Action Plan Setting : Sekolah Jenis Kebangsaan Cina (SJKC)

Action PlanSetting : Sekolah Jenis Kebangsaan Cina (SJKC)Nur Farhana Akmal Bt. Mohamed KhairuddinNur Athirah Binti ZulkifleeRabiatul Adawiyah Bt Ahzarisham

What is SJKC?Pedagogy in the classroomAccording to Gloria Ladson Billings (1992), culturally relevant pedagogy is a pedagogy that seeks strength of intellectual, social, emotional and cultural politics in referring students with the knowledge, skills and attitudes.

Characteristics of culturally relevant pedagogyMainissuesMain issues in SJKCLearning CultureLearning culture in SJKCSocial Economic Status (SES)In our country, there are many cases where children are at risk of not getting proper education because of the critical SES. The Ministry of Education reported a socioeconomic gap is one of the factors that influence students dropout from school. This gap refers to the different health status, discipline quality, students welfare and poverty (Ministry of Education, 2007).

http://tree.utm.my/wp-content/uploads/2013/03/1569529047.pdf

http://www.worldbank.org/content/dam/Worldbank/document/EAP/malaysia/Malaysia_Economic_Monittor_High-Performing_Education.pdfSource: DOS (2012 HIS) and World Bank staff calculations.

Chinese: 4Malays: 2Indians: 1Chinese: 2 Malays: 2Indians: 1Chinese: 5Malays: 2Indians: 0Chinese: 0Malays: 0Indians: 2https://pspbtp.wordpress.com/2010/03/15/mas-adopts-sjkc-pei-cheng

ACADEMIC ACHEIVEMENT unable to afford resources such as books, computers, or tutors to create this positive literacy environment

acquire language skills more slowly, exhibit delayed letter recognition and are at risk for reading difficultiesproficient on tasks of addition, subtraction, ordinal sequencing and math word problems than children with lower SES backgrounds

SectionAction PlanEffective practices and strategiesRules and regulations

Set fair and general rules and regulation that everyone should be treated the same

What language?- Set one language that can be used in the classroom and understand by all.What to avoid- Get a class discussion going about the rules, and talk about which ones they might find offensive. (Get them to offer examples they know from other languages)

ACTION PLAN

https://staff.mq.edu.au/public/download.jsp?id=48320Build a good rapport with pupils.

Connect to the pupils and connect the pupils with one another to support learning success.Expose the pupils to new experiences, increasing awareness of and comfort with diversity in relation to race, culture, gender, age, and ability, listening to others, and family and building empathy.

Breaks down social barriers (Helps people to get to know one another)Example: Speed dating.[3 minutes with each person to find out more about them, and then you move to the next person at the sound of a bell (or whatever). Each person has to find three important pieces of information about each other person.]Get parents involvmentEngage parents in working directly with their children on learning activities at home

Involved in home learning activities and to guide their children.Example: Encourage parents to involve reading at home with children.- Encourage reading, writing, and discussions among family members.

http://www.cdrcp.com/pdf/Anti%20Bias%20Resource%20Booklet.pdfLanguage and social interactionChallengeThe interaction among the students.The Chinese students only mix with Chinese students.Malay students do not mix with the Chinese students because of differences languagesIssueMost of the students from those Chinese schools tend to mix with their Chinese friends only because they only speak in Mandarin.They seldom speak in English at all. They are too shy to speak in English.Since they all speak in Mandarin, their knowledge are only limited to Mandarin stuff.Listening to Mandarin songs, listening to Mandarin news. SectionAction PlanEffective practices and strategiesEnvironment Create awareness and appreciation of difference in the community.

Create a bulletin board for the students to exhibit their works on variety of ethnics and races in Malaysia.

Teachers need to recognize the differences ethnic and racial groups in the classroom.

Free from bias and involve sensitive issue

Teachers make sure all the students involve in exhibit their works.ACTION PLAN

SectionAction PlanEffective practices and strategiesClassroomCreate culturally classroom environment

Promotes group workEngage in positive interactions with students.Make an effort to learn something unique about each student.Respond to any behaviour that could be considered prejudiced, biased or discrimination.Mix seating arrangement.

Mix the minority with the majorityCurriculumUse teaching and learning resources that can be accepted in all ethnics.

ONE national education system to cater for all races.

Teacher focus on the culture and language used by the students

But Mandarin language classes can be implemented in the schooling system. That is one way to achieve unity.

HOW IS THIS ACTIONPLAN WORKS?Can build a friendly atmosphere and cultureCan design an appropriate teaching and learning strategiesCan identify the learning styles of studentsBuild friendly atmosphere and culture Identify the learning styles of the studentsDesign an appropriate teaching and learning strategies ReferencesDavis-Kean, P. E. (2000). The Effect of Socio-Economic Characteristics on Parenting and Child Outcomes. 5-6.

Education, M. D. (2002). WHAT RESEARCH SAYS ABOUT PARENT INVOLVEMENT IN CHILDRENS EDUCATION. Final Parent Involvement.

Musarat Azhar, S. N. (2013). IMPACT OF PARENTAL EDUCATION AND SOCIO-ECONOMIC STATUS ON. International Journal of Academic Research and Reflection, 25-28.

Weimer, M. (2010, October 5). Building Rapport with Your Students. Retrieved March 26, 2015, from Faculty Focus Higher Teaching Strategies From Magna Publications: http://www.facultyfocus.com/articles/teaching-and-learning/building-rapport-with-your-students/

William Buskist, B. K. (2001, March). Creating Rapport in the Classroom. Creating Positive Emotional Contexts for Enhancing Teaching and Learning, pp. 12-13,19.Husrt, J. (2003). Social interaction. Retrieved March 28, 2015, from http:// research2.csci.educ.ubc/soc100/conceptmap/terms/social_interaction.php/.

Romaine, S. (2009). Language, culture and identity across nations.The Routledge international companion to multicultural education, 373-384.

Professor Michelle Barker, Dr Elisha Frederiks and Brona Farrelly. (n.d.). GIHE Good Practice Resource Booklet Designing Culturally Inclusive. Retrieved March 28, 2015, from http://www.griffith.edu.au/__data/assets/pdf_file/0011/184853/Creating-a-Culturally-Inclusive-Classroom-Environment-mcb2.pdf