INSTITUT PENDIDIKAN GURU,

KAMPUS GAYA,
BEG BERKUNCI 11,
KOTA KINABALU, SABAH.

NAME
PROGRAMME
COURSE
TITLE

CODE
SEMESTER
YEAR
MATRIX NO.
SUPERVISOR
IPGK

CHRISTINE BT SEBASTIAN MONSUIL

PISMP PJJ (TESL)
TEACHER AND CURRENT CHALLENGES
1) JUSTIFICATION
2) CHALLENGES FACED BY TEACHERS IN THE
21ST CENTURY
EDU3093i
EIGHT
2015
IPGKG/PPG/BI/2011/06/086
MDM ROHANA KHALID
INSTITUT PERGURUAN KAMPUS GAYA
KOTA KINABALU SABAH

JUSTIFICATION FOR THE CHOICES OF APPROACHES, STRATEGIES, METHODS

AND TECHNIQUES IN LESSON PLANNING
In our lesson plan of ESL Year 1, we have chosen singing as our set induction supported
with visualisation techniques using MS Power Point as first we wanted to build interest to
these young learners as well as to engages them physically, mentally and emotionally.
Through singing also its easy for young learners to grasped and retained the concepts of
the lesson afterwards.
The use of word cards also is a great way to present, practice and recycle vocabulary.
Using word cards force pupils to remember a word or concept from scratch beside in
pedagogy the focus remains on the content and the effective delivery of the concepts.
With the support from ICT the lesson become interesting as it create and allowing young
learners to develop their creativity, problem-solving abilities, reasoning skills and
communication skills.
We also insert language games in the lesson because it is fun and task based. Through
games create active participatory learning which provide immediate feedback. Young
learners would be able to experiment, discover and interact with their environment as
well. We also have spelling activity for the young learners because we believe that
through spelling helps to cement the connections between letters and their sounds.
Clearly researchers claim that spelling is important for young learners as it enhances
children reading and writing.
So with the choices of our approaches, techniques and strategies in our lesson plan we
believe that our lesson plan is suitable for the pedagogical practices of the 21st century.

THE PREPARATIONS THAT NEED TO BE IMPLEMENTED BY TEACHERS IN THE

21ST CENTURY CLASSROOM ENVIRONMENT IN MALAYSIA
As we move further into the 21 st century, it becomes clear that the 21 st century classroom
needs are very different from what we have now. As a facilitator of students learning,
teacher should be well-prepared to be a creator of productive classroom environments in
which students can develop skills they will need in their workplace.
Teachers must embrace new teaching strategies which collaboration is the thread for all
students learning. Learning through collaboration is one of the most effective forms of
learning. Teaching and learning in isolation are very restrictive and hinder progress.
Learning in groups enhances the scope of learning and develops critical thinking.
Collaborative learning activities include collaborative writing, group projects, joint
problem solving, debates and more. Collaborative learning redefines traditional studentteacher relationship in the classroom.
Thus the 21st century classroom is student centered and students are learning by doing.
The textbooks are no longer major source of information but technology replace it all as
daily instruction. The focus of learning in the classroom also is different. Students will be
using the information they learn and demonstrate their mastery of the content in the
projects they work on. Teachers should also look into the variety of performance-based
assessments to evaluate students learning.
Teacher will no longer use the tests that measure students ability to memorize instead
use the students projects, presentation or journal. Teachers can utilize projects as well
as other products and performances as assessments to determine student
achievements and needs. Assessments are tailored to the abilities and needs of the
students.
Apart from the above, the classrooms should not be cramped or overcrowded. Modern
classrooms should have the basic material required for teaching such as, interactive
whiteboards and LCD projectors. The BYOD (Bring-Your-Own-Device) approach can be
adopted, so that students can bring their laptops or tablets to the classroom for better
personalized learning. Teaching with technological material is more effective, stimulates

student engagement, eases the work of teachers and makes it easy for students to focus
on learning.
Beside, any classroom will always have students of different types of learning abilities in
it which often makes it difficult for teachers to make sure that all of them understand the
concepts. The modern approach of adaptive learning gives students the freedom to learn
at their own pace and in the way they are most comfortable with. There are various kinds
of software available for adaptive learning that teachers can use to enhance the learning
of their students.
On the other, as a teacher it is a responsibilities that the learning environment is carefully
planned and well-organized. Class rules, procedures, and notices of upcoming activities
are posted in convenient places to help students stay on track. Students are constantly
encouraged to remind them of their goals and responsibilities. They follow class routines
and understand what they are expected to achieve each day and how they are to go
about it.
In conclusion, If students are to be productive members of the 21st Century workplace,
they must move beyond the skills of the 20th Century and master those of the 21st
Century. Teachers are entrusted with mastering these skills as well and with modeling
these skills in the classroom. The characteristics of the 21st Century classroom will be
very different from those of in the classrooms of the past because the focus is on
producing students who are highly productive, effective communicators, inventive
thinkers, and masters of technology. So as a teacher who is moving towards to the 21 st
century it is vital to be well-prepared and implemented in the classroom.
THE CHALLENGES THAT WILL FACED BY TEACHERS IN MALAYSIAN IN ORDER
TO IMPLEMENT THE PRACTICES OF 21ST CENTURY LEARNING IN SCHOOL
In the fast changing world of the early 21st century Malaysian education is also
changing. As part of the changes the role of schools and education will also be different
both in the educational system and in the society. Together with them the role of
teachers will also change. For now, teachers used to be the major source of knowledge,
the leader and educator of their students' school life. Teachers would organise afterschool activities. They used to be the authority in the class and often took over the role

of parents. But sooner in the 21st century, teachers provide information and show their
students how to tackle them. Although they are still considered to be a kind of leader in
the class, they can be thought of as facilitators in the learning process. They are
supporters rather than educators and also advisors towards parents.
Therefore, teachers are now faced with the challenge of dealing with a learning
environment, which is borderless, offers multi-modal learning pathways, and is resource
rich. This implies that the teacher needs to understand how an ICT based learning
environment as intended by the Smart School education concept affects the student's
training and learning. Although the teacher is mainly responsible for what takes place in
the learning environment and in relation to technology applications, the students should
also play an active role in determining the direction of their learning by virtue of their
participation and activities. Software that is designed to facilitate students active,
creative and critical engagement with the content can help enhance the active
construction of their understanding of the content presented.
21st century skills are the skills that include communication skills, 3M (reading, writing
and counting), science and technology skills, interpersonal and intrapersonal skills and
so on. To achieve the state to develop the next generation with the skills of the 21st
century, a teacher must master various fields, following the development of policy and
education issues, expert in pedagogy , using the latest technology and applying the
values for the formation of morals and good character. Since teachers are the agents of
change in the teaching profession is no exception rather than engaging with the changes
resulting from internationalism and globalization. The sequence of these changes, there
are several challenges that need to be addressed such challenges in the classroom
where the students have developed their potential.
There are challenges in school as a social problem and a widespread discipline
stemming from the explosion of information and global science-shaped. Not the least of
the challenges that come from the increasing number of students to form a floating
classroom. The same thing should ditelusi school where there are still incomplete
aspects of the amenities needed to help facilitate this process of teaching and learning
occur. Not only that, but the management and administration of technology-based school
requires teachers who are savvy and aware of the latest developments.

Since teachers are the agents of change in the teaching profession is no exception
rather than engaging with the changes resulting from internationalism and globalization.
The sequence of these changes, there are several challenges that need to be addressed
such challenges in the classroom where the students have developed their potential.
There are challenges in school as a social problem and a widespread discipline
stemming from the explosion of information and global science-shaped. Not the least of
the challenges that come from the increasing number of students to form a floating
classroom. The same thing should ditelusi school where there are still incomplete
aspects of the amenities needed to help facilitate this process of teaching and learning
occur. Not only that, but the management and administration of technology-based school
requires teachers who are savvy and aware of the latest developments.