Monday, October 31, 2011

I BELIEVE

MARI MEMBACA: BUKU BULAN INI

Memandangkan exam dah selesai, saya ada banyak masa untuk membaca buku2 yg topiknya lebih santai. Sebelum ni baca buku juga, tapi buku-buku berkaitan subjek yang saya ambil, jadi, topiknya berat sikit. Ni beberapa buah buku yg saya dah beli. Harap2 isinya menarik.



Quotes to share:
Fungsi membaca kepada minda adalah umpama fungsi senaman kepada tubuh badan kita.
~Joseph Addison
Membaca membuat kita lebih cergas, lebih yakin berbicara, dan berfikiran lebih terbuka kerana telah terdedah kepada pelbagai idea, cerita kehidupan dan budaya yang berlainan.

Sunday, October 30, 2011

AKTIVITI MEMBUAT CARTA BM (5 BESTARI)

Aktiviti ni dibuat semasa kelas BM 25 Oktober 2011 . Waktu ni sebelum cuti perayaan Deepavali. Murid yang sertai aktiviti hanya 10 orang. Mereka yang minta supaya masukkan gambar dalam blog sebab mereka ni rajin datang sekolah.



Friday, October 28, 2011

GOOD LUCK



Good luck kepada semua classmate MPPP UPM semester 4 yang menempuhi CE (Comprehensive Examination) Sabtu dan Ahad ni. Semoga kita semua berjaya.Insyaallah.

Tuesday, October 25, 2011

INTERESTING


Semasa saya melayari internet untuk mencari maklumat, saya membaca beberapa artikel dan komen tentang pendidikan di sebuah laman web. Banyak juga isu-isu menarik yang ada kat situ, terutama segmen Thought-Provoking Opinions.

http://www.malaysia-students.com/

Saturday, October 22, 2011

Transformational Leadership

During the past few decades, great organizational, societal and cultural changes have occurred. Globalization and technology have caused a reorganization of the supply-chain and worker-chain with an accompaniment of new forms of learning and knowledge sharing (Latchem & Hanna, 2001a). Free and wide-spread information on the Internet challenges the traditional authority and the control over knowledge of educators and leaders in administration as well as the way teachers and students interact in the institutions. People are encouraged to question authority when necessary. The concept of “going beyond one’s interests for the good of the organization” is no longer accepted unconditionally (Bass, 1999). The changes and challenges led to various explorations on leadership theory in seeking for effective leadership models for the new era in which people ask for changes but do not have a clear track for doing that. Leadership theories such as transformational leadership, distributed leadership, and complexity leadership have been developed in an attempt to describe the new phenomena, predict what will happen, and suggest strategies for effective leadership. Transformational leadership theory among all the existing theories is the one that underscores the importance of changing the mindset of the subordinators, building trust for the willingness to internalize organizational values, and encourage the follower to become the leader. In today’s fast-changing environment of education, the problems people confront often did not exist before. There is a greater need for everyone to respond to one’s unique problems properly and timely instead of waiting for instructions from the supervisors. Transformational leadership is needed for facilitating the capability.
Transactional Leadership vs. Transformational Leadership
Transformational leadership has been introduced after the research on behavioral leadership such as great-man leadership and trait-based leadership that assumed that leadership is rooted in the characteristics that certain individuals possess. James Burns (1978) first introduced two types of leadership styles: transactional and transformational leadership. Most of the traditional leaderships are transactional leadership in which the leader and the follower work together under informal contracts. The leader gives instructions to the follower about what they need to do and provides rewards when the follower completes the instruction. The leader and the follower exchange resources to meet their own self-interests. Distinct from transactional leadership, transformational leaders aim at inducing positive change in individuals through articulating vision of the future that can be shared with peers and subordinators, inspiring subordinators’ motivation, intellectually stimulate subordinates, and pay high attention to individual differences among people (Bass, 1999; Lowe, Kroeck, & Sivasubramaniam, 1996). The transformational leadership approach uplifts the morale, motivation, and morals of their followers with the end goal of developing the follower into a leader (Bass, 1999).
Educators usually have higher academic qualification than the average people in their society. They are expected to be intelligent while playing roles as moral models. Leading an institution that is mainly formed by a group of educators to fulfill the missions of education requires a values-driven approach (Latchem & Hanna, 2001b). Aitkin (1998) and Bass (1999) argued that if the power of the educational leaders is to be used effectively, the leader (vice-chancellor) must “have a sense of mission, an agenda, a vision … those attributes need to come from inside, not from the university itself … from reflection and from one’s personal values.” (Aitkin, 1998, p. 123) Latchem and Hanna (2001c) also highlighted that educational leaders should see themselves as educators who are capable of enabling other team members to acquire and exercise the leadership skills. Drawing on these view points, educational leaders can only achieve real and lasting commitment to change by adopting more of transformational leadership approach and less transactional leadership approach. As noted by Sir John Daniel: “I believe that a leader should spend more time crating meaning for people than making decisions for them.” (Daniel, 2001. p. 143)
Other Leadership Theories vs. Transformational Leadership Theory
Theories for emergent leadership and other leaderships based on the contingency theory have shared a common assumption that there is no single correct leadership for all contexts and the best leadership is defined by external factors such as the characteristics of the subordinators, the type of work and the stress level in the organization. This situational perspective for adopting leadership has influenced almost all modern theories of leadership (Envision Software, Inc., 2011 Jan. 21) including transformational leadership. However, emergent leadership and other styles of leadership based on contingency theory focus more on the leader’s ability to diagnose the competence and commitment of the subordinators and respond accordingly (Latchem & Hanna, 2001b) without stressing the importance of internal factors such as ideal, vision, mission, value, or motivation and individualized concerns. An important constituent of educational leadership is missing from the leaderships with situational perspective.
The same limitation exists in distributed leadership. Distributed leadership approach was developed around four central ideas – leadership tasks and functions, task-enactment, social distribution of task-enactment, and situational distribution of task-enactment (Spillane, 2004). The main examination of distributed leadership is its practice distributed over leaders, followers and their situation and incorporates the activities of multiple groups of individuals.” (Spillane, 2004) The ideal influence of the leadership has not been brought to the up front of the theory.
Another theory of leadership that was introduced lately is that of complexity leadership theory. Complexity leadership theory considers leadership to be a system function that enables adaptive action in complex adaptive systems. This theory could be powerful in describing the leadership occurs in informal learning environment such as self-organized learning communities and open learning. It is not the intension of complexity leadership theory to describe the leadership in formal learning in official academic institutions that has official internal and external hierarchies on which this paper focuses.
Dipetik dari: http://www.educause.edu/blog/susanlulee

Wednesday, October 19, 2011

NURZAFIRAH AISYAH BINTI ASFAEZULLAH

Petang tadi kami melawat baby baru di Hospital Selayang. Alhamdulillah, baby dan ibunya sihat. Nama baby ni, Nurzafirah Aisyah. Comelkan. Nurzafirah Aisyah lahir secara pembedahan ceaser dan beratnya hanya 2.17 kg, jadi kecil jer. Tengok la bila dia bergambar dengan mak ngah dan mak longnya, nampak sangat muka baby ni kecil jer. Hari ni, umur baby ni baru 2 hari. Mata pun buka sikit jer...isyk..isyk...comel betul! He..he..





To my brother Faiz, work harder. You have a family now. Be a good dad, okay!

Tuesday, October 18, 2011

NEW FAMILY MEMBER

CONGRATULATIONS !!!!



Name : Unknown
Gender : Female
Status : Newborn
D.O.B : 18 October 2011
Time : 2.02 pm
Weight : 2.17kg
P.O.B : Hospital Selayang
Father : Asfaezullah
Mother : Bashirah

Monday, October 17, 2011

HARAS DAN HAKIM



Tengok la rupa Haras ni. Terlalu suka sangat main, sampai langgar dinding. Bila kepala dah benjol, baru berhenti...kesian...comel!


Hakim Amsyar yang dah besar....tengok apa dengan Pak Andak tu?

Sunday, October 16, 2011

Friday, October 14, 2011

SAMBUTAN HARI KANAK-KANAK SKMC 2011



SKMC telah mengadakan sambutan hari kanak-kanak lebih awal iaitu pada hari Jumaat 14 Oktober 2011. Antara aktiviti yang diadakan ialah permainan dan persembahan. Murid-murid juga diberi hadiah dan makanan percuma. Walaupun tidak diadakan secara besar-besaran, murid-murid SKMC ceria2 semuanya. "Selamat Menyambut Hari Kanak-kanak". Semoga kalian menjadi insan yang berjaya dan berbakti untuk negara.


HARI KANAK-KANAK SEDUNIA

Perayaan Hari Kanak-Kanak Sedunia telah disambut di Malaysia sejak tahun 1959. Di Malaysia, perayaan ini disambut setiap tahun pada mana-mana hari Sabtu bulan Oktober.


Pada dasarnya, Hari Kanak-Kanak Sedunia mempunyai dua objektif utama iaitu:


i. merupakan penghormatan dan pengiktirafan masyarakat terhadap kanak-kanak dan hak-hak mereka

ii. menyedarkan setiap golongan masyarakat akan tanggungjawab mereka dalam memelihara hak dan masa depan kanak-kanak


(Dipetik dari: http://www.sabah.org.my/scwa/WCD.htm)

Saturday, October 1, 2011

BULAN BAHASA KEBANGSAAN 2011


PENGENALAN

Kerajaan telah mengisytiharkan kempen Bulan Bahasa Kebangsaan sebagai agenda nasional. Kempen ini bertujuan untuk menggalakkan semua sektor menggunakan bahasa kebangsaan secara meluas. Selaras dengan hasrat kerajaan untuk memartabatkan Bahasa Melayu dalam kalangan rakyat negara ini , pihak sekolah juga telah menyahut seruan ini dengan mengadakan Minggu Panitia Bahasa Malaysia dan Bulan Bahasa Kebangsaan . Banyak aktiviti diadakan bagi tujuan untuk menarik minat dan kecenderungan murid menguasai Bahasa Malaysia sepanjang bulan ini. Hasilnya akan lahirlah murid-murid yang boleh mengaplikasikan bidang yang dipelajari di sekolah dalam kehidupan seharian.

MATLAMAT

Meningkatkan penguasaan Bahasa Malaysia yang mantap dari segi penulisan, pemahaman, dan pertuturan seharian.

OBJEKTIF

1. Menambah pengetahuan murid-murid mengenai penggunaan

Bahasa Malaysia yang berkesan.

2. Meningkatkan penguasaan Bahasa Malaysia dari segi pertuturan dan penulisan.Melahirkan murid-murid yang berpengetahuan tinggi dari segi penguasaan perbendaharaan kata dan struktur ayat yang betul.

3. Meminimumkan kesalahan ejaan semasa menulis karangan di dalam kelas.

4. Meningkatkan peratus kelulusan Bahasa Malaysia dalam peperiksaan.

SENARAI AKTIVITI

TAHAP 1

1. PERTANDINGAN MENULIS ESEI BERPANDU

2. EJAAN

3. TULISAN CANTIK

4. KUIZ HARIAN

5. NYANYIAN LAGU BAHASA JIWA BANGSA (RABU)

TAHAP 2

1. PERTANDINGAN SAJAK/SYAIR

2. HAIKU PERIBAHASA

3. MENULIS SINOPSIS BUKU

4. BUKU SKRAP

5. KUIZ HARIAN

6. NYANYIAN LAGU BAHASA JIWA BANGSA (RABU)