PITO TESL PORTFOLIO

PITO TESL PORTFOLIO 2023/2024 NORMAIZATUL BAHAGIANE JURNAL

CONTOH: JURNAL REFLEKTIF (Bahasa Inggeris) Title: Students Make a Lot of Noise During the Teaching and Learning Process Focused issues In my first week of teaching Arabic to the third-grade class at Cerdik School, I identified that the most serious problem among the students is their disruptive behaviour, particularly their tendency to make noise in the classroom. This problem is causing a disturbance in the teaching and learning process, forcing me to stop the lesson because some students are not paying attention to the explanations I give. The students also seem to have an active and talkative attitude. According to Ragbir Kaur Joginder Singh (2010), some disruptive behaviours include making noise and disrupting the smoothness of the teaching and learning process. Therefore, I am compelled to solve this problem so that it does not have a negative impact on the effectiveness of my teaching and learning. 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 • No disabilities • Always need guidance • Not confident • They think that Arabic is a difficult subject to learn Based on the observations, these students face problems due to environmental factors, which are more related to the atmosphere in the classroom. In addition, the arrangement of the classroom also causes these students to be distracted during the teaching and learning process. This is because most of the students who like to make noise are from the back rows.

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 before starting the teaching and learning process. Based on the reading and research I have done, to deal with these types of students, I have taken a firm stance that teachers need to establish rules and regulations in the classroom so that students are disciplined and orderly during 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. 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 do not make noise, I have made several suggestions that can be used to overcome the problem of students making noise in the classroom. Some of my suggestions are: Resolution Time frame I will try to solve this problem within five school days, from January 27 to January 31, 2023. • Rearranging the table layout according to the number of students in the class • • • Placing students who like to make noise in the front row I need to constantly observe the condition of these students Informing students about the rules during the teaching and learning process • Conducting activities that can interest them Before starting the teaching and learning session, the teacher needs to establish rules and regulations during the session, and teachers should also give clear guidance to students regarding their behaviour in the classroom. In addition, the teacher should provide positive reinforcement to students who have shown good behaviour in the classroom. If the problem persists, I will consult with senior teachers or seek advice from experts to help me find a solution.

Reference Ragbir Kaur Joginder Singh (2010). Panduan Ilmu Pendidikan Komprehensif untuk KPLI Analisis Isu Yang Difokuskan Sikap yang ditunjukkan oleh murid yang terlibat menyebabkan saya terpaksa menyiasat masalah yang saya hadapi oleh murid berkenaan. Antara soalansoalan yang timbul di dalam pemikiran saya ialah: ----------------------------------------------------------------------------------------------------------------------Tajuk: Murid Bising Semasa Proses Pengajaran dan Pembelajaran (Bahasa Melayu) Isu Yang Difokuskan Pada minggu pertama saya telah mengajar di kelas 3 Cerdik bagi subjek Bahasa Arab. Saya mengenal pasti masalah murid yang paling serius ialah berbuat bising di dalam kelas. Masalah ini menyebabkan proses pengajaran dan pembelajaran (p&p) saya terganggu dan terpaksa menghentikan proses p&p semata-mata kerana ada beberapa murid membuat bising dan tidak memberi tumpuan terhadap penerangan yang diberikan guru. Murid juga kelihatan mempunyai sikap yang agak aktif dan suka bercakap. Menurut Ragbir Kaur Joginder Singh (2010), menyatakan beberapa tingkahlaku disruptif ialah suka membuat bising dan menjejaskan kelicinan proses pengajaran dan pembelajaran. Oleh itu, saya terpanggil untuk menyelesaikan masalah ini supaya tidak memberikan kesan negatif terhadap keberkesanan p&p saya. (SekolahRendah). Kuala Lumpur: Kumpulan Budiman Sdn.Bhd Moskowitz, G., & Hayman, J. L. (1976). Success strategies of inner-city teachers: A year – long study. Journal of Educational Research, 69, 283-289 • Adakah murid tidak berminat terhadap mata pelajaran yang saya ajar? • Mangapa murid ini bersikap sedemikian? • Apakah yang perlu saya lakukan untuk membantu murid ini? Conclusion The approach that I have taken has yielded results in reducing disruptive behaviour. I have also been able to carry out teaching and learning activities more effectively and with greater enjoyment. If a student wishes to succeed, they must feel capable and have high self-esteem. Additionally, students need to stay motivated and ensure that they always comply with the rules and regulations set by the teacher. The teacher also needs to ensure that the classroom and students are in a conducive state before starting a teaching and learning session so that students are engaged and the classroom is well-managed.

• • Bagaimana penglibatan murid ini di dalam kelas sebelum ini? Bagaimana penglibatan murid ini di dalam matapelajaran lain? Saya akan cuba untuk menyelesaikan masalah ini dalam masa lima hari persekolahan, iaitu dari 27 Januari hingga 31 Januari 2023. Tindakan Susulan Bagi mengubah masalah dan sikap murid-murid supaya tidak membuat bising, saya telah membuat beberapa cadangan yang boleh digunakan bagi mengatasi masalah murid suka membuat bising di dalam kelas. Antara cadangan saya ialah: - - - - - Mengubah susun atur meja sesuai dengan bilangan murid di dalam kelas Meletakkan murid yang suka membuat bising di barisan hadapan Saya perlu sentiasa memerhati keadaan murid ini Memaklumkan kepada murid tentang peraturan semasa proses p&p Melakukan aktiviti yang dapat menarik minat mereka Mengikut Garner dan Hill (1995), kesan-kesan tingkahlaku disruptif adalah seperti menjejas konsentrasi murid-murid dan pembelajaran mereka dan menghalang penglibatan muridmurid dalam aktiviti pendidikan. Cadangan Daripada tinjauan awal yang saya lakukan melalui temubual dengan guru-guru dan rakan sekelas yang lain, saya dapat merumuskan bahawa terdapat beberapa faktor penyebab kepada permasalaan ini, iaitu: • Murid ini dari kumpulan yang lemah • • • • Tiada sebarang kecacatan diri Sentiasa memerlukan tunjuk ajar Tidak yakin dengan diri Pendapat mereka bahawa Bahasa Arab mata pelajaran yang susah untuk belajar Hasil daripada pemerhatian yang dibuat, murid-murid ini menghadapi masalah disebabkan faktor persekitaran iaitu lebih merujuk kepada suasana di dalam kelas. Selain itu, faktor susun atur bilik darjah juga menyebabkan murid-murid ini tidak memberi tumpuan semasa proses p&p. Hal ini kerana kebanyakan murid-murid yang suka membuat bising adalah daripada kalangan murid yang berada dalam barisan belakang. Tempoh Penyelesaian

Ragbir Kaur Joginder Singh (2010). Panduan Ilmu Pendidikan Komprehensif untuk KPLI (SekolahRendah). Kuala Lumpur: Kumpulan Budiman Sdn.Bhd Moskowitz, G., & Hayman, J. L. (1976). Success strategies of inner - city teachers: A year – long study. Journal of Educational Research, 69, 283-289 Pendekatan yang saya ambil telah menampakkan hasilnya apabila tingkah laku bising telah dapat dikurangkan. Saya juga telah dapat menjalankan proses p&p dengan lebih berkesan dan menyeronokkan. Sekiranya seseorang murid ingin berjaya, dia hendaklah berasakan dirinya sebagai seorang murid yang berkebolehan dan mempunyai harga diri yang tinggi. Di samping itu, murid-murid juga perlu sentiasa bermotivasi dan memastikan diri mereka sentiasa mematuhi peraturan dan undang-undang yang telah ditetapkan oleh guru. Guru juga perlu memastikan keadaan murid dan bilik darjah yang kondusif sebelum memulakan sesi pengajaran dan pembelajaran supaya dapat menarik minat murid untuk belajar dan pengurusan bilik darjah dalam keadaan teratur. Sebagai guru saya bertanggungjawab untuk sentiasa memberikan dorongan serta tunjuk ajar. Selain itu, saya juga perlu belajar bagaimana cara pengurusan bilik darjah yang baik dan cara memotivasi murid-murid sebelum memulakan proses pengajaran dan pembelajaran. Hasil daripada pembacaan dan kajian yang dibuat, bagi menangani murid-murid sebegini saya telah mengambil tegas yang mana guru perlu menetapkan peraturan dan undang-undang di dalam bilik darjah supaya murid-murid berada dalam keadaan berdisiplin dan teratur semasa proses pengajaran dan pembelajaran. Saya perlu berperanan untuk mengawal tingkahlaku murid semasa berada dalam kelas kerana faktor ini sangat penting dan kritikal. Menurut Maskowitz dan Hayman (1976) sekali guru kehilangan kawalan ke atas bilik darjah, akan menjadi lebih sukar untuk dapat dikawal semula. Sebelum memulakan sesi pengajaran dan pembelajaran, guru perlu menetapkan peraturan dan undang-undangsemasa di dalam bilik darjah dan semasa sesi p&p. Murid akan diberi motivasi serta memastikan keadaan bilik darjah dalam keadaan kondusif. Susun atur meja murid dalam keadaan teratur dan memastikan semua murid memberi tumpuan ketika guru mengajar. Peranan ketua darjah dan pengawas di dalam kelas juga penting. Mereka juga perlu memberi sokongan dan melarang murid-murid supaya tidak membuat bising ketika guru mengajar. Kesimpulan Rujukan

Refleksi Refleksi Kepentingan Refleksi: dan pengukuhan amalan. Objektif Refleksi: INSTITUT PENDIDIKAN GURU KAMPUS ENGLISH LANGUAGE TEACHING CENTRE Membuat penilaian kendiri Berfikir secara analitik, kritis & kreatif Menganalisis aktiviti pengajaran pembelajaran di sekolah Mengenalpasti kekuatan/kelemahan dalam P&P Merancang serta mengambil tindakan susulan untuk membaiki kelemahan Meningkatkan kemahiran keguruan Penilaian Kendiri sebagai budaya kerja dalam erti kata lain boleh disebut juga sebagai renungan atau muhasabah. lalu, merujuk kepada proses atau aktiviti mengingat kembali pengalaman mempertimbang dan menilaikannya untuk tujuan yang lebih luas termasuk untuk merancang dan melaksanakan langkah-langkah susulan bagi memperoleh pengertian baru berkaitan dengan pengalaman itu. Renungan kembali mengenai keputusan atau tindakan dalam situasi sebenar akan menghasilkan perubahan sikap, amalan, kesedaran dan tingkah laku yang diubah suai sendiri kesan daripada refleksi yang dilakukan. Kesimpulannya tujuan refleksi ialah bagi mendapat pemahaman baru, pembaikan tindakan • • • • • • • REFLEKSI Sseasteuopraenmgikiirtaun mseecmaraikmirkeanndaalatamu umnteurkenung semula situasi yang telah dilalui untuk menganalisis apa yang telah dilakukan dan mengapa dilakukan sedemikian Woolfolk, 1995 Refleksi adalah proses meneutralkan kembali segala perasaaan negatif yang menyelubungi pengalaman yang dilalui supaya satu perspektif baru dapat dihasilkan daripada pengalaman tersebut sekali gus berjaya mengubah tingkahlaku dan tindakan seseorang. Boud, 1985.

• • • • komitmen sepenuhnya terhadap pengajaran rajin mengajar semua murid dapat memenuhi keperluan profesion bertanggungjawab di atas kejayaan dan segala kegagalan melihat masalah dari semua aspek mengambil kira semua maklumat yang diperoleh sebelum membuat keputusan pengajaran Mencari alternatif dalam membuat keputusan Mencari jalan penyelesaian Mengubah tingkah laku Meningkatkan keupayaan GP mentafsir maklumat-maklumat daripada data dengan lebih cekap lagi Kerelaan Bertangggungjawab Pra Syarat Membuat Refleksi: Keterbukaan

Contoh Penulisan Refleksi: Tahap Kedua – Refleksi Deskriptif • Tahap Penulisan Refleksi: Tahap yang paling ideal. Perlu dipraktikkan oleh guru pelatih KRITIKA Tahap Ketiga: DIALOG Sebab, akibat berhujah dengan diri justifikasi dan tindakan Tahap Kedua: PENULISAN REFLEKSI DESKRIKTIF Sebab, akibat, justifikasi Tahap Pertama: PENULISAN DESKRIPTIF Melaporkan sesuatu kejadian atau peristiwa yang berlaku di dalam kelas Tahap Penulisan Refleksi Hatton & Smith (1995) CONTOH PENULISAN REFLEKSI DALAM BUKU PERSEDIAAN MENGAJAR (Dicatat selepas setiap waktu p&p di ruang bawah RPH) Contoh Penulisan Refleksi: Tahap Pertama – Deskriptif • • • • • Pengajaran tidak dapat diteruskan kerana sebahagian pelajar lambat hadir ke kelas. Latihan kebakaran sekolah dijalankan pada waktu pengajaran. Kelas terpaksa dibatalkan. Pelajar mengantuk di dalam kelas. Masa pengajaran tidak mencukupi. Aktiviti kelas terpaksa ditangguhkan kepada pengajaran akan datang. Guru mengajar dalam bahasa Inggeris menyebabkan pelajar kurang faham apa yang disampaikan oleh guru. Guru sepatutnya cuba menerangkan sesuatu istilah dalam Bahasa Melayu. Terdapat beberapa orang pelajar yang membuat bising di dalam kelas dan tidak menghiraukan pengajaran guru. Guru bertindak memanggil nama pelajar tersebut dan bertanyakan soalan yang berkaitan. Sebab, akibat, berhujah dengan diri sendiri, mengaitkan peristiwa yang berlaku dengan pegangan, prinsip dan falsafah serta melaksanakan tindakan yang sewajarnya

Contoh 2: Terlalu banyak kelemahan saya dalam pengajaran tentang prinsip paduan daya dan prinsip leraian daya pada hari ini. Saya tidak menyediakan contoh soalan untuk pelajar mencuba. Saya tidak dapat menumpukan satu persatu pelajar untuk menjawab soalan. Ada isi yang saya tertinggal. Saya kurang persediaan mengenai tajuk yang di ajar. Contoh Penulisan Refleksi: Tahap Ketiga – Dialog Contoh 1: Setelah beberapa kali diselia oleh guru pembimbing dan penyelia, saya dapati kelemahan saya adalah tidak berupaya menyediakan Bahan Bantu Mengajar yang menarik ...dan mampu mencungkil idea awal pelajar serta merangsang daya inkuiri pelajar. Mereka memberikan komen BBM yang saya gunakan tidak dapat membantu melancarkan pengajaran topik pada hari itu. Saya rasa saya patut terima kritikan tersebut secara positif. Model Refleksi juga menegaskan guru yang refleksi perlu bersikap terbuka dan menerima kritikan yang membina. Tapi saya tak kreatif. Tapi takpelah mungkin saya perlu berbincang dengan rakan dan melayari internet mencari bahan-bahan yang menarik bagi membantu saya menyediakan BBM yang efektif. Contoh Penulisan Refleksi: Tahap Tertinggi - Kritikal Saya memang seorang yang tegas semasa mengajar. Saya tidak suka ketawa semasa mengajar. Saya mesti pastikan pelajar memberikan tumpuan yang sepenuhnya semasa saya menyampaikan aktiviti pengajaran. Saya akan memarahi pelajar yang tidak mengendahkan pengajaran saya. Saya menggunakan pendekatan behaviourisme apabila mengajar kerana saya ingat lagi masa cikgu saya mengajar fizik beliau menggunakan pendekatan yang sama. Dan dengan pendekatan cikgu tersebut berjaya mendidik saya menjadi insan yang berjaya. Oleh itu, saya percaya pendekatan tersebut akan dapat membantu pelajar mempelajari fizik. Tetapi....setelah beberapa minggu, saya dapati pendekatan saya ini mfizeiknymeebraobskoatn prestasi pelajar dalam dah mula menggelabah...takut dipersalahkan oleh guru pembimbing... Kemudian saya cuba melakukan pemikiran dan amalan refleksi seperti yang disarankan barulah saya tahu betapa zalimnya saya kerana tidak memerhatikan pelajar yang memerlukan pendekatan yang berbeza-beza antara satu sama lain. Saya perlu ubah pendekatan pengajaran saya...Saya perlu perbanyakan aktiviti pengajaran yang dapat menggalakkan pelajar berfikir serta berupaya mencungkil idea awal pelajar... ... saya

Contoh-Contoh Lain: Apa? Apa? Mengapa? Mengapa? Tindakan Susulan Tindakan Susulan 1. Pe ngajara n hari i ni berja lan sep erti dira ncang. Masa d apat diu ruskan dengan baik. M urid m enyiapk an latih an dala m wakt u dit etapkan . Terda pat 6-8 orang murid d i barisa n belaka ng gag al me nyiapk an latih an sepe rti diara hkan. M ereka cuma m enjawa b so alan 1 d an 6 se cara rin gkas, s edangk an arah an say a ialah me njawab denga n lengk ap soal an 2 hin gga 6. Mereka me mberita hu me reka tid ak faha m dan t idak jela s berh ubung ara han sa ya. Apa bila say a tanya kepad a murid lain, te rdapat be berapa orang l agi mem beritah u arah an saya mema ng kura ng jel as. Sa ya fikir kelema han say a dalam penga jaran h ari ini te lah me nyebab kan ob jektif pe lajaran tidak te rcapai sepenu hnya. Ke lemaha n ini mesti say a atasi dalam p engaja ran aka n datan g. 2. Pengajaran hari ini bermula dengan baik dan lancar. Murid semuanya terlibat dengan seronok. Melihat keseronokan murid, beberapa aktiviti tambahan telah saya jalankan untuk melibatkan semua murid supaya berlaku adil. Kemudiannya saya dapati waktu pengajaran sudah tamat tanpa sempat membuat penutup. Saya fikir pengajaran saya hari ini gagal. Kesilapa n saya ialah la ri darip ada per ancang an asal p&p saya. Saya sepatutnya mengawal pengajaran saya dan tidak menambah aktiviti spontan. Untuk pengajaran akan datang, saya mesti menentukan aspek pengurusan masa tidak terabai.

FOCUSED ISSUE: I would like to focus on the problem of passive pupils in the classroom who always refuse to participate in the class activities. It happened for the simple activity also. When I asked him to answer the question, he just stood up and kept silent. Not even he uttered a single word. RECOMMENDATION: After analysing the importance of motivation to pupils, I believe that I should take time to know the pupil’s interest, strength, and weaknesses to overcome pupils' low self-esteem and language barrier. I should provide him positive feedback to encourage him to speak in English better. Positive comments encourage pupils to develop their confidence level and they can recognize their capabilities, talents, and the acquisition power. FOLLOW-UP ACTION: Honestly, after applying teaching and learning process through motivation and support, I can see the difference showed by him. He tried to answer although he was not confident whether LITERATURE REVIEW: According to Davion Johnson (2017), Motivation increases students' learning. Students’ learning is not entirely dependent on their own motivation. Teachers' plays a vital role in increasing students' learning through motivational support. Though motivation can be intrinsic or extrinsic, it is important for teacher to create an environment that motivates students' learning. TITLE: PASSIVE PUPILS RESOLUTION TIME FRAME: I will try to encourage and motivate him and hopefully I can see the difference within 1 week. FOCUSED ISSUE ANALYSIS: The attitude displayed involved is causing me to investigate the problem with which I am facing. A few questions come across my mind as stated below: REFLECTIVE JOURNAL WEEK 1 (18th March – 22nd March 2024) • Is he interested in the English subject or not? • Why does he keep refusing to answer the questions? • What should I do to help him? I had a conversation with his class teacher. From that conversation, I concluded that he may have language barrier or low self-esteem. It is because his class teacher who is teaching Mathematics said that he can be categorized as an active pupil in class. It may also be due to lack of confidence to speak in English as he might be afraid of making mistakes.

Davion Johnson. (2017). The Role of Teachers in Motivating Students To Learn I am really a happy teacher since I can see his improvement. I hope that he will stay in initiative-taking surroundings as I want all my pupils to success in this subject. the answer was right or wrong. I will try my best to overcome his problem as I want him to be more confident and prove him that English is not a hard and complicated subject. REFERENCE: CONCLUSION:

FOCUSED ISSUE: In my recent teaching sessions with class 1 Jazari, I’ve observed a persistent challenge with their ability to pay attention during teaching and learning process. This lack of focus is RECOMMENDATION: To address the problem among these four pupils, I propose the following interventions: LITERATURE REVIEW: According to Lauth & Naumann (2009), Students who cannot pay attention have difficulties in following the instructions of the teacher, lose interest in the lesson quickly, discontinue their learning tasks, have problems in the following the rules and behave in a harmful way to the classroom environment. FOCUSED ISSUE ANALYSIS: To better understand the root causes of the attention deficit among these four pupils, I’ve raised the following questions. REFLECTIVE JOURNAL (WEEK 2) TITLE: LACK OF ATTENTION AMONG FOUR PUPILS DURING THE TEACHING AND LEARNING PROCESS • What factors contribute to their difficulty in paying attention? • • • Are there specific triggers or distractions that affect their focus? How do their behavior and engagement compare to other pupils in the classroom? Have there been any noticeable changes in their attention span over time? Through classroom observations and discussions with colleagues, I’ve identified several potential factors that contribute to the attention deficit among the four pupils. • • • • Varied learning style and preferences External distractions within the classroom environment Possible underlying learning difficulties or challenges Lack of engagement or interest in the subject. • • • • Implement differentiated instructions techniques to accommodate diverse learning styles and preferences. Create a conducive classroom environment by minimizing distractions and providing structured routines. Utilize visual aids, interactive activities, and hands-on learning experiences to enhance engagement and participation. hindering their academic progress and disrupting the flow of classroom activities, necessitating intervention to address the issue effectively.

REFERENCE: Davion Johnson. (2017). The Role of Teachers in Motivating Students To Learn CONCLUSION: I am really a happy teacher since I can see his improvement. I hope that he will stay in initiative-taking surroundings as I want all my pupils to success in this subject. FOLLOW-UP ACTION: Continual monitoring and assessment of the four pupils’ progress will be essential to gauge the effectiveness of the interventions. Regular communication with parents and colleagues, as well as flexibility in adapting strategies based on ongoing feedback, will ensure successful implementation to overcome this matter. RESOLUTION TIME FRAME: I aim to implement these interventions over the course of three weeks, beginning 25th March 2024 and concluding on 19th April 2024.

FOCUSED ISSUE: In my recent teaching sessions with class 1 Jazari, I’ve observed a persistent challenge with their ability to pay attention during teaching and learning process. This lack of focus is flow of classroom activities, RECOMMENDATION: To address the problem among these four pupils, I propose the following interventions: LITERATURE REVIEW: According to Lauth & Naumann (2009), Students who cannot pay attention have difficulties in following the instructions of the teacher, lose interest in the lesson quickly, discontinue their learning tasks, have problems in the following the rules and behave in a harmful way to the classroom environment. FOCUSED ISSUE ANALYSIS: To better understand the root causes of the attention deficit among these four pupils, I’ve raised the following questions. REFLECTIVE JOURNAL WEEK 3 (01st April – 05th April 2024) TITLE: LACK OF ATTENTION AMONG FOUR PUPILS DURING THE TEACHING AND LEARNING PROCESS • What factors contribute to their difficulty in paying attention? • • • Are there specific triggers or distractions that affect their focus? How do their behavior and engagement compare to other pupils in the classroom? Have there been any noticeable changes in their attention span over time? Through classroom observations and discussions with colleagues, I’ve identified several potential factors that contribute to the attention deficit among the four pupils. • • • • Varied learning style and preferences External distractions within the classroom environment Possible underlying learning difficulties or challenges Lack of engagement or interest in the subject. • • • Implement differentiated instructions techniques to accommodate diverse learning styles and preferences. Create a conducive classroom environment by minimizing distractions and providing structured routines. Utilize visual aids, interactive activities, and hands-on learning experiences to enhance engagement and participation. hindering their academic progress and disrupting the necessitating intervention to address the issue effectively.

REFERENCE: Journal of Education and Learning; Vol.8, No.6 Published by Canadian Centre of Science and Education. CONCLUSION: By implementing these follow up actions, the problem of attention given by them can be addressed comprehensively. FOLLOW-UP ACTION: For the second week, I continued to conduct assessment to track the changes in attention for these four pupils. I compared the results with baseline assessments to identify any early signs of improvement or areas that need further attention. I asked for help from my good pupils as peer support and mentoring initiatives, paired them with the peer buddies who can provide additional support and encouragement during classroom activities. RESOLUTION TIME FRAME: I aim to implement these interventions over the course of three weeks, beginning 25th March 2024 and concluding on 19th April 2024.

FOCUSED ISSUE: In my recent teaching sessions with class 1 Jazari, I’ve observed a persistent challenge with their ability to pay attention during teaching and learning process. This lack of focus is flow of classroom activities, RECOMMENDATION: To address the problem among these four pupils, I propose the following interventions: LITERATURE REVIEW: According to Lauth & Naumann (2009), Students who cannot pay attention have difficulties in following the instructions of the teacher, lose interest in the lesson quickly, discontinue their learning tasks, have problems in the following the rules and behave in a harmful way to the classroom environment. FOCUSED ISSUE ANALYSIS: To better understand the root causes of the attention deficit among these four pupils, I’ve raised the following questions. REFLECTIVE JOURNAL WEEK 4 (15th April – 19th April 2024) TITLE: LACK OF ATTENTION AMONG FOUR PUPILS DURING THE TEACHING AND LEARNING PROCESS • What factors contribute to their difficulty in paying attention? • • • Are there specific triggers or distractions that affect their focus? How do their behavior and engagement compare to other pupils in the classroom? Have there been any noticeable changes in their attention span over time? Through classroom observations and discussions with colleagues, I’ve identified several potential factors that contribute to the attention deficit among the four pupils. • • • • Varied learning style and preferences External distractions within the classroom environment Possible underlying learning difficulties or challenges Lack of engagement or interest in the subject. • • • Implement differentiated instructions techniques to accommodate diverse learning styles and preferences. Create a conducive classroom environment by minimizing distractions and providing structured routines. Utilize visual aids, interactive activities, and hands-on learning experiences to enhance engagement and participation. hindering their academic progress and disrupting the necessitating intervention to address the issue effectively.

REFERENCE: Journal of Education and Learning; Vol.8, No.6 Published by Canadian Centre of Science and Education. CONCLUSION: In conclusion, the identification of several potential factors contributing to the attention deficit among the four pupils underscores the complexity of addressing this issue within the classroom environment. Varied learning styles and preferences highlight the importance of implementing differentiated instruction techniques to accommodate diverse learning needs. External distractions within the classroom environment emphasize the need for creating a conducive learning environment that minimizes noise. Possible underlying learning difficulties and challenges necessitate personalized interventions and support to address pupils’ needs effectively. FOLLOW-UP ACTION: Fortunately, I am quite satisfied with the progress shown by those four pupils. Since this was the final week for me to make sure this problem is solved, I conducted final assessments to evaluate the progress made by them in terms of attention span, engagement, and academic performance. I compared the results with previous assessments to determine the overall effectiveness of interventions implemented over the three-week period. I implemented the reward system to reinforce positive behavior and to motivate them to improve gradually. RESOLUTION TIME FRAME: I aim to implement these interventions over the course of three weeks, beginning 25th March 2024 and concluding on 26th April 2024.

FOCUSED ISSUE: In my recent teaching sessions with class 1 Jazari, I’ve observed a persistent challenge with their ability to pay attention during teaching and learning process. This lack of focus is RECOMMENDATION: To address the problem among these four pupils, I propose the following interventions: LITERATURE REVIEW: According to Lauth & Naumann (2009), Students who cannot pay attention have difficulties in following the instructions of the teacher, lose interest in the lesson quickly, discontinue their learning tasks, have problems in the following the rules and behave in a harmful way to the classroom environment. FOCUSED ISSUE ANALYSIS: To better understand the root causes of the attention deficit among these four pupils, I’ve raised the following questions. REFLECTIVE JOURNAL WEEK 5 (22 April – 26th April 2024) TITLE: LACK OF ATTENTION AMONG FOUR PUPILS DURING THE TEACHING AND LEARNING PROCESS nd • What factors contribute to their difficulty in paying attention? • • • Are there specific triggers or distractions that affect their focus? How do their behavior and engagement compare to other pupils in the classroom? Have there been any noticeable changes in their attention span over time? Through classroom observations and discussions with colleagues, I’ve identified several potential factors that contribute to the attention deficit among the four pupils. • • • • Varied learning style and preferences External distractions within the classroom environment Possible underlying learning difficulties or challenges Lack of engagement or interest in the subject. • • • Implement differentiated instructions techniques to accommodate diverse learning styles and preferences. Create a conducive classroom environment by minimizing distractions and providing structured routines. Utilize visual aids, interactive activities, and hands-on learning experiences to enhance engagement and participation. hindering their academic progress and disrupting the flow of classroom activities, necessitating intervention to address the issue effectively.

REFERENCE: Journal of Education and Learning; Vol.8, No.6 Published by Canadian Centre of Science and Education. CONCLUSION: By implementing these follow-up actions over three-week period, the problem of attention given among the four pupils can be comprehensively addressed, with progress monitored and adjustments made as needed to ensure positive outcomes by the end of the third week. In conclusion, the identification of several potential factors contributing to the problem of attention for these four pupils underscores the complexity of addressing the issues within the classroom environment. Varied learning styles and preferences highlight the importance of implementing differentiated instructional strategies to accommodate diverse learning needs. External distractions within the classroom environment emphasize the need for creating a conducive learning environment that minimizes noise and visual clutter. By addressing these factors comprehensively, I believed that I can create a supportive and inclusive learning environment that promotes my pupils’ engagement and participation to lead to their academic success. FOLLOW-UP ACTION: As this was the final week, I conducted a final assessment to evaluate progress made by the four pupils in terms of their attention span, engagement and not to forget the academic performance. I compared the result with the previous assessment and believed that they have changed a lot. I celebrated the progress and the efforts of these four pupils by implementing the reward system such as giving them token of prizes or keyed in ‘AMALAN BAIK’ in SSDM as instructed by our Education Ministry. These methods were taken to make sure that their positive behavior will continue to show improvements. RESOLUTION TIME FRAME: I aim to implement these interventions over the course of three weeks, beginning 25th March 2024 and concluding on 19th April 2024.

FOCUSED ISSUE: During my first week in the school session, I noticed a recurring problem with several pupils who entered the class a bit late compared to their colleagues. This frequent tardiness disrupts the flow of the lesson and can be distracting to both the latecomers and their classmates as well. Besides, it impacts the overall learning environment and classroom dynamics. It also creates challenges for the late pupils, who miss important introductory explanations activities. It is imperative to address this issue effectively to ensure all pupils have equal opportunities for learning and academic success. RECOMMENDATION: To address and hopefully reduce the number of latecomers, I propose the following strategies: LITERATURE REVIEW: According to Jackson & Wehby (2009) [Insert Citation], chronic tardiness can negatively impact pupils’ achievement and disrupt classroom routines. It can also lead to feelings of isolation and disengagement for latecomers. FOCUSED ISSUE ANALYSIS: To understand the root of the issue, I considered several questions: REFLECTIVE JOURNAL WEEK 6 (29th April – 03rd May 2024) TITLE: ADDRESSING FREQUENT LATECOMERS AMONG PUPILS DUE TO VARIOUS REASONS • • • • • Are there underlying reasons for the pupils’ lateness (e.g., transportation issues, routines at home)? Do the late comers struggle with English Language, making them less eager to attend class? How can I minimize the disruption caused by latecomers? How can I ensure latecomers can catch up on missed material? How can their tardiness affect their academic performance and participation in classroom activities? Through conversations with other teachers and classmates, I discovered: • • • • The latecomers are not from a specific academic group. There seems to be no behavioral or learning disabilities involved. Some pupils might lack a sense of urgency or time managements skills. External factors such as sleep disturbances, transportation issues, family responsibilities and socio-economic constraints also contribute to this issue. • Implement open communication which I discuss about punctuality expectations with them and if needed, with parents as well. I also explain the importance of being on time for learning.

• • Latecomers Among Students In Malaysia: A Case Study (2021) I will implement these strategies for a two-week period, from 29th April to 11th May 2024. Establishing a routine by creating a clear classroom routine for the beginning of class to minimize disruptions from latecomers. For example, I always remind my pupils that those who enter the classroom late than me, they must give at least two reasons in English. Acknowledge and reward pupils who consistently arrive on time by applying positive reinforcement such as with stickers collection. Pupils with the most sticker at the end of the school session, may redeem token of prizes from me. By the end of the first week, I can see a slight reduction in the number of latecomers. Continuing monitoring and assessment of pupils’ punctuality will be essential to track progress and identify any ongoing challenges or barriers to address. During the first week of managing this issue, I held a class discussion about the importance of punctuality. I explained how arriving late disrupts the flow of the lesson and makes learning English harder. I tried to minimize the disruption from the latecomers by establishing a clear routine for the beginning of each class. This might involve a short activity or a quick review of the previous day’s lesson. By applying this routine, I really hope that I managed to provide a clear starting point and ensure the latecomers do not miss crucial introductory materials. I also shared my phone number with them, and the class monitor added me in their WhatsApp group. This is one of the ways to help them catch up on missed materials. I will share brief summaries of key points and missed activities and they should read the information shared to get back on track with the lesson. On the other hand, I also monitored the number of latecomers and identified any recurring patterns. This is very important as it will help me to tailor my strategies for the following week. REFERENCE: CONCLUSION: FOLLOW-UP ACTION: RESOLUTION TIME FRAME:

FOCUSED ISSUE: During my first week in the school session, I noticed a recurring problem with several pupils who entered the class a bit late compared to their colleagues. This frequent tardiness disrupts the flow of the lesson and can be distracting to both the latecomers and their classmates as well. Besides, it impacts the overall learning environment and classroom dynamics. It also creates challenges for the late pupils, who miss important introductory explanations activities. It is imperative to address this issue effectively to ensure all pupils have equal opportunities for learning and academic success. RECOMMENDATION: To address and hopefully reduce the number of latecomers, I propose the following strategies: LITERATURE REVIEW: According to Jackson & Wehby (2009) [Insert Citation], chronic tardiness can negatively impact pupils’ achievement and disrupt classroom routines. It can also lead to feelings of isolation and disengagement for latecomers. FOCUSED ISSUE ANALYSIS: To understand the root of the issue, I considered several questions: REFLECTIVE JOURNAL WEEK 6 (29th April – 03rd May 2024) TITLE: ADDRESSING FREQUENT LATECOMERS AMONG PUPILS DUE TO VARIOUS REASONS • • • • • Are there underlying reasons for the pupils’ lateness (e.g., transportation issues, routines at home)? Do the late comers struggle with English Language, making them less eager to attend class? How can I minimize the disruption caused by latecomers? How can I ensure latecomers can catch up on missed material? How can their tardiness affect their academic performance and participation in classroom activities? Through conversations with other teachers and classmates, I discovered: • • • • The latecomers are not from a specific academic group. There seems to be no behavioral or learning disabilities involved. Some pupils might lack a sense of urgency or time managements skills. External factors such as sleep disturbances, transportation issues, family responsibilities and socio-economic constraints also contribute to this issue. • Implement open communication which I discuss about punctuality expectations with them and if needed, with parents as well. I also explain the importance of being on time for learning.

• • Latecomers Among Students In Malaysia: A Case Study (2021) I will implement these strategies for a two-week period, from 29th April to 11th May 2024. Establishing a routine by creating a clear classroom routine for the beginning of class to minimize disruptions from latecomers. For example, I always remind my pupils that those who enter the classroom late than me, they must give at least two reasons in English. Acknowledge and reward pupils who consistently arrive on time by applying positive reinforcement such as with stickers collection. Pupils with the most sticker at the end of the school session, may redeem token of prizes from me. By the end of the first week, I can see a slight reduction in the number of latecomers. Continuing monitoring and assessment of pupils’ punctuality will be essential to track progress and identify any ongoing challenges or barriers to address. During the first week of managing this issue, I held a class discussion about the importance of punctuality. I explained how arriving late disrupts the flow of the lesson and makes learning English harder. I tried to minimize the disruption from the latecomers by establishing a clear routine for the beginning of each class. This might involve a short activity or a quick review of the previous day’s lesson. By applying this routine, I really hope that I managed to provide a clear starting point and ensure the latecomers do not miss crucial introductory materials. I also shared my phone number with them, and the class monitor added me in their WhatsApp group. This is one of the ways to help them catch up on missed materials. I will share brief summaries of key points and missed activities and they should read the information shared to get back on track with the lesson. On the other hand, I also monitored the number of latecomers and identified any recurring patterns. This is very important as it will help me to tailor my strategies for the following week. REFERENCE: CONCLUSION: FOLLOW-UP ACTION: RESOLUTION TIME FRAME:

FOCUSED ISSUE: Although it is almost the end of the journey for my PITO Practicum, I could not deny that in certain activities, I noticed a lack of collaboration and teamwork among pupils. Many prefer to work individually or only with the person who is sitting next to them even during activities designed for group participation. This hinders the development of essential skills and can limit their learning experience. It is imperative to address this issue promptly to foster a cooperative and supportive learning environment where pupils can effectively work together towards common goals. FOCUSED ISSUE ANALYSIS: To better understand the root causes of the lack of teamwork among pupils, several questions arise: RECOMMENDATION: To address the lack of teamwork and encourage collaboration, I propose the following strategies: LITERATURE REVIEW: According to Johnson & Johnson (2009) [Insert Citation], collaborative learning fosters deeper understanding, communication skills, and problem-solving abilities. When students work together effectively, they learn from each other and develop a sense of shared responsibility. REFLECTIVE JOURNAL WEEK 8 (13th May – 17th May 2024) TITLE: FROM ME TO WE: FOSTERING TEAMWORK IN ENGLISH CLASS • Introduced Collaborative Learning, I started with explaining the concept of teamwork and its benefit. I also shared example of real-world situations where teamwork is essential. I strongly believe that modelling the teamwork is important, therefore I • • • Are the pupils unfamiliar with collaborative learning methods? Do they lack confidence in their English Language skills, making them hesitant to work with others? How can I encourage my pupils to participate actively in group activities? • What types of activities can promote teamwork and collaboration? Through classroom observations and discussions with pupils and my colleagues, several potential factors contributing to the lack of teamwork among pupils have been identified: • • • • Individualistic attitudes and a focus on personal achievement. Unequal distribution of workload and responsibilities within group members. Communication barriers such as lack of active listening, conflict resolution skills, or assertiveness. Limited opportunities for pupils to practice and develop teamwork skills in a class environment.

By the end of week one, I aimed to have a clearer understanding of the pupils’ comfort levels with teamwork and identify those who may require additional support. This allows me to tailor my approach for the following weeks. practise this by instructed them to work in a small group on a simple task. This is to demonstrate the value of communication, listening, and shared decision-making. Structured Group Activities, I gradually introduce activities that require teamwork, starting with a small group and well-defined tasks. These activities can involve roleplaying, dialogues, or collaborative projects. Applying positive reinforcement in class by acknowledge and praise pupils who demonstrate teamwork skills, such as active listening, sharing ideas, and supporting their peers. I will implement these strategies throughout the last three weeks of my PITO practicum journey, starting from 13th May to 7th of June 2024. This allows for a gradual introduction of collaborative learning and time for the pupils to develop their teamwork skills. Johnson, D.W., & Johnson, R.T. (2009). An Overview of cooperative learning. In C.D. Warger & R.M. Winograd (Eds.), Handbook of research on teaching (5th ed.)(pp. 231-278). National Society for the Study of Education. Since this was the first week of my new issue, building the foundation of teamwork is necessary. I dedicated a significant portion of class time to observing group intentions. I noted pupils who demonstrated strong teamwork skills, like active listening and offering ideas. Additionally, I identified pupils who seem hesitant to participate or struggle with collaborative tasks. As stated on recommended strategies above, I introduced the teamwork concepts involved laying the groundwork for collaborative learning. I explained the concepts, benefits, and showed them examples of real-world situations where cooperation is essential by sharing videos or stories that highlighted the power of teamwork and collaboration. Moreover, to provide a concrete example of collaboration, I instructed them to work in small groups (maximum 3 in a group). I only asked them to complete simple tasks to demonstrate effective communication and shared decision-making. Slowly but surely. I can see slight changes in them which some of them tried their best to work together. I planned to gradually increase the size of the groups as their teamwork skills improve. CONCLUSION: • • REFERENCE: FOLLOW-UP ACTION: RESOLUTION TIME FRAME:

FOCUSED ISSUE: Although it is almost the end of the journey for my PITO Practicum, I could not deny that in certain activities, I noticed a lack of collaboration and teamwork among pupils. Many prefer to work individually or only with the person who is sitting next to them even during activities designed for group participation. This hinders the development of essential skills and can limit their learning experience. It is imperative to address this issue promptly to foster a cooperative and supportive learning environment where pupils can effectively work together towards common goals. RECOMMENDATION: To address the lack of teamwork and encourage collaboration, I propose the following strategies: LITERATURE REVIEW: According to Johnson & Johnson (2009) [Insert Citation], collaborative learning fosters deeper understanding, communication skills, and problem-solving abilities. When students work together effectively, they learn from each other and develop a sense of shared responsibility. FOCUSED ISSUE ANALYSIS: To better understand the root causes of the lack of teamwork among pupils, several questions arise: REFLECTIVE JOURNAL WEEK 9 (20th May – 24th May 2024) TITLE: FROM ME TO WE: FOSTERING TEAMWORK IN ENGLISH CLASS • • • Are the pupils unfamiliar with collaborative learning methods? Do they lack confidence in their English Language skills, making them hesitant to work with others? How can I encourage my pupils to participate actively in group activities? • What types of activities can promote teamwork and collaboration? Through classroom observations and discussions with pupils and my colleagues, several potential factors contributing to the lack of teamwork among pupils have been identified: • • • • Individualistic attitudes and a focus on personal achievement. Unequal distribution of workload and responsibilities within group members. Communication barriers such as lack of active listening, conflict resolution skills, or assertiveness. Limited opportunities for pupils to practice and develop teamwork skills in a class environment. • Introduced Collaborative Learning, I started with explaining the concept of teamwork and its benefit. I also shared example of real-world situations where teamwork is essential. I strongly believe that modelling the teamwork is important, therefore I

practise this by instructed them to work in a small group on a simple task. This is to demonstrate the value of communication, listening, and shared decision-making. Structured Group Activities, I gradually introduce activities that require teamwork, starting with a small group and well-defined tasks. These activities can involve roleplaying, dialogues, or collaborative projects. Applying positive reinforcement in class by acknowledge and praise pupils who demonstrate teamwork skills, such as active listening, sharing ideas, and supporting their peers. I will implement these strategies throughout the last three weeks of my PITO practicum journey, starting from 13th May to 7th of June 2024. This allows for a gradual introduction of collaborative learning and time for the pupils to develop their teamwork skills. Johnson, D.W., & Johnson, R.T. (2009). An Overview of cooperative learning. In C.D. Warger & R.M. Winograd (Eds.), Handbook of research on teaching (5th ed.)(pp. 231-278). National Society for the Study of Education. Cohen, E. (1994). Designing groupwork: Strategies for the Heterogeneous Classroom. Teachers College Press. My focus for this week is providing hands-on practice with collaboration. Through low-pressure group activities and positive reinforcement, I am a happy teacher when I can see an initial increase in pupils’ engagement and participation in teamwork. Moving to the second week, I continued with putting the theory into practice. Based on my observations from week one, I offered individual or small group support to pupils who required additional guidance. This involved providing them with specific communication strategies or practicing conflict resolution techniques. In addition, I also came up with saretcrqtuiuvcirteiuercseo,dopfgoerroreautxpiaomn panledssimhoprlte dialogues, games that collaborative projects. By keeping the task manageable, I created a safe and supportive environment for my pupils to practice their teamwork skills. As they participated in group activities, I am actively looking for opportunities to acknowledge and praise those who demonstrate teamwork skills, such as sharing ideas, supporting peers, and listening actively. CONCLUSION: • • REFERENCE: FOLLOW-UP ACTION: RESOLUTION TIME FRAME:

FOCUSED ISSUE: Although it is almost the end of the journey for my PITO Practicum, I could not deny that in certain activities, I noticed a lack of collaboration and teamwork among pupils. Many prefer to work individually or only with the person who is sitting next to them even during activities designed for group participation. This hinders the development of essential skills and can limit their learning experience. It is imperative to address this issue promptly to foster a cooperative and supportive learning environment where pupils can effectively work together towards common goals. RECOMMENDATION: To address the lack of teamwork and encourage collaboration, I propose the following strategies: LITERATURE REVIEW: According to Johnson & Johnson (2009) [Insert Citation], collaborative learning fosters deeper understanding, communication skills, and problem-solving abilities. When students work together effectively, they learn from each other and develop a sense of shared responsibility. FOCUSED ISSUE ANALYSIS: To better understand the root causes of the lack of teamwork among pupils, several questions arise: REFLECTIVE JOURNAL WEEK 10 (03 June – 07th June 2024) TITLE: FROM ME TO WE: FOSTERING TEAMWORK IN ENGLISH CLASS rd • • • Are the pupils unfamiliar with collaborative learning methods? Do they lack confidence in their English Language skills, making them hesitant to work with others? How can I encourage my pupils to participate actively in group activities? • What types of activities can promote teamwork and collaboration? Through classroom observations and discussions with pupils and my colleagues, several potential factors contributing to the lack of teamwork among pupils have been identified: • • • • Individualistic attitudes and a focus on personal achievement. Unequal distribution of workload and responsibilities within group members. Communication barriers such as lack of active listening, conflict resolution skills, or assertiveness. Limited opportunities for pupils to practice and develop teamwork skills in a class environment. • Introduced Collaborative Learning, I started with explaining the concept of teamwork and its benefit. I also shared example of real-world situations where teamwork is essential. I strongly believe that modelling the teamwork is important, therefore I