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PT3101(R)

BATU LINTANG TEACHER TRAINING INSTITUTE,


KUCHING, SARAWAK
Journal

:1

Week

:1

Dates

: 2nd July 6th July 2012

The first day at school was a good start for me, though I had no opportunity to
be introduced in front of the students and the teaching staffs during assembly.
I could feel the warm connections between teaching staffs when I first stepped
into the staffroom; when I walked straight to my table, there were gentle
smiles on the faces of the staffs, little chats between tables, and staffs going
from one table to another. The first week was importantly dedicated to
introductions to schools environment, which was not only about the physical
layouts of the school, the teachers and the students, but also the school
system and how the administratives run the school.
I really like how the school operates its daily assembly. They would
have students lining up on the corridor for about fiveteen minutes to recite a
morning prayer and sing the national anthem and the state anthem. During
the session, the instructor, who is often one of the administrative staffs, would
control the whole crowd from getting students ready to start until getting them
back to the classrooms. What makes this system important to me is the
inculcation of patriotism among the students; perhaps students would benefit
from the daily assembly when they start to remember the national and state
anthems very well and are able to enjoy the songs as part of their daily
rountines at school. This would indirectly teach students to love their country
and have the spirit of nationalism.
Another aspect of the school that attracts me is the availability of
special education. There are some classes that are allocated for children with
disabilities whereby each class would have about twenty-five pupils with
overall fifteen teachers for all classes. The disabilities are ranged from

physical to psychological and learning disabilities. Most children with


disabilities learn in the allocated classes with special education teachers;
however, some children with disabilities, mostly physically disabled, are given
the opportunities to learn together with the more abled peers using the same
curriculum. I find this important to the children that they could get the chance
to socialise with the so-called normal peers when they are put together in the
same class. Nevertheless, there must be good supervisions from not only the
class teachers who have most time with the children, but also the
administratives who keep the system running smoothly without any problems.
Last but not least, the school has such friendly staffs who seem to be
really helpful since the first day of practicum; this includes administrative,
teaching, and non-teaching staffs. Perhaps the school has been accepting
many teacher trainees since the last few years that the school community has
established good professional relationships with any new teacher trainees
who go for practicum at the school. I hope this would help me to have good
working routines where I could easily get used to the school culture with the
help from the school community.

Supervisor:

Cooperating teacher:

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