Thursday, November 25, 2010 | By: Jijah bt. Mohamad Suhai


“Action may not always bring success, but there is no success without it.” 
                                                                               - Benjamin Disraeli -

“If you don’t overcome the obstacles, you’ll never become the success.”
                                                                              John Mackovic -
Monday, November 22, 2010 | By: Jijah bt. Mohamad Suhai


"The happiest people do not have the best of everything but they simply make the best of everything.  Live simply, speak kindly, care deeply and love generously."                                
                                                            - Prof Dr Muhaya -

 "Tell me and I forget. Teach me and I remember. Involve me and I learn."
                                                 - Benjamin Franklin -
Sunday, November 21, 2010 | By: Jijah bt. Mohamad Suhai


The real man smiles in trouble, gathers strength from distress, and grows brave by reflection. 

                                                          - Thomas Paine - 

Thursday, November 18, 2010 | By: Jijah bt. Mohamad Suhai


Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young. The greatest thing in life is to keep your mind young. 
- Henry Ford -

Five Strategies to Keep Students Learning in a Calm Classroom Environment

Strategy 1
Keep the lesson moving. If you have a forty-five minute period, plan three different activities. Try to get them up out of their seats at least once during the class period. Those students with pent up energy will thank you for it.

Strategy 2
Don’t lecture for the whole period. Students who are actively engaged in a learning activity are generally not disrupting the class. Hands-on activities work great for vivacious classrooms.

Strategy 3 
Talk to your students. If you see them in the hall, in the cafeteria or at the grocery store, ask them how they are. If you see a student in the local newspaper, congratulate them. If they do something nice, tell them that you appreciate their kindness. This lets them know that you really do care about them.

Strategy 4
When students are being disruptive by talking, poking, pulling or crumpling paper, go stand by them. This sends them a direct message to stop what they are doing. Most of the time they stop and get back to work.

Strategy 5
When you have stood by the student, talked to the student and kept them busy with lessons, and they still are disruptive, take them in the hallway. Ask them, “Are you OK?” The students will crumble and tell you that they had a fight with their parents, didn’t get up on time or are having other issues. If they are defiant, send them on to the principal. 

14 Principles For Good Teaching.

Thomas Angelo (1993) identifies 14 principles for good teaching :
Use In Classroom
Students are actively engaged in learning
Students teach other students, collaborate, hands-on work, and are motivated by the teacher. 
Teacher focuses attention by making it clear what is to be learned and the priorities of subject elements.
Teacher tells students initially what they are going to learn and why it is important for them to know the material.
Teacher sets high, but realistic goals
Some of these goals are formulated from test data and your assessment of student knowledge. 
Teacher meaningfullly connects new information with prior knowledge
"Yesterday we learned about primary and secondary colors. Today we are going to use what we've learned by ______." 
Teacher helps students unlearn erroneous knowledge and bias
The teacher assesses the success of the lesson and then reteaches if necessary.
Teacher organizes subject content in meaningful ways that are personally and academically appropriate, and is aware of their own learning style (metacognition)
Sometimes the organization of subject matter changes dynamically as the teacher teaches. Each group of students is different. 
Teacher gives timely and specific feedback to students.
The teacher roams the room and looks over the student's shoulder to make sure they understand and then gives immediate feedback. Examination results are reviewed and retaught if needed.
Teacher knows in advance the standards to be used in assessment and evaluation, and the nature of that assessment.
The teacher hands out the rubric for the lesson ahead of time so students know exactly what constitutes an "A."
Teacher invests adequate time and quality with a focused effort.
The teacher plans for a longer lesson, and then shortens it by priorities if students need more time.
Teacher finds real-world applications in many contexts so that students transfer what they are learning.
"If you become an art director, you will need to have thorough knowledge of the elements of design."
Teacher perceives and adopts high expectations of achievement.
Let students know your expectations and ask them what they expect from the course.
Teacher balances instruction so that all learners are challenged.
Because novice learners need more time, give more challenging material to high achievers while you spend more time with remediation.
Teacher clearly perceives the value in what is to be learned.
Explain to students why it is important to know the material. The value of the material should also motivate both students and teacher.
Teacher interacts frequently with learners and other teachers.
Learn students' names, ask them all engaging questions, and collaborate with successful teachers.

Best Practices

Lanlois and Zales (1992) identified eight proven methods of effective teaching. They say a good teacher has:
  1. High expectations of student achievement.
  2. Course methods and routines that are clear to the teacher and student.
  3. Varied and appropriate teaching method and materials.
  4. A supportive, cooperative atmosphere.
  5. Enthusiasm, energy, caring, and maintenance of a nonthreatening atmosphere.
  6. A manifest belief that their subject is important.
  7. Relates instruction to student interests.
  8. Content expertise.