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Monday, August 20, 2012

Mencari 'Sesuatu'

Petang tadi, kami menziarahi dia. Aku yang usulkan pada mak ayah untuk menziarahinya. Aku kira, aku perlu mencari ‘sesuatu’ buat bekalan untuk aku meneruskan langkahan kakiku, ataupun sekurang-kurangnya menumpang sedikit ketenangan buat pengubat hati yang sering bolak-balik. Alhamdulillah, kami berkesempatan menziarahinya dan dia ternyata amat gembira menerima kunjungan kami sekeluarga.

Setelah bertanya khabar dan ‘berbasa-basi’, aku menunggu butir-butir mutiara kata yang keluar daripada mulutnya (macam nak menadah berlian). Seperti biasa, dengan gaya bersahaja dan rendah hati dia bersuara menanyakan aku jika ada apa-apa nasihat yang ingin kuberikan padanya. Aku tersenyum senang. Aku katakan padanya, “Terbalik kot. Saya yang patut tanyakan soalan tu..” Dia membalas, “Agama tu nasihat. Kita saling berpesan-pesan. Kalau ada yang lupa, ada yang ingatkan..” Aku hanya mengangguk-angguk. Aku menunggu bait kata-katanya yang seterusnya. “Betoi dak?” Aku angguk lagi. Melihat pada aku yang mengangguk sedari tadi, dia bertanya lagi, “Betoi dak?” Aku cepat-cepat membalas, “Betul3x!” Mendengarkan jawapan aku yang tak ubah seperti Upin Ipin, dia lantas menegurku. Katanya, dia bukan mahu mendengar jawapan ‘betul’ aku, tapi dia cuma sengaja mahu sedarkan aku supaya aku tak lena. “Aik, tak lena pun..” Aku pantas menjawab. Dan dia menambah, “Bukan lena tidur, tapi ‘lena hati’”. Oh.. Alamak, terasa di hati! Ah, manusia memang mudah lupa! Dan aku salah seorang daripadanya. Astaghfirullah…

Kemudian, dia membacakan sebaris ayat yang amat kukenal dan kuhafal, cuma jarang kuhayati sebenar-benar akan maksudnya.

“Maka barangsiapa mengerjakan kebaikan seberat zarrah, nescaya dia akan melihat (balasan)nya.”
(Al-Zalzalah: 7)

Dia menjelaskan lagi dengan panjang lebar maksud ayat tersebut. Sangat dia menghayati maksud ayat tadi. Secara ringkasnya, apa yang kuingin kongsikan ialah - buatlah sesuatu walaupun ia dilihat kecil pada pandangan mata kita. Mana tahu, jika amalan kita yang sedikit tapi berterusan itu mampu menjadi penyelamat kita sewaktu pahala dan dosa kita ditimbang di neraca Allah kelak. Subhanallah! Nilai yang kecil itu pasti akan dilihat berganda-ganda besar jika ia dapat melebihkan timbangan pahala kita, yang mana waktu itu tiada siapa lagi yang dapat membantu kita melainkan diri sendiri… (T_T)

Katanya lagi, jika berkesempatan untuk menolong kontraktor yang sedang membina masjid, buatlah – walaupun hanya meletakkan satu bata sebagai dinding masjid – kerana ia bakal menjadi amal jariah kita buat bekalan di sana kelak. Allahuakbar! Betapa pemurahnya Allah yang memberikan segala nikmat -kaki, tangan, mulut, telinga, rezeki, pertolongan, serta memberikan ganjaran pahala untuk kita.. kerana saya pasti, Allah mahu kita (manusia) kembali ke tempat asal kita (syurga) yang kekal abadi, tempat di mana Adam dan Hawa dijadikan dulu, sebelum mereka diturunkan ke bumi dek kerana hasutan iblis laknatullah. Dan jihad yang paling besar ialah jihad melawan nafsu sendiri. Ya Allah, bantulah kami…

Daripada Abu Ruqaiyyah Tamim ibn Aus al-Daarie r.a. bahawa Nabi SAW telah bersabda: Agama itu adalah nasihat. Kami berkata: Untuk siapa? Baginda bersabda: Untuk Allah, untuk kitabNya, untuk RasulNya, untuk para lmam kaum muslimin dan untuk umat lslam seluruhnya.
(HR Muslim)

P/s: Teringat usrahku ketika di Kuantan. Kami membahasakan ayat al-Quran sebagai 'ayat cinta', dan al-Quran sebagai 'surat cinta'. Betapa indahnya kalam Allah yang terukir di dalam al-Quran, bahkan bisa menjadi penyembuh dan penawar bagi pelbagai penyakit. Ubat di kala susah dan senang. Jika susah, ia bisa menenangkan. Jika senang, ia bisa mengingatkan agar tidak leka. Allah..... 


Monday, August 13, 2012

Teaching: an Art or a Science


Introduction
Some educators perceive teaching as an art which practiced by individuals who are born with intuitive awareness, whereas others view teaching as a science that practiced by in a scientific manner.  Whilst, others in the opinion that teaching as both an art and a science. Is teaching an art, a science or a combination of both elements?  In the light of this issue, the argument is about whether teaching is an activity involving general laws or principles as well as scientific terms to facilitate planning; or whether it is an individualistic, intuitive and spontaneous process to produce creative work as it involves so many factors which are impossible to specify general lines of direction; or whether it involves both art and science.

Teaching as a Science
J. S. Mill stated that we have to ‘hand [our ends] over to science’ as the best methods of achieving our aims that is value-oriented. If we can specify our aims more clearly, it will be better. Such thinking promotes the rational planning of a curriculum by objectives that is more precise and can be measured. The most prominent example of this approach is behavioral approach, which defies education as the ‘changing of behavior’. 
Sockett mentions that the process of education can be tackled by science, by eliminating the value aspect from definition. He explains that, by making objectives measurable, the progress of what has been achieved and what more needs to be done can exactly been observed. In my personal view, Sockett has focused more on educational aims when he thought about measurable objectives, but has neglected the mean or process on how to achieve the aim. Undeniably, having aims is important but the means to achieve aims should be taken into consideration as well. As teaching deals with human being, teachers should be able to convey knowledge in a suitable manner in promoting learning to students. For this purpose, the art of teaching is very crucial as it is the process to achieve the educational goal as well as to satisfy human need.

Teaching as an Art
N. L. Gage believes that teaching is more than a science as it involves “artistic judgment about the best ways to teach.” He further explains, when teaching leaves the laboratory or textbook and faces the students for real, “the opportunity for artistry expands enormously.” Science cannot prescribe successfully at all situations as teachers respond and interact with judgment, insight, or sensitivity to promote learning to the students.
The hunches, judgments, and insights of the teacher when he or she responds spontaneously to events in the classroom, as Philip Jackson contends, are as vital as, or possibly even more vital than the science of teaching. The theory about teaching will be useless if a teacher does not know how to respond to the real teaching field because it is the everyday routines and relationship between teacher and students which determine the processes and outcomes of teaching.
According to Elliot Eisner, teaching is based primarily on feelings and artistry. Teachers should be able to express their emotions, feelings, or real personality while teaching so as to affirm and value the students. Nevertheless, I do not agree that teaching is solely based on feelings and arts. If it is so, then it will be difficult to measure how much the students have achieved in learning and whether or not the aims of education have been fulfilled. With regard to that, it is important to have observable and measurable aims in teaching so that the progression of teaching and learning can be examined and supervised.

Personal View – Teaching as an Art and a Science
            In my opinion teaching involves both – art and science. There are three basic important principles in education which are aim (goal and objective), mean (process or method) and end (evaluation and assessment). Aim of education involves the science of teaching where observable and measurable goals and objectives are developed. The goals and objectives will be stated specifically and clearly based on the students’ ability. Mean of education may involve both – the art and science of teaching.
The process or method of teaching is planned by teachers accordingly – this is where teaching is regarded as a science, and teacher will be using different approach for different type of classes or different students. At this stage, teachers will use their own experience and creativity to deliver knowledge and to make the students understand by using their personalized knowledge – this is where teaching is regarded as an art. Likewise, end of education may involve both elements – science and art. At this stage, teacher will identify a suitable assessment to evaluate the students’ understanding which can measure the students’ different ability. Teaching will be evaluated based on students’ achievement on the assessment.
            Science and art cannot be separated in teaching. Both complement each other. A teacher can be regarded as a scientist or an artist. When a teacher being a scientist, his or her laboratory is school, the instruments or apparatus are lesson plan as well as school facilities while the chemical is the students. When doing the research in the laboratory, the scientist will use judgment, intuition and insight in handling the unpredictable-contingencies (Gage, 1978). It same goes with the teacher. He or she will act as a scientist in a classroom, using trial and error method in order to find the most appropriate way to teach the students so as the students will understand better.
Learning activities is strategies in achieving goals. A teacher is regarded as an artist when he or she is able to use creativity and senses in order to find the best strategies so that the goals can be achieved. Thus, teachers should be creative to promote learning by encouraging the students through senses and make the lesson alive as the students can feel what they learn. Each teacher is unique as each has his or her own personalized experience. Teacher’s character or personality is expressed during the teaching process. At the same time, even though each teacher employing different method of teaching, they have to ensure that the process of teaching is able to reach their goals in teaching. This is where the science and the art of teaching are applied in education.
Based on my previous experience in teaching, I have tried several methods in teaching different level of students with different classes. Each class has its own need and it is important for teachers to know their students well so that the students can understand better in the class. At the same time, as a teacher I have to be prepared for anything to happen if the method of teaching used is not suitable. I need to always have a ‘back-up’ plan in a classroom. At the end of the class, I will evaluate my teaching based on students’ responses and from the exercises given in the class. One important thing is, teachers should be their own selves in communicating with and teaching their students.
Furthermore, teacher should be sensitive in choosing the best way to teach different level of students. When I was a teacher of lower secondary form, I had to be creative in choosing the method in teaching so that the students will be interested in learning as well as to make students feel of what they were doing. Teaching secondary school students can be balanced between science and art. For instance, when I introduce a new topic – decimal, in a Form One class, I did not give the students exercises provided in the textbook. Instead, I prepared my own exercise – a list of dishes with their own price each, with some delicious photos and I pasted the menu in front of the class. I have my own goal for the students to achieve at the end of the lesson, but I used the unusual method in teaching that topic.
To make the exercise suitable for the topic, I made the price of food become decimal number also – with two decimal points. Then, I gave each student a coupon of RM50 so that they should use the coupon to buy the food that they want and to finish up the coupon. They had to calculate their own food that they chose, check whether the food was enough to finish up the coupon and finally they had to calculate how much balance were left after buying the foods. Since the students were never used to play such game in a mathematics class, they were very excited and the class became like a restaurant – everybody was busy ordering and calculating money that they spend for the food. I even could see their happy face while playing the game and at the same time learning to calculate decimal numbers.
On the other hand, I have encountered different experience while teaching kindergarten children. I got an opportunity to teach 4 years old children for almost 4 months. Teaching small kids needs more creativity from a teacher. It is because small kids are full of emotion and they need more attention from the teacher. I have to find ways in order to grab their attention in class. I found it was more difficult to teach small kids rather than teaching secondary school students.
The small kids will be more interested in learning if the teacher is able to control their emotion as well as to make them happy. In most lessons, I prefer to use a song, if any to attract the kids’ attention. Besides, I learnt that teaching small kids needs more patience and art so as to maintain the kids in the class. I also learn novel things on how to communicate with the small kids and dealing with certain problems that occur in the class. In my opinion, teaching small kids needs more art than science as a teacher has to grab their attention first before beginning any lesson.

Conclusion
In a nutshell, it is crucial for a teacher to teach students by heart as it will bring teacher closer to the students. Teachers have to know themselves and the subjects that they will be going to teach before knowing the students. Only after knowing themselves the teachers will be able to know the students well. Teaching is a science as well as an art, having clear objectives or goals and striving hard to think of different and interesting ways of teaching. An article by Parker J. Palmer mentions that a teacher needs to have personalized knowledge, identity and integrity (amanah) in his life. From these three elements then the teacher will be able to teach from heart.

P/s: This is the answer for my 'take-home test'~
 


Monday, August 6, 2012

Apa Adanya


Jika engkau merasa sedih, pandanglah ke langit tinggi. Senyum dan yakini Allah pasti ada di sisi..

Jika engkau merasa sunyi, hayati alam semulajadi, dengarkan desiran air sungai yang mengalir dan kicauan unggas yang berterbangan. Kau pasti akan terhibur dengan irama semulajadi ciptaan Ilahi..



Sungguh, tidaklah Allah menjadikan sesuatu itu dengan sia-sia..

Dia mentadbir dan merencana apa adanya dengan bersebab..

Cuma satu yang perlu kau ingat – Allah sentiasa bersamamu selagi mana kau ingat pada-Nya.

“Maka, ingatlah kamu kepadaKu nescaya Aku ingat (pula) kepadamu, dan bersyukurlah kepadaKu, dan janganlah kamu mengingkari (nikmat)Ku.”
(Al-Baqarah: 152)

P/s: Sukarnya mencari sahabat sejati untuk beriringan menuju jalan-jalan ke syurga... (T_T)

"Bersahabat dengan orang yang soleh dan dengan orang yang jahat persis berkawan dengan pengedar minyak wangi dan tukang besi (yang menghembus bara api). Pengedar minyak wangi sama ada dia memberi anda sebahagian atau anda membeli bau-bauan daripadanya atau sekurang-kurangnya anda juga mendapat baunya. Manakala tukang besi pula sama ada ia menyebabkan baju anda terbakar atau anda mendapat bau yang hapak."
(HR Abu Daud)



Matematik dan Al-Quran

Assalamualaikum. Sebelum ni saya ada kongsikan tentang pecahan dan mengaitkannya dengan al-Quran dalam post Fractions in Daily Life  ....