Why do you want to be a Teach For Malaysia Fellow?

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

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

Its always now which is right time to do any thing u want rather than today or tomorrow. #o one has seen future and i myself don$t know will i be able to do it in future or not as the life goes it brings new !roblems and leave u with less energy.%o better do it now and ex!rience the challanges and fullfill my dreams....

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

What do you want to accom!lish & achieve during the 2 years as a Fellow? From elementary to secondary schools' !rofessional develo!ment is a fixture. (sually held once a month' !rofessional develo!ment days are designed to target areas of weakness within a school faculty or to !re!are educators for new initiatives. These days are necessary and im!ortant) however' in addition to this collective !rofessional develo!ment' schools often re*uire teachers to create !rofessional develo!ment !lans for themselves individually. These !lans' called teacher im!rovement !lans' enrich both individuals and school communities.

Smart Goals and Professional Development

+ne effective strategy for teacher goal setting with regard to !rofessional develo!ment is the setting of smart goals. These goals are designed to be actionable and measurable. The word ,smart, stands for s!ecific' measurable' achievable' results orientated and relevant and time bound. -esigning goals around these conce!ts and measuring your goals through these *ualifications makes them viable. %mart goals are the backbone of any teacher im!rovement !lan.

What would you like to do after Teach For Malaysia Fellowshi!?

1. School Improvement
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Teacher goal setting and !rofessional develo!ment can not only im!rove individuals but whole communities. %mart goals and im!rovement !lans !rovide teachers with an actionable !lan to maximi"e their own !otential' which in turn maximi"es the school$s !otential.

Student Enrichment
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.hen teachers are working hard to achieve their highest !otential' students benefit directly. %mart goals and teacher im!rovement !lans may refer to develo!ment in s!ecific areas related to student instruction' such as differentiation of instruction or clarity of instruction. /ecause smart goals are designed to be achieved' goal setting and !rofessional develo!ment of individuals teachers are in the best interest of each individual student.

2b 0eflective 1nswer -escribe a time when you encountered serious obstacles to success while working on an initiative. 2ou may choose any !rofessional initiatives you have worked on during the !ast two years.
'eeping students motivated in the tuisyen classroom and out is an obstacle many teachers will face. (nmotivated students tend to have negative attitudes, a general dislike for school,

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

.hat was the aim of the !ro3ect? 4ach individual teacher has an o!inion about what the aim of education should be' not only in their own classroom but also in school in general. Many issues occur when differing o!inions about the !ur!ose of education collide. It is im!ortant to recogni"e that other !eo!le' including many of your coworkers' administrators' and your students$ !arents might have a different !oint of view concerning what education should be all about. Following is a list of different aims of education that individuals might es!ouse.
Knowledge of Subject Matter Being Taught The purpose of education to some teachers is to impart knowledge about the sub ect matter they are teaching without much thought to other classes. 0hen taken to the e$treme, these teachers focus on their own sub ect matter as being more important than what students are learning in other classes. For e$ample, teachers who are unwilling to compromise their own sub ect matter for the good of the students can cause problems for the school at large. 0hen the school I taught at tried to implement senior pro ects, we got push back from a couple of teachers who were not willing to change their lessons to include cross curricular activities.

What were the s!ecific obstacles that arose' and why did they occur?
%tudents today are technophiles. They love their video games1all fast2paced and addictive 1and they can3t put down their smart phones, i4ods, and social networks. And educators? They might also love new technologies, but even if they don3t, they reali!e that technology often is the key to locking in a student3s interest. The challenge is, how? &eitrya Anderson, a Tulsa teacher, puts those phones 5to an educational use6 through a site called 0iffiti that receives and displays student 7uestions via te$t message. 8thers are using Twitter1 sending tweets to students to remind them of key points from the day3s lesson or use it as a language arts tool. *ven Facebook has its merits. %usan 9ol7uitt, a :ew ;e$ico teacher, says she uses it to answer her students3 7uestions and mentor them.

How s!ecifically did you res!ond to those obstacles? What s!ecific actions did you take?

%chools that have im!lemented goal5setting !rograms are seeing higher grades' test scores' and school ratings. %ome such !rograms will use a test in the beginning of the semester to assess what challenges the student will face during the semester. The student and teacher decide on a date the student will have overcome this obstacle 6conce!t' sub3ect' the act of doing&turning in their homework7 and break the obstacle into smaller ste!s to be taken over the entire semester. +ne student !rofiled in the article had been struggling with fractions for years. 8is teachers !ro!osed they break the obstacles into smaller ste!s' and in that semester he raised his scores from a 9 to :;9. 8is baseball coach also noticed the difference his goal5setting skills had on his game. The a!!roach <taught me to out5do other !eo!le'= >ackson %ikes says. <4ven though they might be better !hysically' I think I might be a little better mentally.= 1 goal5setting method ? known by the acronym %M10T ? was first introduced by !ro3ect managers in the business world' followed by educators and recently has found its way into the classroom. %M10T hel!s goal5setters remember their !ath by@ setting %!ecific' Measurable' 1ttainable goals with clear 0esults in a set Time frame. /ut setting a goal is only the first ste!. .hen goals and behaviors donAt align' students are setting themselves u! for failure' says assistant !rofessor of clinical !sychology at Bolumbia (niversity. %he gives the exam!le of a student who is attending school to become a !ediatrician' but who is taking drugs and not attending classes. ItAs im!ortant for students to have goals and it is e*ually im!ortant that they have su!!ort from friends' family and&or teachers. .hat was the ultimate outcome with res!ect to the initial aim of the !ro3ect? 4ffective teaching has a direct and visible effect on student achievement. It hel!s in the ac*uisition of better grades but also hel!s build a more confident' mature' thinking student. 1n effective teacher is able to make a connection with the student and enable her to as!ire to be her best. +nce the desire to succeed is instilled in a student' the teacher can feel the satisfaction of having taught an invaluable life lesson.

The success of a teacher can be seen in the !ersonality and attitude of her students. The student who has confidence and self5belief and who knows that he ,can do it, based on being told that he can by a teacher will work harder and have a more !ositive attitude than a student who has been told that achievement is im!ossible for him' that he is weak or lacking. 1n effective teacher teaches her student to take !ride in his achievements. The effect of this kind of teaching is the holistic develo!ment of a student$s !ersonality. nly What !hey Practice Doin"

People Learn to Do Well

If students are ex!ected to a!!ly ideas in novel situations' then they must !ractice a!!lying them in novel situations. If they !ractice only calculating answers to !redictable exercises or unrealistic ,word !roblems', then that is all they are likely to learn. %imilarly' students cannot learn to think critically' analy"e information' communicate scientific ideas' make logical arguments' work as !art of a team' and ac*uire other desirable skills unless they are !ermitted and encouraged to do those things over and over in many contexts. Effective Learnin" #y Students $e%uires &eed#ac'

The mere re!etition of tasks by students?whether manual or intellectual?is unlikely to lead to im!roved skills or keener insights. Learning often takes !lace best when students have o!!ortunities to ex!ress ideas and get feedback from their !eers. /ut for feedback to be most hel!ful to learners' it must consist of more than the !rovision of correct answers. Feedback ought to be analytical' to be suggestive' and to come at a time when students are interested in it. 1nd then there must be time for students to reflect on the feedback they receive' to make ad3ustments and to try again?a re*uirement that is neglected' it is worth noting' by most examinations?es!ecially finals. E(pectations )ffect Performance %tudents res!ond to their own ex!ectations of what they can and cannot learn. If they believe they are able to learn something' whether solving e*uations or riding a bicycle' they usually make headway. /ut when they lack confidence' learning eludes them. %tudents grow in self5 confidence as they ex!erience success in learning' 3ust as they lose confidence in the face of re!eated failure. Thus' teachers need to !rovide students with challenging but attainable learning tasks and hel! them succeed. .hat is more' students are *uick to !ick u! the ex!ectations of success or failure that others have for them. The !ositive and negative ex!ectations shown by !arents' counselors' !rinci!als' !eers' and?more generally?by the news media affect students$ ex!ectations and hence their learning behavior. .hen' for instance' a teacher signals his or her lack of confidence in the ability of students to understand certain sub3ects' the students may lose confidence in their ability and may !erform more !oorly than they otherwise might. If this a!!arent failure reinforces the teacher$s original 3udgment' a disheartening s!iral of decreasing confidence and !erformance can result.

I worked as a teacher in Cusat Tuisyen %alam Ilmu..