2012, Arkib Berita, Pembangunan Sekolah, Program

SMS Miri wins Chief Minister’s Debate Championship

Posted on October 31, 2012, Wednesday

GOOD JOB: Taib (centre) congratulating teams from SMK Baleh and Sekolah Menengah Sains (SMS) Miri for their excellent performance at the 27th Chief Minister’s Debate Championship Finals yesterday. Photo by Jeffery Mostapa.

KUCHING: SM Sains Miri yesterday debated their way to victory against SMK Baleh at the 27th Chief Minister’s Debate Championship Finals here.

The team walked away with RM5,000 in cash, challenge trophy, trophy and certificates and two laptops sponsored by Takaful Ikhlas Sdn Bhd.

SMS Miri team leader Muhammad Syafiq Safri had a double dose of victory as he was also named the best debater and received RM1,000 in cash, certificate of participation and a trophy.

Team members Eva Vanessa, Siti Hajar Mohd Hafiz and Nazatul Nadhirah all showed equal confidence and prowess at the finals held at Islamic Information Centre (IIC).

The debate topic was ‘History Lesson Will Strengthen Patriotism Among Youths In Malaysia’, and a total of 125 schools participated in the annual event this year.

Second placed SMK Baleh team members Ema Dona Tuoh, Edora Siam Bayong, Stephanie Jengga and Melvin Lebak not only received prizes but won applause from guest-of- honour Chief Minister Pehin Sri Abdul Taib Mahmud for their tenacity during the competition, which showed students from rural schools were as capable of achieving success as their urban peers.

“Even if the competition started with participants from urban schools initially now we can see that schools in the interior like SMK Baleh can in fact go far and succeed.

“This shows that if we work hard enough for education development in the state, students from both the rural and urban areas will benefit from it,” he said.

The chief minister also urged schools in the state to use next

year’s 50th Malaysia Day celebration as a platform to ingrain patriotism as both Sarawakians and Malaysians among their students.

“We need to look into this and next year is the best time for us to encourage patriotism and remind ourselves of the love and appreciation we have as Malaysians,” he added.

SMK Baleh walked away with RM3,000 in cash, trophy and certificate of participation and one laptop sponsored by Takaful Ikhlas Sdn Bhd.

Third and fourth place winners SMK Kabong and SMK Bako each received RM2,000 and RM1,000, trophy and certificates respectively.

Best Non-Bumiputera Speaker title was awarded to Lee Sing Kiat of SMK Kabong.

The competition was organised by the Chief Minister’s Department, Radio Televisyen Malaysia (RTM), State Education Department and Dewan Bahasa dan Pustaka Sarawak.

According to RTM state broadcasting director Fee Lin Chiew, the competition was held not only to seek debate champions but also as an arena to identify students who are successful academically and could be future leaders.

“The debate has also opened up opportunities for participants to be prepared in facing the workforce with confidence,” she added.

Also present were Deputy Chief Minister Datuk Patinggi Tan Sri Alfred Jabu, Welfare, Women and Family Development Minister Datuk Fatimah Abdullah, Assistant Minister in the Chief Minister’s Office (Islamic Affairs) Datuk Daud Abdul Rahman, Taib’s wife Puan Sri Ragad Kurdi Taib and State Education director Abdillah Adam.

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2012, Aliran, Arkib Berita, Bahasa, Forum, Pembangunan Sekolah, PPSMI, Program, Rencana, Subjek, Surat

EDUCATION: Excel in BM and English

01 November 2012 | last updated at 07:29AM

By Maimun Hussin, Kuala Lumpur | letters@nstp.com.my 0 comments

I REFER to Datuk Dr Ananda Kumaraseri’s comment piece “A cut above most schools” (NST, Oct 19) He was referring to the prestigious Malay College Kuala Kangsar. Victoria Institution and Penang Free School were mentioned by the writer too.

These schools were said to have produced “a rich harvest of luminaries”. I cannot agree more because having taught in Victoria Institution for two decades, I know too well the many products of this premier school as their photos are exhibited in the “roll of honour” gallery and the school museum. Outstanding scholars and sportsmen did the school and nation proud.

However, here I would like to mention my alma mater, the humble Sultan Ismail College in Kota Baru, Kelantan, which has also produced outstanding civil servants, corporate figures and diplomats.

Among them are the mediator in the peace deal between the Moro Islamic Liberation Front and the Philippines, Tengku Datuk Abdul Ghafar Muhammad, the Malaysian executive director of Asia-Pacific Economic Cooperation, Datuk Mohd Noor Yaacob (just retired) and Chief Justice Tun Ariffin Zakaria.

Upon reading the many accolades about the two diplomats who made headlines, I am duty-bound to highlight the low-profile college which has produced many high-profile yet humble public figures.

Sultan Ismail College, like Sultan Abdul Hamid College, Muar High School and many other premier schools in small towns, has played its role well.

These were all English-medium schools then and that explains how their products (with a high-level of English proficiency) could handle issues at international level brilliantly. The success of their diplomacy has got to do with the mastery of their field of work and the communication tool, that is English.

Nevertheless, I am not advocating that English-medium schools be re-introduced. Datuk Johan Jaaffar’s “English can wait as nation-building takes hold” (NST, Oct 27 ) is a must-read.

In nation building, national language takes precedence above all else in Indonesia, and in Malaysia, it should be no different. However, we cannot expect the same formulae to be adopted in our country.

Indonesia has a different past, history and a homogeneous citizenry. They never had the Dutch language, let alone English, as the national language as the colonial master had a different policy altogether. The Dutch masters used Bahasa Indonesia in ruling the country for reasons they knew better. Malayans under the British had a different experience. We went to different schools by choice and English was taught in all schools. Those who went to English-medium schools had better job prospects and were more open in outlook. Today, to bring back English-medium schools would be turning back the clock and would not do justice to the independence achieved 55 years ago.

National schools with Bahasa Malaysia as the medium of instruction have more than performed except that the lack of English language skills caused some consequences.

The implementation of PPSMI (Teaching of Maths and Science in English) added value to national schools as it was to serve the purpose of strengthening the pursuit of knowledge in the sciences among the young generation as the country is moving towards achieving Vision 2020. In no way did it jeopardise the status of Bahasa Malaysia.

Upholding Bahasa Malaysia and Strengthening the English Language (MBMMBI) should thus be implemented with full fervour and supported by all.

This does not mean that PPMSI cannot be re-introduced. The majority of the rakyat do not expect English-medium schools to be re-introduced. After all, the switch was inevitable, but what is so wrong about teaching the two subjects in English?

It could well kill two birds with one stone. As for English-medium schools pursued by some, I would think that it is a distant dream. When having teachers who are very competent in the English language is an issue today, it will be near impossible to have teachers teaching history, geography, living skills, etc, in English. Those who are from English-medium schools are all retired.

In nation building, we should uphold Bahasa Malaysia and at the same time, strengthen English language. Everyone has to make an effort to speak and write in either Bahasa or English well.

As a retiree, I will continue to do my part in nation building via the social media and by advising kin, ex-students and friends to mind our language. I am rather sentimental when it comes to the beautiful language of our forefathers and the acquired language the colonial master left us.

They left us a treasure of poetry, idioms, proverbs and all. Let us revive their usage in our interaction. Above all, use good Bahasa Malaysia and English as much as we can.

2012, Arkib Berita, Forum, Keselamatan Pelajar/Kesihatan, Masalah Pelajar, Rencana, Surat

STUDENT INDISCIPLINE: Act to curb violence in and outside schools

01 November 2012 | last updated at 07:32AM

By Samuel Yesuiah, Seremban, Negri Sembilan | letters@nstp.com.my 0 comments

CASES of aggression and violence among students within and outside schools should be checked and curbed by the authorities. Student brawls are common in secondary schools and most occur in the vicinity of the schools. However, some fight and brawl outside the school.

.A fight between three Form Four students at the Pulau Sebang a bus terminal resulted in the death K. Saravannan, 14

1 / 1

The fight between three 14-year-old students which led to the death of a student in the Pulau Sebang bus terminal in Tampin shows the extreme of school violence.

As reported in “Outrage over couldn’t care less attitude” (NST, Oct 27), over 30 people, including Form Four and Form Five students, watched a fight between three students for over 30 minutes at the bus terminal complex. The crowd did not intervene nor did any of them call the police. As a result, a young boy’s life was taken due to the brute force inflicted by the other students in the deadly assault.

The report has resulted in public outrage over the “couldn’t care less” attitude of the crowd watching the fight. The public’s apathetic ways must change. More importantly, violence and aggression among students need to be reviewed and checked by school authorities.

Fights and brawls involving students should be handled and monitored by the police. There are many children in schools who have violent and aggressive tendencies. These are the misfits who do not have academic inclinations. They are a nuisance in school and disruptive in class.

In April, an argument between two 14-year-old students in school resulted in a fight which led to one of them being paralysed from the waist down. Fights and brawls in schools should be checked and student violence should be eradicated. Students should not be allowed to even touch their fellow students. Even a friendly tap or a slap on the back can result in a fight.

In football, a player who reacts violently to other players is immediately shown the red card and told to leave the field. A head butt or even pushing the player is deemed a serious offence on the field.

Perhaps we need to be stricter in enforcing an anti-violence code among students. Students can easily lose their temper and it can result in devastating consequences. Severe punishment should be meted out to those who slap, hit, punch or kick another student for whatever reason, even if they have been provoked.

Students should report to teachers whenever they are provoked or bullied. Many innocent boys fall victims to bullies who terrorise their lives. They make school a living hell for the good students. A culture of non-violence should be advocated in schools.

The Education Ministry has to set up strict guidelines for schools on ways to handle disciplinary problems such as fighting and bullying. Advice, counselling and warnings are the standard procedures to deal with student violence. Repeat and aggressive offenders should be expelled from the school.

The two boys involved in the fight should be expelled and sent to the Henry Gurney School for corrective behaviour conditioning.

Perpetrators of violence should be removed from normal schools and sent to special schools for rehabilitation. If this is not done, these bullies and violent students will grow up to be juvenile delinquents, vandals and road bullies and end up as thugs with criminal tendencies.

Parents of bullies should be held responsible and made accountable for the actions of their children. Parents should be summoned to the school and informed of their children’s behaviour. Proper enforcement is needed and corporal punishment should be meted to violent students.

Hopefully, teachers, disciplinarians and parents will play their roles as guardians and look after children from bullies and hoodlums in schools. Many children will not tell their teachers or parents if they are being bullied or harassed by fellow students. The onus is on the parents and teachers to check and supervise the children closely in schools.

2012, Arkib Berita, Forum, Masalah Guru, Pembangunan Sekolah, Rencana, Surat

Support discipline teachers

Thursday November 1, 2012

http://thestar.com.my/news/story.asp?file=/2012/11/1/focus/12254862&sec=focus
WITH reference to the letter “Create post of discipline teachers” (The Star, Oct 30) by Dr Mahendran Maniam, I would like to bring to his attention and that of the general public that there is such a post in school – Senior Discipline Teacher (Guru Kanan Disiplin) and the teacher concerned is given fewer teaching periods.

I believe that teachers holding this post are responsible individuals and do their best to help the school authorities and students solve, maintain and improve discipline in their schools.

They have the help of several discipline teachers appointed by the school administrators to enforce school rules as well as settle student discipline problems.

I beg to differ with his statement that school discipline teachers are “toothless” but I concur that discipline teachers should be given more authority and perks to motivate and encourage them to execute their duties with more efficiency and commitment to the tasks at hand.

They do not need to be powerful discipline teachers but they must be given the respect that comes with the post.

Senior teachers (Guru Kanan/Ketua Bidang) are accorded this value of respect but not the senior discipline teacher when salutations are made during assemblies and speeches.

If respect is shown towards anyone for that matter, where respect is shown, students will look up to that person and work that comes with it becomes easier and will be done well.

There are discipline teachers who go the extra mile to solve discipline problems in school but with so much of paperwork these days, they struggle to find the time to be effective and responsible discipline and subject teachers.

Complaints have been received that they miss lessons and do not enter class.

No excuses for this misdemeanour but it is a choice they have to make to attend to whatever “crisis” is happening at that time and they have to face the consequences of their “decision-making”; however wise or unwise the decision may be.

There are definitely more females in the teaching profession but this does not mean that with the very few males we have in the profession, school discipline problems will get worse.

The school administrators must be discerning and appoint the best person for the post of discipline teacher and not fill the post because of seniority or that no one else is willing to take up the job.

They must give full support to the discipline teachers so that these teachers will have the confidence to carry out their duties effectively.

LYNNDON

Penang

2012, Arkib Berita, Masalah Pelajar, Pembangunan Sekolah

PBS: Tingkatan 4 berpeluang ke SBP

1 November 2012, Khamis

KUALA LUMPUR 31 Okt. – Kementerian Pelajaran memberi jaminan pelajar- pelajar tingkatan empat di bawah sistem Pentaksiran Berasaskan Sekolah (PBS) berpeluang melanjutkan pelajaran ke Sekolah Berasrama Penuh (SBP) asalkan menepati setiap standard yang ditetapkan di bawah sistem tersebut.

Timbalan Menterinya, Datuk Dr. Wee Ka Siong berkata, meskipun para pelajar tidak lagi mengambil Penilaian Menengah Rendah (PMR) tetapi mereka tetap tertakluk kepada penilaian empat komponen PBS dalam menentukan sama ada layak atau tidak untuk ke SBP.

Beliau berkata, empat komponen PBS itu adalah pentaksiran sekolah; pentaksiran pusat; pentaksiran aktiviti jasmani, sukan dan kokurikulum serta pentaksiran psikometrik.

“Walaupun di peringkat ini (menengah rendah) 100 peratus PBS ditaksirkan oleh guru, itu bukan bermakna kita tidak boleh memilih pelajar untuk ke tingkatan empat SBP.

”Lembaga Peperiksaan sentiasa memastikan soalan-soalan peperiksaan yang diberikan kepada para pelajar menepati piawaian ditetapkan. Selain itu, mereka terpaksa melalui empat komponen PBS yang telah saya sebutkan tadi,” katanya ketika menjawab soalan tambahan Datuk Lilah Yasin (BN-Jempol) dalam sesi soal jawab di Dewan Rakyat hari ini.

Terdahulu ketika menjawab soalan tambahan Dr. Mujahid Yusof Rawa (Pas- Parit Buntar), Ka Siong berkata, pihak kementerian kini dalam proses memantapkan lagi PBS bagi memastikan sistem itu berjalan lancar sebaik sahaja dilaksanakan kelak.

“Saya akui guru-guru akan merasa sedikit terbeban dengan PBS, namun saya yakin apabila sistem menjadi semakin mantap segala isu dan masalah tidak lagi berbangkit. Tambahan pula kementerian ada menyediakan dua aplikasi teknologi maklumat dan komunikasi (ICT) bagi memudahkan para guru melaksanakan PBS,” katanya.

2012, Arkib Berita, Masalah Guru, Pembangunan Sekolah, Pendidikan Awal

Tingkatkan kualiti pengajaran – TPM

1 November 2012, Khamis

Muhyiddin Yassin bersama kanak-kanak Tadika Peter & Jane selepas merasmikan Minggu Kebangsaan Asuhan dan Pendidikan Awal Kanak-Kanak (ECCE) di Kuala Lumpur, semalam. Hadir sama Dr. Chiam Heng Keng (lima dari kiri) dan Ketua Pengarah Pelajaran, Tan Sri Abd. Ghafar Mahmud (kanan). – BERNAMA

KUALA LUMPUR 31 Okt. – Tan Sri Muhyiddin Yassin hari ini menyarankan guru prasekolah Kemas dan Jabatan Perpaduan Nasional dan Integriti Negara (JPNIN) supaya mengikuti program diploma dalam pendidikan awal kanak-kanak bagi meningkatkan standard dan kualiti pengajaran di sekolah.

Timbalan Perdana Menteri berkata, saranan itu bagi membolehkan guru mempunyai pengetahuan dan kecekapan dalam bidang yang diceburi, seperti mana syarat yang ditetapkan Kementerian Pelajaran kepada guru prasekolah yang perlu mempunyai ijazah dalam jurusan pendidikan awal kanak-kanak.

Muhyiddin, yang juga Menteri Pelajaran berkata, untuk itu, kerajaan telah mengambil beberapa langkah antaranya membenarkan mereka membuat pinjaman dengan Perbadanan Tabung Pendidikan Tinggi Nasional (PTPTN).

”Dengan ini, adalah diharapkan bahawa guru prasekolah Kemas dan JPNIN juga akan mencapai taraf seperti guru prasekolah dalam masa terdekat bagi memastikan standard dan kualiti guru adalah setara merentasi semua pusat asuhan dan prasekolah.

”Dalam hal ini, saya menyarankan para guru mengikuti sekurang-kurangnya diploma dalam pendidikan kanak-kanak di mana kerajaan juga sentiasa mengkaji bagaimana dapat membantu merealisasikan aspirasi itu,” katanya ketika berucap merasmikan Minggu Kebangsaan Asuhan dan Pendidikan Awal Kanak-Kanak (ECCE) di sini hari ini.

Hadir sama Presiden Majlis ECCE, Datuk Dr Chiam Heng Keng.

Menurut beliau, bagi meningkatkan lagi kualiti asuhan dan pendidikan awal kanak-kanak, Kementerian Pelajaran dan Majlis ECCE sedang membangunkan standard kualiti untuk taska dan prasekolah.

”Program pentaksiran kendiri itu bertujuan membantu pusat berkenaan mencapai tahap kualiti yang dikehendaki dalam memastikan minda kanak-kanak berkembang dan mencapai perkembangan holistik,” katanya.

Beliau berkata, penaksiran itu bukan bertujuan ‘menghukum’ mana-mana taska atau prasekolah, sebaliknya untuk membantu mengenal pasti aspek yang perlu dibaiki dan jurang perkhidmatan yang perlu dirapatkan.

Bagi meningkatkan kualiti guru prasekolah swasta yang dianggarkan hanya tiga peratus yang memiliki diploma atau ijazah dalam pendidikan awal kanak-kanak sekarang, Timbalan Perdana Menteri berkata, kerajaan menerusi Kementerian Pelajaran telah mengambil inisiatif menyediakan kursus selama tiga minggu, secara percuma, bagi semua guru prasekolah daripada sektor swasta.

”Menjelang akhir tahun ini, Kemeterian Pelajaran menganggarkan seramai 20,000 guru prasekolah akan dilatih melalui kursus ini,” katanya. – BERNAMA