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Huraikan lima (5) aspek ciri-ciri guru yang berkesan dalam pengajaran berdasarkan nilai-nilai

Bitara. INTEGRITI, PROFESIONAL DAN SEMANGAT BERPASUKAN integriti,


proIesional, semangat berpasukan, berorientasikan pelanggan, prihatin kebajikan anggota dan
bersikap
kreatiI dan inovatiI.
Pendahuluan
Kini perubahan tidak mungkin dapat disekat atau dihalang. Nilai dan norma hidup
masyarakat terus berubah dari semasa ke semasa. Anak-anak perlu dididik dan diberi
pelajaran demi menghadapi ombak perubahan. Justeru, sekolah merupakan asas untuk
masyarakat berubah dan terus berubah ke arah kemajuan dan kemuliaan. Dalam aspek ini,
guru memainkan peranan penting kerana gurulah pengajar yang bertanggungjawab
menyalurkan ilmu kepada murid. Oleh itu, guru mesti menpunyai nilai-nilai yang membentuk
personaliti Bitara.
Ciri-ciri Guru Yang Berkesan Dalam Pengajaran Berdasarkan Nilai-nilai Bitara
Guru yang berkesan dikatakan mempunyai nilai-nilai Bitara yang dapat melahirkan
seseorang yang bersahsiah tinggi dan bersemangat jati diri yang kental. Apakh itu nilai-nilai
Bitara? Nilai-nilai Bitara merangkumi integriti, proIesional, semangat berpasukan,
berorientasikan pelanggan, prihatin kebajikan anggota serta kreatiI dan inovatiI dalam diri
guru akan menunjukkan keunggulan dan kemantapan. Semua nilai ini akan melahirkan guru
yang bersahsiah tinggi dan mempunyai jati diri yang kental.
Kualiti guru yang berkesan akan menentukan taraI muridnya yang tinggi. Demi
mencapai matlamat menjadi guru yang berkualiti, seseorang guru perlu melengkapi dirinya
dengan ciri-ciri Bitara yang kemudiannya akan menjadi individu tersebut guru yang berkesan.
Integriti
Integriti atau keutuhan merupakan satu istilah keramat yang menjulang nama
sesebuah tamaddun peradaban manusia dahulu kala sehingga disegani dan disanjungi
sehingga kini. Tamaddun Greek, Rom, Parsi, Turki, Empayar-empayar Kerajaan Islam dan
Kerajaan Kesultanan Melaka adalah beberapa contoh terdekat yang berkembang pesat atas
asas yang kukuh iaitu ketinggian integriti institusi-institusi pemerintahannya dan budaya
hidup masyarakat yang berteraskan nilai murni yang tinggi. Kejatuhan tamaddun berkenaan
juga kerana masalah krisis integriti.
Integriti ditakriIkan oleh Dewan Bahasa sebagai `kejujuran` manakala OxIord
Dictionary merumuskan integriti sebagai `honesty, wholeness, soundness, quality of being
honest.`
Maka dengan itu, keutuhan atau integriti menuntut kepada ketinggian budi pekerti dan
nilai murni. Integriti pengurusan pula merujuk kepada kualiti diri setiap individu yang berada
dalam system sesebuah organisasi sama ada ia seorang pemimpin atau seorang pekerja
bawahan. Adalah tidak berkemungkinan sesebuah organisasi boleh mengecapi pencapaian
terbaik tanpa kualiti yang ada pada setiap diri individu yang mendokongnya. Perkara inilah
yang tersirat di sebalik konsep yang menegaskan 'Quality performance come only from
quality people. Justeru itu, guru berkualiti bukan sekadar 'Do the right thing at the right
time at all the time tetapi memiliki maruah dan nilai diri yang tinggi dengan ciri-ciri seperti
adil, jujur, amanah, benar, telus dan bersyukur.
Integriti adalah salah satu kualiti guru yang berkesan. Ia selalunya dikelirukan dengan
perlakuan moral dan perlakuan berintegriti. Seseorang yang berintegriti mungkin boleh
berkelakuan tidak bermoral walaupun melakukannya tanpa disedari. Oleh itu boleh dikatakan
seseorang itu boleh mempunyai integriti walaupun tidak memegang kepada prinsip moral.
Namun kini dunia pendidikan dilanda dengan isu-isu yang menyentuh integriti sama
ada terhadap guru mahupun sistem pentadbiran sesebuah oragnisasi. Kini terdapat ramai juga
manusia yang bijak tetapi berakhlak tidak sesuai dengan kebijaksanaannya. Malah
menggunakan kebijaksaannya untuk meneruskan kejahilannya yang berbaki dan tersembunyi
di dalam kebijaksanaannya. Maka tercetuslah kecelakaan dan kemaksiatan yang bitara dan
masyhur pula siIatnya. Perubahan nilai dan norma hidup manusia kini bersaing di antara nilai
baik dan nilai jahat. Perubahan ke arah kemajuan dapat dilihat merata-rata. Semakin ramai
yang berkelulusan tinggi seperti kelulusan di peringkat diploma, Sarjana Muda, Sarjana dan
Ph.D. Bangunan tinggi mencakar langit, kenderaan memenuhi jalan raya, pasaraya seluas
mata memandang, komunikasi di alam maya dalam pelbagai bentuk, kemampuan
merekacipta pelbagai kenderaan dan kejayaan ke angkasa lepas. Beginilah senario perubahan
nilai ke arah kebaikan dan kemajuan.
Dengan era globalisasi yang begitu pesat kini, negara kita kian mengorak langkah
menuju ke arah kemajuan pembangunan negara yang lebih sempurna. Salah satu daripadanya
ialah perancangan pembangunan negara adalah Wawasan 2020. Terdapat 9 cabaran yang
perlu direalisasikan dalam wawasan 2020. Salah satu daripadanya ialah mewujudkan
masyarakat yang memberi penekanan kepada sains, berdaya cipta serta berpandangan jauh.
Cabaran ini telah menegaskan bahawa rakyat Malaysia perlu menghasilkan sebuah
masyarakat yang maju dalam sains dan teknologi.
Oleh itu dengan keperluan peningkatan tahap nilai manusia, guru adalah orang yang
terpenting dan perlu mempunyai ciri-ciri dan nilai yang baik. Ini adalah kerana guru
merupakan pendidik bakal insan yang cemerlang.
ProIesional
Ciri-ciri guru yang berkesan dalam pengajaran yang ingin dibincangkan adalah
ProIesional. ProIesional membawa maksud mahir atau pakar iaitu mempunyai kemahiran
atau kepakaran dalam menjalankan tugas serta tanggungjawab yang diamanahkan sesuai
dengan bidang tugas dan Iungsi. Guru perlu melatih diri agar mencapai kompetensi yang
dikehendaki. Guru harus menunjukkan minat yang mendalam untuk mempelajari perkara
baru dan memberi komitmen dan tumpuan terhadap pengajaran dan pembelajaran dengan
sepenuhnya. Nilai proIesional mempunyai empat petunjuk iaitu beretika, iltizam,cinta ilmu
dan kompeten.
Kualiti guru bukan hanya bergantung kepada pengetahuan dan kemahiran
mereka sendiri, malah bergantung juga kepada darjah motivasi mereka untuk menggunakan
ilmu pengetahuan dan kemahiran secara berkesan. Untuk menguasai tahap kecekapan yang
lebih tinggi mereka perlu menjalani proses menambah, mendalami dan memahami dunia
keguruan serta menguasai pelbagai kemahiran melalui latihan-latihan yang dibentuk oleh
Kementerian Pelajaran Malaysia. Dalam ombak perubahan masyarakat pada amnya dan
bidang pendidikan khususnya, guru-guru perlu mengemaskinikan tahap proIesionalisme
secara berterusan menerusi kursus-kursus dalam perkhidmatan. Dengan cara ini, guru-guru
yang terlatih dapat bersaing seiring dengan perubahan yang pesat dalam bidang pendidikan
dan pembangunan. Mereka akan merasa bahawa mereka dapat memberi sumbangan yang
bermakna terhadap matlamat pendidikan negara dengan menyumbangkan ilmu pengetahuan
dan kemahiran kepada murid-murid di sekolah.
Petunjuk kompeten adalah guru perlu menyiapkan tugasan yang berkualiti dan eIisyen
dalam jangka masa yang ditetapkan. Selain itu, guru haruslah mencapai tahap kecekapan
dalam tempoh yang ditentukan. Contohnya, guru mesti memastikan pembelajaran yang
disampaikan kepada murid-murid dapat diIahami dengan baik dan diaplikasikan dalam
kehidupan seharian mereka. Guru perlu berpandangan jauh dengan mempunyai visi dan
matlamat yang jelas di samping berupaya untuk melihat, meramal dan merancang perubahan
negara pada masa depan. Guru juga perlu bijaksana, bijak membuat keputusan dan
pertimbangan khususnya yang membabitkan pihak murid, bijak menggunakan sumber
pendidikan yang terhad untuk menghasilkan sesuatu yang maksimum, bijak menyelesaikan
sesuatu isu atau masalah yang timbul dan bijak mengambil kesempatan atau peluang yang
ada. Namun, kebijaksanaan ini mestilah dilakukan dalam batas etika yang dibenarkan. Guru
juga perlu sentiasa berusaha menghasilkan kerja yang bermutu tinggi dan mengekalkan
pencapaian secara konsisten. Dengan ini, guru boleh memastikan pengajaran yang
disampaikan adalah berkesan dan tahap pembelajaran murid akan sampai secara optimum.
Berorientasikan Pelanggan
Ciri-ciri guru yang berkesan dalam pengajaran seterusnya ialah berorientasikan
pelanggan. Guru adalah aset yang sangat bernilai kepada diri sendiri, keluarga, bangsa,
agama dan juga negara. Setiap perkhidmatan perlu sentiasa berorientasikan kepada kepuasan
orang lain. Dalam alam pekerjaan guru, kita akan berhadapan dengan murid, ibu bapa dan
masyarakat sekolah. Oleh itu, perkerjaan guru yang merupakan perkhidmatan juga perlu
berorientasikan pelanggan. Maksudnya kepuasan pelanggan adalah melandaskan suatu
perkhidmatan ke arah kepuasan orang lain. Pelanggan yang dimaksudkan di sini ialah murid-
murid di sekolah. Nilai Bitara berorientasikan pelanggan dibahagikan kepada empat
bahagian iaitu responsiI, berkualiti, mesra dan proaktiI.
Petunjuk responsiI bermaksud responsiI, proaktiI, mesra dan berkualiti. Guru yang
responsiI akan cepat mencari maklumat, segela bertindak dan tidak menunggu arahan.
Peranan guru adalah penting dalam mendidik anak didiknya. Di dalam kelas guru berperanan
sebagai pendidik, pemudah cara atau Iasilitator. Guru yang pandai mendidik dan responsiI
akan memudahkan murid memahami sesuatu konsep atau sesuatu kemahiran, manakala guru
yang tidak pandai mendidik atau mengajar akan menyebabkan murid sukar untuk memahami
sesuatu konsep atau sesuatu kemahiran malah akan menyebabkan pengajaran guru menjadi
bosan, murid-murid tidak memberi tumpuan dalam pelajarannya atau murid-murid enggan
masuk ke kelas.
Amalan pengajaran dan pembelajaran guru yang berkesan bermakna pengajaran guru
tersebut dianggap baik jika guru tersebut berupaya mempelbagaikan kaedah pengajaran,
menyediakan alat bantu mengajar (ABM), mendalami isi kandungan yang hendak diajar
sendiri. Selain itu, guru juga perlu mengetahui kebolehan murid menerima pelajaran,
memberi motivasi kepada murid supaya belajar bersungguh-sungguh, dapat mengawal
kelakuan murid, mengumpulkan murid mengikut kumpulan dan memberi penilaian atau ujian
yang kerap kepada murid. Dengan kata lain, pengajaran dan pembelajaran yang berkesan
merupakan kebolehan guru itu sendiri untuk mengajar dengan baik dan berkesan dan dapat
memotivasikan murid untuk terus belajar bagi mencapai kecemerlangan dalam bidang
akademik.
Sesuatu pelaksanaan akan menjadi lebih rumit apabila sesuatu aspek inovasi ditaIsir
secara berbeza-beza oleh pelbagai pihak yang melaksanakannya. Di dalam bilik darjah, guru
memainkan peranan penting dalam proses pengajaran dan pembelajaran kepada murid-murid.
Mereka ini bertanggungjawab untuk memperkenalkan inovasi dan kurikulum di sekolah.
Untuk menjayakan sesuatu inovasi dalam kurikulum, guru-guru seharusnya diberi
pendedahan mengenai kaedah pengajaran dan pembelajaran yang baru untuk memenuhi
kehendak inovasi tersebut.
ResponsiI dan proaktiI sangat penting dalam melakukan sesuatu tugas sama ada
sebagai murid atau guru. Guru perlu sentiasa memperbaiki kelemahan pengajaran dan tidak
boleh berdiam diri dengan membiarkan kelemahan dalam tugasan yang berterusan. Semangat
yang tinggi perlu ada pada guru atau modal insan yang unggul. Semangat yang kuat mampu
memberi kekuatan kepada murid iaitu pelanggan utama kita dalam bidang pendidikan.

KreatiI dan InovatiI
KreatiI dan InovatiI adalah salah satu ciri guru yang berkesan dalam pengajaran.
Menjadi guru yang kreatiI tidak semestinya mencipta barang yang kreatiI tetapi memikirkan
sesuatu idea yang bernas juga dikatakan kreatiI. KreatiI dimaksudkan dengan kebolehan
seseorang individu untuk mengembangkan sesuatu idea baru daripada sumber yang asli serta
kebolehan untuk mencipta serta menghasilkan idea sama ada dalam sesuatu kaedah atau
sistem. Nilai Bitara kreatiI dibahagikan kepada beberapa petunjuk iaitu berdaya cipta,
penambahbaikan berterusan, rebut peluang dan tambah nilai.
InovatiI ialah berupaya membuat perubahan dan pembaharuan yang boleh
membantu meningkatkan kualiti, produktiviti serta kecemerlangan organisasi.
KreatiI ialah mempunyai daya kreativiti yang tinggi serta bermutu dan berupaya mencetus
idea-idea bernas di samping mencipta dan menghasilkan sesuatu yang releven dengan
perkembangan semasa. ProaktiI pula bermaksud mempunyai keupayaan untuk bertindak
atau melakukan sesuatu tugas tanpa menunggu arahan terlebih dahulu dan mampu
menghasilkan yang terbaik dengan pengawasan yang minimum.
Malaysia adalah sebuah negara yang mempunyai teknologi tinggi dan berIungsi sebagai
negara pengeluar. Pelbagai barangan dan perkakasan untuk keperluan kehidupan seharian
dikeluarkan dan dipasarkan di peringkat antarabangsa. Untuk tujuan tersebut sudah pasti kita
memerlukan ahli reka cipta yang mempunyai daya kreatiI dan inovatiI yang tinggi.
Menjelang tahun 2020, Negara Malaysia dijangkakan akan berkembang pesat. Sebagaimana
yang telah dicadangkan oleh bekas Perdana Menteri Malaysia, Tun Dr. Mahathir Bin
Mohammad, persediaan perlulah dibuat dan dirancang secara tersusun agar lebih eIektiI ke
atas pembangunan sumber manusia di samping pembangunan prasarana untuk
merealisasikannya. Institusi pendidikan telah diberi mandat bagi pembangunan sumber
manusia di peringkat pertama untuk melaksanakannya seterusnya melahirkan generasi baru
yang dapat memberi sumbangan ke arah peningkatan produktiviti negara. Manakala Iitrah
manusia merujuk kepada siIat-siIat semula jadi yang terdapat dalam diri setiap insan.
Petunjuk berdaya cipta ialah guru mempunyai daya cipta yang kreatiI dan inovatiI agar
sentiasa akses kepada ilmu baru. Guru perlu sentiasa meneroka ilmu baru dari semasa ke
semasa. Guru tidak boleh terlalu selesa dengan ilmu yang diajar di dalam kelas sahaja dan
perlu mencari pelbagai ilmu untuk menambah ilmu yang dipelajari di kelas. Guru perlu bijak
dan kreatiI meneroka dan mecari ilmu tambahan bagi menyampaikan maklumat yang betul
dan terkini untuk memantapkan murid-murid di dalam kelas. Guru boleh mengambil
bahagian dalam pertandingan atau peraduan bagi merangsang kreativiti dan daya rekacipta
dalam pelbagai bidang khususnya bidang pendidikan kerana di sekolah ada pelbagai jenis
murid dengan tahap pengetahuan yang berlainan. Guru perlu sentiasa bersedia dengan
maklumat yang terkini terutama bagi guru yang mengajar di bandar.
SiIat-siIat yang perlu ada pada guru adalah seperti berdaya cipta, keterbukaan, siIat
ingin tahu dan keupayaan berIikir secara kritis dan kreatiI. Proses pengajaran dan
pembelajaran adalah suatu yang unik dan kompleks. Tanpa proses pengajaran dan
pembelajaran yang bersistematik, proses pengajaran dan pembelajaran tersebut tidak
mungkin dapat dilaksanakan dengan lebih berkesan dan dinamik. Oleh itu, perancangan
aktiviti pembelajaran ke arah pendidikan yang dikehendaki perlulah dibuat oleh guru terlebih
dahulu. Ini menunjukkan bahawa tugas utama guru sebelum proses pengajaran dan
pembelajaran dilaksanakan ialah menyediakan aktiviti pembelajaran yang terancang dan
sistematik agar dapat menghasilkan pengajaran yang berkesan dan bermutu. Di samping itu,
guru perlulah mengetahui peranan mereka yang sebenarnya sebagai seorang pendidik dan
mampu mempelbagaikan strategi pengajaran dan pembelajaran semasa proses penyampaian
isi pelajaran. Pemilihan kaedah pengajaran yang sesuai secara bijaksana juga dapat menjamin
pengajaran dan pembelajaran yang lebih berkesan. Sesuatu strategi pengajaran yang sesuai
dan menarik dapat meningkatkan mutu penyampaian isi pelajaran, malahan akan
menghasilkan suatu pembelajaran yang lebih menyeronokkan dan eIektiI sama ada di dalam
atau di luar bilik darjah.
Prihatin Kebajikan Anggota
Guru perlu mempunyai ciri prihatin kebajikan anggota. Dalam nilai bitara prihatin
kebajikan anggota, terdapat empat petunjuk iaitu peluang untuk maju, empati, penghargaan
dan keselesaan persekitaran. Empati adalah kata yang berasal dari bahasa Jerman "enIulung"
yang ertinya "merasakan di dalam" atau "merasakan bersama". Kebanyakan dari kita pernah
merasakan pengalaman duduk di kerusi penumpang dalam sebuah motorsikal yang sedang
berjalan cepat. Kita akan ikut menjejakkan kaki kita kuat-kuat ke lantai motosikal saat kita
merasa bahwa motorsikal yang kita tumpangi perlu diperlambat jalannya. Pada saat-saat
seperti itu kita ikut merasakan situasi yang dialami dan ikut merasakannya bersama.
Pengertian dalam kaunseling, kaunselor yang eIektiI berusaha untuk melihat dan
memahami masalah yang dihadapi oleh murid dari sudut pandang murid itu. Kita mungkin
tertanya-tanya, "Mengapa dia sangat kecewa?" "Bagaimana dia memandang situasi yang
dialaminya?" atau "Jika aku adalah dia, apa yang akan aku rasakan?" Sebagai seorang
kaunselor kita memang perlu menjaga sudut pandang untuk tetap objektiI, namun kita juga
perlu menyedari bahwa kita akan sangat menolong murid seandainya kita juga mampu
melihat permasalahan dari sudut pandang murid dan membiarkannya mengetahui bahwa kita
memahami perasaannya dan sudut pandangnya terhadap masalah yang dihadapinya.
Sebaliknya, murid pun perlu mengetahui bahawa ada seseorang saat ini sedang berusaha
memahaminya. Pemahaman timbul balik antara guru dan murid ini akan membangun jalinan
rasa simpati dan saling pengertian yang maksimal.
Petunjuk empati adalah perasaan murni yang perlu ada dalam diri sebagai seorang guru,
jika murid mempunyai masalah seperti ibu bapa bercerai, guru boleh menjadi pendengar yang
baik untuk membantu murid meluahkan perasaan sedih, marah, sesal dan sebagainya.
Menjadi pendengar yang baik dengan mendengar luahkan murid serta cuba merasai perasaan
dan masalah yang dialami oleh murid. Cara ini boleh menunjukkan empati terhadap murid
yang sedang dalam kesusahan dan tertekan dengan masalah mereka Jika murid mengalami
masalah , guru boleh bertanya khabar dan melawatnya untuk mengetahui keadaannya. Murid
akan merasakan diri mereka diambil berat dan mugkin murid tersebut akan rasa lebih
bersemangat untuk cepat sembuh. Dengan ini, murid boleh cepat menumpukan perhatian
dalam pembelajaran dengan tidak menjejaskan pembelajaran murid.
Ciri-ciri guru kelima yang berkesan dalam pengajaran ialah Semangat Berpasukan.
Semangat ini adalah sekelompok modal insan yang bekerja tolong-menolong di bawah satu
kepimpinan untuk memcapai suatu matlamat dalam jangka masa yang tertentu. Setiap guru
dalam kumpulan mesti saling menghormati dan mengelak daripada bercakap buruk atau
Iitnah dibelakang antara satu sama lain. Amalan sikap bekerjasama dalam membuat sesuatu
keputusan dan bertolak-ansur antara ahli kumpulan. Dengan menganggap guru lain sebagai
ahli keluarga, ianya menjadi mudah untuk menegur secara hikmah rakan yang terpesong
daripada norma kumpulan. Selain itu,guru juga perlu mengingati setiap kebaikan dan
sumbangan rakan lain.Terdapat beberapa petunjuk dalam nilai ini iaitu muaIakat, Iocus
matlamat , hormat-menghormati dan bangga UPSI.
Petunjuk hormat-menghormati ialah sikap yang perlu ditanam di dalam setiap hati guru
untuk memupuk dan mengamalkan sikap saling mempercayai dalam kalangan dengan murid
atau rakan sejawat. Berikan penghormatan tanpa mengira usia, seniority dan tahun
pengajaran. Menghormati hak dan keistimewaan orang lain adalah sikap utama yang dapat
menangani masalah konklik dan salah Iaham dalam kumpulan.
Dalam menuntut ilmu, sikap hormat menghormati adalah sesuatu yang sangat dituntut.
Kita bukan sahaja wajib hormat kepada ibu-bapa,guru-guru malah kepada rakan-rakan
sekolah. Saling hormat-menghormati bermaksud kita bukan sahaja mengharapkan orang lain
menghormati kita, tetapi dalam masa yang sama kita perlu menghormati orang lain. Kita
perlu hormat pendapat orang lain walaupun pendapat itu tidak sama dengan kita. Apabila kita
saling hormat-menghormati, kita akan menjadi seronok untukmengajar dan murid seronok
belajar. Pelajaran mudah masuk ke dalam minda murid. Muird tidak berasa takut apabila
berada di sekolah.
Kita sering kali terbaca di media cetak berita tentang salah laku murid terutamanya
yang melibatkan tindakan seperti memukul kawan, memeras ugut, melawan guru serta
merosakkan harta benda sekolah mahupun mencuri barang-barang kepunyaan rakan-rakan.
Walaupun jumlah kes seperti ini amat kecil tetapi ia sangat menyedihkan kerana tindakan
sebegitu tidak sepatutnya dilakukan oleh seorang murid sekolah. Sebagai sebuah institusi
sosial kita mempunyai ramai rakan di sekolah. Sekolah bukan sekadar tempat kita belajar
tetapi juga tempat kita menimba pelbagai ilmu dan kemahiran. Ia termasuk mempelajari ilmu
yang berkaitan dengan akademik ataupun yang bercorak generik seperti cara untuk
bekerjasama, cara mengurus masa, cara untuk mengawal diri dan emosi serta cara untuk
menghormati rakan.Oleh itu, peranan guru mengajar murid saling hormat-menghormati
adalah penting. Guru bukan sahaja mengajar teori, malah perlu menggalakan murid bertindak
melaksanakan, seperti kempen 'hormat-menghormati perlu dianjurkan unruk muird-murid.
Sebagai guru, kita juga harus menghormati muird-murid dengan menggunakan bahasa
yang sesuai, tidak menyalahgunakan kuasa dan memberi penilaian yang
sewajarnya.Perkataan yang kasar seperti bodoh,tidak berguna, langsung tidak ada otak tidak
boleh dicakap oleh cikgu terhadap murid terutama murid yang tidak bergitu cerdas. Ini akan
menurunkan keyakinan dan juga menjejaskan kepercayai murid terhadap guru, jika murid
tidak percaya terhadap guru itu,maka dia tidak akan mendengar sebarang pengajaran cikgu
dan proses pembelajaran tidak akan berjaya kerana murid kurang minat untuk belajar.
Jika guru dapat menghormati murid dan memberi pengakuan kepada murid. Maka
murid akan menumpukan perhatian dan menggunakan sepenuh masa untuk menjalankan
proses pembelajaran. Ini kerana murid-muird memerlukan penghormatan dan pengakuan
daripada guru. Disebabkan guru merupakan orang yang paling dekat dengan murid selain
daripada ibu bapa mereka.
Secara kesimpulannya, guru perlu mengutamakan keikhlasan intelek dan kejujuran
sikap dalam aktiviti meneroka sambil menyoal kembali kebenaran yang telah diterima selama
ini bagi menjana, mengembang dan memperdalam ilmu yang ada. Dengan mengamalkan
nilai-nilai Bitara yang sedia ada, guru boleh mewujudkan kesinambungan sumbangan yang
berterusan bagi membangun dan memperkaya ilmu terutamanya menerusi bidang
pendidikan.Guru boleh menatar dan berkongsi ilmu melalui aktiviti-aktiviti kesarjanaan,
termasuk perangkaian maklumat, pendidikan, penerbitan dan perundingan dalam dan luar
Negara.
Dengan nilai-nilai yang ada boleh membina potensi individu bagi menjadikannya
berilmu, berketerampilan, bernakat tinggi, berakhlak mulia dan bersemangat patriotis.Guru
bertanggungjawab menggerakkan komunitinya supaya lebih prihatin, betapa perlunya guru
menyumbang khidmat kepada masyarakat dan negara, terutama ke arah pemupukan semangat
patriotis dan nasionalistis untuk membina sebuah bangsa Malaysia dan menyumbang kepada
kesejahteraan sejagat.














Rujukan ( Tugasan 2 )

NILAI BITARA UPSI.Universiti Pendidikan Sultan Idris.Dimuat turn daripada
http://www.upsi.edu.my/index.php/ms/halaman-utama/upsi-srpintas-lalu/nilai-bitara.html
pada Februari 2011.

ProIesor Dr.Shaharir Mohamad Zain http://www.Ip.utm.my/ePusatSumber/pdI

Razak, S. b. (2003). PENGURUSAN PEMBELAJARAN BESTARI.

Noor Shah Saad(2007).Program Pembinaan Modal Insan Dalaman Universiti Pendidkan
Sultan Idris(BITARA):Konsep,Pelaksanaan dan Persepsi Amalan StaI
Akademik.Persidangan Kecemerlangan Modal Insan Dalam Sektor Awam2007,5-7
November 2007/


. Philosophers have been particularly concerned to understand what it is Ior a person to
exhibit integrity throughout liIe. Acting with integrity on some particularly important
occasion will, philosophically speaking, always be explained in terms oI broader Ieatures oI a
person's character and liIe. What is it to be a personof integrity? Ordinary discourse about
integrity involves two Iundamental intuitions: Iirst, that integrity is primarily a Iormal
relation one has to oneselI, or between parts or aspects oI one's selI; and second, that integrity
is connected in an important way to acting morally, in other words, there are some
substantive or normative constraints on what it is to act with integrity.
Ordinary intuitions about integrity tend to allow both that integrity is a Iormal relation to the
selI and that it has something to do with acting morally. How these two intuitions can be
incorporated into a consistent theory oI integrity is not obvious, and most accounts oI
integrity tend to Iocus on one oI these intuitions to the detriment oI the other. A number oI
accounts have been advanced, the most important oI them being: (i) integrity as the
integration oI selI; (ii) integrity as maintenance oI identity; (iii) integrity as standing Ior
something; (iv) integrity as moral purpose; and (v) integrity as a virtue. These accounts are
reviewed below. We then examine several issues that have been oI central concern to
philosophers exploring the concept oI integrity: the relations between types oI integrity,
integrity and moral theory, and integrity and social and political conditions.
O 1. Integrity as SelI-Integration
O 2. The Identity View oI Integrity
O 3. Integrity as Standing Ior Something
O . Integrity as Moral Purpose
O 5. Integrity as a Virtue
O . Types oI Integrity
O 7. Integrity and Moral Theory
O . Integrity in Relation to Social and Political Conditions
O Bibliography
O Other Internet Resources
O Related Entries

But personal integrity is not the end oI the story here. It seems to me that there is also such a
thing as proIessional integrity that is related to--perhaps dependent upon, certainly
compatible with, but diIIerent Irom--personal integrity. There are communal or corporate
values associated with the teaching proIession that place role-speciIic constraints on my
behavior, and these are in addition to the normal moral values that I have as an ordinary
moral agent. One thinks immediately oI the special obligation to be competent in the subject
matter and in teaching techniques. Proper preparation, special concern Ior each student's
intellectual and, yes, character development, and Iair and timely evaluation oI student work--
all oI these and more constitute special obligations oI teaching proIessionals. And the teacher,
who is literally "in Iront" oI these students constantly, must be totally conscious oI the
example that he or she sets Ior students. We teach by what we are and do, perhaps even more
than by what we say. Maybe all oI this was what was constraining me. Maybe this is what I
meant when I said, "I can't do that." I have special responsibilities to the institution, to my
proIessional colleagues, and to the community I serve in this proIession who really do matter
to the well-being oI our community, and they trust me.
Consider a more complicated case, this time Irom the medical proIession. As a general
practitioner, I've just received the results oI the blood tests on my 23-year-old male patient
and he is HIV positive. He is also engaged to be married. I point out to him his responsibility
to inIorm his Iiancee because she has a right to know about the danger to her and to any
Iuture children they might have. He reacts very emotionally to my suggestion because he
believes she will reIuse to marry him iI she learns he has the acquired immune deIiciency
syndrome (AIDS) virus. He says to me, "You must keep my condition a secret Irom her and
Irom everyone. You're bound by the principle oI patient conIidentiality." Upon reIlection, I
reply, "I cant do that."
Now, what I mean when I say, "I can't do that," is that the moral principles that guide me as a
medical proIessional require me to act, but in this case their guidance is not unambiguous.
The principle oI respect Ior my patient's autonomy by observing conIidentiality is a very
important one, and it does indeed constrain my conduct. But the competing obligation I have
to prevent harm is also very relevant in this case, and iI I cannot persuade my patient to tell
his Iiancee himselI, then I may judge that my duty to prevent harm overrides my duty to
observe conIidentiality in this case. My proIessional integrity is bound up in these competing
moral principles, and although it is extremely controversial here, I tell my patient, "I can't do
that."
It's the spring oI 19 and I'm a young sergeant in a combat inIantry company in South
Vietnam. My platoon has captured an entire village oI suspected Vietcong sympathizers: 00
people, including women, old people, children, and babies. We Iind no weapons in the village.
My lieutenant orders us to herd them all over to the roadside ditch and shoot them. I say to
him, "I can't do that." What I mean is, we can't do that--no one can do that. I know that I have
a duty to obey the orders oI my superiors, but I know that this order is in direct conIlict with
both my country's laws and with the Iundamental moral law against harming the innocent.
Several years earlier, in conIirming the death sentence oI Japanese general Tomoyuki
Yamashita, Gen Douglas MacArthur said, "The soldier, be he Iriend or Ioe, is charged with
the protection oI the weak and unarmed. It is the very essence and reason oI his being. When
he violates this sacred trust, he not only proIanes his entire cult but threatens the Iabric oI
international society."
1
In this case oI conIlicting duties, my proIessional integrity tells me
that my higher duty is to avoid harming the innocent, and when I'm ordered to kill babies--I
can't do that.
These examples Irom education, medicine, and the military may help us to Iocus on this
Iuzzy notion oI proIessional integrity. Integrity itselI is a much-used term but very much in
need oI analysis. When we use the word integrity in a moral context, we reIer to the whole
moral character oI a person, and we most Irequently allude to one's personal integrity. When
we say to someone, "don't compromise your integrity," we usually mean, "Act in accordance
with your moral principles within your value system. Be consistent." There is a real sense in
which integrity encompasses our personal identity. As Polonius has it, "To thine ownselI be
true." But we must be very careIul here. Consistency is not all there is to personal integrity.
There is little merit in being consistent with your principles iI "thine ownselI" is egoistic,
treacherous, criminal, and abusive. This is why integrity has to do with "wholeness," with
one's entire character and what that moral character is like is what counts. And subscribing to
decent moral principles is not enough. We must act on decent principles--consistently. Others
have noted accurately that integrity is the bridge between character and conduct.
No member of the professions can
escape these ties to the community
since they constitute the very
reason for the existence of the
professions. Thus, professional
integrity begins with this necessary
responsibility to serve the
fundamental need of the community.
Several centuries ago, Aristotle pointed out that moral credit is not automatic when right
actions are done, nor is it enough to know what is right or to say what is right. He suggested
that we are morally praiseworthy when we perIorm a right action iI we Iirst oI all, now that
the action is right; second, that we choose the act Ior it's own sake because we know it is right;
and third, that we perIorm the action Irom a Iirm and unchangeable character--Irom the habit
oI perIorming that kind oI action consistently. For Aristotle, it was very important that we
develop the moral virtues through habit and practice, perIorming right actions so that they
become part oI our identity--our character. Integrity is the modern name we use to describe
the actions oI those persons who consistently act Irom a Iirmly established character pattern
oI doing the right thing. We especially stress the concepts oI integrity when there is
temptation to diverge Irom what good character demands. Persons oI integrity do not stray
Irom acting in accordance with strong moral principle even when it is expedient or personally
advantageous to do so. Persons oI integrity act like the ideal persons they are trying to be.
This is perhaps what the ancient Taoist had in mind when he said, "The way to do, is to be."
Thus, the wholeness oI the good person, the total identity, is what we mean when we reIer to
his or her integrity. When we say, "Don't sacriIice your integrity," we really mean, "Don't
stop being who you are."
II I'm a member oI one oI the proIessions, then "who I am" must also involve my social role
as a practicing proIessional. My professional integrity will include the role-speciIic
obligations and responsibilities oI my particular proIession. I stress here the social character
oI proIessional integrity because the community is involved at every stage oI proIessional
development.
"The soldier, be he friend or foe, is
charged with the protection of the
wea and unarmed. It is the very
essence and reason of his being.
When he violates this sacred trust,
he not only profanes his entire
cult but threatens the fabric of
international society."
--Gen Douglas MacArthur
First oI all, the very existence oI the proIessions results Irom some Iundamental need that
society has, and it is likely to be an eternal need. The need that we have Ior health care, Ior
example, is unlikely to go away, and it is that need that over time has generated what we
know today as the medical proIession. It may come as a surprise to some to learn that the
health-care proIessions do not exist Ior the sole purpose oI providing employment to health-
care proIessionals or proIits Ior health-care organizations. It is because oI societal need that
our communities develop and maintain medical schools and nursing schools. Similarly, every
organized society will express its interest in ustice by providing some variation oI a court
system and a legal proIession. We need an ordered society, we want to be treated Iairly, and
we seek justice. We train our judges and our lawyers in law schools supported by the
community because oI the important value that we place on justice. Similarly, we know how
crucial education is to our society, so we provide Ior the training oI teachers. We know how
important security is to our nation-state, so we provide military academies and military
training Ior the members oI the military proIession.
No member oI the proIessions can escape these ties to the community since they constitute
the very reason Ior the existence oI the proIessions. Thus, proIessional integrity begins with
this necessary responsibility to serve the Iundamental need oI the community. Notice that the
community makes possible the opportunity Ior one to become qualiIied in a given proIession
and usually allows the proIessionals the authority themselves to set the standards oI
competence and conduct oI its members. Doctors control the licensing and certiIying oI
doctors; lawyers do the same Ior members oI the legal proIessions; and military oIIicers
certiIy and control the commissioning process Ior leaders oI the military proIession.
Members oI the public proIessions are thus educated and supported by the society because oI
the critical services the proIessions provide. In the case oI teachers in public institutions and
in the case oI the military proIession, practitioners are supported Irom the public coIIers
during their entire careers. Clearly, some oI the role-speciIic obligations are based on this
relationship and on the authority to act on behalI oI the entire society, which is literally
bestowed on these proIessionals. With the authority to act goes the public trust, and violations
oI that trust are serious breaches oI proIessional integrity. For example, there were instances
recently in the local public school system where two male high school teachers engaged in
sexual intimacies with teenage Iemale students. These teachers violated the trust they had
been given; they violated their proIessional integrity. But let us direct our attention to the
elements oI proIessional integrity in the military proIession to see iI that will illuminate both
our responsibilities as military practitioners and the relationships between proIessional and
personal integrity.
ProIessional integrity derives its substance Irom the Iundamental goals or mission oI the
proIession. For the military proIession, we might broadly describe that mission as the
preservation and protection oI a way oI liIe deemed worth preserving. Just as one violates
proIessional integrity in the Iield oI medicine by perIorming surgical procedures that are not
medically indicated in order to increase the surgeon's income, engaging in operations that are
not militarily necessary in order to reIlect glory on the commander would also be a breach oI
proIessional integrity. Killing unarmed prisoners, the elderly, and babies who are not engaged
in the attempt to destroy you is surely inconsistent with the goals oI the military and hence a
breach oI proIessional integrity.
In the military, as in all oI the proIessions, the issue oI competence is directly relevant to
proIessional integrity. Because human liIe, national security, and expenditures Iorm the
national treasury and are so Irequently at issue when the military acts, the obligation to be
competent is not merely prudential. That obligation is a moral one, and culpable
incompetence here is clearly a violation oI proIessional integrity. When a B-52 pilot is known
to engage in unsaIe practices, when he Irequently endangers the lives oI other aircrew
members and people on the ground by perIorming Iorbidden Ilying maneuvers, then not only
does he violate proIessional integrity but so do those colleagues and superiors who tolerate
this conduct and take no action to prevent it. This aspect oI proIessional integrity is worth
noting.
Part oI the social aspect oI proIessional integrity involves the joint responsibility Ior conduct
and competence shared by all members oI the proIession. When Iellow surgeons bury the
mistakes oI their incompetent colleagues rather than expose these colleagues and remove
their license to practice, they Iall short oI their responsibilities to the goals oI the proIession--
they sin against proIessional integrity. Only Iellow proIessionals are capable oI evaluating
competence in some instances, and hence Iellow proIessionals must accept the responsibility
oI upholding the standards oI the proIession. Fellow oIIicers can spot derelictions oI duty,
Iailures oI leadership, Iailures oI competence, and the venalities oI conduct that interIere with
the goals oI the military mission. The wing commanders oI that B-52 pilot who knew oI his
repeated saIety violations and Iailed to ground him beIore he killed himselI and others Iailed
in their responsibilities--they violated their proIessional integrity. OIten the obligations oI
proIessional integrity may be pitted against personal loyalties or Iriendships, and where the
stakes Ior society are so high, proIessional integrity should win out.
These lessons seem obvious in theory but are most diIIicult to put into practice, especially in
the preproIessional training which takes place in military academies, medical schools, and
law schools. Nontoleration oI Iailures oI proIessional integrity does not seem so crucial in
training situations where the stakes are not too high. Perhaps this is why the penalties Ior
tolerating lapses oI integrity are ameliorated in training situations but they oIten seem
sensationally tragic when enIorced in the proIessional context. But preproIessionals must
learn the importance oI the social elements oI proIessional integrity and the responsibility
they inherit to maintain standards oI competence and conduct in the entire proIession and not
just Ior themselves. Society provides the training opportunities, the resources necessary Ior
carrying out the proIessional Iunction, and the authority to act on its behalI. With this
authority to act and the autonomy which usually accompanies it, breaches oI proIessional
integrity must be viewed as serious Iailures oI social trust. When a cadet at the Air Force
Academy knows that a Iellow cadet has plagiarized a paper to meet a deadline and takes no
action to correct this behavior, he or she has violated societal trust in a Iashion analogous to
the colleagues who took no action to correct the unsaIe B-52 pilot. II our preproIessional
preparation does not inculcate the habits oI proIessional integrity, can we have conIidence
that those habits will be practiced by these same individuals when they become licensed
proIessionals?
When a B-52 pilot is nown to
engage in unsafe practices, when he
frequently endangers the lives of other
aircrew members and people on the
ground by performing forbidden
flying maneuvers, then not only does
he violate professional integrity
but so do those colleagues and
superiors who tolerate this conduct
and tae no action to prevent it.
We derive other aspects oI proIessional integrity as we examine the basic Iunctions oI each
proIession. II in preserving our way oI liIe we must use the military instrument, then
members oI the military proIession must sometimes go to war. II combat occurs, then
proIessional soldiers must Iight. To reIuse a combat assignment is to break Iaith with all other
members oI the proIession and is a Iirst-order violation oI proIessional integrity. It would be
the equivalent oI a teacher reIusing to teach, a doctor abandoning patients, a judge reIusing to
hear crucial cases. Because the stakes are so high in the military case, this breach oI
proIessional integrity could be devastating to society.
How are personal integrity and proIessional integrity related? There are varying opinions
about this. Some people believe that one can live up to high standards oI competence and
conduct in one's proIessional role--at the hospital, in the school, at the military base--but live
an entirely diIIerent kind oI moral liIe outside the proIessional context in one's private liIe.
Some think they may be required to do things in their roles as proIessionals that they would
never do as private laypersons. Some instances oI this dichotomy are obvious. As a private
person I would normally not even contemplate harming other persons, yet as a military
proIessional I am licensed to kill (under speciIied conditions) Ior reasons oI state. A variation
oI this concern surIaced during an annual meeting oI the Colorado Bar Association in the Iall
oI 1995. One oI the topics oIIered Ior small-group discussion was the Iollowing one: "I
would never do many oI the things in my personal liIe that I have to do as a lawyer." At the
heart oI this matter is the issue oI client advocacy. Lawyers are enjoined to act in their clients'
interests and to do so zealously. In deIending my rapist client whom I know to be guilty, I
may cross-examine the innocent rape victim in such a Iashion as to totally discredit her even
though I know she is telling the truth. II it is legal and will help my client, it would seem that
the standards oI the proIession require me to do it, even though in ordinary morality I would
judge it to be wrong to harm an innocent person.
2
This sort oI example really is problematic,
Ior it appears to reveal a direct conIlict between personal integrity and proIessional integrity.
There are similar examples in medicine. Abortion Ior convenience is legally permitted in
most US hospitals, but some obstetricians believe that convenience abortions are immoral.
Thus, in these hospitals they Iind a conIlict between proIessional integrity and personal
integrity. Now in most such situations, doctors and nurses are permitted to reIuse to
participate on moral grounds even though the action itselI is legally permitted. Perhaps this is
one key to resolving integrity dilemmas--what is legally permitted is not always or even
usually morally obligatory. But I mention these possible clashes between proIessional
integrity and personal integrity because I wish to minimize them. I wish to support the view
that the two types oI integrity are generally compatible and to Ioster the position that they are
interdependent. What I wish to argue is that since proIessions exist to serve society's need Ior
important values (education, health, justice, security, etc.), the means used to provide those
values and services should be morally decent means, and the persons in the proIessions who
provide them should be morally decent persons.
Put in more direct terms, good teachers ought to be good persons, good doctors ought to be
good persons, good lawyers ought to be good persons, and good military proIessionals ought
to be good persons. We want to live in a world where the duties oI a competent proIessional
can be carried out by a good person with a clear and conIident conscience. That means that
proIessional practices must always be constrained by basic moral principles. That this is not
always the case now is obvious. Several oI the attorneys at the previously mentioned
convention pointed out that they had leIt certain large law Iirms because they perceived that
they were being asked to do things that violated their personal integrity. Now in the best oI all
possible worlds, the moral restraints on proIessional Iunctions would have made those same
actions inimical to proIessional integrity as well. And this is the proper order oI things. When
proIessions go beyond their essential service Iunction to society and distort their purpose
toward proIits, power, or greed, then they lose the trust and respect oI their communities and
they stop being proIessions. ilitarism is the pejorative term we use to describe a society or a
military gone bad in the sense that it distorts the essential goals and Iunctions oI the military
proIession. The twin sources oI guidance we use to hold militarism in check are the just- war
theories and the law oI war. These twin guides are related in an essential way to proIessional
integrity, representing in the broadest terms when and how the military instrument ought to
be used.
Well-established proIessions oIten spell out the role-speciIic principles which support that
proIession's conception oI proIessional integrity. The codes oI conduct promulgated by the
American Medical Association and the American Bar Association and state and local
chapters oI these groups are well known. The military proIession has many codes, regulations,
mottoes, and traditions that combine to Iorm a military ethic on which proIessional integrity
is based. At the Air Force Academy, we have our honor code and our honor oath, and our
speciIic list oI core values is now identical with the oIIicial list oI core values oI the Air
Force. When we say that we value integrity Iirst, service beIore selI, and excellence in all that
we do, we acknowledge that the essential nature oI the military proIession is to serve our
parent society. We make speciIic our commitment to the concept that good soldiers are good
persons. What we should mean when we commit ourselves to "integrity Iirst" is that we
understand the importance oI both personal integrity and proIessional integrity, and through
our eIIorts to keep them compatible, we will best provide the crucial military Iunction to our
society.
Notes
1. Quoted in William Manchester, merican Caesar. Douglas acrthur, 10-19
(Boston: Little, Brown and Company, 197), .
2. For this example I am indebted to Michael Davis and Frederick A. Ellison, eds., Ethics and
the Legal Profession (BuIIalo, N.Y.: Prometheus Books, 193), as quoted in T. L. ShaIIer's
merican Legal Ethics. Readings and Discussion Topics (New York: Matthew Bender, 195),
335.

Contributor
Brig Gen Malham M. Wakin,, USAF, Retired (BA, MA, University oI Notre Dame; PhD,
University oI Southern CaliIornia), is proIessor oI proIessional ethics at the US Air Force
Academy, where he has taught since 1959. He began his military service in 1953 as an
aviation cadet in the navigator training program, and he retired as a brigadier general in 1995.
He has authored numerous articles and has authored or edited Iour books on ethics,
leadership, and the military proIession. General Wakin was Ieatured as one oI 12 "great
proIessors" in a 1975 issue oI People aga:ine and was the subject oI a Ieature article in the
19 November 19 issue oI Newswee. He was national chairman oI the Joint Services
ConIerence on ProIessional Ethics Irom 1979 to 1992 and is a member oI the Ethics
Oversight Committee Ior the US Olympic Committee.


Qualities oI an EIIective Teacher
1. Makes student learning the primary Iocus oI attention; transIorms
knowledge into eIIective student understanding.
2. Has positive regard Ior all students, and maintains respect Ior them
whatever their exhibited strengths and weaknesses.
3. Works to establish a positive and Iair classroom environment, in which all
students learn Irom one another and treat each other with respect.
. Establishes high but not unreachable standards; provides support to enable
students to reach those standards.
5. Values active over passive learning, and works to enhance students' own
motivation and capacity to learn.
. Attends to student "Ieedback" in organizing, presenting, and structuring
material, without compromising high standards and goals.
7. Models the kinds oI understanding and wisdom that students should seek
to develop.
. Creates a serious and thoughtIul learning environment, while using light
touches and humor to create a sense oI community.
9. Continues to learn Irom students and to grow in understanding oI course
content; uses previous experience to continually Ireshen perspectives.
10. Holds himselI/herselI accountable to high standards oI perIormance;
seeks continual improvement in present and Iuture perIormance.
QUALITY TEACHING
1.Quality teaching is characterised by teachers who can apply a wide range
oI organisational and instructional strategies which are appropriate:
to student learning styles and educational need
to the subject being taught and
to the school context
in a disciplined and purposeIul classroom.
This means, Ior example, that teachers:
have eIIective supervisory strategies to keep student saIe
match the students` needs to the work being done
know how to accommodate diIIerent learning styles
have thought about: how they themselves learn best; the classroom
environment they providing Ior all students; and the relationship
between the two
provide students with time to experiment with applications Irom a range oI
technologies
create enjoyable and stimulating learning environments
maximise actual net learning time
In the classroom* this means, Ior example, that teachers:
maintain a classroom climate conducive to quality teaching and quality learning
provide opportunities Ior students to work individually and in small groups
as well as with the whole class
teach students how to work collaboratively
provide opportunities Ior students to seek help Irom and work with peers
link new material
to what students already know
to students` own lives
engage students emotionally as well as intellectually
*the term classroom` in this
document is used to include all
learning settings both inside
and outside schools.
QUALITY TEACHING
Quality teaching depends on the creation oI a learning environment which
promotes and supports the learning oI all students.
Quality teaching is characterised by teachers who:
1. can apply a wide range oI organisational and instructional strategies which
are appropriate to student learning styles and educational need, the subject
being taught and the school context, in a disciplined and purposeIul classroom;
2. monitor individual student learning, give relevant Ieedback, and plan according
to the needs oI individuals, group and the whole class;
3. Ioster independent learning, give students a language to talk about it, and expect
students to take resposibility Ior their learning;
. develop ethical relationship based on good communication skills and respect Ior all
student as individuals and expect respect in return;
5. have an up-to-date knowledge and are enthusiastic proponents oI curriculum
conIent;
. eritically reIlect on their practice and demonstrate their commitment to liIe-long
learning by seeking out appropriate collegial support and Iurthering their own
proIessional development;
7. can articulat their belieIs about learning and the principles which underpin their
teaching;
. believe in the ability oI all students to learn, expect all students to learn and convey
this expectation to individuals, the class and the community;
9. actively engage students in learning experiences which deal with issues which
students regard as important to their lives; and
10. help students to make connections, to understand relationships
My Teaching Philosophy: Putting Students FirstStudents are always changing, growing, and
learning. Being an adult in an elementary schoolclassroom can really make a person realize
all that he or she has learned and still has yet tolearn. Students today have an incredible
number oI tools available to Iurther their learning iI given the chance. Teachers today also
have an incredible number oI tools available to Iurthertheir teaching and learning iI they so
choose. Making the most out oI every possible situation,tool, and student is an essential part
oI teaching and learning, and is a means to help everystudent reach their goals.Prior to my
Iirst student teaching placement, my philosophy oI education was Iairly basic.However, in
the past eight months, I have learned an enormous amount in terms oI teaching,learning, and
setting goals Ior students. In my Iall placement, I had six students withIndividualized
Education Programs (IEP) and one English language learner (ELL) student. It wasthere that I
learned the extreme power oI diIIerentiating instruction to reach individual goals. Ihave
always been a major supporter Ior the so-called "underdogs," the students who takelonger to
process inIormation, those who do not have the support at home, those who need todevelop
skills to work independently, and so on. I always knew that this was extremelyimportant to
me. But there, in that kindergarten classroom, I realized how passionate I am Iorall students
to have their own successes. DiIIerentiating instruction is an essential componentin making
instruction meaningIul Ior all students. II instruction is not meaningIul Ior students,then there
is no point in the lesson. Day aIter day, I strive to make each and every lessonmeaningIul Ior
students oI all abilities and backgrounds.In my teaching, I have Iound that in order to
understand a childs perIormance, I mustunderstand the child as a whole and take all aspects
oI a student's liIe into consideration. It isnot enough to know my students academically; time
must be taken to understand studentspersonalities and the home situations. A students
home liIe is not leIt at the door when he orshe walks into school. All Iacets oI a childs liIe
are intertwined and will, almost deIinitely,
aIIect their perIormance in the classroom. In addition, a child's perIormance and behavior
mayalso be a reaction to their interest in the lesson. All children do not have the same
learningstyle, and so in order Ior students to be actively engaged in lessons, lessons must
appeal toseveral learning styles. Using multiple modalities in lessons is very important Ior
helpingstudents make essential connections with concepts. This is also essential Ior English
languagelearners and students with special needs. I have Iound in my teaching that all
students perIormmuch better and understand concepts when given multiple opportunities to
work with aconcept using diIIerent medias.I have always been a huge proponent Ior using all
resources available. In todays society, it isextremely important Ior teachers to use
technology in the classroom and to be aware oI themany tools available in their building and
on the internet. Technology provides alternatemeans oI presenting material and keeps
monotony out oI the classroom. As a student teacher,I have Iound that using my resources as
oIten as possible has beneIited not only my instruction,but my students as well.Another
essential part oI my philosophy is assessment. I use assessment to not only keeprecords on
students and their progress, but also Ior evaluation oI my own teaching strategies.Assessment,
when done well, provides data that can be analyzed to see which teachingstrategies are
working well with students and which strategies are not. Assessment, I haveIound, is also
vital in reIining lesson plans. II a group oI students need more time on a concept,I Iind this
inIormation through the analysis oI assessments and then am able to work with thisgroup oI
students in a small group setting. Assessments also are essential in determining
whichstudents need extra support to keep them on track. With all oI the Response to
Interventionresources available, it is essential to stay on top oI how students are doing so that
they do notIall through the cracks.Lastly, one oI the most important parts oI teaching Ior me
is creating a classroom community.
On a daily basis, I am proactive about Iostering a sense oI community among my students
thatincludes trust and a passion Ior learning. Students who Ieel saIe and secure will be much
moreopen to academic exploration than students who Ieel uncomIortable and IearIul oI
Iailing.Students in a classroom should Ieel part oI their classroom and school communities
and becomIortable with their teacher and classmates