Choral Speaking

Hey guyzz..
This is our experience of teaching choral speaking at Sekolah Kebangsaan Taman Bukit Subang, Shah Alam, Selangor. This is our first time of teaching choral speaking to the students. With little knowledge that we get from our lecturers about choral speaking, we manage to help the students to perform better than before. So now, let's watch the choral speaking performance from SKTBS students.

Five Rules To Live A Happier Life

What is Merit-demerit System?

Assalamualaikum everyone!

Want to share some info on merit-demerit system since we've been using this system for rules and regulation in our schools in Malaysia. What is it anyway? Well, to make it simple, it is a system whereby you as teachers record the students' behaviour and their achievements. Merit stands for "Meritable actions" - students earn points. While demerit stands for value of an infraction. By doing infraction the students are losing points and may get penalty. (Teacher access to doing this)

courtesy of kohtg.wordpress.com

Aims of merit-demerit system

• To make the students behave and to encourage them to do good deeds and follow school rules.
• To get full cooperation from all teachers since they have big responsibility in doing merit-demerit of the students. 

The system is actually aimed to assist the students to attain good discipline standard and to monitor individual pupil conduct, and is based on the belief the pupils need to be clear about:

                  i.                 The school’s expectations of their conduct;

                 ii.                 The consequences of irresponsible behaviour;

                iii.                The importance of exercising self discipline.The merit points encourage desirable behaviour and contributions to the school, while undesirable behaviour is discouraged by the deduction of points. The points awarded/ deducted may be reviewed by the Discipline Committee on a case by case basis should the need arises.

All pupils start with 75 points in the beginning of the year. Points will be added or deducted accordingly. The merit/ demerit point will begin at 75 points again with the start of a new year.

In addition to the demerit points, corrective actions and consequences as stated in the school rules and regulations would be meted out according to the type(s) of offence.

Consequences will be meted out for all major offences based on the following guidelines:

	Boys	Girls
1st Offence	Caning in class(one stroke) / SRP	Detention (3 days)
2nd Offence	Caning in class(max of 3 strokes) / SRP	Detention (5 days)

Pupils are advised to note the following critical levels:

Points	Action / Consequence
75 points	Commencement point
69 points	Counselling & intervention by Form Teacher Inform/ Meet the parents or guardians if necessary
65 points	Meet the parents Referral to Level Supervision Programme
55 points	Referral to Meet the parents Student Reformative Programme (SRP) Boys : Caning in class Girls : Detention - 5 days Referral to School Counsellor
Below 50 points	Liable for suspension from class Referral to Principal / Vice-Principal

Merit / Demerit Point	Conduct Grade
85 points & above	Excellent
80 - 84 points	Very Good
75 - 79 points	Good
65 - 74 points	Fair
55 - 64 points	Poor

5. Conduct Grades

Besides using the merit/ demerit points to determine the conduct grades of the pupils, the following guidelines and descriptors will also be used: 

Conduct Grade	Descriptors (This provides a pen picture of the pupil deserving of the respective conduct grades)	Snapshot View
Excellent	No major disciplinary records. Shows initiative and displays leadership skills. Assuming leadership positions in Co-curricular activities (CCA) or in class. Maintains exemplary attendance records. Outstanding contribution and performance in CCA. Exemplary involvement in CIP. Fulfills more than the mandatory CIP hours. Strongly supported by positive feedback from school staff. Received award(s) of complimentary nature or formal recognition of commendable acts/behaviours (eg, NYAA, CIAA, RICH Awards). Merit / Demerit points: 85 and above* (refer to supporting evidence).	An Outstanding AMKsian
Very Good	No major disciplinary records. Shows initiative. Maintains good attendance records. Contributes positively to the CCA. Positive involvement in CIP. Fulfills the mandatory CIP hours. Supported by positive feedback from school staff. Merit / Demerit points: 80 – 84* (refer to supporting evidence).	A Well-Rounded AMKsian
Good	No major disciplinary records. Maintains satisfactory attendance records. Satisfactory participation in CCA. Satisfactory involvement in CIP. Merit / Demerit points: 75 – 79* (refer to supporting evidence).	An AMKsian who has Potential.
Fair	Committed a major offence with reference to the school rules. Committed attendance related offences (Truancy; Latecoming; Skip Lessons). Poor participation in CCA. Low level of involvement in CIP. Merit / Demerit points: 65 – 74* (refer to supporting evidence)	An AMKsian who needs Guidance
Poor	Committed more than 1 major offence with reference to the school rules Poor attendance. No participation in CCA. No involvement in CIP. Merit / Demerit points: 55 – 64 or below* (refer to supporting evidence)	An AMKsian who needs Supervision and Monitoring.
Pupils who are assigned a Conduct Grade of “Fair” or “Poor” at the end of the year would not be eligible for the MOE Edusave Awards for Secondary Schools.

The merit/ demerit point system is used as one of the sources to determine the conduct grade during Mid-Year and End of the Year based on the table below. Please take note that the merit/ demerit points are used only as a reference when determining conduct grade. The form teacher reserves the right to assign conduct grade based on the progress and achievement of the pupil for the academic year.

There are more GUIDELINES regarding other rules in school that are using merit demerit system. For example,the students’ attendance in class and school activities, their appearances in school and the use of school premises which are aim to motivate students as well as to concentrate on trading off students' negative actions. (Bad behaviour)

Five Quick Classroom Management Tips

courtesy of telegraph.co.uk

1) Use a normal, natural voice

Are you teaching in your normal voice? Every teacher can remember this from the first year in the classroom: spending those first months talking at an above-normal range until one day, you lose your voice.
Raising our voice to get students' attention is not the best approach, and the stress it causes and the vibe it puts in the room just isn't worth it. The students will mirror your voice level, so avoid using that semi-shouting voice. If we want kids to talk at a normal, pleasant volume, we must do the same.
You want to also differentiate your tone. If you are asking students to put away their notebooks and get into their groups, be sure to use a declarative, matter-of-fact tone. If you are asking a question about a character in a short story, or about contributions made by the Roman Empire, use an inviting, conversational tone.

2) Speak only when students are quiet and ready

This golden nugget was given to me by a 20-year veteran my first year. She told me that I should just wait. And wait, and then wait some more until all students were quiet.
So I tried it; I fought the temptation to talk. Sometimes I'd wait much longer than I thought I could hold out for. Slowly but surely, the students would cue each other: "sshh, she's trying to tell us something," "come on, stop talking," and "hey guys, be quiet." (They did all the work for me!)
My patience paid off. Yours will too. And you'll get to keep your voice.

3) Use hand signals and other non-verbal communication

Holding one hand in the air, and making eye contact with students is a great way to quiet the class and get their attention on you. It takes awhile for students to get used to this as a routine, but it works wonderfully. Have them raise their hand along with you until all are up. Then lower yours and talk.
Flicking the lights off and on once to get the attention is an oldie but goodie. It could also be something you do routinely to let them know they have 3 minutes to finish an assignment or clean up, etc.
With younger students, try clapping your hands three times and teaching the children to quickly clap back twice. This is a fun and active way to get their attention and all eyes on you.

4) Address behavior issues quickly and wisely

Be sure to address an issue between you and a student or between two students as quickly as possible. Bad feelings -- on your part or the students -- can so quickly grow from molehills into mountains.
Now, for handling those conflicts wisely, you and the student should step away from the other students, just in the doorway of the classroom perhaps. Wait until after instruction if possible, avoiding interruption of the lesson. Ask naive questions such as, "How might I help you?" Don't accuse the child of anything. Act as if you do care, even if you have the opposite feeling at that moment. The student will usually become disarmed because she might be expecting you to be angry and confrontational.
And, if you must address bad behavior during your instruction, always take a positive approach. Say, "It looks like you have a question" rather than, "Why are you off task and talking?"
When students have conflicts with each other, arrange for the students to meet with you at lunch, after or before school. Use neutral language as you act as a mediator, helping them resolve the problem peacefully, or at least reach an agreeable truce.

5) Always have a well-designed, engaging lesson

This tip is most important of all. Perhaps you've heard the saying, if you don't have a plan for them, they'll have one for you. Always over plan. It's better to run out of time than to run short on a lesson.
From my own first-hand experience and after many classrooms observations, something that I know for sure: Bored students equal trouble! If the lesson is poorly planned, there is often way too much talking and telling from the teacher and not enough hands-on learning and discovery by the students. We all know engaging lessons take both serious mind and time to plan. And they are certainly worth it -- for many reasons.

Introduction to classroom management

Courtesy of currikiblog.wordpress

      Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. The term also implies the prevention of disruptive behavior. It is possibly the most difficult aspect of teaching for many teachers; indeed experiencing problems in this area causes some to leave teaching altogether. In 1981 the US National Educational Association reported that 36% of teachers said they would probably not go into teaching if they had to decide again. A major reason was "negative student attitudes and discipline".Solving Discipline Problems Charles H Wolfgang and Carl D Glickman 1986 (Allyn and Bacon)

      Besides that, classroom management is closely linked to issues of motivation, discipline and respect. Methodologies remain a matter of passionate debate amongst teachers; approaches vary depending on the beliefs a teacher holds regarding educational psychology. A large part of traditional classroom management involves behavior modification, although many teachers see using behavioral approaches alone as overly simplistic. Many teachers establish rules and procedures at the beginning of the school year. According to Gootman (2008), rules give students concrete direction to ensure that our expectation becomes a reality.

    Furthermore, they also try to be consistent in enforcing these rules and procedures. Many would also argue for positive consequences when rules are followed, and negative consequences when rules are broken. There are newer perspectives on classroom management that attempt to be holistic. One example is affirmation teaching, which attempts to guide students toward success by helping them see how their effort pays off in the classroom.