Teo-Education.Com

Nowadays, parents with school-going children often complain about the glaring errors found in English examination papers.

While not condoning the errors and mindful of their serious implications, I believe that the teachers who make such errors do not even know their mistakes.

They set exam questions in English just like they do in Bahasa Malaysia, or in Chinese or Tamil.

They perform as they know how and that is the level of their understanding and proficiency in the English language.

They have certificates from the Education Ministry to prove it and so, can we rightfully fault the teachers?

Let’s look at the reality on the ground.

Many teachers are trying hard.

It is through no fault of theirs that they went through a Bahasa Malaysia or vernacular medium of schooling in primary followed by a Bahasa Malaysia medium of instruction from secondary till university.

And now, they are expected to write in flawless English.

The ministry may claim that these teachers have attended English training courses.

But a short course cannot remedy years of neglect, especially so in the mastering of a foreign language.

Much more is needed to be done and more time is needed.

Also, the dubious grading system for English papers at different levels of our public exams has given rise to their false confidence.

There can be two main causes for their weakness, resulting in the errors in the exam papers they set: a poor command of grammar and the tendency to “think local and write global”.

In other words, they think in Bahasa Malaysia or Chinese or Tamil, translate it and then write it in English.

In this context, I fail to understand the ministry’s decision to recruit some 300 English teachers from Britain to help alleviate the problems faced by our teachers.

Certainly, these teachers can teach good grammar but I have serious doubt about their ability to understand how we Malaysians think and write our brand of English.

On the other hand, our retired English teachers will definitely do a better job.

They know how we think and they can also teach good grammar.

They are the teachers to employ and I believe many are more than willing.

As for learning phonics (one main reason for bringing in these native speakers of the language), let’s get real.

We will never sound like the British and we don’t have to!

Our teachers are crying out for help to improve their English.

by Liong Kam Chong, Seremban.

http://www.thestar.com.my/news/story.asp?file=/2010/5/31/focus/6362504&sec=focus

More and more Malaysians – especially the younger generation – are turning entrepreneurial in their bid for financial freedom. Four young Malaysians who have made it big in vastly different industries share with TAN CHOE CHOE the key to their success.

The number of new businesses registered with the Companies Commission of Malaysia went up by 16 per cent – from 268,866 in 2008 to a substantial 312, 581 last year, despite a contraction in the economy.

One of the most oft-quoted reasons for an increase in the number of entrepreneurs is the success stories of others. “There are legends like Tan Sri Robert Kuok, Datuk Tony Fernandes and others locally. Abroad, there is Microsoft’s Bill Gates. In China, there are many youths turning millionaires and billionaires too. They are a source of inspiration for others,” said the president of the Small Medium Industries Association of Malaysia, Chua Tiam Wee.

“The spate of financial crises in recent years, particularly the last one which left a trail of retrenchments, has also prompted many to feel that being an employee is no longer the safest or best career option. Naturally, people start to think: why not be your own boss and master of your own destiny?” adds Chua.

The prospect of working in a conventional nine-to-five job is no longer deemed “cool”. “Waking up early to go to work is no longer appealing. Our youngsters want flexibility. They want to innovate and create.”

But while there are many inspiring success stories, there are also as many stories of failed ventures.

“Anyone who decides to go into business must realise that entrepreneurship is actually a ‘profession’ where you will be wearing many hats. You need to be skilled not only in managing the marketing side of the business but also the finances. You have to know what to do and what you can do before you decide to go into business,” says Carol Yip, a personal financial coach and author of two books on financial planning — Money Rules and Smart Money-User.
“Be alert and aware of what’s going on around the world. Even something simple, if done well, can turn into a mega business,” adds Yip.

Linda Onn, 33, restaurateur and celebrity.

Linda Onn started off as an office administrator.

SHE never realised she had made her first million until she had spent it, or rather, invested it.

“It was just last year. It was a bit of a surprise because I didn’t realise I had that much money,” said the 33-year-old.

To think that she started off as an office administrator with a salary of just RM700 a month 11 years ago. Linda Onn has definitely come a long way.

“Since young, I’ve never been a big spender. I saved at least 50 per cent of every pay cheque I got and because I was so careful with my money, some friends called me a ‘cheapskate’.”

When she got TV offers and became a spokesperson for various products, her savings grew. In fact, it grew to such a point that six years ago, Linda didn’t know what to do with her money.

“So I decided to go into business and open up a family restaurant because my parents had the experience and most of my family cook well.”

As her career in the entertainment industry took off (she deejays, acts and hosts various radio and TV programmes), her investment into the restaurant business also bore fruit.

From only one in 2004, she is now the proud owner of five restaurants. Her success, however, came at a price.

“When you’re a celebrity, there are people who will talk and create stories about you to get you down. I was called a coward when I didn’t turn up for an international event. Actually, I had a wardrobe issue. There has also been a lot of gossip about my love life.”

At the height of such unhappy incidents, she thought of leaving the entertainment field. “Just get married and get lost. But then I realised I should not feel down because whether I’m doing good or bad, people will still talk about me. I managed to stay strong and persevered because of my family, friends and loyal fans.”

Has she managed to achieve all that she set out to do?

“I dreamt of having a house with a pool and automatic gates and me coming home in a big car. I’ve got them all, so yeah.

“True success, however, is being able to walk into a designer boutique and buy stuff without looking at the price tag. Being careful as always, I still look at the price tag. Maybe after this, I’ll just go in and buy whatever I want.”

Her recipe to success? “Count on yourself, save and invest.”

Philip Lau, 31, financial agent.

Philip Lau made his first million when he was only 28.

PHILIP Lau found out he had hit his first million when he was 28.

“I went out and bought my first Rolex,” said the 31-year-old as he flashed a grin.

Founder of Jazz Capital, a financial sales agency that focuses primarily on insurance and savings products, as well as bank loans and mortgages, Lau’s agency is now the authorised agent for some of the most reputable financial institutions in town.

Although his agency is only five years old, there are already some 300 agents in its employ.

What is his recipe for success?

“It’s just three simple steps: one — have a clear plan on what you want to achieve in both the short and long term. Two — execute your plan accordingly and make periodic reviews for improvements, and three — stay focused and be passionate.”

Having a good understanding of the various financial products out there has also enabled him to make good investment choices along the way.

“I think that’s the bonus of being in this line. We know what we sell and when it’s a good one, we can also seize the opportunity to invest.”

Lau believes his wealth and success today is made possible through careful planning. “But it is also with God’s blessing.”

But his entrepreneurial route has not been without obstacles.

“I was beset with the ‘what if’ syndrome. Once, I was offered a good position in an investment bank. I was tempted by the thought of steady employment and a rewarding lifestyle with a reputable company. I had so many doubts. It felt like it was easier to make a U-turn and take up the offer. It took a while of self-questioning to find out what I really wanted to do and that conviction gave me the courage to go all out to pursue my own business.”

Although rich in his own right now, Lau feels that he has not achieved enough yet.

“I will know that I have enough when my total assets are good enough to generate certain returns to sustain my desired lifestyle throughout my retirement years.”

To aspiring youths, he says: “Have passion and patience, but most importantly, be practical.”

Ganesh Kumar Bangah, 31, co-founder of MOL and group CEO of Friendster

Ganesh Kumar Bangah is an icon in Malaysia’s ICT Industry today.

HIS success story is almost legendary in Malaysia’s field of information,
communications and technology. He built MOL Access-Portal Berhad (MOL) from scratch to become one of the biggest online payment service providers in Asia
with an annual revenue of RM320 million, over 500,000 physical payment channels across 75 countries, handling over five million transactions a month.

He was certified by the Malaysia Book of Records as the youngest chief executive of a public-listed company in Malaysia when he listed MOL on the Mesdaq market of Bursa Malaysia at 23. He won the JCI 2009 Creative Young Entrepreneur Award, the Pikom Technopreneur Excellence Award at the ICT Leadership Awards 2009, and is acknowledged by Society Magazine as one of the 100 people you must know in Asia.

Late last year, he again made headlines when he led MOL to take over social networking site Friendster.

“I’ve always wanted to be the Bill Gates of Malaysia. I saw him on television when I was a cybercafé operator in my teens in Johor. I told my boss then that I wanted to be the Bill Gates of Malaysia,” he says with a laugh.

Having started early in business, Ganesh says one of the biggest obstacles was getting people to understand “the need to be crazy”.

“The last thing I did was buy Friendster and everyone was asking me why. You must think far and see things for the value they can give you. Getting people to understand that you need to be a little crazy or to be different to be special, I think that’s the hardest thing.”

Being in business also means there is never really a day off.

“You will always be constantly thinking about how to do things better, faster, to innovate and create. It is very much a 24/7 ‘job’.”

He also admits that it is never easy to handle change.

“Every time you list a company, de-list it, or buy another company, it is never easy in the beginning. But managing these changes, these jumps, pushed me to grow. Buying Friendster, for example, means that I really had to learn the American culture.”

While it is heartening that many young Malaysians want to be entrepreneurs, he says they should not think in the short term.

“I think our entrepreneurs tend to do something for a couple of years, give up, and move on to something else. They have to realise that nothing worth doing is easy but if you keep at it, you become better at it and you will make it. Don’t give up.”

Joey Yap, 33, feng shui consultant

Joey Yap is a feng-shui master and author of over 30 best-selling books on Chinese metaphysics.

HE earned his first million when he was 26-years-old. Since then, Joey Yap, who will turn 33 in July, has only been earning more.

Besides being the founder of the Master Academy of Chinese Metaphysics — the first such global organisation devoted to the teaching of feng shui, Bazi, and other such similar subjects — he is the chief consultant of Yap Global Consulting, which specialises in feng shui and Chinese astrology services and audits.

He has also authored over 30 books, and hosts his own TV series — all on the subject of Chinese metaphysics.

He attributes his success to having differentiated himself in the industry right from the start.

“I’m not a fortune-teller. I don’t tell people how their life is going to turn out. That’s making statements and anyone can do that. I seek to help people understand their profile, their talents, and advise them on what to focus on and how, based on their individual strengths and weaknesses and to maximise their potential.”

His client list includes not just individuals but also local and multinational conglomerates.

To be good at what he does, he reads a lot. “Not only books on metaphysics, but also business, management and more. Many consultants try to advise people without even a basic understanding of the fundamentals of business, like go and hang some red cloth somewhere and your business will succeed. How is that going to help a businessman solve his problems?”

His own experience in managing a business has also lent him an extra edge.

“The biggest obstacle I faced was a lack of experience when I first started out. I didn’t know anything apart from accounting. Many people think that when your feng shui is good, everything will work out. That’s not true. You still have to acquire the skills, the technical know-how to handle your business and make it successful.”

Articulate, and able to command an audience of 3,000 or more, it is hard to imagine that Yap was once nervous when speaking to less than 10 people. “Just like the other skills, public speaking was something I had to acquire.”

What drives him? “When I first started out, I thought this industry had been sorely misunderstood and misrepresented in many ways. I had a burning desire to rectify this. I’d like to believe that I have.”

Success, to him, is not about money. It is about being remembered for one’s deeds.

“When we leave this world, people will remember us for what we contributed to society.”

Source:

Sunday Spotlight.

http://www.nst.com.my/nst/articles/12ccmils/Article/

FALLING sick these days is by no means a cheap matter and, depending on the medical attention you require, the cost can easily run into the thousands. This is why some individuals delay seeking treatment. The EPF Medical Withdrawal scheme permits a member to access retirement savings to pay for his/her or their loved ones’ medical treatment.

Q: Who can apply for this withdrawal?
A: If you are below the age of 55 and have a balance in Account 2, you can apply for this withdrawal to pay for your or your family’s medical treatment of critical illnesses.

Q: Can I make a withdrawal to pay for my wife’s medical treatment of critical illnesses?
A: Yes, this scheme is available not only to members but also to your spouses, parents or siblings.

Q: What is covered under this medical withdrawal scheme?
A: This withdrawal is designed to assist you, as an EPF member, with the expenses of seeking medical treatment in severe cases that might not be covered by any medical coverage provided by your employer.

It covers a full range of critical illness, namely major organ transplant, coronary bypass surgery, multiple sclerosis, stroke and cancer. For the full list, refer to our website, www.kwsp.gov.my.

Q: How frequently can I apply for this withdrawal?

A: You may continue to apply for this withdrawal to pay for the treatment of critical illnesses as long as there is a balance in your Account 2, subject to the maximum amount eligible for withdrawal.

Q: Can I apply for this withdrawal if my medical expenses have been borne by my employer?

A: No, you cannot. However, if the medical coverage covered by the employer is not adequate, then you may submit an application to withdraw the balance of the medical expenses incurred.

Q: How much can I withdraw?

A: You can withdraw the actual medical treatment cost or all of your balance in Account 2, whichever is lower. If part of the medical treatment is being borne by the employer, you can withdraw the balance of medical treatment costs not covered by the employer, subject to the available balance in your Account 2.

Q: So how do I apply for this withdrawal?

A: You are required to complete the EPF 9D (AHL) form and provide certified true copies of your identity card, the medical report from the specialist issued by the hospital or medical institute, the original medical examination bills, which must not be more than a year old from the date issued by the hospital or medical institute, and a letter of confirmation from your employer to determine if the medical expense has been borne by the employer.

For overseas medical treatment, you need to provide an approximate cost of treatment.

You also need to produce proof of relationship between you and the patient and your bank account book or your current account statements of an account that is still active.

Q: How will the payments be made?

A: For local treatment, payment is made directly to the hospital after the original medical bill is received, while payment for overseas treatment is made via direct crediting to your bank account, based on the estimated medical cost. For reimbursement, payments will be directly credited into your bank account.

For further enquiries regarding withdrawal for medical treatment, contact EPF’s Call Centre at 03-8922 6000 or log on to www.kwsp.gov.my.

Source:

http://www.nst.com.my/nst/articles/22try/Article

Teaching is about the gift of sharing, the power it has to influence and the platform it provides to sharpen minds and skills. It is also about the ripples of growth and development it can propagate.

When you teach, you are giving your knowledge, wisdom, energy and passion.

You must therefore project the right persona, show a positive attitude and display moral courage. To do this, you must be focused and the core of your being must be on an even keel. You must have specific goals and objectives.

One has to realise that teaching is a cumulative process.

A student may be more drawn to, or influenced by one set of teachers in a particular year, than another, but over the years, the results will be there for all to see.

Sum up the years of cause and effect, sum up the years of teacher and student interaction, and throw in a dash of the outside world influence and you will get the formula or complete guide to X factor in a child.

There are teachers who may feel insecure because they are young and inexperienced. There are others who feel they cannot carry out their tasks effectively just because they are in schools without adequate facilities — to them I say these are just temporary setbacks.

A good teacher can and will indeed make a difference with true grit and determination.

Take a moment and think. Can you not better yourself with what you have?

Don’t take your grievances into the classroom. Prepare your lessons well. Be interesting and be interested in your job. Get to know your students.

Try, on occasion, the warm and spontaneous approach.

On other days, be brisk and business-like.

Articulate your thoughts and speak clearly for only then will your students understand you.

Seek help from fellow colleagues who are better than you.

Encourage student appraisal and peer observation.

Learn from your mistakes. Be guided by constructive criticism. Compare yourself to others who are doing a better job than you.

Stop the envy and start the learning.

Reflect progress and move on.

And remember, good things come to those who wait.

You may not become the model teacher or be in the “right” team.

You may not even get that promotion or the transfer you want soon, or be rid of all that paperwork yet.

But, if you wait it out, as German author Eckhart Tolle puts it, “this too shall pass”.

I believe that if you focus your energies on seeing things in their proper perspective, the good things will surely come.

I would like to share with you the following words from Oprah Winfrey.

“I’ve come to believe that each of us has a personal calling that’s as unique as a fingerprint — and that the best way to succeed is to discover what you love and then find a way to offer it to others in the form of service, working hard, and also allowing the energy of the universe to lead you.

“It is confidence in the way we think and lead our lives that allows us to keep looking for new adventures and new directions for this is what life is all about”.

If you can feel this why you became a teacher, then you’re on the right track.

So teachers, go teach and be happy!

by Nithya Sidhhu.

http://thestar.com.my/education/story.asp?file=/2010/5/30/education/6287450&sec=education

KUALA LUMPUR: The Govern­ment is introducing measures to meet the increasing demand for English language teachers next year.

Deputy Education Minister Datuk Dr Wee Ka Siong said this included increasing the intake of English-option trainee teachers in institutions like the Institute of Teacher Education International Languages (IPBA) and through programmes like the ministry’s Teacher Training Course for SPM Leavers and Post-graduates Teaching Course.

He said the Government needed 13,000 more English language teachers following the Cabinet decision to allocate more time for the subject in schools in 2011.

Dr Wee, who spoke to reporters yesterday after attending the convocation ceremony at the IPBA campus, said English language teachers who retire at the age of 58 would also be given the option of extending their service.

Beginning 2011, the time allocated for English in national schools would be increased by 90 minutes to 330 minutes a week.

Vernacular schools in Level One (Years One to Three) would see a 100% increase to 120 minutes a week, while those in Level Two (Years Four to Six), from 90 minutes to 120 minutes.

Another measure proposed by the Government was to bring in native English-speaking teachers either as teacher trainers or to teach English in schools.

“These teachers will be sent to rural areas so students there can learn in an English-speaking environment,” said Dr Wee.

by Kang Soon Chen.

http://thestar.com.my/news/story.asp?file=/2010/5/30/nation/6368471&sec=nation

Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Educational psychology is concerned with how students learn and develop, often focusing on subgroups such as gifted children and those subject to specific disabilities. Although the terms “educational psychology” and “school psychology” are often used interchangeably, researchers and theorists are likely to be identified in the US and Canada as educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists. This distinction is however not made in the UK, where the generic term for practitioners is “educational psychologist”.

Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline analogous to the relationship between medicine and biology. Educational psychology in turn informs a wide range of specialities within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education and classroom management. Educational psychology both draws from and contributes to cognitive science and the learning sciences. In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks.

Source:

http://en.wikipedia.org/wiki/Educational_psychology

Humanism is a school of thought that believes human beings are different from other species and possess capacities not found in animals (Edwords, 1989). Humanists, therefore, give primacy to the study of human needs and interests. A central assumption is that human beings behave out of intentionality and values (Kurtz, 2000). This is in contrast to the beliefs of operant conditioning theorists who believe that all behavior is the result of the application of consequences or to the beliefs of cognitive psychologists who hold that the discovery or the making of meaning is a primary factor in human learning. Humanists also believe that it is necessary to study the person as a whole, especially as an individual grows and develops over the lifespan. The study of the self, motivation, and goal-setting are also areas of special interest.

As with other approaches to learning and development that we have studied, there are a variety of viewpoints within this tradition. The dominant view is called modern or naturalistic humanism and traces its lineage to Aristotle and Socrates (Gogineni, 2000). It is defined as “a naturalistic philosophy that rejects all supernaturalism and relies primarily upon reason and science, democracy and human compassion” (Lamont, as cited in Edwords, 1989). It is thus described as anthropocentric or human-centered.

There are two branches within this view: secular and religious. Advocates of a secular humanism believe that an individual human being has within him- or herself all that is necessary to grow and develop that person’s unique capacities. Religious humanists, on the other hand, believe that religion is an important influence on human development and advocate a communal  aspect of their approach, albeit an atheistic one.

A small, but important, group within humanism disagrees with the atheistic thesis. They trace their roots to Plato, St. Augustine, and various religions and believe that, while humanity is a distinct species, existing separate and apart from all animal species, God or a Supreme Being is the center of humankind’s existence. Maritain (1936/1996, 1952) and de Chardin (1955, 1973) are two of the primary advocates of this theocentric (or God-centered) approach. Advocates of this approach believe that a human being is both material and spiritual, a reasoning, intellectual being endowed with free will. From this perspective, a human being’s highest purpose is that of voluntarily obeying God’s law. This is in stark contrast to the naturalistic humanist who believes that an individual must be true to himself, existing as an autonomous being, capable of self-realized development.

Perhaps it is the open advocacy of atheism by the modern or naturalistic humanists that seems to have drawn the ire of religious leaders toward humanism, especially fundamentalist Christians (e.g., Holgate, n.d.; Waggoner, 2001). This is in spite of the fact that modern humanists advocate a strict separation of church and state, especially in the domain of public education. The focus on humanism is somewhat curious as other scientific theories regarding human learning and behavior also advocate a strictly materialistic view of human beings. For example, Skinner’s operant conditioning theory posits no significant differences between animals and human beings; Piaget’s cognitive development theory states that the only difference between a human being and an animal is that a mature human being acquires the ability to engage in abstract symbolic thought. Similar statements can be made of the vast majority of scientific theories. Surprisingly, this antagonistic focus on humanism exists in spite of the fact that it is the only school of learning and development which includes a strong, though small, advocacy group that proposes human beings are both material and spiritual beings.

Principles and Objectives

From the perspective of Huitt’s (1995) systems model of human behavior, the primary emphasis of humanistic education is on the regulatory system and the affective/emotional system. The development of these systems is often overlooked in our present education system (Am, 1995). The regulatory system acts as a filter for connecting the environment and internal thoughts to other thoughts or feelings as well as connecting knowledge and feelings to action. The affective/emotional system colors, embellishes, diminishes or otherwise modifies information acquired through the regulatory system or sent from the cognitive system to action. In our present environment of constant change and uncertainty, the development of the knowledge, attitudes, and skills discussed in these systems is especially important.

As described by Gage and Berliner (1991) there are five basic objectives of the humanistic view of education:

1. promote positive self-direction and independence (development of the regulatory system);
2. develop the ability to take responsibility for what is learned (regulatory and affective systems);
3. develop creativity (divergent thinking aspect of cognition);
4. curiosity (exploratory behavior, a function of imbalance or dissonance in any of the systems); and
5. an interest in the arts (primarily to develop the affective/emotional system).

The SCANS report (Whetzel, 1992) as well as Naisbitt (1982), Toffler (1970, 1981, 1990) and other authors (see Huitt, 1997) point to the importance of these objectives for success in the information age. It is important to realize that no other model or view of education places as much emphasis on these desired outcomes as does the humanistic approach.

According to Gage and Berliner (1991) some basic principles of the humanistic approach that were used to develop the objectives are:

1. Students will learn best what they want and need to know. That is, when they have developed the skills of analyzing what is important to them and why as well as the skills of directing their behavior towards those wants and needs, they will learn more easily and quickly. Most educators and learning theorists would agree with this statement, although they might disagree on exactly what contributes to student motivation.
2. Knowing how to learn is more important than acquiring a lot of knowledge. In our present society where knowledge is changing rapidly, this view is shared by many educators, especially those from a cognitive perspective.
3. Self-evaluation is the only meaningful evaluation of a student’s work. The emphasis here is on internal development and self-regulation. While most educators would likely agree that this is important, they would also advocate a need to develop a student’s ability to meet external expectations. This meeting of external expectations runs counter to most humanistic theories.
4. Feelings are as important as facts. Much work from the humanistic view seems to validate this point and is one area where humanistically-oriented educators are making significant contributions to our knowledge base.
5. Students learn best in a non-threatening environment. This is one area where humanistic educators have had an impact on current educational practice. The orientation espoused today is that the environment should by psychologically and emotionally, as well as physically, non-threatening. However, there is some research that suggests that a neutral or even slightly cool environment is best for older, highly motivated students.

Open Education

There are a variety of ways teachers can implement the humanist view towards education. Some of these include:

1. Allow the student to have a choice in the selection of tasks and activities whenever possible.
2. Help students learn to set realistic goals.
3. Have students participate in group work, especially cooperative learning, in order to develop social and affective skills.
4. Act as a facilitator for group discussions when appropriate.
5. Be a role model for the attitudes, beliefs and habits you wish to foster. Constantly work on becoming a better person and then share yourself with your students.

A meta-analysis completed by Giaconia and Hedges (1982) of approximately 150 studies of open education suggest that this approach is associated with

1. improved cooperativeness, creativity, and independence (moderate);
2. increased positive attitudes toward teacher and school, creativity, adjustment, and general mental ability (slight);
3. lower language achievement (negligible) and achievement motivation (moderate);
4. no consistent effect on math, reading, or other types of academic achievement; and
5. no consistent effect on anxiety, locus of control or self-concept.

It would seem, then, that open education, broadly defined in the terms used by Giaconia and Hedges, has not met the objectives and principles normally used to define humanistic education. While it has not been detrimental to basic skills achievement, per se, it has not had the impact on self-concept and locus of control as expected by its originators. In addition, the decline in achievement motivation is especially troublesome in light of the SCANS report (Whetzel, 1992) that highlighted the importance of striving for excellence in order to be successful in a world economy.

Carl Roger’s View (Facilitative Teaching)

One of the models included in the overall review of open education was facilitative teaching developed by Carl Rogers. Aspy and Roebuck (1975) studied teachers in terms of their ability to offer facilitative conditions (including empathy, congruence, and positive regard) as defined by Rogers (1969) and Rogers and Freiberg (1994). Teachers who were more highly facilitative tended to provide more:

1. response to student feeling;
2. use of student ideas in ongoing instructional interactions;
3. discussion with students (dialogue);
4. praise of students;
5. congruent teacher talk (less ritualistic);
6. tailoring of contents to the individual student’s frame of reference (explanations created to fit the immediate needs of the learners); and
7. smiling with students.

Notice that all of these actions are congruent with a direct instruction model of teaching.

In a subsequent study involving 600 teachers from kindergarten though 12th grade, Aspy and Roebuck (1977) found that students in classrooms of high facilitative teachers:

1. missed four fewer days of school (5 as compared to 9 for low facilitative teachers);
2. increased scores on self-concept measures;
3. greater gains on academic achievement measures, including both math and reading scores;
4. presented fewer disciplinary problems and commited fewer acts of vandalism to school property; and
5. were more spontaneous and used higher levels of thinking (knowledge versus comprehension through evaluation).

Summary

In summary, the purpose of humanistic education is to provide a foundation for personal growth and development so that learning will continue throughout life in a self-directed manner (DeCarvalho, 1991). A lack of cohesiveness with respect to defining the critical components of the humanistic approach has hampered its development. However, the results of Aspy and Roebuck’s (1977) study of facilitative teaching in comparison with the Giaconia and Hedges (1982) meta-analysis of open education suggest that Rogers’ (1969; Rogers & Freiberg, 1994) approach may be more descriptive of the critical conditions for achieving academic success as well as important affective and volitonal outcomes. This is especially important in terms of the multiple dimensions of the components for success as described by the SCANS report (Whetzel, 1992) and Huitt’s (1997) summary of the requirements for success in the information age.

Source:

http://chiron.valdosta.edu/whuitt/col/affsys/humed.html#Rogers

WHEN something tragic happens to a child, the responsibility lies with the parents. Unfortunately, safety consciousness is lacking in many parents, says ChildLine Malaysia project director P. H. Wong.

“Wherever they live, parents must look at safety features from a child’s perspective. If they do not do so, then that amounts to negligence under the Child Act 2001 when something happens,” she said.

She also said it was pitiful to see children dying because their parents had not taken proactive measures by putting safety features in their homes, especially in high-rise buildings. She said there was a National Child Protection Policy in place and it should be implemented in all residential areas.

The Women, Family and Community Development Ministry drew up a national action plan for child protection in August last year. One wonders what has happened to it.

Although Wong said there were limitations as to what the ministry could do, it was the responsibility of parents to take care of their children in terms of safety and welfare. “People are laid back and never look at a child’s perspective. There are so many dangers lurking around them, even at home,” she said, adding that irresponsible parents must be taken to court as a deterrent.

Malaysian Association of Kindergarten chairman Jaya Pereira said what was highlighted in the media could be just the tip of the iceberg, with more accidents involving children going unreported.

She said the Housing and Local Government Ministry should look into the problem of safety in high-rise homes. “Why can’t the ministry make it mandatory for developers, contractors and architects to have safety features in high-rise apartments and condominiums? It is to protect not only the children but also the aged and handicapped people.”

She said most people living in high-rise buildings took things for granted.

“It’s never too late. I think the authorities concerned should take up the issue of safety following a spate of incidents where children died after falling from high-rise buildings.”

The chairman of Centre for Public Policy Studies, Tan Sri Ramon Navaratnam, said the reason for these accidents was the inadequate safety features in high-rise buildings.

While blaming parents for not insisting on having such features, he said the authorities should look into this before giving the green light to developers or contractors to build high-rise apartments and condominiums.

“There should be adequate laws and by-laws to ensure protection for innocent children.”

Navaratnam called on the National Institute for Occupational Safety and Health to conduct a study and make recommendations to the government.

He also blamed the authorities for not enforcing the law pertaining to safety features.

“Safety regulations are sometimes ignored and this must be seriously looked into.”

Source:

http://www.nst.com.my/nst/articles/12afww1/Article/

KUALA KLAWANG: Some 1.2 million people in rural areas as well as students and undergraduates will benefit from the 1Malaysia computer ownership programme, Information Communication and Culture Minister Datuk Seri Dr Rais Yatim said.

He said those who fulfilled the criteria for the scheme would receive a free laptop each.

“The recipients must be from families with a monthly income of RM3,000 and below.”
“Students and undergraduates need to attach supporting letters from schools or institutions when applying for the scheme,” he said after launching the 1Malaysia computer ownership scheme with Telekom Malaysia Bhd’s (TM) broadband package here today.

Rais also said a rural Wi-Fi system would be set up as a supporting infrastructure for the 1Malaysia computer ownership scheme. — Bernama

Source:

http://www.nst.com.my/nst/articles/6com/Article