Tips Belajar Matematik

Tip dan Teknik Mengajar Anak-Anak Tercicir Subjek Matematik

Mahukah ibu bapa tahu bagaimana hendak mengendalikan anak-anak yang tercicir subjek Matematik di sekolah? :)

Berikut adalah kaedah yang sudah terbukti berjaya dilakukan oleh para tutor Home Tuition BTP untuk membantu anak-anak keciciran subjek Matematik di sekolah rendah mahupun sekolah menengah.

Bagi pelajar sekolah rendah, kebanyakkan ibu bapa menghantar anak-anak ke kelas tuisyen ketika anaktahun 6 kerana itu adalah tahun UPSR. Malangnya terdapat anak-anak yang lansung tidak menghafal sifir maka tidak dapat membuat apa-apa soalan berunsur pendaraban dan pembahagian. Maka pelajar ini kebiasaannya akan gagal dalam subjek Matematik. Topik lain yang sering menjadi masalah pelajar adalah pecahan.

Menyedari kelemahan ini, sistem yang kami lakukan adalah dengan meminta pelajar yang lemah untuk membuat semula buku latihan topikal bermula darjah 1 atau darjah 2.

Tujuan pertama adalah untuk memastikan asas matematik anak-anak kukuh. Tanpa asas yang kukuh, anak-anak menjadi kurang berkeyakinan apabila berdepan dengan soalan aras sederhana yang berbentuk huraian ayat.

Tujuan kedua adalah untuk mengenal pasti di manakah titik permulaan 'lost' yang menjadi punca kepada 'lost' yang lebih besar. Langkah ini penting bagi memastikan tiada formula yang tercicir dan tiada konsep yang terlepas pandang.

Kebiasaannya kami cuma mengambil masa dalam 1 hingga 2 hari sahaja untuk menamatkan buku pertama kerana soalan yang sangat mudah. Lalu pelajar akan dipuji kerana berjaya. Ini mendorong pelajar untuk menamatkan buku seterusnya iaitu darjah 3 dan lebih fokus apabila menyiapkan latihan. Berdasarkan pengalaman juga, apabila pelajar mula menguasai asas-asas matematik, mereka mula termotivasi untuk melakukan latihan sendiri tanpa perlu dipaksa. Selepas kejayaan demi kejayaan menyelesaikan soalan-soalan yang diberikan, anak-anak menjadi semakin berkeyakinan dan mula berasa seronok. Inilah kejayaan sebenar iaitu memupuk minat terhadap subjek.

Apabila pelajar mula mempunyai minat terhadap subjek, kerja-kerja mengajar automatik menjadi mudah. Pelajar-pelajar pada tahap ini selalunya sudah boleh diajak menghafal sifir dan mula diajar kaedah mendarab dan membahagi. Setiap kali satu sifir dihafal, mereka akan dipuji. Misalnya mereka berjaya menghafal sifir 2, kemudian disuruh pula menghafal sifir 3. Apabila mereka hendak membaca sifir 3, mereka diminta membaca sifir dua semula. Jika mereka gagap sewaktu membaca sifir tiga, pujuk mereka dengan mengatakan "Inshaallah cikgu tahu kamu boleh. Sifir dua kamu boleh, tentu sifir tiga boleh.. Tak mengapa, cuba hafal lagi, inshaallah boleh.. Cikgu tahu kamu boleh." Begitulah sehingga sifir dua belas.

Apabila pelajar sudah mula bersedia menggunakan buku darjah 6, kebiasaannya saya tidak lagi menggunakan latihan topikal. Untuk darjah 6, saya terus menggunakan set soalan kertas berformatkan peperiksaan sebenar. Tujuannya supaya pelajar dapat mengulangkaji kesemua topik dalam setiap set. Tujuan kedua adalah supaya pelajar dapat membiasakan diri dengan bentuk kertas soalan. Ini penting supaya tiada kejutan apabila ujian-ujian atau peperiksaan dilakukan. Tujuan ketiga adalah supaya kita dapat menyukat tempoh masa anak-anak menjawab. Sekiranya anak-anak mengambil masa terlalu lama, kita perlulah melatih anak-anak supaya mengutamakan soalan-soalan yang mudah dahulu. Siapkan soalan yang mudah, dan soalan-soalan yang susah itu cuba sahaja jawab. Jika tidak tahu jawapannya, 'hentam'sahaja, asalkan jangan tinggalkan kosong. Ada kemungkinan jawapan 'hentam' itu betul. Melalui latihan berformatkan peperiksaan, kita dapat mengesan jenis soalan yang pelajar lemah, jadi kita boleh memberi tumpuan untuk hanya menjelaskan soalan tersebut.

Kaedah terakhir yang perlu dilakukan adalah selepas menyemak hasil latihan anak-anak, ajak anak-anak berfikir di manakah kesilapan mereka. Misalnya si anak salah soalan nombor 5.
Tutor bercakap "Aiman salah nombor lima. Cuba Aiman cari di manakah kesilapan Aiman,"
Pelajar itu akan menyemak kembali hasil kerjanya.
"Sebab saya salah kira purata ke cikgu? "
Tutor bercakap "Cara mengira purata sudah betul. Cuba cari apa yang salah,"
Pelajar itu akan terus mencari. Jika masa yang diambil terlalu lama, kita boleh terus memberi jawapan.
"Aiman salah bahagi. Cuai semasa membahagi,"

Pernah seorang pelajar berkata "Dulu saya takut hendak buat soalan sebab saya takut jika salah akan dimarahi. Tetapi cikgu di sini suka senyum, jadi saya rasa tidak takut buat salah dan boleh bertanya jika tidak tahu," Salah satu resipi utama mengajar adalah menarik hati pelajar. Jika pelajar sukakan guru (ibu bapa juga boleh menjadi guru), maka inshaallah pelajar itu akan berusaha belajar bersungguh-sungguh.

Semoga perkongsian ini bermanfaat untuk semua pendidik terutamanya ibu bapa. Usaha perlu disertai doa. Yakinlah ilmu yang disampaikan itu akan menjadi pahala yang mengalir sekalipun kita sudah meninggal dunia. :)

South East Asia Regional Standards For Mathematics (SEARS-MT) in Malaysia

The appropriateness and the practicality of the SEARS-MT standards in Malaysia

	Table of Content
1.	Introduction
2.	The Goal of SEARS
3.	The SEARS-MT Dimensions, Appropriateness and Practicality
4.	Conclusion
5.	References

Introduction

The South east Asia Regional Standards for Mathematics Teachers (SEARS-MT) will be used as benchmarks for monitoring progressing in teacher quality. This standard was created as part of the Southeast Asian Minister of Education Organization (SEAMEO) and Regional Centre for Education in Science and Mathematics (RESCAM) for sustained academic excellent and economic growth. Where, the SEAMEO region differs from Europe and United State in term of culture and economic growth.

We will go through about the goal of the SEARS-MT, four dimension standards and its challenges to appropriate and practice in teaching and learning in Malaysia.

The Goal of SEARS-MT

The SEARS –MT benchmark is to document a set of standards that explains the qualities should be attained by SEAMEO region mathematics teacher currently. The draft standards are especially proper guideline for unique Southeast Asia mathematics teachers.

The SEARS-MT Dimensions, Appropriateness and Practicality

The SEARS-MT dimensions provide a solid highlight structure to be quality teacher. Firstly, teacher should have knowledge such as understanding mathematics principles and teaching approaches, knowledge student’s characteristics and their interest, knowledge of supporting creativity and the development of higher order thinking skills and knowledge of Information and Communication Technology (ICT).

Secondly, teachers purposeful planning, implementing and evaluating of learning tasks in the classroom. This will establish learning environment that engage the students and create effective mathematics learning.

However, to develop teacher standard we also must consider diverse culture and various geometry land in Malaysia. How proper teaching approach without mix with culturally appropriate education. This will make confrontations between student and teacher, miscommunication, diminished student’s self esteem and alienation.

Shown Kana’iaupni (2007) stated that culture based education is the grounding of instruction and student value, norms, knowledge, beliefs, experience that are the foundation of a culture. There is stated in dimension standard indicators, teacher should have knowledge of students’ socioeconomic, cultural, ethnic and religious and backgrounds. Still teachers fail to implement suitable approach in classroom with different culture. The teachers are excellent reflect for all their student progress but they will dilemma to select proper instruction.

Furthermore, there are still big gap of facilities between urban area and rural area such as electricity, computers and technical support although Malaysia has been spending more on education than other countries in the region. The standard knowledge of Information and Communication Technology (ICT) can be questioning as remote schools are far behind from this technology.

In my opinion, the schools in Malaysia in urban area have many Information and Communication Technology (ICT) facilities but continuous afford to develop the facilities seems to be end such as many unrepaired hardware, old software and slow speed of wireless broadband (WIFI) in their school.

Thirdly, this dimension emphasises teacher personal and professional that assist students to engage, to value their learning in Mathematics and to appreciate. Teacher will show respect for their students, moral behavior towards school society, strong work commitment and passion on Mathematics.

Lastly, fourth dimension encompasses the importance of teacher’s professional community to strength collaboration among professional community. Teacher is willing to perform duty above expectation, involved mathematics project or co-curricular activities, journal and research contribution and connected with among industries or educational professional networking.

Although, educators in this country has high cognitive competency but there is insufficient in terms of enhancing the teachers’ commitment and responsibilities. The finding from Hazri Jamil, Yusof Petras and Abdul Rashid Mohamed (2014) prove excessive working load of educators, handled big size of classes and conflicts between educators, school management and the educational authorities due to complex and extensive hierarchy of the Malaysian educational system decreased teachers’ commitment and contribute to community.

The finding also indicates teachers have dominantly positive opinions about importance of their professional contribution to the society. In contrast, majority opinion about insufficient teacher salaries and educational career has second choice effect their professional attribute.

This also proves as I been a private teacher, many government teachers told still doubt about their salaries compare to what they have contribute. Teacher is willing to do part time teaching in weekends and sales items in school.

Conclusion

The SEARS-MT seems to be clear indicators to balance teacher professional quality to certain standard level for only Southeast Asia region due its unique culture and economic growth.

This differ from other region such as Europe and modern country has far establish in education and high economic grown that use TIMSS and PISA assessment as indicators to rank student progress in Science and Mathematics to all over the world include Malaysia.

It is proper time now Southeast Asian Region has its own standard indicators education especially in Mathematics and assessment to monitoring students’ progress.

I think all educators professional have been outline relevant and effective indicators to teacher. In my opinion, the challenge to implement all the standard dimensions can be solve if we altered and add value to our education system in terms proper candidate selection in education field, high frequently collaboration between teacher and superior, more expenditure in remote area such as Sabah and Sarawak and built continuous facilities and technical support in Information Communication Technology (ICT) to all the school in Malaysia.

Therefore, SEOMEO region with SEARS-MT and SEARS-ST mechanisms will be produce highly skill workers and high economic income in the world.

References

Hazri Jamil, Yusof Petras & Abdul Rashid Mohamed. (2014). Investigating Teachers' outcomes. Professional Identity and Development in Malaysia. Penang: University Sains Malaysia Retrieved March 9, 2014 from from http://home.hiroshima-u.ac.jp/cice/wp-content/uploads/2014/03/5-3-3.pdf

Kana’iaupuni, S., Ledward, B., & Jensen, U. (2010). Culture-based education and its relationship              to student outcomes. Honolulu: Kamehameha Schools, Research & Evaluation. Retrieved

Retrieved March 9, 2014 fromhttp://www.ksbe.edu/spi/PDFS/CBE_relationship_to_student_outcomes.pdf

The Southeast Asian Regional Standards for Mathematics Teachers (SEARS-MT) Project. to student Retrieved  March 9, 2014 from http://mathted.weebly.com/upload/7/8/5/0/7850000/the_southeast_asian_regional_standards_searsmt_draft.pdf

Post of Sale (POS) System

Point Of Sale- POS

POS Systems: A Quick Guide

Point of sale (POS) systems are computerized systems – including hardware as well as software programs – for making, processing, and recording sales. They are generally used in places such as retail shops, grocery stores, hotels, restaurants, casinos, and stadiums. 

POS systems are more than just a cash register. Old-fashioned cash registers act essentially as “cash safes” used to keep paper transactions safe. With the advent of computerization and the necessity for credit card processing capabilities, POS systems have become the best way to record and manage cash, check, and credit card sales.

60% of retailers have POS systems that are at least 5 years old; of those, 35% of those have systems older than 10 years; that according to Aberdeen Group, February 2008. Those retailers are losing out on the many new functions available with computerized POS systems, including new software integration capabilities and the management of both online and on-site sales.

Types of POS

It is widely recognized that all retail establishments with more than $250,000 in yearly sales should have a POS system to track and manage inventory. These systems range from the very simple to the highly customized software and hardware setup. Most POS system developers focus on making their systems easy to use and functional.

There is a large variety of POS systems available for businesses in the retail sector, and many systems can be customized to your business’s unique needs. For example, a restaurant POS system will have different requirements and functions than that of a jewelry store.

Simple retail boutiques may only need a cash register, receipt printer and card reader, whereas other businesses may need a full service solution to manage and track sales. Some systems come complete with specialized POS hardware end equipment. Many new systems are comprised of software installed on a desktop or laptop computer in conjunction with USB peripherals (handheld scanner, credit card reader, etc).

Learn more about POS terminology in our Buyers Guide.

Business Benefits

Beyond simply processing retail sales, business POS systems can record sales information, manage inventory, and store customer data.

Your POS system can track and process inventory and sales reports that

make managing your business easier.  With more accurate

inventory reports, for example, you can prevent over-spending from ordering too much product, as well as ensure that you always have enough of a product in stock. If you’re a restaurant owner, restaurant POS systems can help optimize the ordering process, thereby preventing spoilage and allow your cooks to be more efficient.

Do you need more from your POS?There are a variety of other benefits.

Software Integration

The newest POS software can connect and share information with a number of software platforms that your business uses. When your POS is integrated with your current sales and customer tracking software, you can automatically keep track of your accounts and customer relationships. With better sales tracking, you can manage your marketing campaigns and customer support processes more effectively.

Many POS systems can integrate with your CRM software to help you manage customer information more easily and accurately. The customer data stored by your POS system can help you improve both your marketing plans as well as your customer service. For example, by integrating your software platforms, you can easily send out a promotional email to all of your customers who have purchased a certain type of item in the past six months.

Looking to expand your business to sell on a retail website or through a mobile app? You can manage your on-site, online, and mobile sales through a single POS system that tracks your inventory and sales in a single interface.

Find a CRM system that integrates with your POS at Resource Nation.

System Costs

Before purchasing a POS system from the many options available, you need to do some research to determine which features your business requires. The cost of installing a system for your business will depend on the features you need, so be sure to choose a vendor that provides those features and is experienced in servicing businesses in your industry.

The costs associated with a POS system are minimal in comparison to the benefits it brings to your business. POS system can do everything: from quickly processing on-site and online sales to providing a comprehensive inventory report whenever you need it.

Read more about POS costs in our Buyer’s Guide. Don't forget to check out our vendors for credit card processing, as well. 

Pengenalan Komunikasi

INRODUCTION TO COMMUNICATION

Table of Content

1.0 Introduction
2.0 Why Communication is Important
3.0 Positive and Negative Communication
4.0 FACTORS THAT COMPLICATE THE COMMUNICATION PROCESS
5.0 CONCLUSION
6.0 REFERENCE


1.0 INTRODUCTION
Communication is a process of transferring information from one entity to another.
-Wikipedia-
Communications is the process by which information is exchanged between individuals.
It requires a shared understanding of symbol systems, such as language and mathematics.
Communications is much more than words going from one person’s mouth to another’s
ear. In addition to the words messages are transferred by the tone and quality of voice,
eye contact, physical closeness, visual cues and overall body language.
For Carl Rogers (1952) says that, “Real communications occurs when we listen with
understanding, to see the expressed idea and attitude from the other person’s point of
view, to sense how it feels to him, to achieve his frame of reference in regard to the
things he is talking about”.
According to Camp & Satterwhite (2002), there are three types of communications:
Oral communications.
Basically, this takes in the following way:- Face to face conversations, Meetings,
Teleconferencing, Oral presentations and Public speaking
Written communications
Example- Letters, Faxes, E-mail and Reports
Non-Verbal Communications
In this situation, no words are used. Feelings are expressed and conveyed through facial
expressions, gestures and body movements like posture, eye contact, dressing and
grooming.
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2.0 WHY COMMUNICATION IS IMPORTANT?
For me, communication is an important aspect of our lives. It is hard to imagine a life
where there is absolutely no communication. In fact, maybe it is not even possible to lead
a life without communication and that is the reason we see that even the hearing
impaired, dumb and visually challenged people learn some way to communicate with the
others.
In other words, communication is merely an expression of oneself and the exchange of
ideas between people. In a day about 70 percent of our time is spent in communicating
with the others. It is a well known fact that good communication is the back bone of any
organization. Business and professional people depend a lot on oral communication skills
when they engage in different activities. They use oral communication skills a great deal
when they interact with customers and suppliers, make reports or give explanations,
participate in meetings, and hold informal discussion with employers and employees.
For individuals, good oral communications skills enable you to effectively share
information, thought, feelings, needs and intentions. You can create close relationships
and bond with family friends and people at work. If you are a good listener, you also tend
to win friends as most people regard someone who listens to their problem.
Effective communication is the cornerstone of any healthy relationship, regardless if the
relationship is business or romance based. Without effective communication skills, it is
impossible to relate to another person or have another person relate to you. Effective
communication skills include the ability to compromise, resolve conflicts and transmit
information clearly while keeping your verbal and nonverbal signals in agreement.
Though some people seem to be born with a natural gift for communication, anyone can
learn how to communicate effectively. However, to develop these skills, you must first
understand how to listen and respond in a healthy manner.
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3.0 POSITIVE & NEGATIVE COMMUNICATIONS
Let see the importance communication skills in Business situation. Refer
communicationtalk.com the positive impact for business when communication is
encouraged. However, if your communication skills in business are lacking then you will
likely have problems communicating with your employees and problems will result.
The importance of communication skills in business needs to be recognized by
management and leaders within the organization in order to open up lines of
communication from the top of the organization to the bottom. When communication
skills in business are high many positive things will occur including more loyal
employees, fewer mistakes, and more business.
1. Loyal Employees
Good communication skills in business ensures company employees will feel their
opinions and thoughts count. When employees feel they have a stake in the company they
will be more loyal and also work harder. This can have a huge impact on production,
employee morale, and reduce employee turnover.
These all save the company money and make the business a better place to work with
happier employees. This effect alone is enough to encourage better communication skills
in business among employees and leaders in the company, however there are more
benefits as well.
2. Fewer Mistakes
when management and employees are armed with good communication skills in business
there will be fewer misunderstandings and mistakes because both parities know how to
communicate efficiently. Reducing misunderstandings and mistakes saves a significant
amount of time, stress, and money.
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Once the channels of communication are opened and everyone is skilled at
communicating you will see the number of mistakes and misunderstanding drop
significantly. This saves time, does not negatively impact employees’ self esteem, and
keeps production moving at a regular pace.
3. More Business
Communication skills in business also mean creating more business for your company.
The reason for this is when management and employees know how to effectively
communicate, that is talking and listening, they will know when they have an opportunity
to make a sale and when they do not. When they recognize the opportunity to make a sale
they will be able to structure their communication style to complement that of the
company they are selling to.
On the other hand, when employees recognize they will not be able to make a sale they
move on quickly to the next prospect without wasting precious time because they were
not listening properly. Their understanding of communication skills in business saves
time.
As you can see there are multiple positive benefits that result when communication lines
are open and leadership as well as employees knows how to communicate effectively
within the office as well as with potential clients. The importance of communication
skills in business is obvious and as such should be made a high priority in companies
with current low levels of communication.
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I also attached the negative impact communication for our life. Here I give example the
negative impact of Mass electronic communication.
Electronic interaction displaces the social interaction, keeping people apart – it is so
convenient that people lack the drive to actually interact face to face. People are social
animals, in the main, and removing that pillar can actually affect their social
development, especially if started at a young age.
It also changes the way people interact, possibly producing changes that will eventually
affect the evolution of social interaction. The lack of face to face communication
undermines skills such as reading body language and other indirect communication
facilities.
Mass electronic communication may lead to a lower quality of social interaction due to
the sheer number of participants; the background level of gossip is likely to be higher
than in face to face interactions. There's also the inference that online information has
less value somehow than real world information, although the same could be said of
water cooler office gossip.
How to sure we use the mass communication wisely? As with other enabling
technologies, such as email, web search engines, and online publishing outlets like
Wikipedia, the overall message is that, in moderation, Facebook and other networking
sites are a good thing.
They let people connect, whether they knew each other in the first place or not – staying
in touch or making new friends. Yes, there are potential drawbacks in the form of very
public cases where such friendships have degenerated into something more sinister, but
the positives far outweigh them.
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Success stories include various marriages, business deals, partnerships, and other very
encouraging endorsements of virtual communication as a form of social interaction.
However, relying exclusively on electronic communication for social interaction is likely
to damage rather than enrich lives. Everyone, at some point, with very few exceptions,
needs the face to face contact in order to maintain their social skills.
4.0 FACTORS THAT COMPLICATE THE COMMUNICATION PROCESS
Therefore, communication is a complex activity. This explains why people always get
into trouble when they interact with others. According to Bovée and Thill (2000: 17-19),
communication barriers are usually due to a number of factors: (1) differences in
perception and language, (2) conflict (3) Poor listening, (4) Cultural differences (5)
Physical distraction. For me, here I attached a few problems about communication.
The first factor is Language. Refer from Conflict Research Consortium; University of
Colorado, USA (1998) language differences greatly increase communication problems,
even if the speakers have some knowledge of the others' language. Language is so much
more than words; it is also a way of thinking and seeing and defining the world. As a
result, accurate translation, especially of abstract ideas, is very difficult. When this
problem is added to all the other problems with communication during conflicts,
situations can get very difficult to manage, and the chance for misunderstanding is
extremely high.
The examples when you watching Korean or Japanese drama without subtitle, can you
understand what the actor or actress say. You only are guessing the story by body
language, gesture actor and actress.
The second complicate the communication about conflict. When people or groups are in
conflict, communication between them tends to get worse and worse. As a conflict
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escalates, people limit their direct contact with people on the other side, because such
conflict is uncomfortable or threatening. Eventually all direct communication between
parties may be cut off. Sometimes, communication is cut off in protest, as when an
ambassador is recalled from a country in response to an act or statement which the host
country made or did. Although this clearly exhibits displeasure, it does nothing to resolve
the situation; rather it makes the chances of resolution more remote.
For example, when you work together with someone who has bad relationship with you,
for sure both of you cannot get along. Communication won’t go smoothly and good result
cannot be achieved. The worst that could happen, third parties will be involved between
you and him. How can the work be done if both of you do not have good
communications. I am sure the entire job will be delayed and it will give bad impression
to the client and of course bad reputation to the company.
Many people are poor listeners, even in everyday life. They tend to listen and think about
something else at the same time. This happens even more frequently when people are in
conflict. Rather than carefully attending to what the other person has said, many people
think about their response while the other person is talking.
For me, having ears of our own does not necessarily mean we are good listeners.
Listening is a skill that needs harnessing. Sometimes, it is a matter of attitude; we are not
just interested in what people say because we may be more concerned with the way
everyone looks. Focus on the message and the sincerity to understand what another
person is saying are crucial elements in good listening. Poor listening usually occur due
to lack of control over the speed at which speakers speak, not being able to get things
repeated, the listener's limited vocabulary, failure to recognize the "signals", problems of
interpretation, inability to concentrate, and even may be due to some established learning
habits.
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Such poor listening makes good communication almost impossible. No matter how much
care one person or group takes to communicate their concerns, values, interests, or needs
in a fair, clear, unthreatening way, if the listener is not willing to receive that information
in that way, the communication will fail.
Another problem is Cultural difference. Refer from Blurt.it.com Cultural differences are
the variations in the way of life, beliefs, traditions and laws between different countries,
religions, societies and people. Many people see culture as an all encompassing overview
of large groups of people. However, the word culture can be used to describe the way of
life of much smaller groups.
The most common meaning of culture, as suggested, is that of large groups of people and
how their lifestyles and beliefs differ; this is where cultural differences come in. Where
we live and what we believe has a great impact on all aspects of our life whether we
realize it or not. Some of the differences between cultures are enforced by internal rules
(such as legal age of marriage) whereas others just happen through many years of
development towards a certain way over another (e.g. eating with knives and forks).
For me, culture can be said as to refer to the lifestyle of the entire society. The term
culture is used in anthropology to refer to a complex system of values, beliefs and codes
of conduct that are socially acquired. In Malaysia, we live within different culture like
India, Chinese, Malay and other community so we have to respect is tolerant with
community. They have own their culture like food, fashion, lifestyle and believe. Apart
from common examples like fashion where Indian women wear sari, Chinese women
wear cheongsam and Malay women we well known by Baju kurung. We also need to be
aware of issue that might be sensitive to other culture in order to avoid any conflict that
may arise
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Last but not least is Physical distraction. Refer from managementstudyguide.com the
Physical distraction; communication is a process beginning with a sender who encodes
the message and passes it through some channel to the receiver who decodes the
message. Communication is fruitful if and only if the message sent by the sender is
interpreted with same meaning by the receiver. If any kind of disturbance blocks any step
of communication, the message will be destroyed. Due to such disturbances, managers in
an organization face severe problems. Thus the managers must locate such barriers and
take steps to get rid of them.
There are several barriers that affect the flow of communication in an organization. These
barriers interrupt the flow of communication from the sender to the receiver, thus making
communication ineffective. It is essential for managers to overcome these barriers. The
main barriers of communication are summarized below.
Normally we can feel the physical distraction when we have a lot work and not enough
time to finish. Often in organization the targets have to be achieved within a specified
time period, the failure of which has adverse consequences. In a haste to meet deadlines,
the formal channels of communication are shortened, or messages are partially given, i.e.,
not completely transferred. Thus sufficient time should be given for effective
communication.
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5.0 CONCLUSION
Every day in many ways, we communicate with other people. Sometimes it is verbally,
other times it is through the written word and we even do it non-verbally through what
we call body language. For that matter, we can use images to communicate and even a
scent can carry a message. If we expect to get our point, our message, our meaning
across, it is important that we have good communication skills. Both non-verbal and
verbal communications are both used on a daily basis. In that regard, it's important to use
communication carefully and with love. Communication can either hurt or heal.
Don’t be afraid if we want to communication with new people or friend. Even though the
new friend is foreigner. Different language it not limits your conversation. Maybe at the
first place we can have problem to understand what he want to say because maybe he
speak to fast, the accent different with our but don’t give up and afraid to communicate
with them. This will be an advantage for us and a challenge to learn new language and
new words from them.
Avoid making conflict with people around you. When the conflict happens the
communication will be stop. For example conflict with your family. Maybe your mother
do not allow you to hang out with friends at the night. She might think that it is
dangerous for you to be out side at very late night, as a daughter or son, you have to
accept her decision. If you think that her decision is not right or unfair, you need to ask
your mother face to face for the reason of her decision. Give her enough time to explain
and you need to listen to what she wants to say. To avoid more conflict, you need to
agree on her decision.
CBFC1103
12
In order to achieve good communication, you need to be a good listener too. You need to
listen carefully to the instruction given by your boss so that you will not miss any
important point that he want’s to convey. This will avoid any task to done incompletely
or in worst case, failure. The key factor is taking note, paying full attention understanding
his gesture and listening to every point that is said. By doing that, you will be able to
achieve affection communication, thus every party will be satisfied and communication
process is complete and successful.
As we interact with others of different cultures, there is no good substitute for
receptiveness to interpersonal feedback, good observation skills, effective questions, and
some horse sense. There is much to be gained by observing how people of the same
culture interact with each other. Don't be afraid to ask questions as most people respond
very positively to inquiries about their culture. Ask a variety of people so you can get a
balanced view.
Making a genuine effort to find the positive historical, literary, and cultural contributions
of a society; learning a few polite expressions in another person's language; and showing
appreciation for the food and music of another culture can have especially positive
impacts.
My contention, then, is not that there are no cultural differences. These differences
between cultures and peoples are real and can add richness (and humor) to the fabric of
life. My assertion is that people everywhere have much in common, such as a need for
affiliation and love, participation, and contribution. When the exterior is peeled off, there
are not so many differences after all.
Communication is an important part of our lives. Communication, just like love, makes
the world go round. Communication enables us to improve our skills at interacting with
people. People who are good communicators tend to do better in their careers. We
CBFC1103
13
communicate everyday with different people, at different times, in different ways. We
communicate with ourselves in our thoughts. We also communicate with our family,
friends, people at work, and people we meet, socially or professionally. At times we may
even need to communicate with a larger audience such as members of the public.
English has become an important language in Malaysia as the society starts realizing the
importance of the use of English in this new millennium. It is not only the English
language that has been a major concern nowadays, but also oral communication skills in
order to become competent in communicating with the rest of the world.
CBFC1103
14
REFERENCE
1. S.Sivagnanachelvi. et al (2008). OUMH1303 English For Oral Communication
(2nd ed)
2. Bovée, Courtland L. & Thill, John V. (2005). Business Communication Today
(8th ed.). USA: Prentice Hall International, Inc.
3. Stanton, Nicki (1982). What Do You Mean, ‘Communication’? – An introduction
to communication in business. London and Sydney: Pan Books
4. University Of Colorado USA (1998). International Online Training Program On
Intractable Conflict. www.coloroda.edu/conflict/peace/problem
5. Dharmagadda Sireedhar (1998). www/enziArticles.com
6. McFarlan Bill (2004). Drop The Pink Elephant (2nd ed). United Kingdom :
Capstone Pub.

Pengukuran dan Penafsiran dalam Matematik

Pengukuran dan Penafsiran dalam Matematik

FACULTY OF SCIENCE AND TECHNOLOGY

___________________________________________

SBEM3403

Measurement and Evaluation in Mathematics

SEMESTER September 2013

Table of Contents:

Descriptions:                                                                                                            

1)         Introduction

2)         The Principle of Measurement and Evaluation

3)         Explanation of the Current Assessment

4)         The UPSR and PMR Assessment Abolishment

5)         Conclusion

References

Introduction

            The educators use instruction and assessment in learning to accomplish certain objectives. They implement specific assessment, suitable measurement and test for planning effective instruction for targeted students.

Assessment is defined as a process of collecting data for the purpose of making decisions individuals and groups (Rohani, 2010). Other word, assessment is one of the process in evaluation to value pupils quantity and qualitative.

While, measurement is defined by Gronlund and Linn (1990) (Rohani, 2010)  has measuring level process of students’ ability by ranks or grades. In other words measurement is a process to obtain student’s level of certain subject attainment, level of mastery and acquisition by test and teacher’s observation.

Evaluation involves judging the quality of student’s performance or determining a proper action should be taken (Airasian, 2001) (Rohani, 2010). Therefore, evaluation explains the value of student’s achievement based on assessment information. I attempt to explain thoroughly and discuss the issue by applying both measurement and evaluation.

Evaluation and measurement practice in Malaysia has been through oriented examination and summative assessment in Old Primary School Curriculum (KLSR) and Old Secondary School Curriculum (KLSM).

Then, the Ministry of Education introduces value adding formative assessment in Integrated Primary School Curriculum (IPSC) or (Bersepadu Sekolah Rendah, KBSR) and Integrated Secondary School Mathematics Curriculum (ISSC) or (Kurikulum Bersepadu Sekolah Menengah, KBSM).

Lastly, new transformation of school based assessment has been implemented gradually in Standards-Based Primary School Curriculum (KSSR) on year 2011 and will be fully implemented gradually in Standards-Based Secondary School Curriculum (KSSM) on year 2014.

However, I will discuss and explain current assessment method rather than previous assessments. Other than that, this assessment development we can debate and analysis in term of how it be implemented and its impact to school community and public in fourth subtitle. Should we still need to use summative oriented test or changed gradually to holistic assessment. The Ministry Education should or should not abolish UPSR and PMR examination?

The Principle of Measurement and Evaluation

             In introduction paragraph has defined measurement in education perspective as measure the student ability in quantity and qualitative such as grade rank, rating scale, observation checklist and anecdotal record.

Each educator need to measure prior knowledge of their students for readiness and difficulty before start new topic or new semester class. Then, he or she will proceed to formative assessment, summative assessment and diagnosis assessment. Therefore, student can proceed to enrichment instruction or remedial instruction.

In other hand, teachers not only measure their students’ knowledge and understanding but also measure student’s authentic such as thinking and reasoning skill, attitudes and dispositions by informal observation or formal assessment.

The teacher has to face challenge task to meet validity and reliability of assessment. Where, the measurement implementation must meet with measure requirement or objective but not how reasonable and acceptable the interpretation of the student’s result.

Therefore, Education Development has been developed firm framework that valid and reliable assessment to be guidance to the teacher. The measurement tools rank or grades can be used to measure the score of paper and pencil test.

However, teacher needs to use valid authentic measurement framework to measure student understanding, ability student to think mathematical and ability student to solve problem. The suitable tools to use are metacognition rating scale, mathematics dispositions rating scale and mathematics thinking scoring.

a. Grade Raking

The grade and ranking measurement will again significant with its meaning to rank student ability to know and understanding in cognitively of the certain topic. The rank will arrange to quantity way to identify who score marks like 80% or who is fail such as 0% to 40%.

This measurement is suitable to paper and pencil assessment that have been assess in variety of way such as objective assessment, subjective assessment, observation assessment and oral assessment.

b. Rating Scale

The observation checklist is use to measure the presence or absence of certain knowledge, attitudes, problem skills, communication skills, cooperative learning skills and motivation to solve problem.

This type measurement can measure in many assessments approach such as presentation, written assignment, role-play, demonstrations by individual or group of student.

c. Anecdotal Record

The anecdotal record is written record description of student progress process towards the variety type of assessments in term project report assessment, presentation assessment, home assignment and port folio.

Teachers will fill their record comment with students’ thinking and reasoning skill, attitudes, dispositions and behaviour.

After measurement, the evaluation is taking its part. Where, evaluation refers to judging student’s performance with systematic process of collecting, analysing and interpreting the measurement and observation information (Rohani Ahmad, 2010). After that, teacher can make firm decision to give effective instruction in class based on the evaluation.

Moreover, assessment is the first step in the evaluation process that depends on curriculum’s objectives. This assessment seems to be first activities to evaluate the effectiveness the teaching and learning practices. Through evaluation not only influences teachers to make decision and action but also national policy makers, school administrators, students and parents will play their part.

The evaluation tools can be use to interpret the mathematics assessment result in statistic interpretation such as graph distribution score, measure of central tendency describe, measure of dispersion and correlation.

Teachers should know evaluation is important assessment process. They will go through 4 main stages in interpret the certain assessment result. The four main evaluation stages are present statistic form, graph analysis, graph interpretation and make statistic conclusion.

a.      Present result in statistic form

Teacher needs statistic method to analysis test results with systematic and effectively when involved many pupils. Where, the statistic method divides into descriptive statistic and inference statistic.

The statistic descriptive is a process to present and schedule the data result in graphic form. The result can be present in histogram, frequency polygons and curves. Then, the inference statistic is use to interpret the description from one huge group of data result with one sample result.

 b.      Analysing result from graph

Then, teacher can use two fundamentals technique to analysis the pupils result. Teacher can use measure of central tendency to calculate average, median and mod of the data result.

The second fundamental technique is measures of dispersion technique that teacher can find variance, range and standard deviation.

 c.       Interpret the result

As a result, the teacher use measure of central tendency can compare a student marks with average marks or median marks to know the student’s performance level from whole class relatively.

However, first technique cannot show the average result compare to others performance. The measure of dispersion technique can fulfil the task that stresses what level a student marks is different with others in one class.

d.  Construct conclusion and recommendation.

Lastly, teacher can use first and second technique to make conclusion and recommendation. Teachers interpret measure of dispersal and see students from class A mathematics result is higher than class B. Therefore, they can interpret class A have marks distribute equally among their student compare with class B.

Then, this interpretation can conclude probably class A that some students get very low mark and others gain high marks compare to class B. Next, we can make suggestion to proceed to remedy program or group assignment discussion program that mix low marks students with high make students.

Explanation of the Current Assessment

In introduction paragraph, teacher not only measures students’ quantity of achievement but also the students’ qualitative such as thinking, reasoning skill, attitude and dispositions. All school community has been implemented oriented assessment based and formative assessment on KBSR and KBSM curriculum since 1982 and 1989. Then, teacher implements gradually school-based assessment in Standards-Based Primary School Curriculum (KSSR) and Standards-Based Secondary School Curriculum (KSSM) since 2011.

The purpose current assessment in KBSR and KBSM curriculum are to gathered data of student performance, to prepare for evaluation purpose, to know teacher instruction impact, to record the result in profile record and performance record for reference and evaluate the effectiveness of KBSR and KBSM implementation.

However, current assessment purpose are to persuade pupils to learn and revise, one of drill exercise to strengthen student skills towards subject and classified student in certain group of excellent or weak.

In KBSR and KBSM programs, teacher needs to employ three assessment activities in the classroom like mastery detection assessment, progression detection assessment and achievement detection assessment.

Thus, these three activities are applied in regular basis of time in formative assessment and certain time in summative assessment.

a. Mastery Detection Assessment

This type assessment is informal formative assessment emphasis in detect student weakness in mastering certain concept of mathematics or certain term. Teacher can correct the student error immediately and instantly without delay while in a teaching and learning session.

b. Detection Assessment

Then, teacher can proceed to progression assessment after teaching certain topic to identify student progression. After that, the teacher can identify student who need remedial activity or enrichment activity.

Teachers also can assess their pupil informal observation or formal paper–pencil test. All the result then can be record in Achievement Record.

c. Achievement Detection Assessment.

Next, teacher can already assess student achievement after complete several topics in one semester for determine his or her students’ attainment level in each group. Conversely, this assessment can be assessing in formal situations only because it measure many main skills such as basic mathematics skill, problem solving skill and understand principle and theorem.

After that, teacher will be record summative assessment result in Profile Record sheet with marks, grade, comment and written feedback. Then, teacher can plan future proper activities and locates pupil in suitable group.

d.      Formative Assessment        

Refer to three assessment activities from above paragraph, we can conclude, formative assessment that teacher involve is to know students’ weakness and strength. This method is informal activities for instance observation, question-answer method, calculation exercise answer, mathematics quiz and homework outcome.

The formative assessment is implementing frequently after certain skill has been thought in class session with individual approach. After, teacher had detected the student weakness, immediately he or she will correct the student error.

However, this approach is not only detecting weakness but also student progression through formal paper-pencil test. Where, the teacher commonly use it after several skills has been thought. Teacher then will proceed to record it in progressions sheet for further action like for proper student grouping based achievement, planning enrichment and remedial activities.

e. Summative Assessment.

The summative assessment is also done for teacher make a proper action for effective instruction. More than that, this centre assessment is use to grade student formally based on their accomplishment in certain level and determine certification status for further studies like the Primary School Assessment Test (UPSR), the Lower Secondary Assessment (PMR), the Malaysian Certificate of Education Examination (SPM), the Malaysian Higher Education Certificate Examination (STPM).

Before students proceed to state examination, they will go through midterm test, final test and trail exam. They also must go through examination from experiment such as Science Experimental Assessment (PEKA), checklist and scale rate.

However, School Based Progression Assessment (KPBS) had been implemented before to enhance assessment quality with using teacher’s constructive tests based on certain student background and ability level. It can be detected totally individual progress follow with KBSR and KBSM curriculum. The teachers or local group of teacher in certain school construct the entire test tool with guide by District Education Officer and not by Examination Syndicate Department.

Then, the Education of Ministry (MOE) implements gradually School-Based Assessment (PBS) with oriented examination. The School-Based Assessment (PBS) has implemented in year one based on KSSR curriculum at year 2011 and in form one based on KSSM at year 2012.

The School Based Assessment with new KSSR curriculum is school assessment reformer in order to reach the MOE goal to lessen the examination oriented type of learning in school level and enhance the quality of secondary and primary school curriculum. Whereas, the MOE really want reduce examination load in school level and same time to produce “thinking” students rather than written back the facts in the examination.

This system is aim to improve the quality of teaching, learning and assessment. Teacher will give full responsibility in developing assessment towards effective learning. The teacher will judge and graded the students’ achievement based on criteria and standard specified in Standard Progression Document.

The UPSR and PMR Assessment Abolishment

Thus, I can conclude teacher in school Malaysia has been used assessment based on school and centre assessment by Examination Syndicate under KBSR and KBSM programs. Teacher has full responsibility to conduct the school-based assessment in his or her own school.

In centre assessment or oriented examination, the Examination Syndicate will manages to construct all examination questions, examination administration, assessment grading, examination monitoring and examination regulations.

We can notice from the discussion above school based assessment is very different from centre assessment from its objectives view. Where, centre assessment objectives are certification recognition base on achievement, locate student to suitable field of studies, identify curriculum strength and weakness and modification and improvement the curriculum.

We also know the oriented examination commonly concise with objective and subjective question especially primary and lower secondary level. The objective question has several advantages such as standard answers and marks, has high reliability and validity, can test all level of skills and suitable to test student understanding.

The objective question has standard answer and marks because all examiners will give same marks and answers. Next, variety of different field of studies can be examined to make it high reliability. Then, it is also can test level of cognitive skills based on Taxonomy Bloom and make the question high validity.

However, objective question has weakness like difficult to built high quality question, not suitable to built high cognitive skill question, not suitable to identify student weakness, has low validity after guess answer and has low the question reliability after question drilling.

The oriented examination has weakness after difficult to construct high quality question because its need time constraint and high qualify teacher. This make high analysis skill, synthesis skill and valuation skill cannot be test in objective question.

Then, this type of question cannot also be use to remedy weakness student in language usage because objective question cannot identify it. Next it also has low validity and reliability of assessment after student make probability correct answer and candidate who drilling past year question can answer the question without understanding.

Although, subjective question can test student affective, marks scheme of the question is difficult to determine exactly. Person creates exam question faced challenge to determine the question weight rationally. Then, subjective seems easy to construct by them but surely difficulty to examine when examiner facing to marks candidate exam with accurate and fair.

 Next, seems student cannot guess the answer but their can predict or spot the question that will come out when they do past year papers collection. How about their understanding synthesis skill, critical skill, reasoning skill and high level thinking? The oriented examination has assessed all this skills?

 How about teacher wants to monitor student achievement development in class with suitable assessment and give suitable instruction? After, I had compared their strength and weakness. I sure centre examination cannot do that compare to school-based assessment.

Therefore, should abolish the oriented examination? I sure the oriented examination should abolish but not the whole system. From discussion oriented examination advantages, I think we can still use it because the assessment has high reliability and validity to give fair and standard grade to student from over the country. However, can it be use to reach Ministry of Education aims and objectives?

From school-based assessment discussion, this school-based system is suitable to use to reach MOE objective that student to be holistic person with high world class skill worker to meet vision year 2020.

The school-based assessment surely fulfil the MOE goal to lessen the examination oriented type of learning in school level and enhance the quality of secondary and primary school curriculum. Moreover, this assessment can reduce examination load in school level and same time to produce “thinking” students rather than written back the facts in oriented examination.

This support by MOE aims in the Mathematics curriculum for secondary to develop individuals who are able to think mathematically and who can apply mathematically and who can apply mathematical knowledge effectively and responsibly in solving problems and making decision (MOE Malaysia, 2005).

My view is support by Ministry of Education (2007) statement in the Blueprint of Education Development stated that the greatest challenge faced by the MOE in this decade is to lessen the examination oriented type of learning in school.

Moreover, Teachers in modern country have practice successfully school-based assessment such as Finland, Australia and Korea that has been top ranking of mathematics and science achievement. In contrast, they have put so much afford on education research and development and restrict in teacher selection.

However, school society still facing challenge task to implement school-based assessment like the fails to understand and translate into broad operational terms that improve learning and instruction in school. Adi Badiozaman Tuah (2007) identified that teachers are not rely preparing themselves with all knowledge of school-based assessment in KSSR and KSSM curriculum.

The teachers are clearly far from ready to execute the school-based assessment into education system. They actually do not fully comprehend the concept of school-based assessment and be short of thinking skill and high reasoning in developing the assessment tasks and more memories assessment type.

The teachers need an assessment framework that is usable, valid, and reliable with meet the Blueprint of Educational Development requirement like the Mathematical Thinking Assessment (MATA) framework and Progression Standard Document.

Conclusion

Whatever, scholars have defined in variety meaning of assessment, test, measurement and evaluation. All these terms are related together as a process to reached the objective to enhance students have holistic skill person and high world class workers in school-based assessment in school and summative assessment at state level.

Teachers have been use the school-based school assessment informally since KBSR curriculum and gradually proceed to systematic assessment based on Progression Standard document and Mathematical Thinking Assessment (MATA) framework. Which, teacher can monitor, plan proper instruction and enhance holistic skills.

Mathematics or other subjects teaching are always affected by assessment. We acknowledge that too much emphasis on examination might defeat the real purpose of assessment. A culture that is too examination oriented might create negative effects on students’ achievement went remedy purpose cannot be implementing. However, up to now, oriented examination remains the best assessment measure of students’ achievement and perhaps the most valid, reliable and fairest of all.    

The implement of school-based school gradually seems will lessen oriented examination and enhance pupils talent on high reasoning thinking, critical thinking, innovative, creative and can apply knowledge in real world. However, I think not all system oriented examination can be abolish because its standard validity and reliability. Which, it can be trademarks or certification for all students to further study to high level of variety of field.

The Ministry of Education attempts upgrade the mathematics performance or other subject of the Malaysian students through assessment, it might be timely for them to put more attention on mathematics teacher quality or other subject teacher quality through teacher professional development programme and equip teachers with proper assessment framework. As result, teachers will full ready to interpret the school-based assessment in school accurately based on KSSR curriculum requirement.

(3231 words)

References

Rohani Ahmad Tarmizi. (2010). OUMH3403 Measurement and Evaluation in Mathematics (8th ed.). Malaysia: Center for Instructional Design and Technology, OUM.

Adi Badiozaman Tuah. (2006). Improving the quality of primary education in Malaysia through curriculum innovation: Some current issues on assessment of students’ performance and achievement. Proceeding 3rd International Conference on Measurement and Evaluation in Education (ICMEE), pp.16-26. Penang: University Science of Malaysia.

Ministry of Education. (2005). Mathematics syllabus for Integrated Curriculum for Secondary School. Putrajaya: Curriculum Development Centre.

Ministry of Education. (2007). Blueprint of Education Development. Putrajaya: Educational Planning and Research Division.

National Council of Teachers of Mathematics (NCTM). (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.

Lim Chap Sam & Hwa Tee Yong. (2006). Promoting mathematical thinking in the Malaysian classroom: Issues and challenges. Paper presented at the meeting of the APEC-Tsukuba International Conference, Japan, 2-7 December 2006.

Moo Soon Sang. (1994). Penilaian, Pemulihan dan Pengayaan dalam pendidikan (1st  ed.). Malaysia: Selangor: Kumpulan Budiman Sdn Bhd.

Mokhtar Ismail. (1995). Penilaian di Bilik Darjah (1st ed.). Kuala Lumpur: Dewan Bahasa dan Pustaka.

Portfolio Pratikum

Pengenalan dan Pengurusan Sekolah

BAHAGIAN A: RANCANGAN ORIENTASI SEKOLAH (ROS)

BAB 1:           PENGENALAN DAN PENGURUSAN SEKOLAH

1.1       FALSAFAH PENDIDIKAN KEBANGSAAN

Pendidikan di Malaysia adalah suatu usaha berterusan kearah lebih memperkembangkan potensi individu secara menyeluruh dan bersepadu untuk melahirkan insan yang seimbang dan harmonis dari segi intelek, rohani, emosi dan jasmani, berdasarkan kepercayaan dan kepatuhan kepada Tuhan. Usaha ini adalah bertujuan untuk melahirkan warganegara Malaysia yang berilmu pengetahuan, berketrampilan, berakhlak mulia, bertanggunjawab dan berkeupayaan mencapai kesejahteraan diri serta memberi sumbangan terhadap keharmonian dan kemakmuran keluarga, masyarakat dan Negara.

1.2       FALSAFAH SEKOLAH

Pelajar-pelajar Sekolah Menengah Kebangsaan Telok Mas berpotensi untuk berkembang maju dari segi intelek rohani, emosi dan jasmani. Oleh itu, para guru berkewajipan untuk berusaha sedaya upaya mencungkil serta mengembangkan potensi para pelajar sebagai insan berilmu, bertaqwa, mengenal diri dan bertanggungjawab.

1.3       VISI DAN MISI KEMENTERIAN PENDIDIKAN MALAYSIA

VISI

Pendidikan berkualiti insan terdidik negara sejahtera.

MISI

Melestarikan sistem pendidikan yang berkualiti untuk membangunkan potensi individu bagi memenuhi aspirasi negara.

1.4       PENGENALAN RINGKASSMK TELOK MAS TAHUN 2014

Nama Sekolah                               :           Sekolah Menengah Kebangsaan Telok Mas                                                                           (S.M.K.T.M/ SYSTEM)

Kod Sekolah                                        :           MEA 2098

Gred                                                    :           A

Jenis Sekolah                                       :           Sekolah Menengah Berasrama Harian

Alamat                                         :           SMK Telok Mas, KM 9, Telok Mas, 75460                                                                           Melaka.

Lokasi Semasa                                   :           Dewan Undangan Negeri (DUN) Alai, Parlimen                                                                 Jasin

Telefon dan Faks                                   :           06-261 5292

E-mail                                                  :           mea_2098@yahoo.com

Ditubuhkan                                           :           Jun 2000

Pengetua                                             :           Tuan Haji Yusof Bin Othman

Penolong Kanan                                    :           Puan Yon Khairi Bte Kassim

(Pentadbiran dan Akademik)             

Penolong Kanan                                    :           Puan Darma Taksiah Binti Kamarudin

(Hal Ehwal Murid)                     

Penolong Kanan                                     :           Encik Zulkefli Bin Salleh

(Kokurikulum)              

Pengerusi PIBG                                      :           Tuan Haji Azman Bin Mohamad Noor

Jabatan Pendidikan Negeri (JPN)              :           Jabatan Pelajaran Negeri Melaka

Pejabat Pelajaran Daerah (PPD)                :           Pejabat Pelajaran Daerah Jasin

Bahasa Pengantar                                   :           Bahasa Melayu

Jumlah Guru                                          :           Guru Lelaki: 14 orang

                                                                        Guru Perempuan: 58 orang

                                                                        Jumlah Guru: 72 orang

Jumlah Staf                                         :              Staf Lelaki: 4 orang

                                                                        Staf Perempuan: 16 orang

                                                                        Jumlah Staf: 20 orang

Jumlah Pengawal Keselamatan           :                 Pengawal Keselamatan Lelaki: 6 orang

                                                                        Pengawal Keselamatan Perempuan: 3  orang

                                                                        Jumlah Pengawal Keselamatan: 9 orang

Jumlah Pengawal Kebersihan             :                 Pengawal Kebersihan Lelaki: 6 orang

                                                                       Pengawal Kebersihan Perempuan: 4 orang

                                                                        Jumlah Pengawal Kebersihan: 10 orang

Jenis Pelajar                                     :               Bumiputera

Jumlah Pelajar                                  :               Pelajar Lelaki: 477 orang

                                                                       Pelajar Perempuan: 573 orang

                                                                        Jumlah pelajar: 1050 orang

Kawalan Keselamatan                          :           Swasta

Pembersihan Kawasan                          :           Swasta

Pengurusan Kantin                              :           Swasta

1.5       SEJARAH RINGKAS SMK TELOK MAS MELAKA

Sekolah Menengah Kebangsaan Telok Mas (SMKTM) mula dibina pada bulan Jun 2000 di atas sebidang tanah seluas 6.32 hektar di kawasan Telok Mas di bawah Dewan Undangan Negeri (DUN) Alai. Terdiri daripada 4 blok utama iaitu blok A (pentadbiran), blok B (bilik darjah), blok C (makmal sains) dan blok D (bengkel dan pusat sumber). Sekolah Menengah Telok Mas juga menyediakan kemudahan asrama untuk pelajar-pelajar lelaki dan perempuan dengan kapasiti maksimum 400 orang pelajar.

Sekolah ini bermula dengan 9 buah kelas Tingkatan 1 dan 3 buah kelas Tingkatan 2. Pelajar Tingkatan 1 terdiri daripada kumpulan pertama pelajar Rancangan Khas seramai 160 orang dan selebihnya pelajar Rancangan Biasa. Pelajar Tingkatan 2 pula terdiri daripada pelajar-pelajar yang asalnya bersekolah di Sekolah Menengah Seri Mahkota dan Sekolah Menengah Ayer Molek. Jabatan Pelajaran Negeri Melaka juga telah menempatkan seramai 5 orang pelajar Rancangan Khas Sukan.

Pelajar Rancangan Khas terdiri daripada pelajar-pelajar yang mendapat keputusan cemerlang UPSR tetapi gagal untuk mendapat tempat di sekolah berasrama penuh. Manakala pelajar-pelajar Rancangan Biasa adalah pelajar yang tinggal berhampiran sekolah.

Kerajaan Negeri Melaka telah bersetuju untuk membiayai yuran makan pelajar-pelajar Rancangan Khas sebanyak RM1.00 (sehari) bermula pada tahun 2002 hingga 2006.

Berdasarkan keputusan Majlis Mesyuarat Negeri Melaka (EXCO) pada 28 Februari 2001 dan disahkan pada 14 Mac 2001 keputusan telah dibuat untuk menjadikan Sekolah Menengah Kebangsaan Telok Mas sebagai sekolah berasrama kerajaan negeri Melaka.

Sekolah Menengah Telok Mas telah mendapat perhatian yang jitu dari kerajaan negeri, Jabatan Pelajaran Melaka, Pejabat Pelajaran Daerah dan masyarakat setempat.

1.6       LOGO SEKOLAH

Gambarajah 1-Logo SMK Telok Mas

Maksud struktur dan komposisi logo sekolah SMK Telok Mas ialah:

1. Bentuk perisai adalah melambangkan perlindungan daripada gejala kurang sihat.

2. Gambar pelajar dengan buku ialahManifestasi ilmu dan perintah untuk terus membaca (Iqra’).

3. Rupa bentuk sfera di dalam lencana membawa maksud betapa jauhnya hala tuju para pelajar dalam menimba ilmu yang tidak ada kesudahan.

4. Gerigi roda membawa lambang era sains teknologi serta keazaman kental dalam menempoh pancaroba era moden.

1.7       VISI DAN MISI SEKOLAH MENENGAH KEBANGSAAN TELOK MAS

VISI

Sekolah Menengah Kebangsaan Telok Mas sebuah sekolah terbilang di Malaysia menjelang tahun 2015

MISI

Demi merealisasikan visi, kami warga Sekolah Menengah Telok Mas akan:

1. Meningkatkan pencapaian akademik pelajar.

2. Mengoptimumkan penglibatan pelajar dalam bidang kokurikulum.

3. Melahirkan pelajar yang bersahsiah tinggi.

4. Mewujudkan persekitaran yang kondusif.

5. Memberikan perkhidmatan yang berkualiti

1.8       MOTO SEKOLAH

Menjana kecemerlangan pendidikan sejagat

1.9       MATLAMAT SEKOLAH

1. Meningkatkan kualiti pengajaran dan pembelajaran serta penilaian yang berkesan secara berterusan.

2. Meningkatkan profesionalisme guru sesuai dengan keperluan pendidikan semasa.

3. Melengkapkan peralatan dan kemudahan kokurikulum.

4. Memberi pendedahan dan menggalakkan penyertaan pelajar yang maksimum di dalam aktiviti kokurikulum.

5. Memupuk nilai-nilai murni, semangat perpaduan dan kecintaan kepada diri, keluarga, sekolah dan negara.

6. Menyediakan pasaran sekolah yanglengkap, selamat dan ceria.

7.  Mengamalkan etika kerja yang cekap, mesra pelanggan dan semangat kerja berpasukan.

8.Mewujudkan kerjasama dan permuafakatan dengan komuniti setempat dan agensi-agensi yang lain.

1.10     OBJEKTIF KHUSUS

Sekolah Menengah Kebangsaan Telok Mas mempunyai objektif khusus iaitu:

1. Memastikan 100% pelajar lulus semua mata pelajaran di peringkat Peperiksaan Berpusat Sekolah Menengah Rendah (PBSMR) dan Sijil Pelajaran Malaysia (SPM).

2. Memastikan 45% pelajar memperoleh cemerlang di peringkat PBSMR dan 15% pelajar memperolehi 9A di peringkat SPM.

3. Memastikan satu pasukan beruniform mewakili peringkat antarabangsa, mencapai johan peringkat daerah dan negeri dalam lima acara olahraga, empat aktiviti koakademik dan tiga pasukan uniform.

4. Memastikan data SMM lengkap dan terkini.

5. Memastikan 100% mendapatkan biasiswa bagi pelajar yang layak.

6. Memastikan kes salah laku disiplin sifar.

7. Memastikan penghuni asrama sebagai penjana kecemerlangan sekolah.

8. Mempertingkatkan kapasiti pencapaian maklumat di seluruh kawasan sekolah dan Teknologi Maklumat Komunikasi (ICT) sebagai media utama.

9. Mengadakan program bersama komuniti dan agensi luar sebanyak tujuh kali setahun.

10. Melaksanakan Latihan Dalam Perkhidmatan (LDP) enam kali setahun dan latihan dalaman selepas guru atau staf sokongan menghadiri kursus.

11. Menyertai krusus, seminar atau bengkel yang dianjurkan oleh Kementerian Pendidikan, Jabatan Pendidikan Negeri, Pejabat Pendidikan Daerah dan agensi-agensi luar.

12. Meningkatkan kehijauan di kawasan sekolah dan asrama.

13. Memastikan pengurusan kewangan sekolah mendapat laporan audit cemerlang.

14. Membudayakan Pembangunan dan Kajian dalam kalangan guru dan pelajar.

1.11     ETIKA KERJA SEKOLAH MENENGAH TELOK MAS

Etika Kerja SMK Telok Masialah:

1. Patuh menjalankan tugas dengan bersih,cekap dan amanah.

2. Sedia memberi keutamaan kepada sekolah dan tidak mementingkan diri sendiri.

3. Berusaha meninggikan mutu perkhidmatan.

4. Menjaga maruah diri.

5. Membuat kerja dengan betul dan teliti supaya tidak membazir.

6. Peka terhadap kerja dan menjadikan tempat kerja dalam suasana gembira dan harmoni.

7. Bertanggungjawab dalam perkerjaan.

8. Mempunyai buah fikiran yang baik dan menerima teguran daripada orang lain.

9. Sedia mengambil berat masalah yang dihadapi rakan-rakan sejawat.

10. Berakhlak mulia, berbudi bahasa dan bersopan.

11. Tenang dan sabar dalam menjalankan kerja.

12. Sentiasa menambah ilmu dalam bidang pekerjaan.

13. Menjaga persahabatan sesama pekerja dan guru-guru.

1.12     LAGU SMK. TELOK MAS

SMKTM MAJU JAYA

BERJUANG BERAMAL AMALANKU

CERIA MESRA SELALU PRINSIP HIDUPKU

PUTERA PUTERI SMKTM TERUS MAJU

KORUS:

SMKTM SEKOLAH KEBANGGAAN KITA

MENJADI SEKOLAH TERCINTA

GIGIH CEKAL BERJUANG PASTI JAYA

KECEMERLANGAN MENJADI VISI KITA

AYUHLAH WAHAI RAKAN SEMUA

BERSATU TEGUHKAN PERJUANGAN KITA

SMKTM JADIKAN GEDUNG ILMU

SMKTM TERUS MAJU JAYA

Lirik : Hj. Ab. Karim bin Hj. Daud

Lagu : Mokhthrudin Abu Samah

1.13     PIAGAM PELANGGAN

Piagam pelanggannya juga adalah ikrar dan janji bagi mencapai matlamat sekolah iaitu:

Kami, warga Sekolah Menengah Kebangsaaan Telok Mas dengan penuh rasa sedar dan kebertanggungjawaban berikrar:

1. Sentiasa berusaha memberi dan menawarkan perkhidmatan yang cekap, telus, layanan yang mesra dansegera kepada setiap pelanggan tanpa prasangka dan diskriminasi.

2. Membangunkan modal insan berteraskan Falsafah Pendidikan Kebangsaan bagi melahirkan warga Negara yang berdaya saing selaras dengan teras kedua Pelan Induk Pembangunan Pendidikan (PIPP) dan Wawasan 2020.

3. Setiap pelajar diberi peluang yang adil dan saksama bagi mengembang potensi secara menyeluruh dan bersepadu mengikut minat dan kecenderungan masing-masing.

4. Memastikan setiap pelajar memperoleh pendidikan secara lansung dan tidak langsung sepanjang tempoh persekolahan.

5. Bersedia menerima pandangan, cadangan dan teguran yang membina daripada semua pihak demi mempertingkat prestasi perkhidmatan dan kecemerlangan sekolah.

                                 

1.14     SENARAI NAMA GURU DAN TAHUN 2014   

Seramai 72 guru berkhidmat di SMK Telok Mas dengan gred tertinggi DG52 hingga DG32. Sejumlah 18 guru mempunyai gred DG48 yang berjawatan tinggi di dalam sekolah termasuk guru pembimbing saya Puan Aidah binti Md Dam yang berjawatan Guru Kanan Matapelajaran Sains dan Matematik. Guru Besar sendiri adalah gred DG52. Sebahagian besarnya guru-guru SMK Telok Mas mempunyai gred DG44 dan gred DG41. Senarai lengkapkan guru-guru boleh dilihat daripada Bahagian ROS-Lampiran 1.

1.15     STAFF SOKONGAN

Staf sokongan dapat dilihat daripada Bahagian ROS-Lampiran 2 yang seramai 20 orang. Mereka adalah terdiri dari:

1.  Ketua Pembantu Tadbir (KPT),

2. Pembantu Tadbir Kewangan (KP)

3. Penyelia Asrama

4. Pembantu Makmal

5. Pembantu Am Pejabat

6. Tukang Masak

7. Pemandu    

8. Pengawal Keselamatan

9. Pengawal Kebersihan

1.16     JADUAL GURU BERTUGAS MINGGUAN 2014

Jadual bertugas mingguan pula tugasan giliran guru-guru yang berperanan merekod kejadian dan memantau di waktu persekolahan. Guru-guru ditugas mengikut giliran untuk 47 minggu persekolah. Jadual guru bertugas mingguan dapat dilihat pada Bahagian ROS-Lampiran 3.

1.17     PERINTAH AM

Garis panduan tugas guru di dalam Buku Panduan Tugas Guru dan Buku Ringkasan Mengajar menjadi panduan dan tindakan guru-guru. Dengan panduan ini guru dapat melaksanakan tugas dengan teratur dan lancar. Maka pengurusan dan pentadbiran sekolah dapat berjalan dengan lancar dan mencapai matlamat.

Oleh itu selaku kakitangan kerajan dan guru adalah tertakluk dengan segala arahan yang terdapat di dalam Perintah Am Kerajaan. Semua guru di hendaki membawa, memahami dan mematuhi Perintah Am itu.

Sikap guru atau kakitangan yang baik membantu membina iklim sekolah yang baik. Antara sikap yang patut pada kakitangan ialah:

1. Menepati Masa

Guru perlu hadir ke sekolah 10 minit sebelum masa ditentukan untuk sampai di sekolah. Memulakan tugas pengajaran sebaik saja loceng berbunyi dan menyempurnakan pengajaran apabila waktu tamat. Guru perlu selesaikan segala tugasan diberi pada tempoh ditetapkan tanpa perlu diberi ingatan.

2. Pakaian

Pakaian guru atau kakitangan sentiasa sesuai pada waktu persekolahan. Guru lelaki memakai seluar panjang dan berbaju kemeja dan digalakkan bertali leher atau ‘bush jacket’ atau‘lounge suit’. Jika berlengan panjang, tangan baju hendaklah jangan dilipat. Baju hendaklah dimasukkan ke dalam dan berkasut kulit.

Jika memakai baju melayu hendaklah lengkap dengan samping atau pakaian baju yang mirip dalam potongan baju melayu dan dipakai dengan seluar panjang. Pakaian baju melayu dengan kain sarong, jeans, track suit, seluar pendek, kemeja T atau sukan, jersi, kasut sukan, baju Hawai, baju batik, selipar, kasut getah dan lain-lain jenis pakaian yang menjolok mata tidak boleh dipakai.

Pakaian guru perempuan pula adalah pakaian kebangsaan atau pakaian kaum masing-masing dan lain-lain jenis pakaian yang sesuai dan tidak menjolok mata. Memakai kasut kulit, selipar, cerpu atau yang jenis dengannya yang mempunyai bentuk yang sesuai dengan pakaian ditetapkan dibolehkan. Kasut sukan,’jeans’,’slack’, ‘track suit’, kemeja T atau sukan, jersi, seluar pendek dan apa-apa pakaian yang menutup muka serta lain-lain pakaian dari jenis kain jarang dan menjolok mata, tidak boleh dipakai.

Kakitangan yang bertugas sewaktu di luar bilik darjah atau ketika menjalankan gerakerja pendidikan jasmani dan sukan. Guru lelaki dan perempuan perlu memakai ‘track suit’, seluar panjang yang sesuai, seluar pendek khusus untuk guru lelaki, kemeja sukan, jersi, kasut getah, kasut sukan dan lain-lain pakaian yang sesuai yang tidak menghalang kecergasan gerakgeri dalam aktiviti sukan.

Guru-guru perlu mematuhi kehendak surat pekeliling K.P (B5)859/Jld.11/(36) bertarikh 9 Mei 1985 mengenai pakaian guru-guru di sekolah. Pakaian guru perlu kemas dan sesuai dan melambangkan disiplin dan imej profesion perguruan.

Guru lelaki dan perempuan yang mengajar Pendidikan Jasmani hendaklah memakai pakaian yang sesuai untuk menjalankan pengajaran mata pelajaran tersebut.Tanda nama hendaklah sentiasa dipakai semasa bertugas dan menghadiri upacara rasmi.

Memakai pakaian sukan adalah tidak dibenarkan semasa mengajar di bilik darjah dan menghadiri upacara rasmi.Guru lelaki hendaklah memakai tali leher semasa bertugas. Semua guru dikehendaki berpakaian kemas dalam sebarang tugas atau upacara rasmi.

3. Misai, Janggut danRambut

 Guru-guru lelaki dan Kakitangan lelaki di sekolah hendaklah mematuhi garis panduan. Kementerian Pendidikan dalam hal ini dan sentiasa menjadi teladan yang baik kepada semua murid.

4. Merokok

Guru atau Kakitangan tidak dibenarkan merokok di kawasan sekolah.

5. Budi Bahasa

 Sentiasa bekerjasama untuk mewujudkan perhubungan yang baik dengan berbudi bahasa dan sopan di antara semua ahli dalam keluarga sekolah dan dengan pihak-pihak luar yang berkaitan dengan sekolah.

6. Kebersihan

Berusaha dan berikhtiar untuk menjaga kebersihan, keceriaan dan keselamatan semua bilik, alatan dan kawasan sekolah.

7. Melaksanakan tugas dengan profesional

Segera memahami tugas yang diberi dan melaksanakannya. Mengambil daya usaha sendiri untuk mengatasi sebarang masalah yang dihadapinya. Berbincang dengan guru-guru kanan atau Pengetua apabila menghadapi sesuatu masalah yang tidak dapat diselesaikan.

Sifat profesionalisme ditunjukkan dalam setiap tugas yang dipegangnya. Sentiasa Ingin membaiki kemahiran yang ada pada dirinya untuk menjadi guru dan kakitangan yang lebih berkesan. Memahami Etika Profesion Perguruan.

Sanggup bertolak ansur dan berkorban masa dan tenaga demi kebajikan  murid dan sekolah.Menerbitkan nilai-nilai sihat dan positif di kalangan murid dan rakan sejawat di sekolah ke arah perpaduan dan terhindar daripada sebarang bentuk prasangka, kumpulan dan sebagainya.

Menunjukkan sifat prihatin terhadap semua murid di sekolah tanpa membezakan antara satu sama lain dari segi keturunan, agama, kedudukan sosioekonomi dan sebagainya serta mendidik mereka ke arah Falsafah Pendidikan Negara.Mengemukakan cadangan dan idea untuk kebaikan sekolah melalui saluran-saluran yang ada seperti peti cadangan, perjumpaan sesama guru, mesyuarat dan sebagainya.

Sanggup dan ingin menghadiri seminar, kursus dan Program Perkembangan Staff dan membawa pembaharuan kepada alam sekolah ini.Tidak bercuti dari tugas, kecuali atas sebab-sebab yang paling mustahak. Apabila terpaksa bercuti, rela menghabiskan tugas-tugasnya yang tergendala itu tanpa sebarang arahan dan memastikan tiada aktiviti di sekolah tergendala kerana ketidakhadiran dirinya.

Menyelenggara Buku Persediaan Mengajar, Jadual-Jadual, Rekod Pungutan, Alatan-Alatan, Bilik-Bilik, Perabot, Buku Stok, Buku Laporan dan sebagainya mengikut keperluan yang ditetapkan.Memastikan segala tindakan adalah menurut peraturan yang ada. Jika tidak jelas dapatkan bantuan daripada Penolong Kanan atau Pengetua.

Terbuka kepada idea atau kaedah yang baru dalam pendidikan.Sanggup menerima cabaran semasa menjalankan tugas termasuk mendidik murid-murid yang lemah dan menghadapi tugas-tugas yang berbagai-bagai ragam demi kebajikan pelajar-pelajar sekolah ini.

Memberi kerjasama dan sumbangan kepada guru kanan atau ketua kumpulan dalam mengendalikan sesuatu tugas, meskipun tidak bersetuju dengan sesuatu keputusan yang diambil oleh kumpulan itu.Tidak terlalu menghitung masa dan tugas dalam menjalankan tugas-tugas sekolah.Mengutamakan kepentingan sekolah atau perkhidmatan apabila bercanggah dengan kepentingan diri sendiri.

8.Kedatangan dan  Waktu Bertugas

Waktu bersekolah ialah seperti berikut:-

Isnin – Khamis            : Set A :7.30 pagi –  2.40 petang

                                : Set B: 7.30 pagi – 1.50 petang

Jumaat                      : Set A: 7.30 pagi - 12.40 tengah hari                        

                                    : Set B: 7.30 pagi – 12.05

Kokurikulum                   : 1. Persatuan atau Kelab dan Unit Beruniform

                                                2.00 petang – 3.30 petang

                                    : 2. Rumah Sukan dan 1M1S

                                                3.30 petang – 5.00 petang

Guru-guru adalah diwajibkan hadir di sekolah pada tiap-tiap hari persekolahan dan dikehendaki datang mengikut ketetapan masa yang dinyatakan di atas.Guru-guru dikehendaki  mengetik ‘Punch Card’ atau ‘Thumb Print Biometric’apabila tiba di sekolah dan balik dari sekolah.Jika sekiranya guru-guru terpaksa datang lewat ataupun tidak hadir, mereka hendaklah memberi kenyataan dan sebab-sebab yang wajar (Guru hendaklah menghubungi pihak sekolah jika mereka terpaksa datang lewat ataupun tidak dapat hadir).

9. Kebenaran Keluar

Mana-mana yang guru terpaksa meninggalkan sekolah seketika, hendaklah mendapat kebenaran Pengetua atau wakilnya ketika Pengetua tiada.Selepas diberi kebenaran, buku rekod meninggalkan kawasan sekolah hendaklah diisi.

10.  Cuti  atau Keuzuran

Pihak sekolah diberitahu segera atau lebih awal jika terdapat keuzuran atau kecemasan atau cuti sakit.Sijil Cuti Sakit hendaklah diserahkan sendiri kepada Pengetua dengan kadar segera.Cuti atau tidak hadir ke sekolah yang berunsur lebih kepada kepentingan peribadi adalah tidak dibenarkan.

11. Tidak Hadir Bertugas Tanpa Kenyataan

GuruKakitangan yang tidak hadir ke sekolah tanpa kenyataan yang  munasabah akan dipotong gajinya mengikut peruntukan dalam Perintah Am.Guru atau kakitangan yang pada zahirnya ke sekolah, tetapi tidak menjalankan tugasnya juga boleh dianggap tidak menjalankan tugas dan diambil tindakan memotong gaji pada hari berkenaan.

12. Sijil Pendaftaran Guru dan Permit Mengajar

Peraturan ini tertakluk kepada Guru Sandaran Tidak Terlatih (GSTT) sahaja. Semua GSTT yang mengajar perlu mempunyai permit mengajar yang diperbaharui pada tiap-tiap tahun.

13. Perhubungan Sesama Guru

Guru-guru diminta untuk memupuk hubungan peribadi dan profesional yang baik dan sihat sesama mereka dan sentiasa dapat mengawal tutur kata. Juga diharap akan wujud perasaan kekitaan di kalangan guru-guru.

Guru-guru tidak dibenarkan mempengaruhi atau memaksakan pandangan dan fahaman atau pendapat atau kepercayaan pada guru ataupun murid atau kakitangan sekolah.

14. Bilik Rehat

Sebuah jawatankuasa dilantik untuk menguruskan segala hal yang berkaitan dengan Bilik Guru. Semua guru secara automatik tertakluk kepada jawatankuasa ini.Kebersihan dan keselamatan Bilik Guru adalah menjadi tanggungjawab semua guru. Ini termasuklah keselamatan harta benda yang terdapat di dalam Bilik Guru.

Guru-guru hanya dibenarkan berada di Bilik Guru semasa mereka tidak mengajar di bilik darjah. Masa ini hendaklah dianggap sebagai tidak mengajar dan bukannya tempoh lapang. Oleh itu guru-guru hendaklah menggunakan masa tersebut (di Bilik Guru) untuk perkara-perkara yang berkaitan dengan pengajaran dan pembelajaran sahaja.

Guru tidak dibenarkan membenarkan murid-murid berada di Bilik  guru.Guru-guru yang berada di Bilik Guru hendaklah sama-sama bertanggungjawab untuk memastikan suasana yang sesuai dan tidak mengganggu ketenteraman sekolah.

15. Inisiatif Guru

Guru-guru adalah digalakkan untuk sentiasa mengambil inisiatif bagi melaksanakan tugas mereka dengan lebih baik dan berkesan.Walau bagaimanapun guru-guru adalah dikehendaki merundingkan atau membincangkan dan memaklumkan mengenainya terlebih dahulu kepada Pengetua.

16. Masalah-Masalah Perjawatan Dan Pengajaran

Jika guru menghadapi sebarang masalah dalam bidang perjawatan, mereka boleh memberitahu mengenainya sama ada kepada Pembantu Tadbir yang berkenaan ataupun kepada Pengetua.

Jika guru menghadapi masalah dalam bidang pengajaran, mereka boleh memberitahu mengenainya sama ada kepada Guru Kanan Mata Pelajaran, Penolong Kanan atau pun kepada Pengetua.

17. Tugas Guru

Guru-guru akan diberikan tugas-tugas yang berbentuk kurikulum, kokurikulum dan juga pentadbiran. Mereka hendaklah melaksanakan  tugas-tugas tersebut dengan dedikasi, cekap, bertanggungjawab dan menunjukkan semangat serta minat yang mendalam terhadap tugas-tugas tersebut.

1.Guru Tingkatan

Sebahagian besar dari guru dilantik untuk menjadi Guru Tingkatan. Mereka dikehendaki menjalankan tugas-tugas seperti yang telah ditetapkan dan menjalankannya dengan baik dan cekap.

2.Guru Bertugas Mingguan

Semua guru akan diminta menyempurnakan tugas ini secara bergilir mengikut harian. Dalam tiap-tiap satu minggu persekolahan, dua atau tiga orang guru akan diminta bertugas.

Laporan-laporan tertentu dicatatkan di dalam Buku Laporan Guru Bertugas untuk makluman dan perhatian Pengetua atau Penolong Kanan dan guru-guru. Buku ini hendaklah diserahkan kepada Pengetua keesokan harinya.

3.Kokurikulum

Semua guru di sekolah mempunyai peranan untuk mengerakkan kegiatan kokurikulum. Setiap tugas hendaklah difahami benar-benar dan guru-guru harus menentukan agar kegiatan kokurikulum di bawah pimpinannya benar-benar mendatangkan faedah kepada pelajar-pelajar yang menjadi ahli-ahlinya.

Setiap guru harus memainkan peranan dalam bidang kokurikulum, tidak kira sama ada mereka terlatih atau tidak dalam bidang tersebut. Kemahiran  boleh didapati melalui bacaan, menghadiri kursus, lawatan, perbincangan mahupun dengan cara latihan semasa bertugas. Jika ada sikap yang positif, setiap guru boleh menjadi serba boleh dalam bidang kokurikulum.

Sikap murid terhadap kokurikulum dan kecemerlangan serta penyertaan yang bersungguh-sungguh, sebahagian besarnya bergantung kepada sikap guru itu sendiri.

Anggapan yang gerakan kokurikulum tidak penting harus dikikis di kalangan guru mahupun murid.Penilaian terhadap kegiatan kokurikulum dan rekod-rekod penting mengenainya hendaklah disimpan dalam Buku Rekod berkenaan. Kad Kegiatan kokurikulum pelajar juga harus diselenggarakan oleh guru-guru yang menjadi penasihat setiap kegiatan itu.

4.Pentadbiran Ikhtisas

Setiap guru perlu terlibat dalam serba sedikit pentadbiran ikhtisas seperti Guru Kelas, Penyelaras Tingkatan, Guru Perpustakaan, Guru Pusat Sumber, Guru Bimbingan dan Kaunseling, Guru Disiplin, AJK PIBG, Bilik Guru, AJK Kebersihan dan Keceriaan, AJK Kantin Sekolah, Inventori, AJK SPBT dan sebagainya.

Keberkesanan pengajaran dan pembelajaran dalam kurikulum mahupun kokurikulum sebahagian besarnya bergantung kepada keberkesanan pentadbiran ikhtisas di sekolah. Oleh itu, bidang ini perlu diberi perhatian yang wajar.Bidang kuasa masing-masing mudah difahami dengan sedikit daya usaha sendiri

18.Buku Rekod Mengajar

Semua guru akan diberi sebuah Buku Rekod Mengajar dan mereka bertanggungjawab terhadap keselamatan buku tersebut (Pekeliling Kementerian Pelajaran Bil. 256). Semua kehendak buku itu perlulah disempurnakan dengan lengkap, teliti kemas dan menurut masa.

 Buku ini diserahkan kepada Pengetua pada tiap-tiap hari Jumaat untuk diperiksa dan ditandatangani. Jika Pengetua tiada, maka buku itu akan diperiksa oleh Guru Penolong Kanan atau Guru Kanan Mata Pelajaran. Jika seseorang guru bercuti, buku itu mestilah diserahkan kepada Pengetua terlebih dahulu.

19. Jadual Waktu

Tiap-tiap guru dikehendaki menyerahkan satu salinan jadual waktu kelas dan juga persendirian yang kemas kini (mana-mana yang berkaitan) yang telah disediakan dengan lengkap dan kemas ke pejabat.

Guru-guru tingkatan juga dikehendaki menyediakan satu salinan jadual waktu untuk dipamerkan di kelas masing-masing.Guru-guru tidak dibenarkan mengubah jadual waktu yang telah ditetapkan.Jadual Guru Ganti juga adalah tugas rasmi. Guru-guru bertanggungjawab ke atas kelas dan tugas yang ditetapkan.

20. Buku Rekod Kedatangan Murid

Tiap-tiap Guru Tingkatan akan diberikan sebuah Buku Rekod Kedatangan untuk kegunaan tingkatannya. Guru bertanggungjawab untuk memenuhi maklumat-maklumat yang diperlukan dan hendaklah memahami dan mematuhi kehendak-kehendak peraturan mengenainya yang ada dicetak di bahagian dalam kulit hadapan buku tersebut.

Kedatangan harian murid hendaklah diambil oleh Guru Tingkatan sendiri pada hari mengajar pada waktu kedua.

Buku ini diambil dari Bilik Guru Kanan dan hendaklah disimpan semula di tempat asalnya tidak lewat dari tamatnya waktu yang kedua untuk membolehkan pihak sekolah mengetahui bilangan murid yang hadir atau tidak hadir pada hari yang berkenaan sebelum waktu rehat. Keselamatan buku ini semasa di dalam pegangan guru adalah tanggungjawab guru berkenaan.

Dari masa ke masa, buku ini akan disemak oleh Pengetua atau Guru Penolong Kanan atau Guru Penolong Kanan Hal Ehwal murid atau guru yang telah ditugaskan oleh Pengetua khas untuknya.

21. Menghukum Murid

Seseorang guru tidak dibenarkan menghukum dan mendera murid-murid. Guru-guru juga dikehendaki menjaga tutur kata mereka terhadap murid-murid. Murid-murid yang difikirkan perlu dihukum hendaklah dibawa kepada pengetahuan Pengetua, Guru Penolong Kanan, Guru Penolong Kanan Hal Ehwal Murid atau Guru Disiplin.

22. Kad 001/002

Semua Guru Tingkatan dikehendaki mengemas kini kad-kad ini pada tiap-tiap awal tahun.Kad ini hendaklah diserahkan kepada Kaunselor apabila diminta.

23. Buku Teks (SPBT)

Guru-guru tingkatan dan guru-guru SPBT hendaklah menguruskan Skim Bantuan Pinjaman Buku Teks selaras dengan arahan dan kehendak biasa Kementerian atau Jabatan Pendidikan Surat KP. 8772/1979/SP/(29) bertarikh 12 Oktober 1978 dirujuk. Semua jenis borang dan keperluan biasa itu hendaklah disempurnakan dengan lengkap dan teliti mengikut masa yang telah ditetapkan.

24. Keselamatan Harta Benda Sekolah

Guru hendaklah memberikan kerjasama sepenuhnya dalam menjaga keselamatan harta benda sekolah. Murid-murid yang merosakkan harta benda sekolah sama ada dengan sengaja ataupun tidak, hendaklah dibawa kepada pengetahuan pihak sekolah untuk tindakan selanjutnya.

Guru Kanan Mata Pelajaran yang berkenaan hendaklah memastikan ada peraturan-peraturan mengenai penggunaan bilik-bilik tertentu, misalnya Makmal Sains, Bilik Kemahiran Hidup dan sebagainya.

25. Kebersihan

Tiap-tiap guru mestilah menitikberatkan perkara ini dan adalah menjadi kewajipan bersama bagi mengawas dan mengawal kebersihan sekolah ini. Jadual giliran bertugas murid-murid di kelas hendaklah disediakan oleh Guru Tingkatan. Alatan kebersihan darjah perlulah digunakan dengan rapi dan disimpan dengan selamat.

Guru-guru Kanan Mata Pelajaran dan guru-guru yang mempunyai bilik khas atau tempat khas seperti makmal, bengkel seni perusahaan, stor sains pertanian, stor sukan, bilik kerjaya dan sebagainya adalah bertanggungjawab untuk menjaga kebersihan dan keceriaan bilik-bilik tersebut.Guru yang masuk ke kelas hendaklah memastikan kebersihan kelas tersebut sebelum memulakan sesi pengajaran dan pembelajaran.

26. Kutipan Sumbangan Pakej Bayaran Tambahan

Sumbangan Pakej Bayaran Tambahan yang dikutip untuk sekolah adalah seperti yang ditetapkan.Guru-guru tingkatan akan diberi surat kuasa untuk mengutip yuran tersebut. Guru-guru tingkatan hendaklah memastikan bahawa resit-resit dikeluarkan kepada murid-murid yang membayar yuran.

Segala wang kutipan, hendaklah diserahkan kepada pihak sekolah pada hari yang berkenaan juga. Adalah menjadi satu kesalahan mengikut Arahan Perbendaharaan jika ini tidak dilaksanakan. Guru-guru hendaklah memastikan mereka diberi resit oleh pihak sekolah dan menyimpan resit-resit tersebut. Guru-guru adalah dilarang sama sekali mengutip sebarang bentuk yuran dan bayaran dari murid-murid tanpa pengetahuan atau kebenaran daripada Pengetua.

27. Surat Menyurat

Semua surat menyurat guru-guru yang dianggap rasmi mestilah disalurkan melalui Pengetua untuk disampaikan kepada pihak yang berkenaan.

28. Surat-Surat Yang Diterima

Ada surat-surat yang diterima oleh sekolah yang terpaksa diedarkan pada guru-guru yang berkenaan untuk diambil tindakan. Guru-guru ini hendaklah mengambil tindakan yang segera terhadap surat-surat tersebut.

Jika surat itu ditujukan kepada guru yang berkenaan dengan dinyatakan melalui dan salinan kepada Pengetua surat itu boleh disimpan oleh guru di dalam fail yang ada padanya, setelah mengambil tindakan mengenainya.

Jika surat itu ditujukan kepada Pengetua dan Pengetua mengedarkan surat tersebut untuk tindakan guru yang berkenaan maka, guru itu hendaklah :-

a. Mengambil fail yang berkenaan di pejabat, jika fail itu tiada di dalam simpanannya (jika perlu dan berkaitan).

b. Mengambil tindakan yang diperlukan.

c. Memulangkan semua fail tersebut ke pejabat.

Segala surat dari sekolah yang dihantar keluar hendaklah hanya ditandatangani oleh Pengetua, kecuali jika beliau sedang bercuti dan sebagainya. Maka surat itu akan ditandatangani oleh Guru Penolong Kanan bagi pihak Pengetua.

29. Urusan di Jabatan Pendidikan Negeri Melaka

Dari masa ke masa, mungkin ada guru-guru yang terpaksa ke JPNM untuk satu-satu hal yang tertentu yang berkaitan dengan masalah perkhidmatan dan sebagainya. Untuk tujuan ini, guru-guru dikehendaki memenuhkan dan membawa borang yang khas mengenainya yang boleh didapati di pejabat sekolah.

30. Pelawat

Semua pelawat dimestikan berjumpa dengan Pengetua atau Guru Penolong Kanan terlebih dahulu.Guru-guru tidak dibenarkan berbincang dengan wakil-wakil firma atau penjual-penjual kecuali dengan kebenaran Pengetua.

31. Membeli Barang

Guru-guru yang ingin membuat pesanan bagi membeli barang, hendaklah melengkapkan borang khas mengenainya yang boleh didapati di pejabat. Borang ini kemudiannya diserahkan kepada pejabat untuk tindakan selanjutnya.

Jika barang yang berkenaan dikehendaki dengan kadar yang segera, boleh memberitahu mengenainya kepada Pengetua dan kebenaran akan diberi supaya guru boleh membeli tersebut sama ada secara tunai ataupun dibilkan ke sekolah.

32. Kegiatan Kokurikulum

Semua guru akan ditugaskan untuk menjadi Penasihat atau Guru Penjaga dan sebagainya untuk kegiatan kokurikulum di sekolah ini. Tugas ini hendaklah dijalankan dengan cekap dan teratur.

33. Mengajar Luar Waktu Sekolah

Kebenaran daripada Pengetua atau Pengarah Pendidikan perlu diperoleh terlebih dahulu sebelum seseorang ingin mengajar di luar sekolah.

34. Perhimpunan Sekolah

Pihak sekolah mengadakan perhimpunan harian (Selasa–Jumaat) dan perhimpunan rasmi (Isnin).Semua guru dikehendaki menghadirinya. Guru akan menyanyikan bersama-sama dengan murid lagu Negaraku, lagu Melaka Maju, lagu Sekolah dan lagu Bahasa Jiwa Bangsa.

35. Mesyuarat Guru-Guru

Dari masa ke masa, Pengetua akan memanggil mesyuarat guru-guru. Kedatangan bagi mesyuarat ini adalah diwajibkan bagi semua guru.

36. Mesyuarat Jawatankuasa

Guru-guru akan dilantik untuk menduduki jawatankuasa yang terdapat di sekolah. Mereka hendaklah menghadiri sebarang mesyuarat yang dipanggil dan mengambil bahagian yang aktif di dalam mesyuarat tersebut.Guru yang dilantik menjadi setiausaha kepada sebarang jawatankuasa, hendaklah menyediakan minitnya dan satu salinan hendaklah disampaikan kepada Pengetua dengan kadar segera.

37. Latihan Kebakaran

Arahan khas Pengetua mengenai perkara ini mestilah dipatuhi dengan teliti. Latihan-latihan mengejut akan diadakan pada bila-bila masa hari persekolahan.Guru-guru mestilah sentiasa bersedia dan mematuhi kesemua arahan yang terkandung di dalam surat arahan tersebut.

38. Kepimpinan Melalui Teladan dan Bersih, Cekap dan Amanah

Kedua-dua cogan kata tersebut adalah hasrat dan harapan kerajaan terhadap sikap kakitangannya. Guru-guru dikehendaki memahami, menghayati serta mengamalkan dan menjadikannya sebagai panduan.

39. Falsafah, Matlamat dan Objektif Sekolah.

Semua guru dikehendaki mengamati, memahami serta menghayati falsafah, matlamat dan objektif sekolah.Oleh itu, mereka hendaklah sama-sama berusaha dengan gigih demi membolehkan matlamat dan objektif tersebut dicapai serta falsafah tersebut berfungsi dan bermakna.

40.       Buku Stok

Mana-mana mata pelajaran dan sebahagian yang perlu mengadakan buku stok seperti Sains, Kemahiran Hidup, Pusat Sumber, Pendidikan Jasmani, Sukan dan sebagainya. Guru Kanan Mata Pelajaran hendaklah memastikan bahawa maklumat-maklumat di dalam buku tersebut adalah tepat, lengkap dan sentiasa kemas kini. Buku ini akan disemak dari masa ke masa oleh Pengetua atau Guru Penolong Kanan.

41.  Rekod Pengambil Barang Dari Pejabat

Untuk melicinkan lagi pengurusan stok alatan, guru-guru dikehendaki mencatatkan di dalam Buku Rekod Pengambilan Barang apabila mereka memerlukan alatan seperti kertas stensil, kertas dan sebagainya.

Apabila mengambil barang dari pejabat, guru-guru diharap akan mengambil dengan mengikut kadar yang diperlukan sahaja demi untuk mengelakkan pembaziran.Segala barang atau alatan dipinjam dari pejabat, guru hendaklah mengembalikannya semula selepas digunakan.

42. Kebersihan dan Keselamatan dan Perhiasan Bilik Darjah

Guru-guru tingkatan hendaklah memastikan bahawa murid-murid di dalam tingkatan di bawah jagaannya menghias dan menjaga kebersihan dan keselamatan bilik darjah masing-masing. Walau bagaimanapun, guru hendaklah memastikan bahawa bahan yang digunakan untuk menghias kelas adalah sesuai dan berfaedah untuk murid-murid.

Guru tingkatan adalah bertanggungjawab bagi memastikan kelas mereka mempunyai perkara-perkara berikut :

a. Misi dan Visi Sekolah

b. Jadual Waktu

c. Jadual Bertugas

d. Carta Organisasi Kelas

e. Pelan Pergerakan Semasa Kecemasan

f. Pelan Kedudukan Murid

g. Penyapu

h. Penyodok Sampah

i. Baldi Kecil

j. Kain Lap

1.18     KEDATANGAN STAF     

Kedatangan staf direkodkan dengan menggunakan “thumbs print biometric” dan berserangkai dengan sistem e-SPKB untuk penyelarasan dan pembayaran gaji staf. Setelah sebulan kedatangan staf direkod dengan biometrik, satu salinan akan dicetak dan di semak oleh pengetua untuk pengesahan kedatangan. Sila rujuk Bahagian ROS-Lampiran 4 untuk melihat contoh rekod kedatangan.

                    

1.19TAKWIM

1.191         PERSEKOLAHAN MENGIKUT PENGGAL

Sekolah Menengah Telok Mas yang berada di negeri Melaka ini adalah dalam kumpulan B yang terdiri dari negeri Selangor, Pulau Pinang, Sabah dan Sarawak. Sekolah ini mempunyai hari persekolah sebanyak 193 hari, hari cuti penggal selama 81 hari dan cuti am selama 16 hari. Cuti penggal pula adalah sebanyak 4 penggal iaitu cuti pertengahan penggal 1, cuti pertengahan tahun,cuti penggal 2 dan cuti akhirtahun.Jadual lengkap dapat dilihat diJadual Persekolahan berikut:

PENGGAL	MULAPERSEKOLAH	AKHIRPERSEKOLAH	JUMLAHHARI	JUMLAH MINGGU
	2.1.2014	31.1.2014	22
	1.2.2014	28.2.2014	20	12
	1.3.2014	21.3.2014	15
	JUMLAH HARI		57
	CUTI PERTEGAHAN PENGGAL 1			1
1	22.3.2014	30.3.2014	9
	30.3.2014	31.3.2014	1
	1.4.2014	30.4.2014	22	8
	1.5.2014	27.5.2014	19
	JUMLAH HARI		42
	CUTI PERTENGAHAN TAHUN			2
	28.5.2014	15.6.2014	19
	16.6.2014	30.6.2014	11
	1.7.2014	31.7.2014	23	13
	1.8.2014	31.8.2014	21
	1.9.2014	12.9.2014	10
	JUMLAH HARI		65
	CUTI PERTENGAHAN 2			1
2	13.9.2014	21.9.2014	9
	22.9.2014	30.9.2014	7
	1.10.2014	31.10.2014	23	9
	1.11.2014	21.11.2014	15
			45
	CUTI AKHIR TAHUN			6
	22.11.2014	4.1.2015	44
	JUMLAH BESAR		290	52

Jadual 1: Jadual Persekolahan Mengikut Penggal

BIL	HARI-HARI KELEPASAN AM	HARI	TARIKH
1.	Tahun Baru	RABU	1 January 2014
2.	Hari Keputeraan Nabi Muhamad s.a.w	SELASA	14 January 2014
3.	Tahun Baru Cina	JUMAAT	31 January 2014
4.	Hari Perisytiharaan Melaka Bandaraya Bersejarah	SELASA	15 April 2014
5.	Hari Pekerja	KHAMIS	1 Mei 2014
6.	Hari Wesak	SELASA	13 Mei 2014
7.	Hari Keputeraan Seri Paduka Baginda Yang Di-Pertuan Agong	SABTU	7 Jun 2014
8.	Awal Ramadhan	AHAD	29 Jun 2014
9.	Hari Raya Puasa	ISNIN-SELASA	28-29 Julai 2014
10.	Hari Kebangsaan	AHAD	31 Ogos 2014
11.	Hari Malaysia	SELASA	16 September 2014
12.	Hari Raya Haji	AHAD	5 Oktober 2014
13.	Hari Jadi T.Y.T Yang Di-Pertua Negeri Melaka	JUMAAT	10 Oktober 2014
14.	Hari Deepavali	KHAMIS	23 Oktober 2014
15.	Awal Muharam	SABTU	25 Oktober 2014
16.	Hari Krismas	KHAMIS	25 Disember 2014

Jadual 2: Jadual Hari-Hari Kelepasan Am Negeri Melaka

                           

1.192     TAKWIM PEPERIKSAAN

Sekolah menengah ini mempunyai 5 ujian selaras,4 peperiksaan peringkat sekolah, 2 peperiksaan percubaan dan 2 peperiksaan peringkat pusat. Berikut adalah jadual peperiksaan:

BIL.	UJIAN/PEPERIKSAAN 2014	TARIKH
1	Ujian Selaras 1 Tingkatan 5	10/2-13/2
2	Ujian Selaras 1 Tingkatan 1- Tingkatan 4	17/3-20/3
3	Ujian Selaras 2 Tingkatan 5	17/3-20/3
4	Peperiksaan Pertengahan Tahun Tingkatan 4- 5	14/5-29/5
5	Peperiksaan Pertengahan Tahun Tingkatan 1- 3	19/5-23/5
6	Ujian Selaras Tingkatan 1- Tingkatan 4	14/7-18/7
7	Ujian Selaras Tingkatan 3- Tingkatan 5	14/7-18/7
8	Percubaan PBSMR	18/8-22/8
9	Percubaan SPM	2/9-11/9
10	Peperiksaan PBSMR	13/10-17/10
11	Peperiksaan Akhir Tahun Tingkatan 4	13/10-22/10
12	Peperiksaan Akhir Tahun Tingkatan 1-3	13/10-17/10
13	Peperiksaan SPM	Awal November

Jadual 3:Peperiksaan SMK Telok Mas

1.193       TAKWIM PERSEKOLAH

Sekolah SMK Telok Mas merangka pelbagai aktiviti sepanjang tahun seperti Program Orentasi Tingkatan 1, Mesyuarat guru dan panitia dan lawatan sambil belajar seperti jadual di bawah. Sila rujuk Bahagian ROS –Lampiran 5 bagi perincian takwim.

BULAN	MINGGU	AKTIVITI
JUN	1	Cuti Penggal
	2	Pacuan Minda 2 PBSMR/SPM
	3	1.Minggu Bidang Teknologi dan Vokasional 2. Mesyuarat Kurikulum ke 3 3. Taklimat Program Temu Mesra 4. Pelancaran Hari Koperasi
	4	1. Mesyuarat Panitia       2. Minum Pagi Bersama Pengetua 3. Motivasi Asrama
	5	1. Perjumpaan Pelajar Ponteng 2. Kejohanan Olahraga
JULAI	1	1. Program Ihya’ Ramadhan 2. Program Kecemerlangan Ramadhan 3. Program Temu Mesra Tingkatan 1-5
	2	Minggu Pembangunan Sahsiah dan Displin
	3	Ujian Selaras Tingkatan 1- 5
	4	1. Mesyuarat Guru ke 3 2. Mesyuarat Kewangan ke 2
OGOS	1	1. Minggu Bidang Kemanusiaan 2. Pelancaran Bulan Kemerdekaan
	2	Kelab dan KarnivalPermainan1
	3	1. Percubaan PBSMR 2. Uniform dan Karnival Permainan 2 3. Perkampungan Ilmu (2) SPM
	4	Perjumpaan Pelajar Ponteng 4
SEPTEMBER	1	1. Peperiksaan Percubaan SPM 2. Perjumpaan Kelab Beruniform 3. Hari Kokurikulum Perkhemahan Tingkatan 1,2 4. Program Hello Sayang
	2	1. Peperiksaan Percubaan SPM 2. Mesyuarat Asrama ke 5 3. Bual Bicara Pelajar PBSMR
	3	Cuti Penggal
	4	Taklimat Solat Hajat
	5	Mesyuarat Kewangan 3

       Jadual 4: Aktiviti Persekolahan 2014