What is the role of Linus teacher?

LINUS is an acronym for "Literacy and Numeracy Screening".

The definition of literacy is the ability to read, write and understand words, single and
compound sentences, apply that knowledge in learning and communication. The definition of
numeracy is the ability to read, write, count and arrange numbers up 1000, to be competent in
mathematical operations such as addition, subtraction, multiplication and division and can apply
these in money, time and length.
Teachers are the most responsible to unsure the successful of this Linus programme.
First, the teachers attend Linus courses. Linus teacher also planned the timetable for the
pupils and teaching LINUS hardcore pupils and well as to get collaboration from schools
remedial teacher.
In addition, the teachers as the evaluator that need to prepare and carry Linus screening
test in March, June and September to identify pupils with learning disabilities and
disadvantaged in the mainstream. Teachers also need to run the Diagnostic Tests for students
LINUS. Next, the teacher needs to run tests and continuous assessment and recording with a
neat and orderly.
Then, Linus teacher as the therapeutic. They are also responsible for teaching slow
learners and having trouble in 3M basic skills. Teachers also need to provide a classroom
environment in accordance with the planning and teaching. The Education Ministry, through the
Literacy and Numeracy Screening (LINUS) programme, has established an early detection
ground for dyslexic students to ensure help is provided at an early stage. The Welfare, Women
and Family Development Minister Datuk Fatimah Abdullah has shared that this system is
trusted to be able to provide an early detection of children with dyslexia symptoms so they can
be provided with special education to help them cope with their education needs.
The teacher as a facilitator. Experienced teachers or who attended a Linus course also
help other teachers in planning and improving teaching materials for better learning activities.
In addition, they facilitate other teachers identify the problem in which area their pupils need the
remedial . They also implement the techniques and methods of teaching the pupils who have
problems in 3M.
Teacher as the connector. Teachers held a discussion with parents or guardians for
further information about their children. Teachers also suggest ways how they can help their
children to be in the track of better result in learning.

At the same time, teacher also

implemented programme to increase the awareness of the importance basis of reading, write
and count among school citizen and community.

What are the Challenges faced by the teacher in Linus Programme?

In order to enhance the computing skills of students, teachers have a big role. Language skills
are basic skills that are very important and should be emphasized in the teaching and learning
process in the classroom. Teachers as curriculum implementers need to be concerned about
the objectives of the curriculum are designed to allow the government reached. Reading is a
process of interaction between the text and the reader's imagination. Therefore, teachers need
to diversify the teaching of reading and arithmetic techniques in order to make teaching more
varied, interesting and able to arouse the interest of students to learn in earnest.
However, these problems are not a barrier to teachers and schools, as well as an
excuse not to help pupils who have problems in learning. Various efforts and assistance from
the government and the Ministry of Education should be a catalyst and inspiration for teachers
and schools to help pupils continue learning disabilities. This can be obtained through the
National Mission goals in the period 2006-2010, the Pelan Induk Pembangunan Pendidikan
(PIPP) is focused on developing infrastructure projects in rural schools, increase attendance at
school and reduce dropout rates, increase the number of trained teachers in rural schools and
improve the system of aid distribution to poor students and students with special needs.
However, if we look at the challenges now are increasingly demanding teacher. The teacher is
now charged with the duties of the many side to reduce their focus on the main task, which is
to teach. These results in the quality of teaching and learning will be affected. If this
continues without the attention of the management of the school, pupils
undoubtedly will accept the consequences. Pupils will be the victims of such as they
always expect something good in every teaching and learning, while teachers do
not have enough time to carry out the task of teaching. There was no significant
difference between the pressures faced by teachers with stress in the workplace. In
order to handle the pressure of teacher attitude and personality will determine
one's ability to overcome stress. However, to cope with and manage stress
effectively insurmountable if the teacher does not know the factors that cause
stress problems.
As a teacher, they will be faced with a lot of pressure from the pupils
throughout the day. Some of the causes of stress for teachers is his success, less
emotional, extreme workload, colleague relations and workplace environment. For
example, pressure LINUS teachers ensure their students can pass the screening test
LINUS achieve permanent literacy skills. They should also be skilled in controlling
emotions sad, happy, and angry at the situation right and not excessive. The
atmosphere in the class also affects the teacher to carry out the task successfully.

What are the achievement of Linus Programme?

The Education Ministry, in its efforts to help pupils acquire basic English language literacy, has
taken the initiative to expand the Literacy and Numeracy Screening (LINUS) programme to
include English literacy.
Based on the achievement of LINUS in 2012 with a performance close to 100 per cent
for Bahasa Malaysia literacy and numeracy, LINUS2.0 was implemented as a support
programme to further improve English literacy among pupils in their first three years of primary
school education.
The Ministrys Curriculum Development Division Deputy Director (Humanities) Shamsuri
Sujak said the aim of LINUS2.0 was to ensure all pupils, except special needs students, master
Bahasa Malaysia literacy, English literacy, and numeracy at the end of Year Three.
Under LINUS2.0, pupils in Year One, Year Two and Year Three will be screened twice a
year, first in March and then in September to determine if they are progressing in Bahasa
Malaysia literacy, English literacy, and numeracy at an expected pace.
Pupils who fall behind will have to go through remedial classes up until they are qualified
to be placed in the mainstream curriculum. The objective of the early intervention programme
was to improve the quality of teaching and learning in English and also to increase the
effectiveness of teaching and learning in remedial English classes.
All pupils who have not mastered English literacy will be supplied the English Literacy
Pupils Module while the teachers who conduct the classes would be supplied with English
Literacy Teachers Module.
These modules were developed by the Curriculum Development Division involving the
English language lecturers from universities and teacher training institutes as well as English
teachers. In order to implement the teaching and learning remedial class, all Level One English
teachers would be given remedial English courses, namely the LINUS2.0 disclosure course, the
use of the English literacy module as well as remedial English course.
For instance, the Year One pupils in 2013 who had their second screening in September
2013, based on their Writing, Reading, Speaking and Listening skills, achieved 63.3 per cent as
compared with 50.1 per cent for the baseline conducted in March 2013. We hope that by the
end of Year 3, all pupils will be able to master English literacy.