Seterusnya membentuk intelek, mental dan minda.
1 Cari pengalaman banyak-banyak. Jangan buang masa dengan sia-sia. Waktu terluang cari kerja..berniaga, bengkel kereta, baiki rumah ...apa saja. Ada ilmu dan pengalaman yang berguna. Paling mudah , cuba bantu ibubapa, ambil resepi istimewa ibu, pelajari kemahiran ayah kita.
2. Berfikir tentang ciptaan tuhan
4. Banyak belajar dan membaca.
5. Bergaul dengan orang bijak pandai.
6. Makanan yang membina dan merangsang saraf seperti vitamin b2 patut jadi makanan kita.
Kesimpulannya, bila jasmani, emosi dan intelek telah terbina maka akan lahirlah manusia yang kuat, sihat cergas, beriman, berakhlak mulia, berilmu dan berpengalaman.
Thursday, October 29, 2009
Wednesday, October 28, 2009
membangun jiwa- emosi dan rohani
Bermacam -macam kaedah..tapi sebagai orang Islam maka kaedah yang terbaik ialah mendekatkan diri dengan tuhan. Kita perlu usaha untuk meningkatkan iman dan mujahadatunnafsu (melawan hawa nafsu). Dari peringkat iman taqlid naikkan ke iman ilmu, ayan, hak dan seterusnya. Begitu juga nafsu kita...dari nafsu amarah tingkatkan hingga sampai ke nafsu lawamah, mulhamah....sekurang-kurangnya ke nafsu mutmainnah iaitu nafsu yang ada pada orang yang memiliki iman ayan.
Buah ilmu---amal
buah amal---iman
buah iman---takwa
Orang bertakwa ialah orang yang memiliki segala-galanya.
Nak membentuk emosi dan rohani ni, yang saya sebut jiwa pertama sekali kena belajar. Ilmu fardhu ain mesti lepas. Bab taharah, sembahyang, puasa dsg kena tahu. Sedih juga masyarakat kita ni...pelajar sekolah menengah ramai lagi yang tak reti mandi wajib, tak tau fukun sembahyang dsg. Nak belajar kena ada guru yang baik. Setelah ada ilmu maka kita beramal...sehingga amalan kita sebati. Hasilnya kita akan ada keyakinan yang kuat pada tuhan. Timbul keimanan dan rasa takwa kita. barulah dapat miliki sifat-sifat mahmudah dan hindarkan sifat-sifat mazmumah. Berikut di senaraikan sifat mahmudah dan mazmumah:
1. Ego dan sombong
2. penakut
3. hasad dengki
4. pemarah
5. kedekut
6. gila dunia
7. tidak ikhlas
8. gila puji
9. gila pangkat
10.tak bersyukur
11. tidak sabar dan banyak lagi
12. suka cari salah orang
13. susah nak minta maaf
14. tamak
15. degil
16. perasan diri baik..ini banyak berlaku pada ahli ibadah dan orang yang ada kump.
17. pandang hina pada orang lain
18. pemalas
19. suka menipu
Manakala sifat mahmudah pula antaranya:
1. sabar
2. mudah memaafkan
3. rasa rendah diri
4. berani
5. pemurah
6. bersyukur
7. tidak degil
8. rajin dan tekun berusaha
9. rasa diri berdosa
10. tidak tamak
11. jujur
12. ikhlas
Bila sudah ada iman yang kuat dan rasa takwa maka dia akan cuba jadikan setiap kerja dan amal ibadahnya untuk tuhan yang disayanginya. Dia cuba jadikan segalanya ibadah iaitu dengan mengikut 5 syarat yang sepatutnya. Bila dalam diri telah ada iman maka kerjanya ikhlas kerana tuhannya. Orang begini akan buat kerja dengan bersungguh-sungguh. Kalau kita buat kerja untuk boss atau raja kita cuba yang terbaik... kerja yang dibuat untuk raja segala raja mesti di buat dengan amat baik... maka biasanya akan dapat hasil yang luarbiasa.
Masalahnya orang tak nak beragama. Takut diperalatkkan kalau jadi baik. Agama tak suruh kita jadi lurus bendul. Kita disuruh berfikir, berhati-hati...contohnya ada hadis kata..jika datang orang fasik membawa khabar berita maka periksa dulu dan banyak lagi.
Bangun jiwa kita maka kita rasa ketenangan hati dan memiliki akhlak yang baik.
Seterusnya yang nak kita bangunkan dalam diri individu adalah inteleknya...ilmu dan pengalaman.
Bermacam -macam kaedah..tapi sebagai orang Islam maka kaedah yang terbaik ialah mendekatkan diri dengan tuhan. Kita perlu usaha untuk meningkatkan iman dan mujahadatunnafsu (melawan hawa nafsu). Dari peringkat iman taqlid naikkan ke iman ilmu, ayan, hak dan seterusnya. Begitu juga nafsu kita...dari nafsu amarah tingkatkan hingga sampai ke nafsu lawamah, mulhamah....sekurang-kurangnya ke nafsu mutmainnah iaitu nafsu yang ada pada orang yang memiliki iman ayan.
Buah ilmu---amal
buah amal---iman
buah iman---takwa
Orang bertakwa ialah orang yang memiliki segala-galanya.
Nak membentuk emosi dan rohani ni, yang saya sebut jiwa pertama sekali kena belajar. Ilmu fardhu ain mesti lepas. Bab taharah, sembahyang, puasa dsg kena tahu. Sedih juga masyarakat kita ni...pelajar sekolah menengah ramai lagi yang tak reti mandi wajib, tak tau fukun sembahyang dsg. Nak belajar kena ada guru yang baik. Setelah ada ilmu maka kita beramal...sehingga amalan kita sebati. Hasilnya kita akan ada keyakinan yang kuat pada tuhan. Timbul keimanan dan rasa takwa kita. barulah dapat miliki sifat-sifat mahmudah dan hindarkan sifat-sifat mazmumah. Berikut di senaraikan sifat mahmudah dan mazmumah:
1. Ego dan sombong
2. penakut
3. hasad dengki
4. pemarah
5. kedekut
6. gila dunia
7. tidak ikhlas
8. gila puji
9. gila pangkat
10.tak bersyukur
11. tidak sabar dan banyak lagi
12. suka cari salah orang
13. susah nak minta maaf
14. tamak
15. degil
16. perasan diri baik..ini banyak berlaku pada ahli ibadah dan orang yang ada kump.
17. pandang hina pada orang lain
18. pemalas
19. suka menipu
Manakala sifat mahmudah pula antaranya:
1. sabar
2. mudah memaafkan
3. rasa rendah diri
4. berani
5. pemurah
6. bersyukur
7. tidak degil
8. rajin dan tekun berusaha
9. rasa diri berdosa
10. tidak tamak
11. jujur
12. ikhlas
Bila sudah ada iman yang kuat dan rasa takwa maka dia akan cuba jadikan setiap kerja dan amal ibadahnya untuk tuhan yang disayanginya. Dia cuba jadikan segalanya ibadah iaitu dengan mengikut 5 syarat yang sepatutnya. Bila dalam diri telah ada iman maka kerjanya ikhlas kerana tuhannya. Orang begini akan buat kerja dengan bersungguh-sungguh. Kalau kita buat kerja untuk boss atau raja kita cuba yang terbaik... kerja yang dibuat untuk raja segala raja mesti di buat dengan amat baik... maka biasanya akan dapat hasil yang luarbiasa.
Masalahnya orang tak nak beragama. Takut diperalatkkan kalau jadi baik. Agama tak suruh kita jadi lurus bendul. Kita disuruh berfikir, berhati-hati...contohnya ada hadis kata..jika datang orang fasik membawa khabar berita maka periksa dulu dan banyak lagi.
Bangun jiwa kita maka kita rasa ketenangan hati dan memiliki akhlak yang baik.
Seterusnya yang nak kita bangunkan dalam diri individu adalah inteleknya...ilmu dan pengalaman.
Monday, October 26, 2009
JERI-inilah yang nak dibangunkan dalam diri setiap diri manusia.
Jasmani, Emosi, Rohani, Intelek
Jasmani - dari hujung rambut hingga hujung kaki. Dari organ luar hingga organ dalam. Dari sel-sel badan hinggalah 10 sistem yang terdapat dalam badan kita...semuanya mesti cergas dan sihat...terbentuklah insan yang sihat, cergas, kacak dan cantik.
Bagaimana membangunkan jasmani yang baik? Disini disenaraikan beberapa cara sekadar ilmu yang diizin tuhan:
1. Makanan yang cukup dan seimbang mengikut piramid makanan, bergantung kepada siapa individu tersebut. Kalau perlu ...dapatkan pil vitamin dan makanan tambahan yang banyak terdapat dipasaran.
2. Senaman yang cukup- garam-garam mineral yang tak di perlukan perlu di keluarkan dan otot-otot badan perlu dibentuk. Kaedah senaman yang betul perlu dipelajari. Kita tidak rasa letih dan senaman di lakukan dengan gembira.
3. Rehat yang mencukupi- tidur yang cukup..sesekali bangun malam...dirikan solat sunat, zikir dan sebagainya...inyaallah tenang hati dan fikiran (kalau dapat selalu baguslah)
4. Kebersihan diri perlu di jaga - Rambut yang sihat, kulit yang cantik, mata yang bersih....selalu membersihkan diri.
5. Belajar cara-cara penjagaan kesihatan dan petua-petuanya...nak kulit lawa makan apa? nak mata cantik macam mana? Nak kuku berkilat sapu apa? nak gigi putih dan nafas tak berbau kunyah dan kumur apa? Bagaimana amalkan senamam rimau? kempiskan perut dsg.
6. Doa-doa dan selawat penjagaan kesihatan mesti di amalkan setiap lepas sembahyang. Inilah untungnya kita orang Islam. Cuba tengok wajah orang beriman...cantik dan menyejukkan mata. Ratu cantik tuuu cantik juga...tapi dia tak dapat sembunyikan kusut jiwanya.
Setelah terbangun jasmani kita..maka perlu pula dijaga dan diawasi supaya tidak rosak. Antara caranya:
1. Jaga pemakanan kita- jangan ambil dadah, minum arak dll.
2. Jaga cara hidup kita- elakkan mencampakkan diri kita dalam bahaya. Dah tau merempit tu bahaya ..buat apa buat. (Pengalaman saya mengajar..tiap-tiap sebelum cuti, kita nasihat pelajar jaga keselamatan diri..tapi bila naik sekolah pasti ada yang patah kaki, tangan dsbg. Masa sekolah kurang sikit...)
3. Jaga kebersihan diri dan kediaman kita...bilik tidur, tikar bantal, tandas dsg.
Bagaimana pula membangun dan mengawal emosi, rohani dan intelek....?tungguuu
Jasmani, Emosi, Rohani, Intelek
Jasmani - dari hujung rambut hingga hujung kaki. Dari organ luar hingga organ dalam. Dari sel-sel badan hinggalah 10 sistem yang terdapat dalam badan kita...semuanya mesti cergas dan sihat...terbentuklah insan yang sihat, cergas, kacak dan cantik.
Bagaimana membangunkan jasmani yang baik? Disini disenaraikan beberapa cara sekadar ilmu yang diizin tuhan:
1. Makanan yang cukup dan seimbang mengikut piramid makanan, bergantung kepada siapa individu tersebut. Kalau perlu ...dapatkan pil vitamin dan makanan tambahan yang banyak terdapat dipasaran.
2. Senaman yang cukup- garam-garam mineral yang tak di perlukan perlu di keluarkan dan otot-otot badan perlu dibentuk. Kaedah senaman yang betul perlu dipelajari. Kita tidak rasa letih dan senaman di lakukan dengan gembira.
3. Rehat yang mencukupi- tidur yang cukup..sesekali bangun malam...dirikan solat sunat, zikir dan sebagainya...inyaallah tenang hati dan fikiran (kalau dapat selalu baguslah)
4. Kebersihan diri perlu di jaga - Rambut yang sihat, kulit yang cantik, mata yang bersih....selalu membersihkan diri.
5. Belajar cara-cara penjagaan kesihatan dan petua-petuanya...nak kulit lawa makan apa? nak mata cantik macam mana? Nak kuku berkilat sapu apa? nak gigi putih dan nafas tak berbau kunyah dan kumur apa? Bagaimana amalkan senamam rimau? kempiskan perut dsg.
6. Doa-doa dan selawat penjagaan kesihatan mesti di amalkan setiap lepas sembahyang. Inilah untungnya kita orang Islam. Cuba tengok wajah orang beriman...cantik dan menyejukkan mata. Ratu cantik tuuu cantik juga...tapi dia tak dapat sembunyikan kusut jiwanya.
Setelah terbangun jasmani kita..maka perlu pula dijaga dan diawasi supaya tidak rosak. Antara caranya:
1. Jaga pemakanan kita- jangan ambil dadah, minum arak dll.
2. Jaga cara hidup kita- elakkan mencampakkan diri kita dalam bahaya. Dah tau merempit tu bahaya ..buat apa buat. (Pengalaman saya mengajar..tiap-tiap sebelum cuti, kita nasihat pelajar jaga keselamatan diri..tapi bila naik sekolah pasti ada yang patah kaki, tangan dsbg. Masa sekolah kurang sikit...)
3. Jaga kebersihan diri dan kediaman kita...bilik tidur, tikar bantal, tandas dsg.
Bagaimana pula membangun dan mengawal emosi, rohani dan intelek....?tungguuu
SEVEN PRINCIPLES FOR GOOD PRACTICEIN UNDERGRADUATE EDUCATION
By Arthur W. Chickering and Zelda F. GamsonFrom The American Association for Higher Education Bulletin, March 1987Reprinted with permission.
Apathetic students, illiterate graduates, incompetent teaching, impersonal campuses -- so rolls the drumfire of criticism of higher education. More than two years of reports have spelled out the problems. States have been quick to respond by holding out carrots and beating with sticks.
There are neither enough carrots nor enough sticks to improve undergraduate education without the commitment and action of students and faculty members. They are the precious resources on whom the improvement of undergraduate education depends.
But how can students and faculty members improve undergraduate education? Many campuses around the country are asking this question. To provide a focus for their work, we offer seven principles based on research on good teaching and learning in colleges and universities.
Good practice in undergraduate education:
encourages contact between students and faculty,
develops reciprocity and cooperation among students,
encourages active learning,
gives prompt feedback,
emphasizes time on task,
communicates high expectations, and
respects diverse talents and ways of learning.
We can do it ourselves - with a little bit of help...
These seven principles are not ten commandments shrunk to a 20th century attention span. They are intended as guidelines for faculty members, students, and administrators -- with support from state agencies and trustees -- to improve teaching and learning. These principles seem like good common sense, and they are -- because many teachers and students have experienced them and because research supports them. They rest on 50 years of research on the way teachers teach and students learn, how students work and play with one another, and how students and faculty talk to each other.
While each practice can stand alone on its own, when all are present their effects multiply. Together they employ six powerful forces in education:
activity,
expectations,
cooperation,
interaction,
diversity, and
responsibility.
Good practices hold as much meaning for professional programs as for the liberal arts. They work for many different kinds of students -- white, black, Hispanic, Asian, rich, poor, older, younger, male, female, well-prepared, underprepared.
But the ways different institutions implement good practice depend very much on their students and their circumstances. In what follows, we describe several different approaches to good practice that have been used in different kinds of settings in the last few years. In addition, the powerful implications of these principles for the way states fund and govern higher education and for the way institutions are run are discussed briefly at the end.
As faculty members, academic administrators, and student personnel staff, we have spent most of our working lives trying to understand our students, our colleagues, our institutions and ourselves. We have conducted research on higher education with dedicated colleagues in a wide range of schools in this country. With the implications of this research for practice, we hope to help us all do better.
We address the teacher's how, not the subject-matter what, of good practice in undergraduate education. We recognize that content and pedagogy interact in complex ways. We are also aware that there is much healthy ferment within and among the disciplines. What is taught, after all, is at least as important as how it is taught. In contrast to the long history of research in teaching and learning, there is little research on the college curriculum. We cannot, therefore, make responsible recommendations about the content of good undergraduate education. That work is yet to be done. This much we can say: An undergraduate education should prepare students to understand and deal intelligently with modern life. What better place to start but in the classroom and on our campuses? What better time than now?
Seven Principles of Good Practice.
1. Encourages Contact Between Students and Faculty
Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students' intellectual commitment and encourages them to think about their own values and future plans.
2. Develops Reciprocity and Cooperation Among Students
Learning is enhanced when it is more like a team effort that a solo race. Good learning, like good work, is collaborative and social, not competitive and isolated. Working with others often increases involvement in learning. Sharing one's own ideas and responding to others' reactions sharpens thinking and deepens understanding.
3. Encourages Active Learning
Learning is not a spectator sport. Students do not learn much just by sitting in classes listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences and apply it to their daily lives. They must make what they learn part of themselves.
4. Gives Prompt Feedback
Knowing what you know and don't know focuses learning. Students need appropriate feedback on performance to benefit from courses. When getting started, students need help in assessing existing knowledge and competence. In classes, students need frequent opportunities to perform and receive suggestions for improvement. At various points during college, and at the end, students need chances to reflect on what they have learned, what they still need to know, and how to assess themselves.
5. Emphasizes Time on Task
Time plus energy equals learning. There is no substitute for time on task. Learning to use one's time well is critical for students and professionals alike. Students need help in learning effective time management. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty. How an institution defines time expectations for students, faculty, administrators, and other professional staff can establish the basis of high performance for all.
6. Communicates High Expectations
Expect more and you will get more. High expectations are important for everyone -- for the poorly prepared, for those unwilling to exert themselves, and for the bright and well motivated. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts.
7. Respects Diverse Talents and Ways of Learning
There are many roads to learning. People bring different talents and styles of learning to college. Brilliant students in the seminar room may be all thumbs in the lab or art studio. Students rich in hands-on experience may not do so well with theory. Students need the opportunity to show their talents and learn in ways that work for them. Then they can be pushed to learn in new ways that do not come so easily.
Teachers and students hold the main responsibility for improving undergraduate education. But they need a lot of help. College and university leaders, state and federal officials, and accrediting associations have the power to shape an environment that is favorable to good practice in higher education.
What qualities must this environment have?
A strong sense of shared purposes.
Concrete support from administrators and faculty leaders for those purposes.
Adequate funding appropriate for the purposes.
Policies and procedures consistent with the purposes.
Continuing examination of how well the purposes are being achieved.
There is good evidence that such an environment can be created. When this happens, faculty members and administrators think of themselves as educators. Adequate resources are put into creating opportunities for faculty members, administrators, and students to celebrate and reflect on their shared purposes. Faculty members receive support and release time for appropriate professional development activities. Criteria for hiring and promoting faculty members, administrators, and staff support the institution's purposes. Advising is considered important. Departments, programs, and classes are small enough to allow faculty members and students to have a sense of community, to experience the value of their contributions, and to confront the consequences of their failures.
States, the federal government and accrediting associations affect the kind of environment that can develop on campuses in a variety of ways. The most important is through the allocation of financial support. States also influence good practice by encouraging sound planning, setting priorities, mandating standards, and reviewing and approving programs. Regional and professional accrediting associations require self-study and peer review in making judgments about programs and institutions.
These sources of support and influence can encourage environments for good practice in undergraduate education by:
setting policies that are consistent with good practice in undergraduate education,
holding high expectations for institutional performance,
keeping bureaucratic regulations to a minimum that is compatible with public accountability,
allocating adequate funds for new undergraduate programs and the professional development of faculty members, administrators, and staff,
encouraging employment of under-represented groups among administrators, faculty members, and student services professionals, and
providing the support for programs, facilities, and financial aid necessary for good practice in undergraduate education.
By Arthur W. Chickering and Zelda F. GamsonFrom The American Association for Higher Education Bulletin, March 1987Reprinted with permission.
Apathetic students, illiterate graduates, incompetent teaching, impersonal campuses -- so rolls the drumfire of criticism of higher education. More than two years of reports have spelled out the problems. States have been quick to respond by holding out carrots and beating with sticks.
There are neither enough carrots nor enough sticks to improve undergraduate education without the commitment and action of students and faculty members. They are the precious resources on whom the improvement of undergraduate education depends.
But how can students and faculty members improve undergraduate education? Many campuses around the country are asking this question. To provide a focus for their work, we offer seven principles based on research on good teaching and learning in colleges and universities.
Good practice in undergraduate education:
encourages contact between students and faculty,
develops reciprocity and cooperation among students,
encourages active learning,
gives prompt feedback,
emphasizes time on task,
communicates high expectations, and
respects diverse talents and ways of learning.
We can do it ourselves - with a little bit of help...
These seven principles are not ten commandments shrunk to a 20th century attention span. They are intended as guidelines for faculty members, students, and administrators -- with support from state agencies and trustees -- to improve teaching and learning. These principles seem like good common sense, and they are -- because many teachers and students have experienced them and because research supports them. They rest on 50 years of research on the way teachers teach and students learn, how students work and play with one another, and how students and faculty talk to each other.
While each practice can stand alone on its own, when all are present their effects multiply. Together they employ six powerful forces in education:
activity,
expectations,
cooperation,
interaction,
diversity, and
responsibility.
Good practices hold as much meaning for professional programs as for the liberal arts. They work for many different kinds of students -- white, black, Hispanic, Asian, rich, poor, older, younger, male, female, well-prepared, underprepared.
But the ways different institutions implement good practice depend very much on their students and their circumstances. In what follows, we describe several different approaches to good practice that have been used in different kinds of settings in the last few years. In addition, the powerful implications of these principles for the way states fund and govern higher education and for the way institutions are run are discussed briefly at the end.
As faculty members, academic administrators, and student personnel staff, we have spent most of our working lives trying to understand our students, our colleagues, our institutions and ourselves. We have conducted research on higher education with dedicated colleagues in a wide range of schools in this country. With the implications of this research for practice, we hope to help us all do better.
We address the teacher's how, not the subject-matter what, of good practice in undergraduate education. We recognize that content and pedagogy interact in complex ways. We are also aware that there is much healthy ferment within and among the disciplines. What is taught, after all, is at least as important as how it is taught. In contrast to the long history of research in teaching and learning, there is little research on the college curriculum. We cannot, therefore, make responsible recommendations about the content of good undergraduate education. That work is yet to be done. This much we can say: An undergraduate education should prepare students to understand and deal intelligently with modern life. What better place to start but in the classroom and on our campuses? What better time than now?
Seven Principles of Good Practice.
1. Encourages Contact Between Students and Faculty
Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students' intellectual commitment and encourages them to think about their own values and future plans.
2. Develops Reciprocity and Cooperation Among Students
Learning is enhanced when it is more like a team effort that a solo race. Good learning, like good work, is collaborative and social, not competitive and isolated. Working with others often increases involvement in learning. Sharing one's own ideas and responding to others' reactions sharpens thinking and deepens understanding.
3. Encourages Active Learning
Learning is not a spectator sport. Students do not learn much just by sitting in classes listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences and apply it to their daily lives. They must make what they learn part of themselves.
4. Gives Prompt Feedback
Knowing what you know and don't know focuses learning. Students need appropriate feedback on performance to benefit from courses. When getting started, students need help in assessing existing knowledge and competence. In classes, students need frequent opportunities to perform and receive suggestions for improvement. At various points during college, and at the end, students need chances to reflect on what they have learned, what they still need to know, and how to assess themselves.
5. Emphasizes Time on Task
Time plus energy equals learning. There is no substitute for time on task. Learning to use one's time well is critical for students and professionals alike. Students need help in learning effective time management. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty. How an institution defines time expectations for students, faculty, administrators, and other professional staff can establish the basis of high performance for all.
6. Communicates High Expectations
Expect more and you will get more. High expectations are important for everyone -- for the poorly prepared, for those unwilling to exert themselves, and for the bright and well motivated. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts.
7. Respects Diverse Talents and Ways of Learning
There are many roads to learning. People bring different talents and styles of learning to college. Brilliant students in the seminar room may be all thumbs in the lab or art studio. Students rich in hands-on experience may not do so well with theory. Students need the opportunity to show their talents and learn in ways that work for them. Then they can be pushed to learn in new ways that do not come so easily.
Teachers and students hold the main responsibility for improving undergraduate education. But they need a lot of help. College and university leaders, state and federal officials, and accrediting associations have the power to shape an environment that is favorable to good practice in higher education.
What qualities must this environment have?
A strong sense of shared purposes.
Concrete support from administrators and faculty leaders for those purposes.
Adequate funding appropriate for the purposes.
Policies and procedures consistent with the purposes.
Continuing examination of how well the purposes are being achieved.
There is good evidence that such an environment can be created. When this happens, faculty members and administrators think of themselves as educators. Adequate resources are put into creating opportunities for faculty members, administrators, and students to celebrate and reflect on their shared purposes. Faculty members receive support and release time for appropriate professional development activities. Criteria for hiring and promoting faculty members, administrators, and staff support the institution's purposes. Advising is considered important. Departments, programs, and classes are small enough to allow faculty members and students to have a sense of community, to experience the value of their contributions, and to confront the consequences of their failures.
States, the federal government and accrediting associations affect the kind of environment that can develop on campuses in a variety of ways. The most important is through the allocation of financial support. States also influence good practice by encouraging sound planning, setting priorities, mandating standards, and reviewing and approving programs. Regional and professional accrediting associations require self-study and peer review in making judgments about programs and institutions.
These sources of support and influence can encourage environments for good practice in undergraduate education by:
setting policies that are consistent with good practice in undergraduate education,
holding high expectations for institutional performance,
keeping bureaucratic regulations to a minimum that is compatible with public accountability,
allocating adequate funds for new undergraduate programs and the professional development of faculty members, administrators, and staff,
encouraging employment of under-represented groups among administrators, faculty members, and student services professionals, and
providing the support for programs, facilities, and financial aid necessary for good practice in undergraduate education.
Bismillah .....
Assalamualaikum
Salam Sejahtera
Dalam laman blog ini saya ingin berkongsi ilmu dan pengalaman yang saya miliki dengan anda semua terutama dalam bidang pendidikan.
Pelajar-pelajar yang mengambil peperiksaan UPSR, PMR dan SPM sangat dialu-alukan. Ada nota-nota dan bahan-bahan yang sangat baik untuk anda insyaalah. Contoh-contoh bahan dan CD ditujukkan dibawah selebihnya boleh ditempah melalui adzzzack pada yahoo.com
Begitu juga ibu bapa dan guru-guru, moga-moga kita dapat bertukar-tukar fikiran terutama dalam kaedah mendidik anak-anak. Pendapat dan saranan tuan-tuan sangat berguna untuk saya.
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