klik di sini:
http://www.tutor.com.my/stpm/SukatanSTPM/sukatan_pelajaran_bahasa_melayu_.htm
Sunday, July 27, 2008
Saturday, July 26, 2008
A HAMMER STORY
YET another case of student violence has occurred. A Form Two student at a Chinese school in Johor was hammered, literally, by an older student on July 18. A female teacher who intervened was also at the receiving end of the hammer, and a spanner, that the assailant wielded. The victims suffered head injuries which required sutures. The number of criminal cases, not just indiscipline, involving students calls for speedy resolution. On July 23, the Dewan Negara was told that 127 juveniles were in jail, and that some of them had been allowed to sit for public examinations. In 2006, a total of 3,358 juveniles were charged for various offences nationwide. Which explains why the debate over "to cane or not to cane" continues. Some parents want a return of the cane. Those against it say it only causes pain and creates fear.But, comes the rejoinder from those for the cane, a "healthy fear" is just the right medicine. Many who went to school prior to the 1970s agree that indiscipline was less of a problem then, chiefly because the school head's motto was "spare the rod and spoil the child".Chef M. Panir Selvam, who studied at the Shaw Road School in Kuala Lumpur in the 1960s, says: "In those days, teachers were free to hit us, but we would never inform our parents for fear that we would get a second beating. "Today, parents are overprotective and run to lodge police reports or complain to the Education Ministry at the slightest infringement by a teacher." Others say students in the distant past were taught how to behave, but not via strait-laced moral or religious classes as now. It has not helped that the innumerable measures to curb indiscipline, including spot checks, formation of school cadet corps, establishment of crime-prevention clubs, increasing the number of counsellors, having police liaison officers and revising the Moral Studies curriculum, have had little impact. On April 9, 1993, the Education Ministry even launched an ambitious programme called "Zero Defect" to create well-rounded pupils and efficient staff. It seems to have had zero effect. In 1996, school heads were allowed to fine misbehaving students. In 2000, teachers were asked to attend "special courses" on communicating effectively with students and handling "extreme" situations. As long as there have been boys, there has been naughtiness, some of which have led to indiscipline and violence. And now, we are told, the girls are giving the boys a tough fight in striving to put their names on the crime records. The rise in indiscipline and violence is, I'm convinced, in tandem with our preference for junk food and fast food. As research shows a link between anti-social behaviour and diet, it is time to junk junk food, lay off the meat and nibble the vegetables. Since it has been determined that indiscipline is highest among students who are not academically-inclined or who are uninterested in formal studies, why not send such students, right from Form One, for vocational, agriculture or related classes where their energy could be put to profitable use? Perhaps a change in stress from reforming the bad apples to rewarding the well-behaved might yield profits. If, that is, it is honestly implemented. The Education Ministry could formulate a method to reward well-behaved students, and hold them up for emulation by fellow students. Teachers who nurture the talents of students -- not just teach a subject, give homework and leave -- could also be rewarded. It should be remembered that students, just like adults, sometimes get carried away and do things which they regret later. In almost all cases, it is neither congenital nor pathological. And don't forget, some of the naughty ones turn up to be great successes in later life. Sure, some students have a propensity for aggression or lying or bullying. But often, it starts with childish pranks. The challenge for parents and the school system is to channel this extra energy into useful pursuits. If school is fun, perhaps there will be less cases of indiscipline
In the news - NST 27.07.2008 - surat pembaca tentang PTK
I CAN quite understand the frustrations of T.L. Tuah and other teachers who failed their Penilaian Tahap Kecekapan (PTK) examination for government employees ("Teachers need a better system" -- NST, July 16).
I have no doubt that T.L. Tuah was an excellent student based on his academic achievement. But as far as I know, the PTK is a competency test and not meant to evaluate teachers on their educational knowledge. I have gone through three rounds of PTK exams since 2003. I passed the first time and I obtained a salary increment. I do not remember spending a lot of time studying for the exam. All I did was answer the questions according to my experience as a teacher.
I have no doubt that T.L. Tuah was an excellent student based on his academic achievement. But as far as I know, the PTK is a competency test and not meant to evaluate teachers on their educational knowledge. I have gone through three rounds of PTK exams since 2003. I passed the first time and I obtained a salary increment. I do not remember spending a lot of time studying for the exam. All I did was answer the questions according to my experience as a teacher.
read more on this here;
88 couples to tie the knot on 8-8-08 mass wedding
JOHOR BARU: Eight more and the Johor Baru Tiong Hua Association will have the planned 88 couples to tie the knot in a special mass wedding ceremony on the auspicious date 8-8-08, or Aug 8.
Baca seterusnya: http://www.thestar.com.my/news/story.asp?file=/2008/7/23/nation/21853164&sec=nation
Baca seterusnya: http://www.thestar.com.my/news/story.asp?file=/2008/7/23/nation/21853164&sec=nation
STU SAMARAHAN DIVISION: ANY PLAN/PROGRAM TO MARK THE DATE?
'Saya nampak nenek kebayan'
KUANTAN - "Dalam keadaan separuh sedar, saya nampak nenek kebayan tua berbaju kuning dan berkain batik cuba memegang tangan saya."
Begitu cerita Siti Mahirah Samsudin, 14, salah seorang pelajar Sekolah Menengah Kebangsaan (SMK) Tanjung Lumpur ketika mengimbas kembali detik diserang histeria di sekolah itu semalam.
Baca seterusnya: http://www.kosmo.com.my/kosmo/content.asp?y=2008&dt=0726&pub=Kosmo&sec=Negara
Begitu cerita Siti Mahirah Samsudin, 14, salah seorang pelajar Sekolah Menengah Kebangsaan (SMK) Tanjung Lumpur ketika mengimbas kembali detik diserang histeria di sekolah itu semalam.
Baca seterusnya: http://www.kosmo.com.my/kosmo/content.asp?y=2008&dt=0726&pub=Kosmo&sec=Negara
Friday, July 25, 2008
reshaping education with ‘teach less learn more’ strategy
Singapore: "The changes, it is hoped, will produce a new tech-savvy, hands-on worker, who knows the basic aspects of high tech or the practical sciences."
"Here blogs take over from blackboards. Other teaching tools are video-conferencing, tablet PCs, pod-casts, 3-D software and interactive whiteboards."Baca semuanya: http://www.thestar.com.my/columnists/story.asp?col=insightdownsouth&file=/2008/7/19/columnists/insightdownsouth/21854346&sec=Insight%20Down%20South
"Here blogs take over from blackboards. Other teaching tools are video-conferencing, tablet PCs, pod-casts, 3-D software and interactive whiteboards."Baca semuanya: http://www.thestar.com.my/columnists/story.asp?col=insightdownsouth&file=/2008/7/19/columnists/insightdownsouth/21854346&sec=Insight%20Down%20South
BRAVERY PAYS
JOHOR BARU: Teacher Seng Woam Guei was commended for her bravery when she protected her student from an attacker who was armed with a hammer and a spanner.
The 48-year-old teacher of Foon Yew High School received injuries in the forehead that required nine stitches in the attack last Friday. The Junior Year Two student also suffered head injuries.
Yesterday, Deputy Education Minister Dr Wee Ka Siong witnessed the presentation of a letter of commendation to Seng by the school Committee of Management chairman Tan Wee Hiong.
TO READ MORE, CLICK HERE: http://www.thestar.com.my/news/story.asp?file=/2008/7/23/nation/21892328&sec=nation
The 48-year-old teacher of Foon Yew High School received injuries in the forehead that required nine stitches in the attack last Friday. The Junior Year Two student also suffered head injuries.
Yesterday, Deputy Education Minister Dr Wee Ka Siong witnessed the presentation of a letter of commendation to Seng by the school Committee of Management chairman Tan Wee Hiong.
TO READ MORE, CLICK HERE: http://www.thestar.com.my/news/story.asp?file=/2008/7/23/nation/21892328&sec=nation
why handphones are banned in school
the news - surat pembaca Star, 20.07.2008 - why handphones are banned in schools, for more detail, refer url below
http://thestar.com.my/education/story.asp?file=/2008/7/20/education/1598313&sec=education
http://thestar.com.my/education/story.asp?file=/2008/7/20/education/1598313&sec=education
Monday, July 21, 2008
Students are not reading the right way'
THE national target is to achieve 100 per cent literacy by 2020, but what type of literacy are we looking at?
Students are becoming more digital literate than print literate, replacing their books with the computer, and this is cause for concern.Universiti Kebangsaan Malaysia's School of Language Studies and Linguistics lecturer, Dr Radha Nambiar, said: "We may be projecting false literacy. Children search online for project material and things to read, but do they understand what they are reading?"Radha said some mothers enrolled their children in smart reader schools because they thought reading fast meant reading good."Most fast readers are just identifying and memorising words. That is why they can flip pages so quickly.
"But they don't understand what they are reading. So, what is the point in reading? "This same reading style is then taken to primary school and university."Children need to be creative and critical in their thinking and this can only be done if they understand what they are reading."Unfortunately, most comprehension texts in schools teach children how to answer questions based on what they read and not what they understand. "This is not the right reading technique. Children should be asking, 'What is the passage trying to tell me?'"She said when conducting surveys at schools, students claimed they read books through reading programmes. But they were just taking the synopsis at the back of the book and using that to fill their worksheet.Primary school teachers, Radha said, should stop asking students to type and print school projects. "What are they learning that way? Students should understand their project work, not just look for pretty pictures online and then copy and paste chunks of text."When I give my students projects, the first thing they ask, 'How many pages?' I tell them it depends on how much they want to know."We know that reading is the gateway to knowledge, but we have to read correctly and not just for the sake of reading."
refer to this site
Students are becoming more digital literate than print literate, replacing their books with the computer, and this is cause for concern.Universiti Kebangsaan Malaysia's School of Language Studies and Linguistics lecturer, Dr Radha Nambiar, said: "We may be projecting false literacy. Children search online for project material and things to read, but do they understand what they are reading?"Radha said some mothers enrolled their children in smart reader schools because they thought reading fast meant reading good."Most fast readers are just identifying and memorising words. That is why they can flip pages so quickly.
"But they don't understand what they are reading. So, what is the point in reading? "This same reading style is then taken to primary school and university."Children need to be creative and critical in their thinking and this can only be done if they understand what they are reading."Unfortunately, most comprehension texts in schools teach children how to answer questions based on what they read and not what they understand. "This is not the right reading technique. Children should be asking, 'What is the passage trying to tell me?'"She said when conducting surveys at schools, students claimed they read books through reading programmes. But they were just taking the synopsis at the back of the book and using that to fill their worksheet.Primary school teachers, Radha said, should stop asking students to type and print school projects. "What are they learning that way? Students should understand their project work, not just look for pretty pictures online and then copy and paste chunks of text."When I give my students projects, the first thing they ask, 'How many pages?' I tell them it depends on how much they want to know."We know that reading is the gateway to knowledge, but we have to read correctly and not just for the sake of reading."
refer to this site
Motivating Teachers Make Everybody Feel Like Somebody
Sumbangan Cikgu Othman Ahmad
By Todd Whitaker, Beth Whitaker, Dale Lumpa
A critical part of the job of an educational leader is to make sure that everyone in our organization feels special. Being aware of this on a daily basis is an important part of building staff morale. This is true whether we are a building-level leader, a department chair, or a team leader in a middle school. Examining how everyone feels and being sensitive to what is important to him or her is a critical component of enhancing the morale of everyone in our organization. One important part of this is showing interest and concern for all of our staff members' personal lives. This is not to be intrusive, but to demonstrate a high regard for their personal concern and well being.In addition to encouraging knowledge of our staff beyond school, this chapter provides many other ideas that can help an educational leader make everybody feel like somebody. After all, we are modeling what we expect all staff members to do with the students they work with each day.Taking Care of TeachersIn 1989, Adams and Bailey discussed the importance of principals taking care of their teachers. This care involved supporting teacher preferences, promoting feelings of self-efficacy, and focusing on well being of teachers through enhanced working conditions. The way teachers feel about themselves is a direct result of the leadership patterns and styles of principals. Through their leadership, principals should provide a belief in people, job and role diversity, high expectations, positive reinforcement, and celebrations of good performance. Teachers who feel good about themselves will become inspired to teach and deliver instructions at an exceptionally high level. Principals who take the time necessary to make sure that teachers understand their worth will find that classroom instruction will improve as teachers' self-efficacy improves.To further demonstrate the power of teacher self-worth, Purkey (1983) found that research lends evidence that when teachers understand, accept, and like themselves, they have a much greater capacity to understand, accept and like their students. Further research indicates that principals who demonstrate positive self-worth will act positively. They show a high regard for their employees as human beings and make continuous attempts to build the self-esteem of their staff members (Beck and Hillmar 1987).There are many ways that a principal can take care of teachers, ways that help promote a positive environment in a school. Being aware of the personal side of teachers, showing interest in their families and children, and having a sensitivity to their outside interests are very valuable tools. When a teacher has been absent from school because of a child's illness or their own, the principal who makes it a point to seek out that teacher on their return to school and ask how they or their child feels will make headway toward helping teachers feel that they are valued.Knowledge of Staff Beyond SchoolJust as the students who walk through our school doors each day are humans with lives beyond school, we must remember that our faculty and staff fall into this same category. They face family and civic obligations daily. As the leader of the school, the principal must be sensitive to these issues and help staff members bridge the gap between personal and professional worlds.As the research showed, principals and teachers saw this as an important part of a positive climate. Teachers were appreciative of these personal gestures of care and concern. This appreciation can affect the morale and disposition of faculty and staff. The ideas that follow have been shared by teachers and principals who found that an understanding of everyone's demands and lives beyond school is necessary. Appreciating the complex world that our staff members navigate can lead to productive relationships and a positive morale.How Ya Doin'? Day in and day out, conversation is a crucial part of building relations with your staff. This is a very simple concept, but one that takes sincere dedication and some of your valuable time. Face-to-face communication with a genuine sharing of thoughts and feelings is time well spent for a principal. Asking teachers about themselves, their family, and their lives helps that teacher know you care. You must sincerely listen and use this knowledge to help staff members through troubled times or difficult situations. This is also a time to let them share exciting news related to their lives. As the leader, you must learn to gently heal in times of strife and be one of the biggest cheerleaders in times of celebration. To do this, you must have knowledge. Day-in-and-day-out conversation is critical.Sharp Tie You're Wearing Today!We all appreciate it when our daily efforts to look presentable are noticed. Most professionals work hard on their appearance and enjoy when it is recognized. Taking the time to compliment a new addition to a staff member's wardrobe or a stylish haircut can mean a lot to people. They appreciate the acknowledgement of their efforts and this can boost self-esteem. It also provides motivation to continue to look your best because it feels good to be complimented.What a cutie! A fun way for all to remember everyone's humble beginnings is to create a bulletin board of baby pictures of every staff member. Have each staff member bring in a baby picture and create an attractive display of these adorable pictures. You can number each photo and provide a key on the bulletin board or just put their names under the photos. You could also create a contest with the numbered photos by offering a prize to the first person who can turn in the correct teacher's name with the corresponding baby picture number. This is a fun "Back to School" bulletin board that will have everyone guessing, smiling, sharing, and laughing.Faculty Scavenger HuntGather together one interesting fact about each of your faculty members. Your secretary can assist in this by asking each teacher to submit one thing about themselves that they think no one knows or just a few know. Compile all of these on a sheet of paper in statements like "find your coworker who climbed a mountain this summer" or "find your coworker whose first car was a brown Chevy Vega." Leave a blank next to each phrase and turn your faculty lose with this at a meeting or retreat. This is a fun way to learn more about each other and bring our everyday life into the school setting. This activity is guaranteed to be filled with laughter and fun.Teacher of the Week Many teachers invite each student to become the student of the week. That student has a whole bulletin board to decorate and fill with items depicting their families, hobbies, interests, travels, and so on. Why not try this same concept with your faculty and staff? Designate a bulletin board or display case that can be used for this purpose. Set up a calendar assigning one week for each staff member to become the featured "teacher of the week." That teacher puts together a display about himself or herself that will help both teachers and students get to know more about them. Make sure you include secretaries, custodians, nurses, and cooks. This can inspire great creativity and it's almost guaranteed everyone will learn something new that they didn't know about each staff member.Info at Your FingertipsThis tip is for those of us who have great difficulty remembering names and dates. When your social committee gathers personal data (names of family members, birthday, anniversary, favorite color) for its files or for secret pal exchanges, ask to have copies for your office. Keep these close at hand for the times you just can't seem to remember the name of your second grade teacher's middle daughter. This information could save you embarrassment and provide useful facts about the teachers you are trying to connect with.Send it Through the Mail Many educational leaders are excellent about writing notes of praise and encouragement to teachers. If you are one of these people, I applaud you. Placed in teachers' mailboxes, these notes boost morale and spirit during the school day. Give thought to periodically sending notes to the teacher's home through the U.S. mail, especially cards or notes that deal with personal issues that the teacher is facing. Teachers appreciate the time it took for you to do this and it is a gentle reminder to them of your awareness that life goes on beyond the school day.In addition, a quick phone call at home can also be greatly appreciated by your staff. This is especially appropriate when you have teachers going through a difficult situation that you are sure they don't want to talk about at school. The two of you can converse through the privacy of the telephone, and you can make sure that they know you care and are thinking of them. You can also ask if there are any errands you could run for them or meals you could arrange for. Many times they will not need your services, but the caring phone call can mean so very much.Sharing in Joy and in SorrowAttending your staff's family functions, when appropriate, can mean more than you will ever know. I recall a principal telling about attending the marriage of her new first grade teacher. The wedding was a five-hour drive away in a different state, but she made sure she was there. She told me that the teacher was so moved when she saw her come through the receiving line that she began to cry. This principal also received a personal note from the bride's parents thanking her for making the long journey. They were greatly impressed with the personal thoughtfulness the principal showed and shared that they were so thankful their daughter was fortunate enough to work for her. Sometimes these events aren't easy ones. Distance can make it difficult and the occasion isn't always a joyous wedding. Funerals, memorial services, and visitations are times to show your concern for staff by your presence.Sometimes just a hug and words of sympathy are all that are needed. Your attendance shows them that you care and want to support them as they grieve an important loss. These gestures in times of celebration and suffering mean a great deal to people. Your personal concern and presence can mean so much.The Best Way to a Teacher's Heart...Don't forget the power of food. As the leader, you can provide food in fun and unexpected ways to let your staff know you care. After open house night, when your staff has put in a long and important evening, bring doughnuts or muffins the next morning. Arrange them on an attractive tray and place them in the lounge with a sign that says, "Thanks for a dynamite open house. You are the best!" Unexpected treats always bring a smile and are remembered.We all know that food at faculty meetings is a must. Try to add some variety to this by tying in seasonal or holiday themes. See if your cafeteria might bake pumpkin-shaped cookies at Halloween or red and green cupcakes at Christmas. Try candy corn (fat free!) in the fall, candy hearts for Valentine's Day, or pastel M&Ms as Easter approaches. Jell-O Jigglers can bring a smile and lollipops will make your staff feel like kids again! A brightly colored serving bowl filled with a mixture of popcorn and pretzels is a healthy alternative to sweets. A crisp red apple at each seat is also a different twist to traditional fare. Be creative and share fun food ideas with other principals at district and regional meetings.One principal makes sure that at the beginning of each month a birthday cake is placed in the lounge for all those turning a year older during that month. There is a mini-celebration before school and he leads everyone in the singing of Happy Birthday to all the staff members affected. He then passes out his "birthday treat" to the celebrants. His gift is a certificate for a 30-minute release from their classes or duties, and he provides the coverage. This can be an ultimate birthday treat!A Little Can Mean a LotMost of us have the traditional social gatherings in our schools at the beginning of the year, at the holiday season, and celebrating the end of a successful school year. These are always fun and a wonderful time to include spouses and families. Sometimes a missing piece to this school socialization is time for the staff to be out together and enjoy each other's company away from the school setting. You, as the leader, can coordinate small social outings that don't take a lot of planning or time. They can also be spontaneous, which adds some excitement to the event. Perhaps, after all the students are gone, you make an announcement over the intercom inviting all interested to join you for coffee at the new bookstore, ice cream at the local Dairy Queen, or even a game of putt-putt golf! Many staffs enjoy Happy Hour at a local pub on Fridays. Try to find a place that serves food, isn't smoky, and has nonalcoholic beverages for those who choose not to drink. You want to allow everyone to feel comfortable joining the fun.Some principals and teachers organize Book Clubs that meet monthly for "Coffee and Conversation" regarding a specific title they have chosen to discuss. The books can be professional, but certainly don't have to be. These book discussions can be held in the mornings before school at a local diner that serves great breakfasts, after school at the malt shop, or in the evenings at a restaurant with a relaxing atmosphere. Of course, you could always meet at school, but sometimes it is nice to gather together away from the work environment.Another avenue for socialization is through exercise. Organize a walking or running group within the school. Meeting times can vary and all who are interested can join in a healthy activity that promotes interaction between staff members. Sometimes the local YMCA or YWCA will offer exercise classes in your building, if you can get enough staff members to participate.Perhaps you have a very musical staff. If so, organize a small band or chorus. For people who have interest in music, participating in casual musical activities can provide relaxation and enjoyment. Practice once a week and perform for the students at the end of the year. They will love it! You may soon be invited to perform for other school events--opening sessions, sporting events, banquets, and so on. Remember that you can always say no to keep the group "just for fun."Look for small but effective ways to interact with staff members outside the school setting. Everyone leads busy and hectic lives in this day and age. Often 30 minutes spent over a cup of coffee with your coworkers can fit into your schedule more easily than a whole evening out. Search for creative ways to be with your staff members in relaxed, enjoyable activities that don't take up too much of everyone's precious time.Christmas Cards with a Twist One of the most memorable ways you can show your staff you really care is something that can be done at one of the most exciting times of the year--Christmas. Have someone (yourself, secretary, custodian, etc.) go to each classroom and take a picture of the teacher instructing and working with students. It is also fun and meaningful to include cooks, custodians, secretaries, bus drivers, and nurses, and so on in this holiday treat. If they question why you are there, just tell them it is for the yearbook, a scrapbook, or a school display. Then ask your secretary to gather the addresses of your teacher's parents. This can be done through spouses (who need to be asked to keep this a secret), or the secretary can just ask for the information, telling the teachers you need it for personal files or emergency procedures. Most will comply, but others will be suspicious. If they persist in knowing why, just smile and tell them it is a Christmas secret!Have Christmas cards made that are from the school. Many companies offer these at holiday time; regular cards from the store will work, too. Address each card with the name of the staff members' parents and insert the picture of their son or daughter doing their important job in the school. Take the time to write a short note to the parents, letting them know what a valued staff member their son or daughter is and how proud you are to be able to work with them each day. Seal them, stamp them, mail them, and smile. You will have touched many lives in a very unique and special way. This is an excerpt from a letter received by a principal who took the time to send these special cards."You will never fully know the happiness you brought to us with your kind card. Tears came to our eyes as we read the dear words you wrote about our daughter. We have never before received such a letter. It means so much to us.We are sure that our other five daughters are appreciated by those they serve, but we have never received a letter like yours. We shall never forget your kind words."The little extra time and effort this gesture takes reaps benefits far beyond your knowledge and imagination. Good deeds harvest great rewards.Your teachers must know that you possess personal concern and regard for them as individuals. Any of the ideas presented here can help you bridge the gap between the professionals and the personal sides of your working relationship. Also remember that showing this interest and genuine caring for your staff is powerful modeling of how you want them to treat the children in their classrooms. The way you interact with and treat the faculty and staff will set a tone of compassion and understanding in your school. This will eventually find its way to the students in school. And isn't that what it's all about?The excerpt from Motivating and Inspiring Teachers by Todd Whitaker, Beth Whitaker, and Dale Lumpa has been reproduced with permission from Eye on Education.
Read more about the authors...Copyright © 2000 Eye On Education, Inc. All rights reserved. http://www.eyeoneducation.com.
PM Umum Insentif Guru
PM Umum Insentif Guru - 350,000 PendidikNikmati Peluang Naik Pangkat Lebih luas.
18/05/2008MELAKA 16 Mei – Kira-kira 350,000 guru di seluruh negara merayakan Hari Guru tahun ini dengan berita gembira apabila Datuk Seri Abdullah Ahmad Badawi mengumumkan insentif baru bagi memperkasakan dan memartabatkan profesion perguruan di Malaysia.Enam insentif itu termasuk keputusan Kementerian Pelajaran menaikkan pangkat dan gred guru-guru bukan siswazah yang telah melanjutkan pelajaran.Berucap pada majlis sambutan Hari Guru Peringkat Kebangsaan di Dewan Seri Negeri, Ayer Keroh di sini hari ini, Perdana Menteri yakin dengan insentif-insentif itu guru-guru akan lebih bersemangat untuk bekerja.“Saya berharap guru-guru akan berjalan sebatu ke depan. Inilah yang kita mahu.“Mudah-mudahan apa yang diberikan ini akan diterjemahkan oleh para guru dengan bekerja lebih bersungguh-sungguh supaya kita dapat melahirkan pelajar yang lebih cemerlang,'' katanya.Pengumuman itu disambut tepukan gemuruh lebih 3,000 guru yang mendengar ucapannya. Turut hadir ialah isteri Perdana Menteri, Datin Seri Jeanne Abdullah, Menteri Pelajaran, Datuk Seri Hishammuddin Tun Hussein dan Ketua Menteri Melaka, Datuk Seri Mohd. Ali Rustam.Menurut Abdullah, kerajaan bersetuju untuk mengambil kira pengalaman mengajar guru semasa dalam skim bukan siswazah DGA29 untuk dipertimbangkan kenaikan gred secara time-base setelah berada dalam skim siswazah iaitu dari gred DG41 kepada DG44.“Kaedah yang akan digunakan ialah setiap tiga tahun pengalaman di gred DGA29 akan dikira sebagai satu tahun pengalaman di gred SG41, tertakluk kepada had maksimum pengiraan sebanyak tiga tahun pengalaman DG41.“Insentif ini merupakan satu tambahan kepada keputusan kerajaan sebelum ini untuk memberikan hadiah kenaikan gaji kepada kakitangan awam,'' kata beliau.Perdana Menteri berkata, langkah itu juga bertepatan dengan gagasan kerajaan dalam membangunkan modal insan dan bersesuaian dengan dasar pensiswazahan guru yang menggalakkan guru-guru untuk melanjutkan pengajian mereka.Beliau berkata, pada masa yang sama kerajaan juga bersetuju meluluskan cadangan supaya guru gred DG41 yang berasal dari skim bukan siswazah dan memegang jawatan guru besar akan dipertimbangkan untuk kenaikan pangkat ke gred DG44 selepas tiga tahun berkhidmat sebagai guru besar pada gred DG41.Susulan kepada penambahan kuota jawatan dalam skim cemerlang sebanyak 300 peratus pada tahun 2006, beliau memberitahu, kerajaan bersetuju untuk menambah baik dua syarat skim guru cemerlang.Ini termasuk memendekkan syarat tempoh kelayakan guru cemerlang dari tujuh tahun kepada lima tahun pengalaman mengajar bagi pengisian jawatan guru cemerlang DGA32 dari gred asal DGA29 dan jawatan guru besar cemerlang DG44 dari gred asal DG41.“Bagi pegawai yang telah dinaikkan pangkat guru cemerlang di sesuatu gred, mereka boleh dipertimbangkan kenaikan pangkat ke gred selanjutnya tanpa perlu menunggu tempoh tiga tahun perkhidmatan dalam gred yang sedang disandang,'' kata Perdana Menteri.Beliau turut mengumumkan peruntukan 10 peratus daripada 1,700 kuota guru besar cemerlang DGA38 akan diberikan kepada pengelola dan guru yang berkhidmat di Kementerian Pelajaran, Jabatan Pelajaran Negeri dan Pejabat Pelajaran Daerah dengan syarat mereka menunjukkan prestasi yang cemerlang.Selain guru dan guru besar bukan siswazah serta guru dan guru besar cemerlang, turut mendapat suntikan daripada insentif yang diumumkan itu ialah para pegawai pelajaran daerah (PPD).Abdullah berkata, kerajaan bersetuju untuk menaikkan gred PPD dari gred DG48 kepada gred DG52 dan DG54.Selain itu, menurut Perdana Menteri, kerajaan juga akan menyeragamkan struktur pejabat pelajaran daerah di seluruh negara dengan memansuhkan pejabat pelajaran gabungan (PPG) bagi negeri Sabah dan Sarawak.“Selain kenaikan gred PPD, penambahbaikan ini juga akan mewujudkan ratusan jawatan kenaikan pangkat baru untuk para guru yang berkhidmat di pejabat pelajaran daerah,'' ujar beliau.Beliau turut mengumumkan kerajaan telah meluluskan cadangan penstrukturan baru Kementerian Pelajaran yang kali terakhir distrukturkan pada tahun 1995.Peringkat awal kelulusan itu akan melibatkan pertambahan jawatan dan kenaikan gred bagi jawatan pengurusan tertinggi dan ketua bahagian dari gred DG54 hingga ke JUSA A.Sebagai contoh, jelasnya, kesemua jawatan Timbalan Ketua Pengarah Pelajaran kini diseragamkan pada gred JUSA A berbanding sebelum ini berbeza pada gred JUSA A, B, C dan DG54.Beliau percaya penstrukturan itu dapat memantapkan sistem penyampaian pendidikan di setiap peringkat di negara ini.
Peluang Guru Sekolah Rendah Dapat Ijazah
PUTRAJAYA 3 Julai – Kementerian Pelajaran akan melancarkan Program Pensiswazahan Guru Sekolah Rendah (PGRS) dan Program Khas Pensiswazahan Guru Besar (PKPGB) bagi meningkatkan tahap kelulusan akademik guru-guru sekolah rendah.Ketua Pengarah Pelajaran, Datuk Alimuddin Mohd. Dom berkata, kedua-dua program tersebut akan bermula tahun ini dengan pengambilan pertama dijangka pada 17 November ini.“Iklan program ini akan disiarkan pada 15 Julai ini menerusi akhbar tempatan dan permohonan juga dibuka secara dalam talian,” katanya dalam satu kenyataan di sini hari ini.Alimuddin berkata, program PGSR akan dikendalikan di Institut Pendidikan Guru (IPG) seluruh negara mulai 2008 hingga 2012 dan melibatkan tempoh pengajian selama empat tahun.Katanya, program ini akan diadakan semasa musim cuti persekolahan dengan unjuran pengambilan seramai 3,000 orang guru setiap tahun.“Bidang ditawarkan melibatkan pelbagai mata pelaja ran, selepas tamat pengajian peserta program akan dianu gerahkan Ijazah Sarjana Muda Perguruan Dengan Kepuji an (Pendidikan Rendah),” katanya.Alimuddin menjelaskan, PKPGB pula dikhaskan kepada guru besar atau pegawai-pegawai kementerian yang per nah menjadi guru besar dan menyandang gred DGA34 dan DGA32, berumur tidak melebihi 48 tahun.“Program selama tiga tahun itu dilaksanakan secara Mod Intensif iaitu dalam tempoh setahun kuliah melibat kan empat sesi secara intensif merangkumi 148 hari. – Utusan.
WHO IS MORE DESERVING?
Who is more deserving?
TEACHER TALK
BY MALIKA VASUGI
Talk about perks for Form Six teachers irks those who work long, and hard, teaching the other forms.
THOSE in the teaching profession find it almost impossible to remain impartial when certain policies that are advantageous to only select groups of teachers are introduced.
The directive to implement certain policies may state that “everyone benefits”, but some teachers will “benefit” more than others. Thus, dissatisfaction grows and murmurs of discontent become audible. Often, both are justified.
“All teachers are equal, but some are more equal than the others,” quips Dilla in one of her rare moments of profound wisdom. Frankly, her statement rings true.
You would have realised at certain points in your teaching career that things aren’t always as fair as they are made out to be. You see promotions going to people who, in your view, are less deserving than others. Sometimes, you are one of the “others”. Pay revisions or increments that are calculated based on stipulated percentages leave some groups with considerable gains in their pay packets while others find themselves suddenly overtaken, salary-wise, by juniors who may be less qualified, at least as far as seniority is concerned.
You rant and rave when that happens. Often, there is furore or a huge outcry from the teachers who suddenly find themselves at a disadvantage compared to their more “fortunate” counterparts. Then the emotions subside, superseded by the pressing call of duty –reports need to be submitted, files updated, and so on.
A “peace offering” of some sort is made by the policy-makers to placate some discontented people. You take what’s offered (there’s really no choice). Besides, even a small amount of money accumulated over the months and paid as “arrears” can amount to a considerable sum. You feel quite pleased about your “windfall” and contribute to the little jamuan sponsored by all those who got similar payments. Everyone is happy and ho-hum, life goes on.
Recently, though, talk about a directive that would benefit Sixth Form teachers has aroused disgruntled comments, especially from teachers who, due to various reasons, do not teach that form.
“For almost 20 years, I’ve complied with the requirements of directives from those above us, despite the utter futility and sometimes ludicrousness of what I’ve been directed to do,” said one very senior teacher. “This one takes the cake.
“So what happens to teachers who don’t teach Form Six simply because there are no such classes in the school? What happens to those who are not given the opportunity to teach Form Six, even if they are willing to do so?
“After all my years of service —10 in primary school and nine, secondary — and after having taught almost every level, from Primary 1 to Form 5, from slow learners in remedial classes to budding scientists in Five Science 1, I am about to be overtaken by someone much more junior just because he happens to be teaching the sixth form.
“To add insult to injury, teaching quality or work performance is not even a criterion here. Please don’t get me wrong: I’m not saying that all sixth form teachers’ work performance or ethics are questionable. But just like teachers of every level, you get those who are truly committed and those who are not. So how can all of them qualify for these promotions?”
“This whole thing is crap,” declared my friend Thiru, who teaches in Subang Jaya, Selangor.
When I asked him to define “crap”, he thought for a while, then said: “Promotions to higher grades should be based on the quality of the individual teacher’s performance, for example, the number of hours he puts in, or his efforts to improve or upgrade himself professionally. And equal opportunities should be given to all teachers to do so.
“Did those who proposed this idea even think about the message they’re sending to the entire service – that those who teach students of a certain age group or level are ‘superior’ to others?
“If you ‘reward’ teachers simply because they happen to be teaching the highest form in a school, the implication is that those who teach other levels are less important or not doing enough to warrant the particular grade promotion or pay increment. Did they even think about the demoralising effect this could have on these other teachers?
“What about the teacher who holds a post-graduate degree and chooses to work with primary school kids because she believes, and rightly so, that laying the foundation is as important as – if not more so than – adding to the level of education?
“What about those who work with slow learners or specialise in subjects not taught at sixth form level?” Thiru asked.
Jill snorted at the other end of the phone line in Perak, when I asked what she thought of this issue. “Think about this: an entire staff of teachers in the same school with more or less an equal share of duties and the same working hours,” she said. “Suddenly, Form Six teachers are given certain perks. Are they all really putting in more effort than those of other forms? In fact, do teachers of higher levels do more work than those who teach the lower levels?
“Of course, some of them do, but then again, some don’t. That’s the way it is with teachers in all levels. Perhaps if Form Six teachers had a different work schedule or system, like in the matriculation colleges, then the ‘special benefits’ would be justified,” Jill added.
One rather new Form Six teacher said: “You need more knowledge to be able to teach subjects at sixth form. We’re talking about a higher school certificate, not the elementary or ordinary levels other teachers contend with. Definitely, Form Six teachers deal with higher-level cognitive processes, so why should there be such furore over their getting a few extra perks. It’s just plain jealousy and resentment. Well, if others feel so strongly about this, why don’t they volunteer to teach the sixth form?”
One answer to this rather flippant remark is – not all schools have Form Six classes. Also, the timetable for teachers doesn’t necessarily depend on their willingness, or ability, to teach a certain subject at a certain level. Most of the time, we can’t choose exactly who, or what we want to teach.
Jill says presently, there are cases of teachers clamouring to have at least one class of Form Six on their timetable, to qualify for the benefits. Where does that leave the others?
Another friend, Pam, feels that teaching Mathematics in sixth form is definitely more demanding than teaching a lower form.
“You need to have a deeper knowledge of your subject and possibly do a fair bit of homework or research before lessons. After all, we are preparing our students for the STPM (Sijil Tinggi Persekolahan Malaysia), which, some say, is the most challenging school examination.
“Having said that, I do agree that not all sixth form teachers are as thorough or wholehearted about their duties. As for the need for more subject knowledge, I think every teacher who has a degree in a particular subject is qualified to teach it all levels, be it Primary One or Form Six. I guess it all depends on the individual and how far he is willing to go. I really don’t think there should be any ‘elitism’ attached to teaching Form Six,” Pam said.
“More challenging?” said Jill, sounding quite cynical. “Two images come to mind. The first image: group of 18-year-olds, bright enough to be in the sixth form. Most of them are well-behaved and they hang on to every word the teacher says because they know their performance in the STPM and the path to university may depend on it.
“The second: an overcrowded classroom of rude and rowdy 13-year-olds who have multiple records of misconduct. These are students who don’t pay the least attention to you and, for the most part, may not even understand what you’re saying, but whose performance in your subject becomes your entire responsibility.”
So, which class is more challenging? Which teacher does more work and deserves a promotion?
Ensuring that the deals teachers get are completely fair would possibly require powers of judgment that surpass human limitations. Most of us acknowledge that. But it is hard to stomach when teachers who are equally qualified, and of equal seniority and work commitment, are considered less equal than others.
TEACHER TALK
BY MALIKA VASUGI
Talk about perks for Form Six teachers irks those who work long, and hard, teaching the other forms.
THOSE in the teaching profession find it almost impossible to remain impartial when certain policies that are advantageous to only select groups of teachers are introduced.
The directive to implement certain policies may state that “everyone benefits”, but some teachers will “benefit” more than others. Thus, dissatisfaction grows and murmurs of discontent become audible. Often, both are justified.
“All teachers are equal, but some are more equal than the others,” quips Dilla in one of her rare moments of profound wisdom. Frankly, her statement rings true.
You would have realised at certain points in your teaching career that things aren’t always as fair as they are made out to be. You see promotions going to people who, in your view, are less deserving than others. Sometimes, you are one of the “others”. Pay revisions or increments that are calculated based on stipulated percentages leave some groups with considerable gains in their pay packets while others find themselves suddenly overtaken, salary-wise, by juniors who may be less qualified, at least as far as seniority is concerned.
You rant and rave when that happens. Often, there is furore or a huge outcry from the teachers who suddenly find themselves at a disadvantage compared to their more “fortunate” counterparts. Then the emotions subside, superseded by the pressing call of duty –reports need to be submitted, files updated, and so on.
A “peace offering” of some sort is made by the policy-makers to placate some discontented people. You take what’s offered (there’s really no choice). Besides, even a small amount of money accumulated over the months and paid as “arrears” can amount to a considerable sum. You feel quite pleased about your “windfall” and contribute to the little jamuan sponsored by all those who got similar payments. Everyone is happy and ho-hum, life goes on.
Recently, though, talk about a directive that would benefit Sixth Form teachers has aroused disgruntled comments, especially from teachers who, due to various reasons, do not teach that form.
“For almost 20 years, I’ve complied with the requirements of directives from those above us, despite the utter futility and sometimes ludicrousness of what I’ve been directed to do,” said one very senior teacher. “This one takes the cake.
“So what happens to teachers who don’t teach Form Six simply because there are no such classes in the school? What happens to those who are not given the opportunity to teach Form Six, even if they are willing to do so?
“After all my years of service —10 in primary school and nine, secondary — and after having taught almost every level, from Primary 1 to Form 5, from slow learners in remedial classes to budding scientists in Five Science 1, I am about to be overtaken by someone much more junior just because he happens to be teaching the sixth form.
“To add insult to injury, teaching quality or work performance is not even a criterion here. Please don’t get me wrong: I’m not saying that all sixth form teachers’ work performance or ethics are questionable. But just like teachers of every level, you get those who are truly committed and those who are not. So how can all of them qualify for these promotions?”
“This whole thing is crap,” declared my friend Thiru, who teaches in Subang Jaya, Selangor.
When I asked him to define “crap”, he thought for a while, then said: “Promotions to higher grades should be based on the quality of the individual teacher’s performance, for example, the number of hours he puts in, or his efforts to improve or upgrade himself professionally. And equal opportunities should be given to all teachers to do so.
“Did those who proposed this idea even think about the message they’re sending to the entire service – that those who teach students of a certain age group or level are ‘superior’ to others?
“If you ‘reward’ teachers simply because they happen to be teaching the highest form in a school, the implication is that those who teach other levels are less important or not doing enough to warrant the particular grade promotion or pay increment. Did they even think about the demoralising effect this could have on these other teachers?
“What about the teacher who holds a post-graduate degree and chooses to work with primary school kids because she believes, and rightly so, that laying the foundation is as important as – if not more so than – adding to the level of education?
“What about those who work with slow learners or specialise in subjects not taught at sixth form level?” Thiru asked.
Jill snorted at the other end of the phone line in Perak, when I asked what she thought of this issue. “Think about this: an entire staff of teachers in the same school with more or less an equal share of duties and the same working hours,” she said. “Suddenly, Form Six teachers are given certain perks. Are they all really putting in more effort than those of other forms? In fact, do teachers of higher levels do more work than those who teach the lower levels?
“Of course, some of them do, but then again, some don’t. That’s the way it is with teachers in all levels. Perhaps if Form Six teachers had a different work schedule or system, like in the matriculation colleges, then the ‘special benefits’ would be justified,” Jill added.
One rather new Form Six teacher said: “You need more knowledge to be able to teach subjects at sixth form. We’re talking about a higher school certificate, not the elementary or ordinary levels other teachers contend with. Definitely, Form Six teachers deal with higher-level cognitive processes, so why should there be such furore over their getting a few extra perks. It’s just plain jealousy and resentment. Well, if others feel so strongly about this, why don’t they volunteer to teach the sixth form?”
One answer to this rather flippant remark is – not all schools have Form Six classes. Also, the timetable for teachers doesn’t necessarily depend on their willingness, or ability, to teach a certain subject at a certain level. Most of the time, we can’t choose exactly who, or what we want to teach.
Jill says presently, there are cases of teachers clamouring to have at least one class of Form Six on their timetable, to qualify for the benefits. Where does that leave the others?
Another friend, Pam, feels that teaching Mathematics in sixth form is definitely more demanding than teaching a lower form.
“You need to have a deeper knowledge of your subject and possibly do a fair bit of homework or research before lessons. After all, we are preparing our students for the STPM (Sijil Tinggi Persekolahan Malaysia), which, some say, is the most challenging school examination.
“Having said that, I do agree that not all sixth form teachers are as thorough or wholehearted about their duties. As for the need for more subject knowledge, I think every teacher who has a degree in a particular subject is qualified to teach it all levels, be it Primary One or Form Six. I guess it all depends on the individual and how far he is willing to go. I really don’t think there should be any ‘elitism’ attached to teaching Form Six,” Pam said.
“More challenging?” said Jill, sounding quite cynical. “Two images come to mind. The first image: group of 18-year-olds, bright enough to be in the sixth form. Most of them are well-behaved and they hang on to every word the teacher says because they know their performance in the STPM and the path to university may depend on it.
“The second: an overcrowded classroom of rude and rowdy 13-year-olds who have multiple records of misconduct. These are students who don’t pay the least attention to you and, for the most part, may not even understand what you’re saying, but whose performance in your subject becomes your entire responsibility.”
So, which class is more challenging? Which teacher does more work and deserves a promotion?
Ensuring that the deals teachers get are completely fair would possibly require powers of judgment that surpass human limitations. Most of us acknowledge that. But it is hard to stomach when teachers who are equally qualified, and of equal seniority and work commitment, are considered less equal than others.
Sunday, July 20, 2008
Top 10 Reasons to Become a Teacher
Top 10 Reasons to Become a Teacher
Teaching is a special calling. It is not a job well-suited to everyone. In fact, many new teachers leave within the first 3-5 years of teaching. However, there are many rewards that come with this oft maligned career. Here are my top ten reasons why teaching can be a great profession.
Student Potential Unfortunately, not every student will succeed in your class. However, this fact should not keep you from believing that every student has the potential for success. This potential is so exciting - each new year presents new challenges and new potential successes.
Student Successes Closely related to the previous pick, student success is what drives teachers to continue. Each student who didn't understand a concept and then learned it through your help can be exhilarating. And when you actually reach that student that others have written off as being unteachable, this can truly be worth all the headaches that do come with the job.
Teaching a Subject Helps You Learn a Subject You will never learn a topic better than when you start teaching it. I remember my first year teaching AP Government. I had taken Political Science courses in college and thought I knew what I was doing. However, the student questions just made me dig deeper and learn more. There is an old adage that it takes three years of teaching to truly master a subject and in my experience this is the truth.
Daily Humor If you have a positive attitude and a sense of humor, you will find things to laugh about each day. Sometimes it will be silly jokes you will make up as you teach that might get a laugh from your students. Sometimes it will be jokes that kids share with you. And sometimes students will come out with the funniest statements without realizing what they've said. Find the fun and enjoy it!
Affecting the Future Yes it might be trite, but it is true. Teachers mold the future each day in class. In fact, it is a sad fact that you will see some of these students more consistently day-to-day than their parents will.
Staying Younger Being around young people everyday will help you remain knowledgeable about current trends and ideas. It also helps break down barriers.
Autonomy in the Classroom Once a teacher closes that door each day and begins teaching, they really are the ones who decide what's going to happen. Not many jobs provide an individual with so much room to be creative and autonomous each day.
Conducive to Family Life If you have children, the school calendar will typically allow you to have the same days off as your kids. Further, while you might bring work home with you to grade, you will probably be getting home close to the same time as your children.
Job Security In many communities, teachers are a scarce commodity. It is fairly certain that you will be able to find a job as a teacher, though you might have to wait until the start of a new school year and be willing to travel within your county/school district. While requirements might be different from state to state, once you have proven yourself a successful teacher, it is relatively easy to move around and find a new job.
Summers Off Unless you work in a district that has a year-round-education system, you will have a couple of months off in the summer where you can choose to get another job, teach summer school, or just relax and vacation. Further, you typically get two weeks off during Christmas/Winter Holidays and one week for Spring Break which can really be a huge benefit and provide much needed rest time.
Teaching is a special calling. It is not a job well-suited to everyone. In fact, many new teachers leave within the first 3-5 years of teaching. However, there are many rewards that come with this oft maligned career. Here are my top ten reasons why teaching can be a great profession.
Student Potential Unfortunately, not every student will succeed in your class. However, this fact should not keep you from believing that every student has the potential for success. This potential is so exciting - each new year presents new challenges and new potential successes.
Student Successes Closely related to the previous pick, student success is what drives teachers to continue. Each student who didn't understand a concept and then learned it through your help can be exhilarating. And when you actually reach that student that others have written off as being unteachable, this can truly be worth all the headaches that do come with the job.
Teaching a Subject Helps You Learn a Subject You will never learn a topic better than when you start teaching it. I remember my first year teaching AP Government. I had taken Political Science courses in college and thought I knew what I was doing. However, the student questions just made me dig deeper and learn more. There is an old adage that it takes three years of teaching to truly master a subject and in my experience this is the truth.
Daily Humor If you have a positive attitude and a sense of humor, you will find things to laugh about each day. Sometimes it will be silly jokes you will make up as you teach that might get a laugh from your students. Sometimes it will be jokes that kids share with you. And sometimes students will come out with the funniest statements without realizing what they've said. Find the fun and enjoy it!
Affecting the Future Yes it might be trite, but it is true. Teachers mold the future each day in class. In fact, it is a sad fact that you will see some of these students more consistently day-to-day than their parents will.
Staying Younger Being around young people everyday will help you remain knowledgeable about current trends and ideas. It also helps break down barriers.
Autonomy in the Classroom Once a teacher closes that door each day and begins teaching, they really are the ones who decide what's going to happen. Not many jobs provide an individual with so much room to be creative and autonomous each day.
Conducive to Family Life If you have children, the school calendar will typically allow you to have the same days off as your kids. Further, while you might bring work home with you to grade, you will probably be getting home close to the same time as your children.
Job Security In many communities, teachers are a scarce commodity. It is fairly certain that you will be able to find a job as a teacher, though you might have to wait until the start of a new school year and be willing to travel within your county/school district. While requirements might be different from state to state, once you have proven yourself a successful teacher, it is relatively easy to move around and find a new job.
Summers Off Unless you work in a district that has a year-round-education system, you will have a couple of months off in the summer where you can choose to get another job, teach summer school, or just relax and vacation. Further, you typically get two weeks off during Christmas/Winter Holidays and one week for Spring Break which can really be a huge benefit and provide much needed rest time.
Top 6 Keys to Being a Successful Teacher
Top 6 Keys to Being a Successful Teacher
The most successful teachers share some common characteristics. Here are the top six keys to being a successful teacher. Every teacher can benefit from focusing on these important qualities. Success in teaching, as in most areas of life, depends almost entirely on your attitude and your approach.
Sense of Humor A sense of humor can help you become a successful teacher. Your sense of humor can relieve tense classroom situations before they become disruptions. A sense of humor will also make class more enjoyable for your students and possibly make students look forward to attending and paying attention. Most importantly, a sense of humor will allow you to see the joy in life and make you a happier person as you progress through this sometimes stressful career.
A Positive Attitutude A positive attitude is a great asset in life. You will be thrown many curve balls in life and especially in the teaching profession. A positive attitude will help you cope with these in the best way. For example, you may find out the first day of school that you are teaching Algebra 2 instead of Algebra 1. This would not be an ideal situation, but a teacher with the right attitude would try to focus on getting through the first day without negatively impacting the students.
High Expectations An effective teacher must have high expectations. You should strive to raise the bar for your students. If you expect less effort you will receive less effort. You should work on an attitude that says that you know students can achieve to your level of expectations, thereby giving them a sense of confidence too. This is not to say that you should create unrealistic expectations. However, your expectations will be one of the key factors in helping students learn and achieve.
Consistency In order to create a positive learning environment your students should know what to expect from you each day. You need to be consistent. This will create a safe learning environment for the students and they will be more likely to succeed. It is amazing that students can adapt to teachers throughout the day that range from strict to easy. However, they will dislike an environment in which the rules are constantly changing.
Fairness Many people confuse fairness and consistency. A consistent teacher is the same person from day to day. A fair teacher treats students equally in the same situation. For example, students complain of unfairness when teachers treat one gender or group of students differently. It would be terribly unfair to go easier on the football players in a class than on the cheerleaders. Students pick up on this so quickly, so be careful of being labelled unfair.
Flexibility One of the tenets of teaching should be that everything is in a constant state of change. Interruptions and disruptions are the norm and very few days are 'typical'. Therefore, a flexible attitude is important not only for your stress level but also for your students who expect you to be in charge and take control of any situation.
The most successful teachers share some common characteristics. Here are the top six keys to being a successful teacher. Every teacher can benefit from focusing on these important qualities. Success in teaching, as in most areas of life, depends almost entirely on your attitude and your approach.
Sense of Humor A sense of humor can help you become a successful teacher. Your sense of humor can relieve tense classroom situations before they become disruptions. A sense of humor will also make class more enjoyable for your students and possibly make students look forward to attending and paying attention. Most importantly, a sense of humor will allow you to see the joy in life and make you a happier person as you progress through this sometimes stressful career.
A Positive Attitutude A positive attitude is a great asset in life. You will be thrown many curve balls in life and especially in the teaching profession. A positive attitude will help you cope with these in the best way. For example, you may find out the first day of school that you are teaching Algebra 2 instead of Algebra 1. This would not be an ideal situation, but a teacher with the right attitude would try to focus on getting through the first day without negatively impacting the students.
High Expectations An effective teacher must have high expectations. You should strive to raise the bar for your students. If you expect less effort you will receive less effort. You should work on an attitude that says that you know students can achieve to your level of expectations, thereby giving them a sense of confidence too. This is not to say that you should create unrealistic expectations. However, your expectations will be one of the key factors in helping students learn and achieve.
Consistency In order to create a positive learning environment your students should know what to expect from you each day. You need to be consistent. This will create a safe learning environment for the students and they will be more likely to succeed. It is amazing that students can adapt to teachers throughout the day that range from strict to easy. However, they will dislike an environment in which the rules are constantly changing.
Fairness Many people confuse fairness and consistency. A consistent teacher is the same person from day to day. A fair teacher treats students equally in the same situation. For example, students complain of unfairness when teachers treat one gender or group of students differently. It would be terribly unfair to go easier on the football players in a class than on the cheerleaders. Students pick up on this so quickly, so be careful of being labelled unfair.
Flexibility One of the tenets of teaching should be that everything is in a constant state of change. Interruptions and disruptions are the norm and very few days are 'typical'. Therefore, a flexible attitude is important not only for your stress level but also for your students who expect you to be in charge and take control of any situation.
A Teacher's Story
A Teacher's Story
Her name was Mrs. Thompson. As she stood in front of her 5th grade class on the very first day of school, she told the children a lie. Like most teachers, she looked at her students and said that she loved them all the same. But that was impossible, because there in the front row, slumped in his seat, was a little boy named Teddy Stoddard.Mrs. Thompson had watched Teddy the year before and noticed that he didn't play well with the other children. His clothes were messy and that he constantly needed a bath. And Teddy could be unpleasant. It got to the point where Mrs. Thompson would actually take delight in marking his papers with a broad red pen, making bold X's and then putting a big "F" at the top of his papers.At the school where Mrs. Thompson taught, she was required to review each child's past records and she put Teddy's off until last. However, when she reviewed his file, she was in for a surprise.Teddy's first grade teacher wrote, "Teddy is a bright child with a ready laugh. He does his work neatly and has good manners...He is a joy to be around."His second grade teacher wrote, "Teddy is an excellent student, well liked by his classmates, but he is troubled because his mother has a terminal illness and life at home is a struggle."His third grade teacher wrote, "His mother's death had been hard on him. He tries to do his best, but his father doesn't show much interest and his home life will soon affect him if some steps aren't taken."Teddy's fourth grade teacher wrote, "Teddy is withdrawn and doesn't show much interest in school. He doesn't have many friends and he sometimes sleeps in class."By now, Mrs. Thompson realized the problem and she was ashamed of herself. She felt even worse when her students brought her Christmas presents wrapped in beautiful ribbons and bright paper, except for Teddy's. His present was clumsily wrapped in the heavy, brown paper that he got from a grocery bag. Mrs.Thompson took pains to open it in the middle of the other presents.Some of the children started to laugh when she found a rhinestone bracelet with some of the stones missing, and a bottle that was one quarter-full of perfume. But she stifled the children's laughter when she exclaimed how pretty the bracelet was, putting it on, and dabbing some of the perfume on her wrist.Teddy Stoddard stayed after school that day just long enough to say, "Mrs. Thompson, today you smelled just like my Mother used to."After the children left she cried for at least an hour. On that very day, she quit teaching reading, and writing, and arithmetic. Instead, she began to teach children.Mrs. Thompson paid particular attention to Teddy. As she worked with him, his mind seemed to come alive. The more she encouraged him, the faster he responded. By the end of the year, Teddy had become one of the smartest children in the class and, despite her lie that she would love all the children the same, Teddy became one of her "teacher's pets."A year later, she found a note under her door, from Teddy, telling her that she was still the best teacher he ever had in his whole life. Six years went by before she got another note from Teddy. He then wrote that he had finished high school, third in his class, and she was still the best teacher he ever had in his whole life.Four years after that, she got another letter, saying that while things had been tough at times, he'd stayed in school, had stuck with it, and would soon graduate from college with the highest of honors. He assured Mrs. Thompson that she was still the best and favorite teacher he ever had in his whole life.Then four more years passed and yet another letter came. This time he explained that after he got his bachelor's degree, he decided to go a little further. The letter explained that she was still the best and favorite teacher he ever had. But now his name was a little longer the letter was signed, Theodore F. Stoddard, MD.The story doesn't end there. You see, there was yet another letter that spring. Teddy said he'd met this girl and was going to be married. He explained that his father had died a couple of years ago and he was wondering if Mrs. Thompson might agree to sit in the place at the wedding that was usually reserved for the mother of the groom.Of course, Mrs. Thompson did. And guess what? She wore that bracelet, the one with several rhinestones missing. And she made sure she was wearing the perfume that Teddy remembered his mother wearing on their last Christmas together.They hugged each other, and Dr. Stoddard whispered in Mrs.Thompson's ear, "Thank you Mrs. Thompson for believing in me. Thank you so much for making me feel important and showing me that I could make a difference."Mrs. Thompson, with tears in her eyes, whispered back. She said, "Teddy, you have it all wrong. You were the one who taught me that I could make a difference. I didn't know how to teach until I met you."Remember - that wherever you go, and whatever you do, you will have the opportunity to touch and/or change a person's outlook. Please try to do it in a positive way.
Her name was Mrs. Thompson. As she stood in front of her 5th grade class on the very first day of school, she told the children a lie. Like most teachers, she looked at her students and said that she loved them all the same. But that was impossible, because there in the front row, slumped in his seat, was a little boy named Teddy Stoddard.Mrs. Thompson had watched Teddy the year before and noticed that he didn't play well with the other children. His clothes were messy and that he constantly needed a bath. And Teddy could be unpleasant. It got to the point where Mrs. Thompson would actually take delight in marking his papers with a broad red pen, making bold X's and then putting a big "F" at the top of his papers.At the school where Mrs. Thompson taught, she was required to review each child's past records and she put Teddy's off until last. However, when she reviewed his file, she was in for a surprise.Teddy's first grade teacher wrote, "Teddy is a bright child with a ready laugh. He does his work neatly and has good manners...He is a joy to be around."His second grade teacher wrote, "Teddy is an excellent student, well liked by his classmates, but he is troubled because his mother has a terminal illness and life at home is a struggle."His third grade teacher wrote, "His mother's death had been hard on him. He tries to do his best, but his father doesn't show much interest and his home life will soon affect him if some steps aren't taken."Teddy's fourth grade teacher wrote, "Teddy is withdrawn and doesn't show much interest in school. He doesn't have many friends and he sometimes sleeps in class."By now, Mrs. Thompson realized the problem and she was ashamed of herself. She felt even worse when her students brought her Christmas presents wrapped in beautiful ribbons and bright paper, except for Teddy's. His present was clumsily wrapped in the heavy, brown paper that he got from a grocery bag. Mrs.Thompson took pains to open it in the middle of the other presents.Some of the children started to laugh when she found a rhinestone bracelet with some of the stones missing, and a bottle that was one quarter-full of perfume. But she stifled the children's laughter when she exclaimed how pretty the bracelet was, putting it on, and dabbing some of the perfume on her wrist.Teddy Stoddard stayed after school that day just long enough to say, "Mrs. Thompson, today you smelled just like my Mother used to."After the children left she cried for at least an hour. On that very day, she quit teaching reading, and writing, and arithmetic. Instead, she began to teach children.Mrs. Thompson paid particular attention to Teddy. As she worked with him, his mind seemed to come alive. The more she encouraged him, the faster he responded. By the end of the year, Teddy had become one of the smartest children in the class and, despite her lie that she would love all the children the same, Teddy became one of her "teacher's pets."A year later, she found a note under her door, from Teddy, telling her that she was still the best teacher he ever had in his whole life. Six years went by before she got another note from Teddy. He then wrote that he had finished high school, third in his class, and she was still the best teacher he ever had in his whole life.Four years after that, she got another letter, saying that while things had been tough at times, he'd stayed in school, had stuck with it, and would soon graduate from college with the highest of honors. He assured Mrs. Thompson that she was still the best and favorite teacher he ever had in his whole life.Then four more years passed and yet another letter came. This time he explained that after he got his bachelor's degree, he decided to go a little further. The letter explained that she was still the best and favorite teacher he ever had. But now his name was a little longer the letter was signed, Theodore F. Stoddard, MD.The story doesn't end there. You see, there was yet another letter that spring. Teddy said he'd met this girl and was going to be married. He explained that his father had died a couple of years ago and he was wondering if Mrs. Thompson might agree to sit in the place at the wedding that was usually reserved for the mother of the groom.Of course, Mrs. Thompson did. And guess what? She wore that bracelet, the one with several rhinestones missing. And she made sure she was wearing the perfume that Teddy remembered his mother wearing on their last Christmas together.They hugged each other, and Dr. Stoddard whispered in Mrs.Thompson's ear, "Thank you Mrs. Thompson for believing in me. Thank you so much for making me feel important and showing me that I could make a difference."Mrs. Thompson, with tears in her eyes, whispered back. She said, "Teddy, you have it all wrong. You were the one who taught me that I could make a difference. I didn't know how to teach until I met you."Remember - that wherever you go, and whatever you do, you will have the opportunity to touch and/or change a person's outlook. Please try to do it in a positive way.
Life Still Has A Meaning
Life Still Has A Meaning
If there is a future there is time for mending - Time to see your troubles coming to an ending.Life is never hopeless however great your sorrow - If you're looking forward to a new tomorrow.If there is time for wishing then there is time for hoping - When through doubt and darkness you are blindly groping.Though the heart be heavy and hurt you may be feeling - If there is time for praying there is time for healing.So if through your window there is a new day breaking - Thank God for the promise, though mind and soul be aching,If with harvest over there is grain enough for gleaning - There is a new tomorrow and life still has meaning.
~ Author unknown~
If there is a future there is time for mending - Time to see your troubles coming to an ending.Life is never hopeless however great your sorrow - If you're looking forward to a new tomorrow.If there is time for wishing then there is time for hoping - When through doubt and darkness you are blindly groping.Though the heart be heavy and hurt you may be feeling - If there is time for praying there is time for healing.So if through your window there is a new day breaking - Thank God for the promise, though mind and soul be aching,If with harvest over there is grain enough for gleaning - There is a new tomorrow and life still has meaning.
~ Author unknown~
BUTTERFLY
BUTTERFLY
A man found a cocoon of a butterfly. One day a small opening appeared. He sat and watched the butterfly for several hours as it struggled to force its body through that little hole. Then it seemed to stop making any progress. It appeared as if it had gotten as far as it could, and it could go no further.So the man decided to help the butterfly. He took a pair of scissors and snipped off the remaining bit of the cocoon.The butterfly then emerged easily. But it had a swollen body and small, shriveled wings.The man continued to watch the butterfly because he expected that, at any moment, the wings would enlarge and expand to be able to support the body, which would contract in time.Neither happened! In fact, the butterfly spent the rest of its life crawling around with a swollen body and shriveled wings. It never was able to fly.What the man, in his kindness and haste, did not understand was that the restricting cocoon and the struggle required for the butterfly to get through the tiny opening were God's way of forcing fluid from the body of the butterfly into its wings so that it would be ready for flight once it achieved its freedom from the cocoon.Sometimes struggles are exactly what we need in our lives. If God allowed us to go through our lives without any obstacles, it would cripple us.
We would not be as strong as what we could have been. We could never fly!
I asked for Strength.........And God gave me Difficulties to make me strong.I asked for Wisdom.........And God gave me Problems to solve.I asked for Prosperity.........And God gave me Brain and Brawn to work.I asked for Courage.........And God gave me Danger to overcome.I asked for Love.........And God gave me Troubled people to help.I asked for Favors.........And God gave me Opportunities.I received nothing I wanted ........I received everything I needed! Trust in God. Always
A man found a cocoon of a butterfly. One day a small opening appeared. He sat and watched the butterfly for several hours as it struggled to force its body through that little hole. Then it seemed to stop making any progress. It appeared as if it had gotten as far as it could, and it could go no further.So the man decided to help the butterfly. He took a pair of scissors and snipped off the remaining bit of the cocoon.The butterfly then emerged easily. But it had a swollen body and small, shriveled wings.The man continued to watch the butterfly because he expected that, at any moment, the wings would enlarge and expand to be able to support the body, which would contract in time.Neither happened! In fact, the butterfly spent the rest of its life crawling around with a swollen body and shriveled wings. It never was able to fly.What the man, in his kindness and haste, did not understand was that the restricting cocoon and the struggle required for the butterfly to get through the tiny opening were God's way of forcing fluid from the body of the butterfly into its wings so that it would be ready for flight once it achieved its freedom from the cocoon.Sometimes struggles are exactly what we need in our lives. If God allowed us to go through our lives without any obstacles, it would cripple us.
We would not be as strong as what we could have been. We could never fly!
I asked for Strength.........And God gave me Difficulties to make me strong.I asked for Wisdom.........And God gave me Problems to solve.I asked for Prosperity.........And God gave me Brain and Brawn to work.I asked for Courage.........And God gave me Danger to overcome.I asked for Love.........And God gave me Troubled people to help.I asked for Favors.........And God gave me Opportunities.I received nothing I wanted ........I received everything I needed! Trust in God. Always
THE BRICK
THE BRICK
About ten years ago, a young and very successful executive named Josh was traveling down a Chicago neighborhood street. He was going a bit too fast in his sleek, black, 12 cylinder Jaguar XKE, which was only two months old.He was watching for kids darting out from between parked cars and slowed down when he thought he saw something. As his car passed, no child darted out, but a brick sailed out and - WHUMP! - it smashed Into the Jag's shiny black side door! SCREECH..!!!! Brakes slammed! Gears ground into reverse, and tires madly spun the Jaguar back to the spot from where the brick had been thrown. Josh jumped out of the car, grabbed the kid and pushed him up against a parked car. He shouted at the kid, "What was that all about and who are you? Just what the heck are you doing?!" Building up a head of steam, he went on. "That's my new Jag, that brick you threw is gonna cost you a lot of money. Why did you throw it?""Please, mister, please. . . I'm sorry! I didn't know what else to do!" Pleaded the youngster. "I threw the brick because no one else would stop!" Tears were dripping down the boy's chin as he pointed around the parked car. "It's my brother, mister," he said. "He rolled off the curb and fell out of his wheelchair and I can't lift him up." Sobbing, the boy asked the executive, "Would you please help me get him back into his wheelchair? He's hurt and he's too heavy for me."Moved beyond words, the young executive tried desperately to swallow the rapidly swelling lump in his throat. Straining, he lifted the young man back into the wheelchair and took out his handkerchief and wiped the scrapes and cuts, checking to see that everything was going to be OK. He then watched the younger brother push him down the sidewalk toward their home.It was a long walk back to the sleek, black, shining, 12 cylinder Jaguar XKE - a long and slow walk. Josh never did fix the side door of his Jaguar. He kept the dent to remind him not to go through life so fast that someone has to throw a brick at him to get his attention. . . Some bricks are softer than others. Feel for the bricks of life coming at to you. For all the negative things we have to say to ourselves, God has positive answers.
About ten years ago, a young and very successful executive named Josh was traveling down a Chicago neighborhood street. He was going a bit too fast in his sleek, black, 12 cylinder Jaguar XKE, which was only two months old.He was watching for kids darting out from between parked cars and slowed down when he thought he saw something. As his car passed, no child darted out, but a brick sailed out and - WHUMP! - it smashed Into the Jag's shiny black side door! SCREECH..!!!! Brakes slammed! Gears ground into reverse, and tires madly spun the Jaguar back to the spot from where the brick had been thrown. Josh jumped out of the car, grabbed the kid and pushed him up against a parked car. He shouted at the kid, "What was that all about and who are you? Just what the heck are you doing?!" Building up a head of steam, he went on. "That's my new Jag, that brick you threw is gonna cost you a lot of money. Why did you throw it?""Please, mister, please. . . I'm sorry! I didn't know what else to do!" Pleaded the youngster. "I threw the brick because no one else would stop!" Tears were dripping down the boy's chin as he pointed around the parked car. "It's my brother, mister," he said. "He rolled off the curb and fell out of his wheelchair and I can't lift him up." Sobbing, the boy asked the executive, "Would you please help me get him back into his wheelchair? He's hurt and he's too heavy for me."Moved beyond words, the young executive tried desperately to swallow the rapidly swelling lump in his throat. Straining, he lifted the young man back into the wheelchair and took out his handkerchief and wiped the scrapes and cuts, checking to see that everything was going to be OK. He then watched the younger brother push him down the sidewalk toward their home.It was a long walk back to the sleek, black, shining, 12 cylinder Jaguar XKE - a long and slow walk. Josh never did fix the side door of his Jaguar. He kept the dent to remind him not to go through life so fast that someone has to throw a brick at him to get his attention. . . Some bricks are softer than others. Feel for the bricks of life coming at to you. For all the negative things we have to say to ourselves, God has positive answers.
From The Eyes Of A 10 year Old...
From The Eyes Of A 10 year Old...
Here I am, 10 years old and at my mothers funeral. I tell myself that I won't cry; after all, this is life. Right? As I look around, I see a couple of my teachers, my principal, and many of my mom's so called friends. I am of course surrounded by family. I wonder, what are my big brothers thinking? Are they as scared as me that this could happen to us, or worse yet, my father? After all, isn't this life? This stuff happens and we just have to accept it and move on. I can't seem to concentrate on the service; I am trying so hard not to cry. What do I have to cry about; after all, it was my mother that was shot not me. I only saw her sometimes, I will get used to it, won't I? The service is almost over; I've almost made it without crying. Thanks goodness I think, it is NOT ok to cry once you are this grown up. After all, isn't this just life? Ok, here we go out of the sanctuary into the nice car. I am between my two brothers as we watch my mother being loaded into the car in front of us. I can't help it, I begin to cry, my brothers begin to cry. Just then, one of my teachers leans into the car and simply whispers, " I love you and if you need me on Monday, I'll be there just like always." Just like always...hmmm...usually she is there to make me work harder, behave better, and now it all makes sense. She loves me for me. She came to this part of town for ME. As I sit here and cry, I realize come Monday morning, maybe this does not have to be my only way of life anymore... Maybe, just maybe... It is ok to cry and to be afraid and to learn to read, write, and do math. After all, that's life... Right?
Here I am, 10 years old and at my mothers funeral. I tell myself that I won't cry; after all, this is life. Right? As I look around, I see a couple of my teachers, my principal, and many of my mom's so called friends. I am of course surrounded by family. I wonder, what are my big brothers thinking? Are they as scared as me that this could happen to us, or worse yet, my father? After all, isn't this life? This stuff happens and we just have to accept it and move on. I can't seem to concentrate on the service; I am trying so hard not to cry. What do I have to cry about; after all, it was my mother that was shot not me. I only saw her sometimes, I will get used to it, won't I? The service is almost over; I've almost made it without crying. Thanks goodness I think, it is NOT ok to cry once you are this grown up. After all, isn't this just life? Ok, here we go out of the sanctuary into the nice car. I am between my two brothers as we watch my mother being loaded into the car in front of us. I can't help it, I begin to cry, my brothers begin to cry. Just then, one of my teachers leans into the car and simply whispers, " I love you and if you need me on Monday, I'll be there just like always." Just like always...hmmm...usually she is there to make me work harder, behave better, and now it all makes sense. She loves me for me. She came to this part of town for ME. As I sit here and cry, I realize come Monday morning, maybe this does not have to be my only way of life anymore... Maybe, just maybe... It is ok to cry and to be afraid and to learn to read, write, and do math. After all, that's life... Right?
Puppies For Sale
Puppies For Sale
A store owner was tacking a sign above his door that read "Puppies for Sale." Signs like that have a way of attracting small children, and sure enough a little boy appeared under the store owner's sign. "How much are you going to sell the puppies for?" the little boy asked. The store owner replied, "anywhere from $30 to $50." The little boy reached into his pocket and pulled out some change. "I have $2.37" he said. "May I please look at them?" The store owner smiled and whistled and out of the kennel came Lady, who ran down the aisle of his store followed by five teeny, tiny balls of fur.One puppy was lagging considerably behind. Immediately the little boy singled out the lagging, limping puppy and said, "What's wrong with that little dog?" The store owner explained that the veterinarian had examined the little puppy and had discovered that it didn't have a hip socket. It would always limp. It would always be lame. The little boy became excited. "That is the puppy I want to buy." The store owner said, "No, you don't want to buy that little dog. If you really want him, I'll just give him to you."The little boy got quite upset. He looked straight into the store owner's eyes, pointing his finger, and said, "I don't want you to give him to me. That little dog is worth every bit as much as all the other dogs and I'll pay full price. In fact, I'll give you $2.37 now and 50 cents a month until I have him paid for."The store owner countered, "You really don't want to buy this little dog. He is never going to be able to run and jump and play with you like the other puppies." To his surprise, the little boy reached down and rolled up his pant leg to reveal a badly twisted, crippled left leg supported by a big metal brace. He looked up at the store owner and softly replied, "Well, I don't run so well myself, and the little puppy will need someone who understands."
A store owner was tacking a sign above his door that read "Puppies for Sale." Signs like that have a way of attracting small children, and sure enough a little boy appeared under the store owner's sign. "How much are you going to sell the puppies for?" the little boy asked. The store owner replied, "anywhere from $30 to $50." The little boy reached into his pocket and pulled out some change. "I have $2.37" he said. "May I please look at them?" The store owner smiled and whistled and out of the kennel came Lady, who ran down the aisle of his store followed by five teeny, tiny balls of fur.One puppy was lagging considerably behind. Immediately the little boy singled out the lagging, limping puppy and said, "What's wrong with that little dog?" The store owner explained that the veterinarian had examined the little puppy and had discovered that it didn't have a hip socket. It would always limp. It would always be lame. The little boy became excited. "That is the puppy I want to buy." The store owner said, "No, you don't want to buy that little dog. If you really want him, I'll just give him to you."The little boy got quite upset. He looked straight into the store owner's eyes, pointing his finger, and said, "I don't want you to give him to me. That little dog is worth every bit as much as all the other dogs and I'll pay full price. In fact, I'll give you $2.37 now and 50 cents a month until I have him paid for."The store owner countered, "You really don't want to buy this little dog. He is never going to be able to run and jump and play with you like the other puppies." To his surprise, the little boy reached down and rolled up his pant leg to reveal a badly twisted, crippled left leg supported by a big metal brace. He looked up at the store owner and softly replied, "Well, I don't run so well myself, and the little puppy will need someone who understands."
The Journey Home
The Journey Home
A story is told about a soldier who was finally coming home after having fought in Vietnam.He called his parents from San Francisco. "Mom and Dad, I'm coming home, but I've a favor to ask. I have a friend I'd like to bring home with me."Sure," they replied, "we'd love to meet him.""There's something you should know," the son continued, "he was hurt pretty badly in the fighting. He stepped on a land mine and lost an arm and a leg. He has nowhere else to go, and I want him to come live with us.""I'm sorry to hear that, son. Maybe we can help him find somewhere to live.""No, Mom and Dad, I want him to live with us.""Son," said the father, "you don't know what you're asking. Someone with such a handicap would be a terrible burden on us. We have our own lives to live, and we can't let something like this interfere with our lives. I think you should just come home and forget about this guy. He'll find a way to live on his own."At that point, the son hung up the phone. The parents heard nothing more from him. A few days later, however, they received a call from the San Francisco police. Their son had died after falling from a building, they were told. The police believed it was suicide.The grief-stricken parents flew to San Francisco and were taken to the city morgue to identify the body of their son. They recognized him, but to their horror they also discovered something they didn't know, their son had only one arm and one leg......
A story is told about a soldier who was finally coming home after having fought in Vietnam.He called his parents from San Francisco. "Mom and Dad, I'm coming home, but I've a favor to ask. I have a friend I'd like to bring home with me."Sure," they replied, "we'd love to meet him.""There's something you should know," the son continued, "he was hurt pretty badly in the fighting. He stepped on a land mine and lost an arm and a leg. He has nowhere else to go, and I want him to come live with us.""I'm sorry to hear that, son. Maybe we can help him find somewhere to live.""No, Mom and Dad, I want him to live with us.""Son," said the father, "you don't know what you're asking. Someone with such a handicap would be a terrible burden on us. We have our own lives to live, and we can't let something like this interfere with our lives. I think you should just come home and forget about this guy. He'll find a way to live on his own."At that point, the son hung up the phone. The parents heard nothing more from him. A few days later, however, they received a call from the San Francisco police. Their son had died after falling from a building, they were told. The police believed it was suicide.The grief-stricken parents flew to San Francisco and were taken to the city morgue to identify the body of their son. They recognized him, but to their horror they also discovered something they didn't know, their son had only one arm and one leg......
Thank You, My Little Brother Patrick
Thank You, My Little Brother Patrick
Dear Patrick,I was then an only child who had everything I could ever want. But even a pretty, spoiled and rich kid could get lonely once in a while. So when Mom told me that she was pregnant, I was ecstatic. I imagined how wonderful you would be and how we'd always be together and how much you would look like me. So, when you were born, I looked at your tiny hands and feet and marveled at how beautiful you were.We took you home and I showed you proudly to my friends. They would touch you and sometimes pinch you, but you never reacted. When you were five months old, some things began to bother Mom. You seemed so unmoving and numb, and your cry sounded odd --- almost like a kitten's. So we brought you to many doctors.The thirteenth doctor who looked at you quietly said you have the "cry du chat" (pronounced Kree-do-sha) syndrome, "cry of the cat" in French.When I asked what that meant, he looked at me with pity and softly said, "Your brother will never walk nor talk." The doctor told us that it is a condition that afflicts one in 50,000 babies, rendering victims severely retarded. Mom was shocked and I was furious. I thought it was unfair.When we went home, Mom took you in her arms and cried. I looked at you and realized that word will get around that you're not normal. So to hold on to my popularity, I did the unthinkable ... I disowned you. Mom and Dad didn't know but I steeled myself not to love you as you grew. Mom and Dad showered you love and attention and that made me bitter. And as the years passed, that bitterness turned to anger, and then hate.Mom never gave up on you. She knew she had to do it for your sake.Everytime she put your toys down, you'd roll instead of crawl. I watched her heart break every time she took away your toys and strapped your tummy with foam so you couldn't roll. You struggle and you're cry in that pitiful way, the cry of the kitten. But she still didn't give up.And then one day, you defied what all your doctors said -- you crawled. When mom saw this, she knew you would eventually walk. So when you were still crawling at age four, she'd put you on the grass with only your diapers on knowing that you hate the feel of the grass on your skin.Then she'd leave you there. I would sometimes watch from the windows and smile at your discomfort. You would crawl to the sidewalk and Mom would put you back. Again and again, Mom repeated this on the lawn. Until one day, Mom saw you pull yourself up and toddle off the grass as fast as your little legs could carry you.Laughing and crying, she shouted for Dad and I to come. Dad hugged you crying openly.I watched from my bedroom window this heartbreaking scene.Over the years, Mom taught you to speak, read and write. From then on, I would sometime see you walk outside, smell the flowers, marvel at the birds, or just smile at no one. I began to see the beauty of the world through your eyes. It was then that I realized that you were my brother and no matter how much I tried to hate you, I couldn't, because I had grown to love you.During the next few days, we again became acquainted with each other. I would buy you toys and give you all the love that a sister could ever give to her brother. And you would reward me by smiling and hugging me.But I guess, you were never really meant for us. On your tenth birthday, you felt severe headaches. The doctor's diagnosis --leukemia. Mom gasped and Dad held her, while I fought hard to keep my tears from falling. At that moment, I loved you all the more. I couldn't even bear to leave your side. Then the doctors told us that your only hope is to have a bonemarrow transplant. You became the subject of a nationwide donor search. When at last we found the right match, you were too sick, and the doctor reluctantly ruled out the operations. Since then, you underwent chemotherapy and radiation.Even at the end, you continued to pursue life. Just a month before you died, you made me draw up a list of things you wanted to do when you got out of the hospital. Two days after the list was completed, you asked the doctors to send you home. There, we ate ice cream and cake, run across the grass, flew kites, went fishing, took pictures of one another and let the balloons fly. I remember the last conversation that we had. You said that if you die, and if I need of help, I could send you a note to heaven by tying it on the string of any balloon and letting it fly. When you said this, I started crying. Then you hugged me. Then again, for the last time, you got sick.That last night, you asked for water, a back rub, a cuddle. Finally, you went into seizure with tears streaming down your face. Later, at the hospital, you struggled to talk but the words wouldn't come. I know what you wanted to say. "Hear you," I whispered. And for the last time, I said, "I'll always love and I will never forget you. Don't be afraid. You'll soon be with God in heaven." Then, with my tears flowing freely, I watched the bravest boy I had ever known finally stop breathing. Dad, Mom and I cried until I felt as if there were no more tears left. Patrick was finally gone, leaving us behind.From then on, you were my source of inspiration. You showed me how to love life and live to the fullest. With your simplicity and honesty, you showed me a world full of love and caring. And you made me realize that the most important thing in this life is to continue loving without asking why or how and without setting any limit.Thank you, my little brother, for all these.
Dear Patrick,I was then an only child who had everything I could ever want. But even a pretty, spoiled and rich kid could get lonely once in a while. So when Mom told me that she was pregnant, I was ecstatic. I imagined how wonderful you would be and how we'd always be together and how much you would look like me. So, when you were born, I looked at your tiny hands and feet and marveled at how beautiful you were.We took you home and I showed you proudly to my friends. They would touch you and sometimes pinch you, but you never reacted. When you were five months old, some things began to bother Mom. You seemed so unmoving and numb, and your cry sounded odd --- almost like a kitten's. So we brought you to many doctors.The thirteenth doctor who looked at you quietly said you have the "cry du chat" (pronounced Kree-do-sha) syndrome, "cry of the cat" in French.When I asked what that meant, he looked at me with pity and softly said, "Your brother will never walk nor talk." The doctor told us that it is a condition that afflicts one in 50,000 babies, rendering victims severely retarded. Mom was shocked and I was furious. I thought it was unfair.When we went home, Mom took you in her arms and cried. I looked at you and realized that word will get around that you're not normal. So to hold on to my popularity, I did the unthinkable ... I disowned you. Mom and Dad didn't know but I steeled myself not to love you as you grew. Mom and Dad showered you love and attention and that made me bitter. And as the years passed, that bitterness turned to anger, and then hate.Mom never gave up on you. She knew she had to do it for your sake.Everytime she put your toys down, you'd roll instead of crawl. I watched her heart break every time she took away your toys and strapped your tummy with foam so you couldn't roll. You struggle and you're cry in that pitiful way, the cry of the kitten. But she still didn't give up.And then one day, you defied what all your doctors said -- you crawled. When mom saw this, she knew you would eventually walk. So when you were still crawling at age four, she'd put you on the grass with only your diapers on knowing that you hate the feel of the grass on your skin.Then she'd leave you there. I would sometimes watch from the windows and smile at your discomfort. You would crawl to the sidewalk and Mom would put you back. Again and again, Mom repeated this on the lawn. Until one day, Mom saw you pull yourself up and toddle off the grass as fast as your little legs could carry you.Laughing and crying, she shouted for Dad and I to come. Dad hugged you crying openly.I watched from my bedroom window this heartbreaking scene.Over the years, Mom taught you to speak, read and write. From then on, I would sometime see you walk outside, smell the flowers, marvel at the birds, or just smile at no one. I began to see the beauty of the world through your eyes. It was then that I realized that you were my brother and no matter how much I tried to hate you, I couldn't, because I had grown to love you.During the next few days, we again became acquainted with each other. I would buy you toys and give you all the love that a sister could ever give to her brother. And you would reward me by smiling and hugging me.But I guess, you were never really meant for us. On your tenth birthday, you felt severe headaches. The doctor's diagnosis --leukemia. Mom gasped and Dad held her, while I fought hard to keep my tears from falling. At that moment, I loved you all the more. I couldn't even bear to leave your side. Then the doctors told us that your only hope is to have a bonemarrow transplant. You became the subject of a nationwide donor search. When at last we found the right match, you were too sick, and the doctor reluctantly ruled out the operations. Since then, you underwent chemotherapy and radiation.Even at the end, you continued to pursue life. Just a month before you died, you made me draw up a list of things you wanted to do when you got out of the hospital. Two days after the list was completed, you asked the doctors to send you home. There, we ate ice cream and cake, run across the grass, flew kites, went fishing, took pictures of one another and let the balloons fly. I remember the last conversation that we had. You said that if you die, and if I need of help, I could send you a note to heaven by tying it on the string of any balloon and letting it fly. When you said this, I started crying. Then you hugged me. Then again, for the last time, you got sick.That last night, you asked for water, a back rub, a cuddle. Finally, you went into seizure with tears streaming down your face. Later, at the hospital, you struggled to talk but the words wouldn't come. I know what you wanted to say. "Hear you," I whispered. And for the last time, I said, "I'll always love and I will never forget you. Don't be afraid. You'll soon be with God in heaven." Then, with my tears flowing freely, I watched the bravest boy I had ever known finally stop breathing. Dad, Mom and I cried until I felt as if there were no more tears left. Patrick was finally gone, leaving us behind.From then on, you were my source of inspiration. You showed me how to love life and live to the fullest. With your simplicity and honesty, you showed me a world full of love and caring. And you made me realize that the most important thing in this life is to continue loving without asking why or how and without setting any limit.Thank you, my little brother, for all these.
The Secret of Happiness
The Secret of Happiness
The old man shuffled slowly into the restaurant. With head tilted, and shoulders bent forward, he leaned on his trusty cane with each unhurried step.His tattered cloth jacket, patched trousers, worn out shoes, and warm personality made him stand out from the usual Saturday morning breakfast crowd. Unforgettable were his pale blue eyes that sparkled like diamonds, large rosy cheeks, and thin lips held in a tight, steady smile.He stopped, turned with his whole body, and winked at a little girl seated by the door. She flashed a big grin right back at him. A young waitress named Mary watched him shuffle toward a table by the window.Mary ran over to him, and said, "Here, Sir. Let me give you a hand with that chair."Without saying a word, he smiled and nodded a thank you. She pulled the chair away from the table. Steadying him with one arm, she helped him move in front of the chair, and get comfortably seated. Then she scooted the table up close to him, and leaned his cane against the table where he could reach it.In a soft, clear voice he said, "Thank you, Miss. And bless you for your kind gestures.""You're welcome, Sir." She replied. "And my name is Mary. I'll be back in a moment, and if you need anything at all in the mean time, just wave at me!"After he had finished a hearty meal of pancakes, bacon, and hot lemon tea, Mary brought him the change from his ticket. He left it lay. She helped him up from his chair, and out from behind the table. She handed him his cane, and walked with him to the front door.Holding the door open for him, she said, "Come back and see us, Sir!"He turned with his whole body, winked a smile, and nodded a thank you. "You are very kind." he said softly.When Mary went to clean his table, she almost fainted. Under his plate she found a business card and a note scribbled on a napkin. Under the napkin was a one hundred dollar bill.The note on the napkin read..."Dear Mary, I respect you very much, and you respect yourself too. It shows by the way you treat others. You have found the secret of happiness. Your kind gestures will shine through those who meet you."The man she had waited on was the owner of the restaurant where she worked. This was the first time that she, or any of his employees had ever seen him in person.
The old man shuffled slowly into the restaurant. With head tilted, and shoulders bent forward, he leaned on his trusty cane with each unhurried step.His tattered cloth jacket, patched trousers, worn out shoes, and warm personality made him stand out from the usual Saturday morning breakfast crowd. Unforgettable were his pale blue eyes that sparkled like diamonds, large rosy cheeks, and thin lips held in a tight, steady smile.He stopped, turned with his whole body, and winked at a little girl seated by the door. She flashed a big grin right back at him. A young waitress named Mary watched him shuffle toward a table by the window.Mary ran over to him, and said, "Here, Sir. Let me give you a hand with that chair."Without saying a word, he smiled and nodded a thank you. She pulled the chair away from the table. Steadying him with one arm, she helped him move in front of the chair, and get comfortably seated. Then she scooted the table up close to him, and leaned his cane against the table where he could reach it.In a soft, clear voice he said, "Thank you, Miss. And bless you for your kind gestures.""You're welcome, Sir." She replied. "And my name is Mary. I'll be back in a moment, and if you need anything at all in the mean time, just wave at me!"After he had finished a hearty meal of pancakes, bacon, and hot lemon tea, Mary brought him the change from his ticket. He left it lay. She helped him up from his chair, and out from behind the table. She handed him his cane, and walked with him to the front door.Holding the door open for him, she said, "Come back and see us, Sir!"He turned with his whole body, winked a smile, and nodded a thank you. "You are very kind." he said softly.When Mary went to clean his table, she almost fainted. Under his plate she found a business card and a note scribbled on a napkin. Under the napkin was a one hundred dollar bill.The note on the napkin read..."Dear Mary, I respect you very much, and you respect yourself too. It shows by the way you treat others. You have found the secret of happiness. Your kind gestures will shine through those who meet you."The man she had waited on was the owner of the restaurant where she worked. This was the first time that she, or any of his employees had ever seen him in person.
The Most Important Question
The Most Important Question
During my second month of nursing school, our professor gave us a pop quiz. I was a conscientious student and had breezed through the questions, until I read the last one: "What is the first name of the woman who cleans the school?"Surely this was some kind of joke. I had seen the cleaning woman several times. She was tall, dark-haired and in her 50s, but how would I know her name? I handed in my paper, leaving the last question blank. Before class ended, one student asked if the last question would count toward our quiz grade."Absolutely," said the professor. "In your careers you will meet many people. All are significant. They deserve your attention and care, even if all you do is smile and say hello".I've never forgotten that lesson. I also learned her name was Dorothy.
During my second month of nursing school, our professor gave us a pop quiz. I was a conscientious student and had breezed through the questions, until I read the last one: "What is the first name of the woman who cleans the school?"Surely this was some kind of joke. I had seen the cleaning woman several times. She was tall, dark-haired and in her 50s, but how would I know her name? I handed in my paper, leaving the last question blank. Before class ended, one student asked if the last question would count toward our quiz grade."Absolutely," said the professor. "In your careers you will meet many people. All are significant. They deserve your attention and care, even if all you do is smile and say hello".I've never forgotten that lesson. I also learned her name was Dorothy.
THE SECRET OF AN EFFICIENT SECRETARY
The Secret of an Efficient Secretary
Arnold Bennett, the British novelist, had a publisher who boasted about the extraordinary efficiency of his secretary. One day while visiting the publisher's office, Bennett asked her: "Your boss claims you're extremely efficient. What's your secret?""It's not my secret," said the secretary, "it's his." Each time she did something for him, no matter how insignificant, she explained, he never failed to acknowledge and appreciate it. Because of this, she took infinite pains with her work.
Arnold Bennett, the British novelist, had a publisher who boasted about the extraordinary efficiency of his secretary. One day while visiting the publisher's office, Bennett asked her: "Your boss claims you're extremely efficient. What's your secret?""It's not my secret," said the secretary, "it's his." Each time she did something for him, no matter how insignificant, she explained, he never failed to acknowledge and appreciate it. Because of this, she took infinite pains with her work.
Subscribe to:
Posts (Atom)