cara ikat tali leher bagi guru lelaki

Kod Etika Keguruan

1.	Guru tidaklah harus bertingkahlaku sehingga begitu rupa sehingga boleh mencemarkan sifat profesionalnya dan yang akan menyebabkan hilang kepercayaan orang ramai terhadap profesion perguruan.
2.	Guru tidaklah harus bertingkahlaku begitu rupa yang boleh membawa kepada jatuhnya maruah diri dan kehilangan amanah berhubung dengan kewangan.
3.	Dalam semua hubungan dan tugas, guru hendaklah menjalankannya dengan jujur.
4.	Tanggungjawab utama guru ialah terhadap muridnya. Kepentingan murid mengatasi semua kepentingan lain seperti kepentingan masyarakat, persatuan atau persendirian.
5.	Guru haruslah menumpukan perhatian terhadap keperluan setiap muridnya.
6.	Guru haruslah memberi perhatian dan pengajaran untuk semua murid tidak kira bangsa dan agama atau kepercayaan.
7.	Guru haruslah bertugas sebagai 'pengganti ibubapa' dalam usaha membentuk tingkah laku murid ke arah matlamat yang diterima oleh masyarakat.
8.	Guru haruslah mendidik dan mengambil tindakan secara adil terhadap semua murid tidak kira bangsa, warna kulit, jantina, bahasa, agama, kepercayaan politik, tempat asal, keturunan, daya intelek dan lain-lain.
9.	Guru haruslah mengesan, menerima perbezaan individu di kalangan muridnya dan membimbing mereka memperkembangkan potensi mereka dari segi jasmani, intelek, daya cipta dan lain-lain.
10.	Guru haruslah menghormati hak setiap murid supaya maklumat sulit mengenai diri murid tidak diberitahu kepada orang atau agensi yang tidak berkenaan.
11.	Guru tidaklah harus bertingkah laku terhadap muridnya begitu rupa yang boleh membawa jatuhnya darjat profesion perguruan.
12.	Guru tidaklah harus menanam sikap yang boleh merosakkan kepentingan murid, masyarakat atau negara.
13.	Guru haruslah menanamkan sikap yang baik terhadap semua muridnya supaya mereka dapat berkembang menjadi warganegara yang taat dan berguna.
14.	Guru tidaklah harus menyatakan atau membuat sesuatu yang boleh mengurangkan keyakinan diri murid dan ibubapa terhadapnya.
15.	Guru haruslah bertingkahlaku begitu rupa supaya menjadi contoh baik atau 'role model' kepada muridnya.
16.	Guru tidak harus menerima apa-apa bayaran daripada muridnya untuk pelajaran atau pengajaran tambahan yang dijalankan semasa waktu sekolah atau cuti sekolah melainkan bayaran yang disahkan.
17.	Guru tidaklah harus mengiklankan dirinya untuk kerja tuisyen atau pengajaran persendirian.
18.	Guru tidaklah harus memaksakan kepercayaan, keagamaan, politik persendirian terhadap muridnya.
19.	Guru tidaklah harus meminta atau menerima hadiah daripada ibubapa atau ahli masyarakat dalam menjalankan tugas profesionalnya.
20.	Guru tidaklah harus menjatuhkan nama baik guru lain
21.	Guru haruslah menggunakan cara yang sahaja (iaitu berdasarkan kecekapan) untuk tujuan kenaikan pangkat atau untuk mendapat pekerjaan.
22.	Guru tidaklah harus mengiklankan dirinya dengan cara membesar-besarkan namanya untuk mendapatkan sesuatu pangkat dalam profesion perguruan.

Sistem Pendidikan Malaysia

Etika pemakaian guru

Applying Bloom's Taxonomy

Knowledge 

Useful Verbs	Sample Question Stems	Potential activities and products
tell list describe relate locate write find state name	What happened after...? How many...? Who was it that...? Can you name the...? Describe what happened at...? Who spoke to...? Can you tell why...? Find the meaning of...? What is...? Which is true or false...?	Make a list of the main events.. Make a timeline of events. Make a facts chart. Write a list of any pieces of information you can remember. List all the .... in the story. Make a chart showing... Make an acrostic. Recite a poem.

Comprehension

Useful Verbs	Sample Question Stems	Potential activities and products
explain interpret outline discuss distinguish predict restate translate compare describe	Can you write in your own words...? Can you write a brief outline...? What do you think could of happened next...? Who do you think...? What was the main idea...? Who was the key character...? Can you distinguish between...? What differences exist between...? Can you provide an example of what you mean...? Can you provide a definition for...?	Cut out or draw pictures to show a particular event. Illustrate what you think the main idea was. Make a cartoon strip showing the sequence of events. Write and perform a play based on the story. Retell the story in your words. Paint a picture of some aspect you like. Write a summary report of an event. Prepare a flow chart to illustrate the sequence of events. Make a colouring book.

Application

Useful Verbs	Sample Question Stems	Potential activities and products
solve show use illustrate construct complete examine classify	Do you know another instance where...? Could this have happened in...? Can you group by characteristics such as...? What factors would you change if...? Can you apply the method used to some experience of your own...? What questions would you ask of...? From the information given, can you develop a set of instructions about...? Would this information be useful if you had a ...?	Construct a model to demonstrate how it will work. Make a diorama to illustrate an important event. Make a scrapbook about the areas of study. Make a paper-mache map to include relevant information about an event. Take a collection of photographs to demonstrate a particular point. Make up a puzzle game suing the ideas from the study area. Make a clay model of an item in the material. Design a market strategy for your product using a known strategy as a model. Dress a doll in national costume. Paint a mural using the same materials. Write a textbook about... for others.

Analysis

Useful Verbs	Sample Question Stems	Potential activities and products
analyse distinguish examine compare contrast investigate categorise identify explain separate advertise	Which events could have happened...? I ... happened, what might the ending have been? How was this similar to...? What was the underlying theme of...? What do you see as other possible outcomes? Why did ... changes occur? Can you compare your ... with that presented in...? Can you explain what must have happened when...? How is ... similar to ...? What are some of the problems of...? Can you distinguish between...? What were some of the motives behind...? What was the turning point in the game? What was the problem with...?	Design a questionnaire to gather information. Write a commercial to sell a new product. Conduct an investigation to produce information to support a view. Make a flow chart to show the critical stages. Construct a graph to illustrate selected information. Make a jigsaw puzzle. Make a family tree showing relationships. Put on a play about the study area. Write a biography of the study person. Prepare a report about the area of study. Arrange a party. Make all the arrangements and record the steps needed. Review a work of art in terms of form, colour and texture.

Synthesis

Useful Verbs	Sample Question Stems	Potential activities and products
create invent compose predict plan construct design imagine propose devise formulate	Can you design a ... to ...? Why not compose a song about...? Can you see a possible solution to...? If you had access to all resources how would you deal with...? Why don't you devise your own way to deal with...? What would happen if...? How many ways can you...? Can you create new and unusual uses for...? Can you write a new recipe for a tasty dish? can you develop a proposal which would...	Invent a machine to do a specific task. Design a building to house your study. Create a new product. Give it a name and plan a marketing campaign. Write about your feelings in relation to... Write a TV show, play, puppet show, role play, song or pantomime about...? Design a record, book, or magazine cover for...? Make up a new language code and write material suing it. Sell an idea. Devise a way to... Compose a rhythm or put new words to a known melody.

Evaluation

Useful Verbs	Sample Question Stems	Potential activities and products
judge select choose decide justify debate verify argue recommend assess discuss rate prioritise determine	Is there a better solution to... Judge the value of... Can you defend your position about...? Do you think ... is a good or a bad thing? How would you have handled...? What changes to ... would you recommend? Do you believe? Are you a ... person? How would you feel if...? How effective are...? What do you think about...?	Prepare a list of criteria to judge a ... show. Indicate priority and ratings. Conduct a debate about an issue of special interest. Make a booklet about 5 rules you see as important. Convince others. Form a panel to discuss views, eg "Learning at School." Write a letter to ... advising on changes needed at... Write a half yearly report. Prepare a case to present your view about...

Bloom's Taxonomy

 

Cognitive Domain

The cognitive domain (Bloom, 1956) involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. There are six major categories, which are listed in order below, starting from the simplest behavior to the most complex. The categories can be thought of as degrees of difficulties. That is, the first ones must normally be mastered before the next ones can take place.

Category	Example and Key Words (verbs)
Knowledge: Recall data or information.	Examples: Recite a policy. Quote prices from memory to a customer. Knows the safety rules. Key Words: defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states.
Comprehension: Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words.	Examples: Rewrites the principles of test writing. Explain in one's own words the steps for performing a complex task. Translates an equation into a computer spreadsheet. Key Words: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates.
Application: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place.	Examples: Use a manual to calculate an employee's vacation time. Apply laws of statistics to evaluate the reliability of a written test. Key Words: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses.
Analysis: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences.	Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training. Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates.
Synthesis: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.	Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome. Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes.
Evaluation: Make judgments about the value of ideas or materials.	Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget. Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, suppo

Affective Domain

The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. The five major categories are listed from the simplest behavior to the most complex:

Category	Example and Key Words (verbs)
Receiving Phenomena: Awareness, willingness to hear, selected attention.	Examples: Listen to others with respect. Listen for and remember the name of newly introduced people. Key Words: asks, chooses, describes, follows, gives, holds, identifies, locates, names, points to, selects, sits, erects, replies, uses.
Responding to Phenomena: Active participation on the part of the learners. Attends and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation).	Examples:  Participates in class discussions.  Gives a presentation. Questions new ideals, concepts, models, etc. in order to fully understand them. Know the safety rules and practices them. Key Words: answers, assists, aids, complies, conforms, discusses, greets, helps, labels, performs, practices, presents, reads, recites, reports, selects, tells, writes.
Valuing: The worth or value a person attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more complex state of commitment. Valuing is based on the internalization of a set of specified values, while clues to these values are expressed in the learner's overt behavior and are often identifiable.	Examples:  Demonstrates belief in the democratic process. Is sensitive towards individual and cultural differences (value diversity). Shows the ability to solve problems. Proposes a plan to social improvement and follows through with commitment. Informs management on matters that one feels strongly about. Key Words: completes, demonstrates, differentiates, explains, follows, forms, initiates, invites, joins, justifies, proposes, reads, reports, selects, shares, studies, works.
Organization: Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system.  The emphasis is on comparing, relating, and synthesizing values.	Examples:  Recognizes the need for balance between freedom and responsible behavior. Accepts responsibility for one's behavior. Explains the role of systematic planning in solving problems. Accepts professional ethical standards. Creates a life plan in harmony with abilities, interests, and beliefs. Prioritizes time effectively to meet the needs of the organization, family, and self. Key Words: adheres, alters, arranges, combines, compares, completes, defends, explains, formulates, generalizes, identifies, integrates, modifies, orders, organizes, prepares, relates, synthesizes.
Internalizing values (characterization): Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional).	Examples:  Shows self-reliance when working independently. Cooperates in group activities (displays teamwork). Uses an objective approach in problem solving.  Displays a professional commitment to ethical  practice on a daily basis. Revises judgments and changes behavior in light of new evidence. Values people for what they are, not how they look. Key Words: acts, discriminates, displays, influences, listens, modifies, performs, practices, proposes, qualifies, questions, revises, serves, solves, verifies.

Psychomotor Domain

The psychomotor domain (Simpson, 1972) includes physical movement, coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution. The seven major categories are listed from the simplest behavior to the most complex:

Category	Example and Key Words (verbs)
Perception: The ability to use sensory cues to guide motor activity.  This ranges from sensory stimulation, through cue selection, to translation.	Examples:  Detects non-verbal communication cues. Estimate where a ball will land after it is thrown and then moving to the correct location to catch the ball. Adjusts heat of stove to correct temperature by smell and taste of food. Adjusts the height of the forks on a forklift by comparing where the forks are in relation to the pallet. Key Words: chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects.
Set: Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a person's response to different situations (sometimes called mindsets).	Examples:  Knows and acts upon a sequence of steps in a manufacturing process. Recognize one's abilities and limitations. Shows desire to learn a new process (motivation). NOTE: This subdivision of Psychomotor is closely related with the “Responding to phenomena” subdivision of the Affective domain. Key Words: begins, displays, explains, moves, proceeds, reacts, shows, states, volunteers.
Guided Response: The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing.	Examples:  Performs a mathematical equation as demonstrated. Follows instructions to build a model. Responds hand-signals of instructor while learning to operate a forklift. Key Words: copies, traces, follows, react, reproduce, responds
Mechanism: This is the intermediate stage in learning a complex skill. Learned responses have become habitual and the movements can be performed with some confidence and proficiency.	Examples:  Use a personal computer. Repair a leaking faucet. Drive a car. Key Words: assembles, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches.
Complex Overt Response: The skillful performance of motor acts that involve complex movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy. This category includes performing without hesitation, and automatic performance. For example, players are often utter sounds of satisfaction or expletives as soon as they hit a tennis ball or throw a football, because they can tell by the feel of the act what the result will produce.	Examples:  Maneuvers a car into a tight parallel parking spot. Operates a computer quickly and accurately. Displays competence while playing the piano. Key Words: assembles, builds, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches. NOTE: The Key Words are the same as Mechanism, but will have adverbs or adjectives that indicate that the performance is quicker, better, more accurate, etc.
Adaptation: Skills are well developed and the individual can modify movement patterns to fit special requirements.	Examples:  Responds effectively to unexpected experiences.  Modifies instruction to meet the needs of the learners. Perform a task with a machine that it was not originally intended to do (machine is not damaged and there is no danger in performing the new task). Key Words: adapts, alters, changes, rearranges, reorganizes, revises, varies.
Origination: Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills.	Examples:  Constructs a new theory. Develops a new and comprehensive training programming. Creates a new gymnastic routine. Key Words: arranges, builds, combines, composes, constructs, creates, designs, initiate, makes, originates.

 

 

Bloom's Revised Taxonomy

Lorin Anderson, a former student of Bloom, revisited the cognitive domain in the learning taxonomy in the mid-nineties and made some changes, with perhaps the two most prominent ones being, 1) changing the names in the six categories from noun to verb forms, and 2) slightly rearranging them (Pohl, 2000).
This new taxonomy reflects a more active form of thinking and is perhaps more accurate:

 

thinking strategies

Key terms
• Reflective thinking
• Meta-cognitive thinking
• Thinking tools

1. Reflective thinking essentially means a person thinks independently. He knows how to reason, to think for himself, to combine intuition and logic in the process of solving problems either within his internal world or the world around him.

2. Meta-cognitive thinking means knowing how to learn. Thinking skills and study skills are examples of meta-cogntive skills. For example, we try to assess our own understanding, choose an effective plan to solve problems. Hence, meta-cognitive skill enables the students to think about their own thinking process. For instance, when you ask yourself, “How well did I really handle that decision?” , you are asking yourself a meta-cognitive question. You are setting out to think about your own thinking. When you sit down to tackle assignment and ask yourself, “Now just how am I going to approach these problems?” you are again asking yourself a meta-cognitive question. However, if you say to yourself, “I don’t like the way I ended that short story.” You are not thinking about your own thinking, you are thinking about an eternal product, that is the short story.

3. Meta-cognitive thinking is supremely important to the cultivation of good thinking. Through meta-cognition, people become aware of their usual thinking practices and gain the perspective they need to fine-tune or even radically revise those practices. How this works becomes clearer if we distinguish four degree of meta-cognition, a kind of ladder of meta-cognition with the most powerful variety at the top 

(Swartz & Perkins, 1990).

4. Teaching reflective and meta-cognitive strategies to students can lead to a marked improvement in their achievement. This is because teaching involves so much more than giving information, applying technical skills, or managing a group of children. It is a process by which students are taught to be reflective.

5. The use of different types of questions is an effective tool to teach thinking skills among our students. Questions can be categorized into divergent questions, convergent questions, Low-Level Questions, and High-Level Questions or High Order Thinking Level Questions (HOT).

6. Convergent questions are those that require one correct answer. Generally, they are questions of fact are recall and often of at low level. Divergent questions are just the opposite. They require different answers as long as the answer are appropriate. In other words, questions can be answered in several ways.

7. Low-level questions require students to recall facts or information. For example, How much is 8 + 7 = , What is the Pythagorean theorem? On the other hand, High- Level Question requires a certain degree of intellectual processing on the part of the student. For example: To what extent cyber cafés influence our teenager? How is architecture influenced by culture?

8. We can use different thinking tools to enhance reflective and meta-cognitive thinking among our students. Mind maps, graphic organizer, CoRT 1 (PMI, CAF, C & S, AGO, FIP, OPV, and APC) are useful to help students to recall related information that could be used to assist in incorporating new information.

9. Mind mapping is a very useful thinking tool. Mind mapping is a way of notes taking whereby one should start from the main idea and branch out as dictated by individual ideas and general form of the central theme. According to Buzan (1989), the brain works primarily with key concepts in an inter-linked and integrated manner, our notes and our word relations should in many instances be structured in this way rather than in traditional ‘ lines’ or notes that are taking in linear forms. A mind map has a number of advantages over the linear form of note taking.

The center with the main idea is more clearly defined.

• The relative importance of each idea is clearly indicated (more important ideas will be nearer the center).
• The links between the Key concepts will be clearly indicated.
• As a result of the above, recall and review will be both more effective and more rapid.
• The nature of the structure allows for the easy addition of new information or ideas.

10. Mind mapping laws:

• Start with a coloured image in the center.
• Images throughout your Mind Map.
• Word should be printed.
• The printed words should be on lines, and each line should be connected to other lines.
• Words should be ‘units’, i.e. one word per line.
• Use colours throughout the Mind Map to enhance memory., delight the eye and stimulate the right cortical process.
• In creative efforts of this nature the mind should be left as ‘free’ as possible.

11. Graphic representations or organizers are visual illustrations of verbal statements. Many graphic representations are familiar to most adults: flow charts, pie charts, and family trees. More sophisticated graphics include spider maps, fish bone maps, network trees, and compare/ contrast matrices.
Graphic representations or organizers (GO) are important because they:

• help the learner to comprehend, summarize, and synthesize complex ideas.
• help students to select important ideas as well as detecting missing information and unexplained relations.
• help students to solve problems and making decisions.

12. Constructing Graphic Outlines:

•  Survey: First, the students survey the title, subheadings, illustrations and their captions, the initial summary or abstracts, and the objective of the text to determine what the passage discusses and how the discussion is structured.
•  Represent: The student begins to form a hypothesis about the structure of the text and mentally searches his or her repertoire of graphic structures for the best “fit”. For example, the use of compare or contrast diagram, predicting consequences of options, spider map or problem solving outline.

13. Cognitive Research Trust from which the abbreviation, CoRT is derived is a programme designed by Edward d Bono. The CoRT Programme teaches thinking skills through the use of thinking “tools” in a formal, focused, and deliberate manner. The programme has a multitude of applications. CoRT 1 is designed to encourage students to broaden their thinking. Often, we take too narrow a view when we think. We tend to judge rather than explore. CoRT 1 consists of:

•  Treatment of ideas (PMI- plus , minus , interesting)
•  Factors involved (CAF- consider all factors)
•  Consequences (C & F- consequences and sequel)
•  Objectives (AGO- aims, goals, objectives)
•  Priorities (FIP- first, important, priority)
•  Alternatives (APC- alternatives, possibilities, choices)
•  Other People Views (OPV)

14. PMI is used to examine an idea for good, bad or interesting point, instead of immediate acceptance or rejection. For instance:
a. Teaching of Mathematics and Science in English
b. Teaching as a career for graduates.
c. The employment of foreign workers in the country.

Steps involved:
a. List down all the plus points.
b. List down all the minus points.
c. List down all the interesting points
What is your decision after considering all the factors?

15. CAF is used to look as widely as possible all the factors involved in a situation, instead of only immediate ones. For instance:
a. What is the best way to improve the level of English among our graduates?
b. Extra-mural activities are compulsory for all students.
c. A credit in Mathematics is a pre-requisite for all candidates applying for teacher training.

Steps involved:
a). List down all the factors.
b). Consider each factor.

16.What is the appropriate decision to be made?

 C &S deals with the consideration of the immediate, short, medium and long term consequences. For instance,
a. The introduction of abacus in the primary one Mathematics.
b. The introduction of sex education in the primary and secondary school curriculum.

Steps involved:
a. What are the long term effects?
b. What are the risks I have to face?
c. To what extent the new plan would bring changes?

17. GO is used to pick out and defining objectives so as one is clear about his own aims and understanding those of others. For instance,
a. What is the AGO by implementing car pool system in the cities?
b. What is the AGO by introducing Moral Education in the school curriculum?

Steps involved:
a. What is the AGO of the plan?
b. Are the implementations out of The AGO?
c. How do I make sure that the AGO is achieved

FIP is used to choose from a number of different possibilities and alternatives, i.e., putting priorities in order. For instance,
a). What is the FIP for one session school system?
b). What is the best strategy to solve misbehavior problems in the class?

Steps involved:
a) What are the important matters involved?
b) Which is the most important one to be considered?
c) Which one should be given priority?

18. APC deals with generating new alternatives and choices, instead of feeling confined to the obvious ones. For instance,
a). The PMR examination should be abolished?
b). It is compulsory for all students to have a credit in English in order to be awarded the SPM certificate.

Steps involved
a). What are the other alternatives to overcome the problem?
b). What are the implications incur if every step is taken?
c). What is the best solution?

19. OPV means moving out of one’s own viewpoint to consider the points of view of all others involved in any situation. For instance,
a). All student teachers are required to stay in the hostels provided.
b). All school leavers are required to attend military training for a period of three months.

Steps involved
a). Will this idea influence others?
b). Other’s people opinion on this matter?
C). Is your idea relevant before actions are taken?