. This positive trend reflects the successful integration of the CEFR into the teaching practices of the school. However, it is worth noting that there were a few questions that received average feedback, particularly concerning the perceived impact of the CEFR on lesson planning and classroom implementation. In these cases, a significant portion of the feedback indicated a rating of 3, suggesting some areas for improvement. It seems that further clarification may be needed to ensure a more systematic approach to lesson planning and implementation using the CEFR. Addressing any confusion or uncertainty surrounding the practical application of the CEFR in the classroom would be beneficial for the teachers and students alike, fostering a more cohesive and effective language learning environment. Overall, while the majority of the feedback showcases the successful implementation and effectiveness of the CEFR, the responses also provide valuable insights into areas where additional support and guidance can be provided. By addressing the concerns and enhancing understanding regarding lesson planning and implementation, the benefits, and positive outcomes of the CEFR can be further maximized within the context of SK Taman Daya 3.
5.1 Discussion with School Administrators COLLABORATIVE/ INTERACTION/ DISCUSSION RECORD (School Manager/ Teacher/ Lecturer/ School Staff/ Interviewed Pupil) SCHOOL BASED EXPERIENCE Date: 14 June 2023 Time: 1p.m. Title/Subject: Problems in Holding the Annual Sports Day. Discussion Issue(s) Proposed Action(s) • Students' activity levels have decreased since the Covid outbreak. This is based on the history of participation and the notably lower number of volunteers and athletes in each sport. • The field at SK Taman Daya 3 cannot accommodate all the pupils or the necessary sports activities. This is because the field is so small. A further issue with holding the Sports Day could be the present weather, which has been too hot for outdoor activity. • Start a campaign to educate students about the value of exercise and its benefits for their general health and wellbeing. Providing rewards Encourage engaged students to continue participating by praising them and rewarding them with certificates, badges, or other kinds of recognition. • En Afifi, the department's head for cocurricular activities, suggested holding the sports day at the Educity Sports Complex. The sizing problem would then be resolved. He also suggested that it to take place at night so that the weather wouldn't be an impediment. Signature : _________________________________________ Name : En. Mohammad Afifi bin Endut Position/ Role : Co-curricular Senior Assistant Teacher
COLLABORATIVE/ INTERACTION/ DISCUSSION RECORD (School Manager/ Teacher/ Lecturer/ School Staff/ Interviewed Pupil) SCHOOL BASED EXPERIENCE Date: 19 June 2023 Time: 10 a.m. Title/Subject: Effectiveness of ‘Guruku Penyayang’ Programme Under Students Affair. Discussion Issue(s) Proposed Action(s) • For the past year, Pn. Siti Mariam has served as senior assistant for student affairs. • One of the major problems that is currently being handled by Pn Siti Mariam is the late attendance by the students even after numerous orders and warnings given by the head of discipline teacher. • Since the Covid outbreak, students’ attendance has shown a major decline. This can be said to be because parents and students are used to online learning and take the matter of student’s attendance lightly. • One of the efforts of this programme is to wait and welcome students as they enter the building at the school gate. This programme will boost students' motivation because the head of student affairs herself will meet them in a positive and friendly manner. Furthermore, this may assist students in not being late for school, as they will be confronted by the head of student affairs if they are. • The next initiative is by encouraging teachers to be always be welcoming and friendly towards the students. This is so that the teachers can create a strong bond and connection with the students. This would also create a fun learning environment for not only the students, but teachers too. Since the teachers hold no power on whether the students attend school or not, this initiative motivates students to come to school as it is fun and enjoyable for them. Signature : Name : Position/ Role :
5.2 Discussion with Mentor COLLABORATIVE/ INTERACTION/ DISCUSSION RECORD (School Manager/ Teacher/ Lecturer/ School Staff/ Interviewed Pupil) SCHOOL BASED EXPERIENCE Date: 12 June 2023 Time: 9 a.m. Title/Subject: Issues in the English Language learning Discussion Issue(s) Proposed Action(s) • Mdm Iffah has been a teacher at SK Taman Daya 3 for six years, and she has served as the department's head for three of those years. • She encountered numerous difficulties while working as an English teacher for grades 4,5, and 6. One is how tough it is to complete the syllabus within the allotted time, as well as how packed the syllabus is. • The Ministry of Education (MOE) has also switched from UPSR to UASA for the assessments. The assessment itself is not as difficult as the one that came before it, but its introduction and change are difficult because the students may find it challenging to adjust. • The cultural content of the textbooks is noticeably unbalanced in favour of western culture. Students find it challenging to connect current learning topics with their everyday life as a result. • The Ministry of Education controls the overloaded syllabus, so teachers are powerless to alter it. Teachers need to be more aware of how much time they are using and set aside enough time to cover all the topics. Additionally, they could work together with other English teachers to cover all the subjects that might have been overlooked. • In order to familiarise students with the new assessment format, teachers should conduct numerous activities and practises in it. • Techers should voice their worries about the cultural imbalance in the textbook. For the time being, teachers might use it as a chance to educate students about various cultures rather than alienate these cultures. For students to comprehend it better, teachers should also make cultural connections. Signature Name : Nur Iffah Nabila binti Ibrahim Position/ Role : Head of English Language Department
5.3 Discussion with Other Teachers COLLABORATIVE/ INTERACTION/ DISCUSSION RECORD (School Manager/ Teacher/ Lecturer/ School Staff/ Interviewed Pupil) SCHOOL BASED EXPERIENCE Date: 12 June 2023 Time: 12 p.m. Title/Subject: The Implementation of ‘Anak yang Bijak lagi Cerdik’ (ABC) Discussion Issue(s) Proposed Action(s) • Mdm Syazwani has been a counsellor at SK Taman Daya 3 for 3 years. She has conducted many programmes such as talks and seminars for both students and teachers. During January of 2023, she has briefed and explained to all the students on ABC during a talk under the counselling department. • The Ministry of Education (MOE) launched this effort to make sure that character development in schools places a priority on upholding moral principles. Developing trust between parents and teachers is one of the measures towards attaining its objectives. The parents, on the other hand, are now fully dependent on the teachers and do not care as much about their children's education. • In order to properly accomplish its objectives, this project should be a continuous practise. However, some teachers fail to implement it in the classroom, which causes the students to overlook and forget its practises. • The ABC programme should be explained to parents in some way so that they can also incorporate its practises into their children's daily lives. Every teacher ought to periodically inform the parents of their students' development. This is a terrific tool to monitor the progress of the pupils as well as encourage parents to become more involved. • Teachers should attend the student seminar and talks on the ABC programme to promote its use in schools. In order to update the parents on their child's development, they should also be aware of the students' progress. This way, the programme will become an ongoing initiative and meet its goals as proposed by the MOE. Signature : _________________________________________ Name : Norshazwani binti Mohamad Sayutee Position/ Role : Guidance and Counselling teacher
COLLABORATIVE/ INTERACTION/ DISCUSSION RECORD (School Manager/ Teacher/ Lecturer/ School Staff/ Interviewed Pupil) SCHOOL BASED EXPERIENCE Date: 18 June 2023 Time: 11.30 a.m. Title/Subject: The Lack of Reading Culture in SK Taman Daya 3 Discussion Issue(s) Proposed Action(s) • One of the major problems that is in continuous discussion among the teachers is the record numbers of students who are still unable to read. A total of 112 students out of 277 students in year 2 have been recorded as to have very low level of reading comprehension. These numbers are targeted to be below 10 as they go into year 4. • Due to this problem, teachers and administrators have notice a lack of reading culture amongst the students. • Some students are also detected to be slow learners or have learning disabilities that makes their reading comprehension fall behind their peers. Parents are also unaware of this condition making it hard for them to take the necessary steps to teach their students. • The first programme being done to combat this issue is ‘Masa Senggangku’ Programme. This programme gives students a 15-minute window to read at the school compound and record it in their NILAM notebook. This programme is done everyday under the multimedia unit, Bahasa Melayu Department and English Language Department. • The school also create a programme called ‘Pendeta Kalam’ in which the school will provide a module for the parents as a guideline to teach their children to read. This programme also filters out those who have low reading comprehension or unable to read to provide one-to-one intervention with their peers. • The school also collaborate with Hospital Penawar to hold an outreach programme every year. This is so they could do a screening on students who have signs of learning disabilities and give them the proper learning that they deserve. Signature : _________________________________________ Name : Ruzilah binti Rohani Position/ Role : School Head Librarian
5.4 Discussion with School Staff COLLABORATIVE/ INTERACTION/ DISCUSSION RECORD (School Manager/ Teacher/ Lecturer/ School Staff/ Interviewed Pupil) SCHOOL BASED EXPERIENCE Date: 15 June 2023 Time: 12.45 p.m. Title/Subject: Students Safety at School Discussion Issue(s) Proposed Action(s) • The main concern for the student’s school safety is road safety since the level of crime and bullying at school is low. • The school have had a few bullying cases outside of the school area, usually in the parking space of the school busses and vans. What are the initiatives taken by the school guards to avoid these cases escalating. • The head guard at SK Taman Daya 3 have created a very specific schedule for all the guards working that focuses students’ safety during the start and end of school when the arrive and go home after school. There would at least be 2 guards at the gates during these times. Teachers in charge would also be in the premise to help. • Cases outside the school’s area is hard to handle since there is a lot of students in that area. One initiative is by giving regular talks on the dangers of bullying to the students. The school could also put-up posters on the dangers and consequences of bullying. This will hopefully reduce the number of cases of bullying. Signature : _________________________________________ Name : Lucy Anak Apo Position/ Role : Head of School Guard
5.5 Interaction with pupils COLLABORATIVE/ INTERACTION/ DISCUSSION RECORD (School Manager/ Teacher/ Lecturer/ School Staff/ Interviewed Pupil) SCHOOL BASED EXPERIENCE Date: 18-22 June 2023 Title/Subject: School environment for learning Discussion Issue(s) Proposed Action(s) • The school is very conducive and complete with all the necessities needed to learn. However, the school is old and a lot of these equipments and amenities are deteriorating. What would students do to overcome this issue? • The school has very limited access to the internet as the computer lab is under repair. • The school lacks of diversity and inclusivity since most students are those Malay. What could be done from student’s initiative to be more educated on the cultural diversity of Malaysia? • Create a priority list which is based on an assessment, students can develop a priority list, ranking the equipment and amenities based on urgency and importance. This will help focus the PIBG’s efforts by the and resources on the most critical areas first. • Students should be able to bring their own device with teachers’ supervision and during days that they will be needing to access the internet. • Celebrate cultural festivals: Students can initiate the organization of cultural festivals within the school, showcasing the different ethnic celebrations of Malaysia. This can involve setting up booths, arranging performances, and encouraging students to participate in traditional activities, such as dance, music, and art.
6.0 New Information I learned a lot throughout my time at SK Taman Daya 3 for my SBE from June 11 to June 22, 2023, and I also gained a lot of experience. All new information was gathered using three methods which are observation, checklist, and interview. 6.1 Observation During my SBE at SK Taman Daya 3 from June 11 to June 22, 2023, observation played a crucial role in my learning and data collection. Through keen observation, I was able to gain valuable insights into various aspects of the school's environment, teaching methodologies, and student interactions. I attentively observed the classroom dynamics, noting the instructional strategies employed by teachers, the level of student engagement, and the overall learning atmosphere. During me observation of Mdm Iffah’s class on adjectives for year 5, I have noticed how she constantly repeat instruction during students group work. Since there are low proficiency students in the classroom, this step is crucial in making sure that everyone understands and no one is left behind. She also make sure she entertains all the students equally to avoid any special treatment. She also mentioned that the best method of incorporating TS25 in the classroom is by doing group work and flipped classroom as it encourages students to be more active and increase communication that can help in their speaking skills. Additionally, I observed the physical surroundings of the school, taking note of the facilities, resources, and their condition. By closely observing the daily operations and interactions within the school, I acquired a wealth of information that deepened my understanding of the teaching and learning processes at SK Taman Daya 3. From this method, I was able to notice the few problems that needs to be resolved by the administrations such as old class equipment and the late student’s attendance problem. However, these issues are being handled and should be resolved in the upcoming months. Besides that, I was also able to see the operations of the school staff such as the cleaners, gardeners and guards. They can be said to be very dedicated to their work and is very responsible. Overall, my SBE provided me with a comprehensive view of SK Taman Daya 3, enabling me to recognize its strengths and areas of development. This experience has enriched my understanding of effective teaching practices, the importance of inclusive learning environments, and the behind-thescenes efforts in maintaining a conducive educational setting
6.2 Checklist School Facilities Checklist NO. Subject Yes No Notes 1. Guard House / 2. Office / 3. Teachers room / 4. Hall / • Open Compound • Closed hall 5. Classes / 6. Science Lab / 7. Computer Lab / Computers are under maintenance. 8. Counselling room / 9. Isolation room / 10. Nurse’s room / 11. Exam management room / 12. Meeting room / 13. Rehabilitation room / 14. Sports Storage room / 15. School Cooperatives / 16. Textbook Operative room / 17. Print room /
6.3 Interview During my SBE, I had the opportunity to interview Mdm Siti Mariam binti Salam, the Senior Assistant of Students Affairs, to gain insights into the educational policies implemented at SK Taman Daya 3. Our discussion shed light on the dynamic nature of educational policies and the challenges faced by teachers and administrators in their implementation. Mdm Siti Mariam emphasized that educational policies are constantly evolving in accordance with the guidelines set by the Ministry of Education (MOE). This necessitates teachers and administrators to be proactive in staying abreast of the latest policies and ensuring their effective implementation. For instance, she highlighted the transition from the #Sekolahkusejahtera policy, which is no longer in use since the early months of 2023, to the current policy of Guruku Penyayang. This change reflects the need for schools to adapt and align with the evolving educational landscape. Furthermore, she mentioned the discontinuation of the MoLIB module, which had been in place for several years. While this change signifies the need to reassess and update instructional approaches, it also raises concerns regarding the effectiveness of implementing new policies within limited timeframes. The rapid changes in policies can present challenges for teachers and administrators, as they may require significant adjustments to their teaching methods and resources. In light of these circumstances, it is crucial for educators to receive adequate support and professional development opportunities to adapt to policy changes effectively. Providing sufficient time and resources for teachers to familiarize themselves with new policies and incorporate them into their instructional practices can lead to more successful outcomes. By fostering a collaborative environment and facilitating ongoing professional growth, schools can help teachers navigate the complexities of policy implementation and achieve the desired educational goals. In conclusion, my interview with Mdm Siti Mariam provided valuable insights into the evolving nature of educational policies at SK Taman Daya 3. It highlighted the need for continuous adaptation and the challenges that arise with rapid policy changes. Moving forward, it is essential for schools to prioritize comprehensive support and professional development opportunities to ensure that teachers can effectively implement new policies and create positive learning environments for students.
7.0 Reflection Report The purpose of this reflection report is to evaluate the effectiveness of my School Based Experience (SBE) and identify areas for improvement in order to enhance my teaching skills. Following the guidelines of reflection, I have assessed the extent of planned SBE implementation, identified strengths and weaknesses, generated suggestions for improvement, and implemented the reflection process using a structured format. Upon reviewing the planned SBE implementation, I can confidently state that a significant portion of the intended goals and objectives were successfully achieved. Throughout the SBE period, I actively participated in various teaching activities by doing observations, creating checklist, conducting a survey, and interviewing teachers and administrators. I effectively applied the knowledge acquired during the briefing held by the practicum unit and my previous knowledge throughout the SBE. By closely aligning my knowledge and information, I was able to engage and have meaningful experience to be able to complete my SBE portfolio with ease. During the reflection process, I identified several strengths and weaknesses in my SBE implementation. One of the strengths that I was able to observe is establishing a positive and inclusive classroom environment that fostered student engagement and participation. Additionally, the teacher’s ability to utilize a variety of teaching strategies and resources effectively contributed to student learning outcomes. This would include the implementation of Thinking Standard 25 (TS25) and the Guruku Penyayang programme. Besides that, during the 1 Student 1 Sport activity, teachers were very involved and all of them showed great dedication making the activity successful and well organized. However, I also recognized certain weaknesses that require attention. One area for improvement was managing classroom time effectively. There were instances where teachers struggled to maintain a balance between completing the lesson objectives and allowing for student-centred activities. Another weakness I identified was the lack of planning especially when there are things that might not go as planned. This can be seen when the field was too muddy for any activity and students had to sit and wait at the open compound to pass time. Besides that, when there is not enough books for the student during Masa Senggangku activity. Based on the weaknesses identified, I have generated suggestions for improvement in order to enhance teaching skills. To address the issue of time management, teachers should plan to create a more detailed lesson plan with clear time allocations for each activity. Additionally, teachers should explore strategies such as chunking content and prioritizing key concepts to ensure a more efficient use of instructional time. In terms of lack of planning, teachers should develop a systematic and precise plan mechanism that provides details for back-up plans in case things go wrong. This should be done during the meeting in the plan creating and should also be prioritised.
Throughout this reflection report, I have implemented the reflection process guided by a structured format. By following this format, I was able to critically evaluate my SBE experience, analyse the achievements and shortcomings, and generate meaningful suggestions for improvement. The structured format provided a clear framework for organizing my thoughts and facilitating a comprehensive reflection on the teaching practices that was observed. In conclusion, this reflection report has allowed me to gain valuable insights into the effectiveness of my SBE implementation and identify areas for growth in teaching skills. The reflection process, guided by a structured format, has been instrumental in fostering a culture of self-improvement and ensuring a systematic approach to evaluating my experiences during SBE. I am committed to continuously reflecting on my practices and implementing the necessary changes to provide the best possible learning experiences for my students.
7.1 Activities Attachment 2-13 PRACTICE OF REFLECTION SCHOOL BASED EXPERIENCE (To be prepared for each activity carried out by the student) 1. Issue/activity The effectiveness of CEFR in English language assessment through survey questionnaire. 2. Analysis Strengths: • The description of the CEFR is easily understandable for the teachers to apply in the classroom as a form of assessment. • The CEFR helps to ensure language levels are pitched at the right level for the pupils. • The CEFR makes language learning in the classroom more fun. • The CEFR makes lesson planning and implementation in the classroom more systematic. • The CEFR leads to the perceived shift from teacher-centred knowledge-driven classes to learner-centred communication-oriented instruction. Weaknesses: • The CEFR makes lesson planning and implementation in the classroom more systematic. • There is a slight confusion on how to use the CEFR even with the familiarity with using levelbased scale. 3. Suggestion for Improvement • Do a seminar on the effective implementation of CEFR in the classroom for all English teachers as usually only selected teachers attend the seminars.
Attachment 2-13 PRACTICE OF REFLECTION SCHOOL BASED EXPERIENCE (To be prepared for each activity carried out by the student) 1. Issue/activity Observing and assisting teachers in 1 Student 1 Sport activity. 2. Analysis Strengths: • The activity was well organized. • The teachers put good use with all the time allocated to go through all the activities. • Minimal incident occurred throughout activity as the teachers took all the necessary precautions. Weaknesses: • Heavy rain caused the field to be muddy and difficult to work with. 3. Suggestion for Improvement • Create a backup plan in case the field cannot be used.
Attachment 2-13 PRACTICE OF REFLECTION SCHOOL BASED EXPERIENCE (To be prepared for each activity carried out by the student) 1. Issue/activity Observed ‘Masa Senggangku’ programme at the library. 2. Analysis Strengths: • Most students are involved and interested in participating since they can pick out a book of their interest. • The NILAM record of the students increased greatly. • The number of students who have low reading comprehension decreased. Weaknesses: • The library is small causing the students to be uncomfortable. • The selection and number of books is limited. 3. Suggestion for Improvement • Hold the programme at a bigger location such as the open compound or closed hall.
8.0 Final report/After SBE During my School Based Experience at SK Taman Daya 3, I had the opportunity to gather and update valuable information that will be beneficial for my future endeavors. One significant aspect I learned was the importance of employing effective techniques when seeking information from various sources. By utilizing the right techniques, I discovered that respectful and courteous interactions yield positive responses and reciprocated respect. Moreover, I had a fruitful meeting with the principle, Mdm Yusnita binti Mohd Yunos, who provided me with invaluable advice on becoming a teacher who can nurture and guide the future leaders of our country. The headmaster emphasized the significance of continuously sharing knowledge and expanding our intellectual horizons. Regardless of whether we find ourselves in urban or rural settings, we must not shoulder the burdens alone but instead view them as opportunities for communal growth and acts of service. Furthermore, I have come to realize the crucial role that the school environment and classroom management play in the holistic development of students. A conducive school environment and effective classroom management practices have the power to ignite students' curiosity and enthusiasm for learning. When students feel a strong connection to their school and are motivated to attend, their educational journey becomes more fulfilling. Adequate facilities are also essential to ensure smooth and efficient teaching and learning processes. Insufficient resources can impede teachers' ability to deliver quality education. Additionally, it became evident that limited space and overcrowded classrooms have adverse effects on the teaching and learning experience. Schools with an excessive number of students in small classrooms face challenges in creating an optimal learning environment. Both students and teachers may feel uncomfortable due to limited space, hindering effective instruction and supervision. In conclusion, my School Based Experience provided me with a wealth of knowledge and insights. It highlighted the importance of respectful communication, continuous knowledge sharing, and the impact of the school environment and classroom management on students' overall development. Moving forward, I will apply these lessons to contribute positively to the education field and strive to create an inclusive and conducive learning environment for all students.
Attachment 2-10 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 : ________________________________