Sunny Translatekan EDU3106

8/12/2019 Sunny Translatekan EDU3106

1/21

1.0: INTRODUCTION

In a country, prosperity is achieved through the capability of top leadership in leading it.

Nevertheless, prosperity also comes from tolerance between communities and cultures

that practiced by them.

As we all know Malaysia is a country with people originate from different races

and religions where the difference is not an excuse for us to achieve prosperity.

Diversity is what makes our country unique, in that there is harmony between races and

religions. At the same time, create a positive culture in the community. According to

Edward Burnett Tylor, culture is the whole complex, which contains the knowledge,

belief, art, morals, law, custom, and other capabilities acquired by a person as a

member of society.

In school, teachers play an important role in creating a positive learning

environment where regardless of race or culture, the teacher is to create a friendly

learning culture and thus produce a united and also good citizens. Teachers should be

wise in leading the disciples thought, so that they did not rise to the fragmented

elements or gap between students while in school. The challenges for teachers is

tremendous because under their leadership, they will produce a generation that capable

of leading good practices and become successful leaders in the future.

Thus, teacher must start from the very beginning in which proverb states that

bamboo should be bend from matures. So, the role of the teacher is very great because

of the impact, if the teacher is able to create a learning-friendly culture children will

remember it and apply it in their daily life. In conclusion, we will see what the

implications of socio-cultural diversity in a classroom when students, teachers and

schools play an important role in this aspect.


2/21

2.0: IMPLICATIONS OF DIVERSITY IN THE CLASSROOM SOCIOCULTURAL

Sociocultural diversity will actually have their own impact or implications to an

organization such as the school. In the school environment it is included four elements,

namely students, teachers, schools and hidden curriculum, each of which will have an

impact in creating a cohesive school community.

Graphic 1:Elements in sociocultural implications.

FOURELEMENTS

STUDENTS

TEACHERS

SCHOOL

IMPLICITCURRICULLUM


3/21

2.1: STUDENTS

Culture is the most effective factors that influence the development of an

individual. As an individual, the pupils is unique and different as their backgrounds are

different. Each individual grows through different stimulus and different interaction of

different environments.

In the school environment, socio-cultural diversity also affected students. We

know students have their own stance, as a result of stimulation or influence of culture,

religion and environment. Therefore, when there are any racial and religious diversity in

their classrooms it will indirectly prejudice them against students who are different from

their lifestyle. So, in order to create a united generation, I think that the notion needs to

be cleared so that no gap between themselves during the process of teaching and

learning takes place. Meantime, the use of standard/ primary language should be

practiced by the students while in the classroom and around the school. This is because

language plays an important role in keeping the relationship between students because

language is easily understood by both party, then two-way communication will be

established between them.

In addition, students need to take the advantage of socio-cultural diversity in the

classroom to interact with different races and genders where I could observe the

thought patterns of men and women are different, and this can create a healthy

interaction such as learning in groups can give students insight of the particular subject

more clearly. At the same time, the limits of mixing between the sexes should be

emphasized that contrary to the claims of religion because each race has a different

religion and they should respect every religion. In addition, religion and belief should not

dispute pupils, and teachers must be sensitive to religious issues so that a very

sensitive issue not arise in the classroom.


4/21

To establish a good relationship between pupils, mutual trust between each other

shall be planted within. Activities that are made must be able to instill trust in the psyche

of students. This spirit will resurrect the soul of unity among the races. So, overall a

student must cultivate a good attitude in yourself so that no elements of racism that

exists between the students and foster unity among them.

Graphic 2: The values should be in students

2.2: TEACHER

A person who called teacher certainly has a tremendous job in guiding students

to reach their potential in academic, social and vocational. The task is not an easy task,

given that teachers need to teach large groups of students and a variety of modes.

According to Mok Soon Sang (2002), teachers not only impart knowledge alone, but

also cultivate attitudes, values and personality perfectly and adhere to the rules of

GOODMORALVALUES

RESPECTAND OBEYTEACHER

COOPERATEAMONG

FRIENDS ANDTEACHER

DISCIPLINE,GOOD

MORALS, ANDRELIGOUS

TIDY, NEAT

AND CLEAN

DILIGENT ANDWORK HARD IN

CLASS


5/21

society. Coinciding with this, teachers need to be prepared with the socio-cultural

diversity of students who come from different social classes and ethnic groups.

Graphic 3: The role of teachers in educating pupils

In a classroom, a teacher must be derived from ethnic, religious and social

differences. According to Roland Meighan (1986) he argues that social class differences

reflect lifestyle or income in a same race. In the process of teaching and learning, social

class and ethnic differences should be set aside and all students should be served

equally regardless of their social class and race.

In the meantime, teachers also need to be sensitive to the formation of the group,

so that a group based on social class and race did not happen. This is because groups

of children of different social classes and ethnic groups will encourage healthy

interaction and socializing. So, teacher must act as a catalyst for unity among the

students so that there is no gap between them. Thus, the existence of a healthy

DUTIES OF A TEACHER

Instructors

Guidingproblematic

students

Administrate

Facilitator orplanner

Management

Role Model

Shaping pupilsmorale


6/21

atmosphere for mixing cultural influences and beliefs of pupils will be produced from a

view of the more unique and creative.

During class, choice of a language used as a medium of communication is very

important in teaching and learning environment because if the language cannot be

understood by some students, teacher will fail in conveying information to the student. It

will end up, the teaching process is a failure. Thus, the medium should also be

emphasized to the teachers. For example, if a teacher uses Chinese and more Chinese

than Malay language while in the Malay and Indian students, they will not understand

what is communicated and only Chinese students are able to understand it. So, my

recommendation as a teacher ensure this type of situation did not occurs, and teachersshould use and promote the use of standardized language that can be understood by

all, so that student participation in learning activities can be optimized and more

efficient.

Overall, all the activities in the classroom depends on the teacher themselves as

teachers we are going to create an atmosphere in the classroom either positive or

negative. Also, the teacher should be wise in dealing with children when there is a

problem and solve the problem fairly and equitably regardless of race or religion,

2.3: School

In Malaysia, the country's education system has a variety of options that can be

choose by school pupils. Sociocultural diversity has created a school that consists of

various race in which the Malaysian school system geared towards national and

centralized system, but in practice there are many kinds of a different school. Thus, the

school culture is also different because each people belong to a certain schools of race,

religion, ethnic specific. Among the types of schools that exist as follows:


7/21

PRIMARY LEVEL SECONDARY LEVEL

Sekolah Kebangsaan Sekolah Menengah Kebangsaan

Sekolah Jenis Kebangsaan Cina Sekolah Menengah Kebangsaan

Agama

Sekolah Jenis Kebangsaan Tamil Sekolah Menengah Jenis

Kebangsaan

Sekolah Berasrama Penuh

Sekolah Berprestasi Tinggi

Sekolah Wawasan

Sekolah Bestari

Sekolah Menengah Teknik

Sekolah Menengah Sains

Sekolah Menengah Vokasional

Sekolah Pendidikan Khas

Table 4: Type of schools in Malaysia

The types of schools with different focus also adopt a different culture for the

school as a teacher or student has a different background environments. Each type of

school has a different environment because they have a specific goal to raise the

performance of schools in line with the goals or objectives.

2.3.1: School locations

The location of a school actually is the key factors for diversity of socio-cultural in

a place. For example, if we look in a rural areas or inland usually consists of one and

two ethnic as an example, the area consists of a small group and family that not many


8/21

people in one house. In addition there are also facilities in schools may also be less

than the schools in the urban areas where multi-ethnic and religion because there are

many people who live in an area and have more amenities but different environmental

factors can also increase their achievements.

2.3.2: School administration

Some of the success or failure of a school comes from the leadership of the

school administration board. Good administrator can create a school climate that is

friendly, motivated and work in a team. When all communities within a school that took

part and role in the development of the school, success will be achieved and resulting to

a successful school in terms of academics and others. Eg teacher or principal shall act

in leading an organization also its subordinate to perform what had been planned to be

up and running without any problems.

Overall, the school is a space for teachers to apply their beliefs and values in

society. Thus, the atmosphere in the school setting needs to be applied so that the

values that made in school can

be practices and instilled in

students and is practiced not

only in school, but outside of

school as at home and so on.

Examples of such practices

greet, assist teachers,

according to the rules and so

on.

aspects of knowledge physical aspects

social aspects administrative aspects

4 aspectsemphasized in

school


9/21

Graphic 5: Aspects to be considered in a school

Schools may also display or paste pictures showing values such as a word of

advice in the corners of the school to make it as a stake and role model pupil.Therefore, students need to be applied with good values regardless of their socio-

cultural background and in line with the national education philosophy to produce a

generation of well-balanced in terms of physical, spiritual, emotional, intellectual and

social.

In the meantime, we cannot look only at school but in the other authorities as

well, where they have to play a role in building a relationship other than school.

Integration Programme for Unity (RIMUP) is one of the activities undertaken by theMinistry of Education to ensure the unity fostered among students, regardless of

background, religion, race, gender and so on. The authorities can contribute support

either in the form of moral or material to expand the knowledge and unity among

students. Therefore, when students from different backgrounds can interact early stage

of schooling, of course, future generations will be born a respectful and tolerant of each

other. Therefore, the emphasis of solidarity and integration among the races that have

nurtured since childhood days in school because it would be easier for them to face

society in the future.

2.4: Implicit Curriculum


10/21

Curriculum refers to a systematic written plan includes objectives, content,

delivery and assessment strategies to be implemented. Hidden curriculum refers to the

norms, values and beliefs that are transmitted through formal education and interaction

in schools. The hidden curriculum focuses on the environment that exists among the

school. Academic culture in the school curriculum can be said to be implicit. It can also

be implemented through co-curricular activities like association activities, the activities

of the committee and so on. Attitudes and cultural practices that are not necessarily

taught in a planned but already internalized pupils learned by example and practice are

conditioned in school. Thus, the hidden curriculum is the implicit or unplanned

achievements but realized as a result of the practice in the classroom as a result of the

implementation of the formal curriculum.

Hidden curriculum occurred on the following three elements: cluster, praise and

power (Jackson, 1968, cited in Gollnick 1990).

Graphics 6:Three element of hidden curriculum.

Hidden curriculum includes the values set by the school itself such as practices,

procedures, rules, relationships and structures in the school. It is carried out indirectly

as students learn good behavior through teachers, teachersexhibit good moral

cluster

As members of the group (school and classroom), students have tostand on the teacher arrives, greet, take turns and others.

In short, they need to learn to be patient in order to succeed in schoolsituations.

praise

It is always associated with the assessment.Teachers assess student learning through tests, written and oralexercises.

Rating more done in classrooms to assess the students' behavior

power

More significantly, in the form of one-sided practice of adult authority.

Students are required to follow rules set by the teacher.


11/21

character, and the close relationship between the schools and so on. Values, norms,

rules, intellectual and what is also carried in the school environment will affect indirectly

but very meaningful for students living practices.

Graphics 7:features in the hidden curriculum

However, some hidden curriculum sometimes has a negative connotation

because of the values that may lead to the spread of things like support differences in

classes, divided into classes according to skill level, race and gender, and this may lead

to the distribution of non-educational capital uneven. In this case, the teacher should

play a role and give proper attention to the hidden curriculum that builds positive

attitudes towards social justice based on the socio-cultural diversity of the local

community.

Overall, in my opinion to ensure the success of a class or make the teaching and

learning activities goes well hidden curriculum should be apply by teachers during the

lessons, served something that can be accepted by the students but the students will

not only gain knowledge in learning but learn the values pure and at the same time

applying what they learned in school in their daily lives.

Features ofhidden

curriculum

Includeslearning

experiences

relative

covering themorale

Varyingexistence

Not written orrecorded incurriculum


12/21

3.0: DAILY LESSON PLAN

This lesson plan were made in the theme slot festivals where I can see there

came the celebration of culture I will see all races and religions celebrate by making

their practices such as greeting between family members, relatives or their friends.

Meantime, I can see the diversity of their clothes when celebrating the festival as we

know the Malays, Chinese and Indians have their own traditional clothes in celebration.

This lesson plan will let pupils know a bit about the culture of every race and practice of

teaching and learning-friendly culture.

WRITING LESSON PLAN FOR YEAR 4

Class: Year 4

Time: 8.00a.m8.30a.m

Topic: World of storyCulture and tradition: Hari Raya Celebration

Main Skill: Writing

Integrated Skill (s): Speaking & Listening

Curriculum Specifications:

1.5.2 Listen to simple texts and recall details by answering simple Wh question.

2.3.3 Talk about personal experiences.

4.8.2 Write simple sentences with word and picture cues

Approach: Product Approach

Learning Outcomes / Objectives:

By the end of the lesson, pupils will be able to:

i. Write in neat legible print with correct spelling in simple sentences.

ii. Write simple sentences based on the picture and words/phrases given.


13/21

Previous Knowledge: Pupils know and experienced Hari Raya festival before.

Language Focus: Sentence construction

Instructional Material (s): Picture of Hari Raya, worksheets

Moral Value (s): Respect other culture

Educational Emphasis / Thinking Skill (s): communicating, to identify, generating idea

Stage / Time Skill Knowledge Teaching / Learning

Activities

Remarks

Set induction

(5 minutes)

Listening,

Speaking

1. Teacher shows flash cards

of Festivals in Malaysia.

2. Teacher asks the students

to describe their pastexperiences when

celebrating their respective

festival.

3. Teacher asks pupils to

discuss about the different

kind of festivals in

Malaysia. Example Hari

Raya and Chinese NewYear.

Multiple Intelligence:

Verbal-Linguistic,

Interpersonal and

intrapersonalTS: Communicating

Teaching Aids:

Blackboard, real

situation and flash

card.


14/21

Pre Writing

(5 minutes)

Speaking 1. Teacher puts up a picture

of people preparing for

Hari Raya.

2. In small groups, get pupils

to discuss and list out the

nouns and verbs from the

picture.

3. Pupils develop the word

banks to help them

describe the picture.

Focus:

Multiple Intelligence

(MI)

Verbal Spatial

Verbal Linguistic

Inter Personal

Intra Personal

Teaching Skills:

Moral Value: Unity,

Living In Harmony and

Respect each other.

Teaching Aids: Picture

and simple text inside

the festival, post card.

While Writing

(5 minutes)

Speaking,

Writing

1. Teacher distributes the A4

paper.

2. In groups, pupils construct

the sentences using the

pattern given and the

words from the word bank

that they have discussed

earlier.

Focus:


Verbal-Linguistic,

Interpersonal and

intrapersonal

TS: Communicating,

Generating idea,

identify and conclude.

TA: A4 Paper and

picture of Hari Raya

Post Writing

(10 minutes)

Writing 1. Teacher distributes a

hand-out about Hari Raya

with a few words given as

a guide under each

pictures in the hand-out.

2. Individually, pupils

compose a paragraph

using the handouts given

by the teacher.

Focus:


Verbal-Linguistic,

Interpersonal and

intrapersonal

TS: Generating idea,


TA: A4 Paper, Hari

Raya handout


15/21

Closure

(5 minutes)

Listening,

Speaking

1. Teacher sums up the

lesson by asking the

pupils.

2. What they have learn

today.

3. Name the festival

Celebrated in Malaysia.

4. Insist on cultural

awareness.

Focus:

Multiple Intelligence

(MI)

Verbal Spatial

Verbal Linguistic

Inter Personal

Intra Personal

TS: Communicating,

Generating idea,


Moral Value: Unity,

Living In Harmony

APPENDIXES

HARI RAYA


16/21

CHINESE NEW YEAR


17/21


18/21

DEEPAVALI


19/21


20/21

REFLECTION

In order to have an effective lesson in the classroom, a good educator will always

prepared their self with a good lesson plan for the whole class. Taken into account all

the activities that they want to conduct is appropriate and suitable with the needs of the

pupils. One of our tasks in this semester for EDU 3106 SOCIO AND CULTURAL

LEARNING is to prepare a lesson plan and write an essay about the implications of

IMPLICATIONS OF DIVERSITY IN THE CLASSROOM SOCIOCULTURALto be used

in a classroom.

In these assignments, the first thing I do is to plan in advance so that all the

information I want will not be missed when making this assignment. Knowing the

inadequacy of me in completing this task, I have to do a bit of reading or reference to

the socio-cultural concept that is happening around me to enable me to describe the

current information in completing the task. However, in my quest, what helped me to

learn more about this topic and further enhance my knowledge about the socio-cultural

level is my environment. In fact, it also improve my weaknesses that is reading which I

struggle to make as a habit. Therefore, I as a student successfully cultivate the habit of

reading and instill the value of reading in themselves so that this knowledge can expand

the knowledge on various objects around us.

In making this assignment, actually it made me reflect upon myself. This is

because in my lessons that I learned the good values which should be available to use

as an individual. In making this assignment, I asked myself whether what I've learned in

class did I applied it in everyday life. Therefore, when there are good values that I d

learned I will make it as a habits, so by making this assignment I have learned a lot of

values and then be able to apply and express what I've learned in my daily life. In

addition, I as a prospective teacher should have these values to be a model pupil at

school later. Crow and Crow (1983) argues that the character's personality is physical,

speech patterns and the attractiveness of ownership. Finally, a teacher's attitude will

reflect the personality both in terms of both internal and external teacher because the

teacher is going to be a role model in school later.


21/21

I would like to express my utmost gratitude and appreciation towards my lecturer,

Mr. Lee Chai Eam and my fellow family members and friends in completing this task.

BIBLIOGRAFI

E. B. Tylor (1980), The Making of "Primitive Culture". Berlin: Dietrich Reimer Verlag.

Gollnick D.M & Chinn P.C (1990), Multicultural Education in Pluralistic Society (3rd Ed.),

Columbus Ohio: Merill Publicity.

Kementerian Pelajaran Malaysia (2009). Kurikulum Standard Prasekolah

Kebangsaan : Dokumen Standard Prasekolah.

Kasani Ab Karim, Norbe Md. Nor, Nazimah Abdullah. (2005). Perkembangan Pendidikan

Prasekolah. Selangor: Kumpulan Budiman Sdn. Bhd.

Nor Hashimah Hashim dan Yahya Che Lah (2003). Panduan Pendidikan

Prasekolah. Selangor : PTS Profesional Publishing Sdn. Bhd.

Noriati A. Rashid, Boon Pong Ying, Sharifah Fakhriah Syed Ahmad, Zuraidah A. Majid (2014).

Budaya dan Pembelajaran. Selangor: Oxford Fajar Sdn. Bhd

Rohani Abdullah, Nani Menon dan Mohd Sharani Ahmad (2003). Panduan Kurikulum

Prasekolah. Selangor : PTS Publications & Distributors Sdn. Bhd.

Sang, M. S. (2008). Murid dan Alam Belajar. Selangor: Penerbitan Multimedia Sdn. Bhd.

http://pelangipetang89.blogspot.com

Documents

Sunny Translatekan EDU3106