Why Do You Want to Be a Teach for Malaysia Fellow

Why do you want to be a Teach For Malaysia Fellow? This has been since long time ,I struggled so much to get the answer of why I am getting education?Is there any way i m contributing to my family and nation? I realised it little later, yes getting myself education is effecting my coming generation in my family but i could never get a way to implement same for the nation ? "Teach For India"showed me the right way to do it for the nation.I always wanted to do something for india when Teach For India came in picture, I realised this is the best way to contribute to the country at the same time making myself much better to conrtribute furthur to my personal life and to nation as well.According to me contributing to nation is actually conributing to yourself .It finally reflects on your life, only one thing is different that it even effects others. If you will always think about yurself it will be always for you never for your coming generation nor for others .so why not we react in the way such as it effect all rather than just me an you.Teach for India lets me to do this and the same time it gives me a recognization as a Teach For India fellow.This will be a great pleasure when i will be recognized as someone who had been a part of indian activity. It seems to fullfill many of my dreams.. 1 .I wanted to go back and correct my mistakes which i have done during my school days because of not having proper guidence..By putting me in the class room of cute innocent kids , Teach for india provides me the chace to do so.. I would be advising new generation not to repeat the same which they seems to make in absense of proper resources and guidence. 2. Love to take challanges and always wanted to be out of crowd..I feel being in

Teach for india is exactlly working out from the crowd in highly challanging environment.. 3 and the finally and foremost thing it makes me feel myself proud to be an good citizen of India who has contributed to some extent to India..

Its always now which is right time to do any thing u want rather than today or tomorrow. No one has seen future and i myself don't know will i be able to do it in future or not as the life goes it brings new problems and leave u with less energy.So better do it now and exprience the challanges and fullfill my dreams....

What do you understand about Teach for Malaysia and how can you personally relate to the mission? There are certain things that I would rather learn from reading about them, such as how people get venereal diseases or how smoking causes cancer. I relate better by reading , this gets retained in my memory better, and then I think about what of have learnt from the book while having a personal experience. Some people learn better by hands on, visual, physical etc. Depends on your makeup. hands on experience always will teach you better then just reading it from a book. when you actually can experience it then just reading about it. A doctor can read how a surgery can be formed, but until actually experiencing the precedure in which it must be done. he will not learn how until the experience is performed. for example.

What do you want to accomplish / achieve during the 2 years as a Fellow? From elementary to secondary schools, professional development is a fixture. Usually held once a month, professional development days are designed to target areas of weakness within a school faculty or to prepare educators for new initiatives. These days are necessary and important; however, in addition to this collective professional development, schools often require teachers to create professional development plans for themselves individually. These plans, called teacher improvement plans, enrich both individuals and school communities.

Smart Goals and Professional Development •

One effective strategy for teacher goal setting with regard to professional development is the setting of smart goals. These goals are designed to be actionable and measurable. The word "smart" stands for specific, measurable, achievable, results orientated and relevant and time bound. Designing goals around these concepts and measuring your goals through these qualifications makes them viable. Smart goals are the backbone of any teacher improvement plan.

What would you like to do after Teach For Malaysia Fellowship?

1. School Improvement o

Teacher goal setting and professional development can not only improve individuals but whole communities. Smart goals and improvement plans provide teachers with an actionable plan to maximize their own potential, which in turn maximizes the school's potential.

Student Enrichment o

When teachers are working hard to achieve their highest potential, students benefit directly. Smart goals and teacher improvement plans may refer to development in specific areas related to student instruction, such as differentiation of instruction or clarity of instruction. Because smart goals are designed to be achieved, goal setting and professional development of individuals teachers are in the best interest of each individual student.

2b Reflective Answer Describe a time when you encountered serious obstacles to success while working on an initiative. You may choose any professional initiatives you have worked on during the past two years. Keeping students motivated in the tuisyen classroom and out is an obstacle many teachers will face. Unmotivated students tend to have negative attitudes, a general dislike for school,

give up easily on set tasks and are the major cause of classroom disruption (Eggen & Kauchak, 2010). These factors lead to students having a negative impact on other students in the classroom, thus making teaching difficult for me. In order for me to motivate these students, different theories of motivation such as behaviourist and humanistic must be implemented. These theories focus on motivating students through rewards and encourage them to reach their total potential not only as students but also as human beings (Eggen & Kauchak, 2010). Although many critics believe that rewards send the wrong message to students about learning, many teachers use them as forms of motivation in the classroom. Rewards such as computer time, free time, praise and candy incite children to continue performing well. Also compassionate and caring teachers who care about their students both as human beings and pupils contribute to their nation..

What was the aim of the project? Each individual teacher has an opinion about what the aim of education should be, not only in their own classroom but also in school in general. Many issues occur when differing opinions about the purpose of education collide. It is important to recognize that other people, including many of your coworkers, administrators, and your students' parents might have a different point of view concerning what education should be all about. Following is a list of different aims of education that individuals might espouse. Knowledge of Subject Matter Being Taught The purpose of education to some teachers is to impart knowledge about the subject matter they are teaching without much thought to other classes. When taken to the extreme, these teachers focus on their own subject matter as being more important than what students are learning in other classes. For example, teachers who are unwilling to compromise their own subject matter for the good of the students can cause problems for the school at large. When the school I taught at tried to implement senior projects, we got push back from a couple of teachers who were not willing to change their lessons to include cross curricular activities.

What were the specific obstacles that arose, and why did they occur? Students today are technophiles. They love their video games—all fast-paced and addictive —and they can’t put down their smart phones, iPods, and social networks. And educators? They might also love new technologies, but even if they don’t, they realize that technology often is the key to locking in a student’s interest. The challenge is, how? Deitrya Anderson, a Tulsa teacher, puts those phones “to an educational use” through a site called Wiffiti that receives and displays student questions via text message. Others are using Twitter— sending tweets to students to remind them of key points from the day’s lesson or use it as a language arts tool. Even Facebook has its merits. Susan Colquitt, a New Mexico teacher, says she uses it to answer her students’ questions and mentor them.

How specifically did you respond to those obstacles? What specific actions did you take?

Schools that have implemented goal-setting programs are seeing higher grades, test scores, and school ratings. Some such programs will use a test in the beginning of the semester to assess what challenges the student will face during the semester. The student and teacher decide on a date the student will have overcome this obstacle (concept, subject, the act of doing/turning in their homework) and break the obstacle into smaller steps to be taken over the entire semester. One student profiled in the article had been struggling with fractions for years. His teachers proposed they break the obstacles into smaller steps, and in that semester he raised his scores from a 33% to 90%. His baseball coach also noticed the difference his goal-setting skills had on his game. The approach “taught me to out-do other people,” Jackson Sikes says. “Even though they might be better physically, I think I might be a little better mentally.” A goal-setting method — known by the acronym SMART — was first introduced by project managers in the business world, followed by educators and recently has found its way into the classroom. SMART helps goal-setters remember their path by: setting Specific, Measurable, Attainable goals with clear Results in a set Time frame. But setting a goal is only the first step. When goals and behaviors don’t align, students are setting themselves up for failure, says assistant professor of clinical psychology at Columbia University. She gives the example of a student who is attending school to become a pediatrician, but who is taking drugs and not attending classes. It’s important for students to have goals and it is equally important that they have support from friends, family and/or teachers. What was the ultimate outcome with respect to the initial aim of the project? Effective teaching has a direct and visible effect on student achievement. It helps in the acquisition of better grades but also helps build a more confident, mature, thinking student. An effective teacher is able to make a connection with the student and enable her to aspire to be her best. Once the desire to succeed is instilled in a student, the teacher can feel the satisfaction of having taught an invaluable life lesson. •

The success of a teacher can be seen in the personality and attitude of her students. The student who has confidence and self-belief and who knows that he "can do it" based on being told that he can by a teacher will work harder and have a more positive attitude than a student who has been told that achievement is impossible for him, that he is weak or lacking. An effective teacher teaches her student to take pride in his achievements. The effect of this kind of teaching is the holistic development of a student's personality.

People Learn to Do Well Only What They Practice Doing If students are expected to apply ideas in novel situations, then they must practice applying them in novel situations. If they practice only calculating answers to predictable exercises or unrealistic "word problems," then that is all they are likely to learn. Similarly, students cannot learn to think critically, analyze information, communicate scientific ideas, make logical arguments, work as part of a team, and acquire other desirable skills unless they are permitted and encouraged to do those things over and over in many contexts. Effective Learning by Students Requires Feedback

The mere repetition of tasks by students—whether manual or intellectual—is unlikely to lead to improved skills or keener insights. Learning often takes place best when students have opportunities to express ideas and get feedback from their peers. But for feedback to be most helpful to learners, it must consist of more than the provision of correct answers. Feedback ought to be analytical, to be suggestive, and to come at a time when students are interested in it. And then there must be time for students to reflect on the feedback they receive, to make adjustments and to try again—a requirement that is neglected, it is worth noting, by most examinations—especially finals. Expectations Affect Performance Students respond to their own expectations of what they can and cannot learn. If they believe they are able to learn something, whether solving equations or riding a bicycle, they usually make headway. But when they lack confidence, learning eludes them. Students grow in selfconfidence as they experience success in learning, just as they lose confidence in the face of repeated failure. Thus, teachers need to provide students with challenging but attainable learning tasks and help them succeed. What is more, students are quick to pick up the expectations of success or failure that others have for them. The positive and negative expectations shown by parents, counselors, principals, peers, and—more generally—by the news media affect students' expectations and hence their learning behavior. When, for instance, a teacher signals his or her lack of confidence in the ability of students to understand certain subjects, the students may lose confidence in their ability and may perform more poorly than they otherwise might. If this apparent failure reinforces the teacher's original judgment, a disheartening spiral of decreasing confidence and performance can result.

I worked as a teacher in Pusat Tuisyen Salam Ilmu..