Identifying the academic and Behavioural Support Needs of Teachers Dissertation - 1

Identifying the academic and Behavioural Support Needs of Teachers Teaching in LINUS classrooms in Malaysia - utterance ExampleProfessional development is very essential in supporting instructors teaching in LINUS classrooms in Malaysia in the sense that the teachers feel motivated and appreciated for their effort as it go out be discussed in this chapter. 2.2 The Effectiveness of Screening According to Mohd Sham Hamid (2012 p. 7) there is total faith in the literacy and numeracy screenings classme in Malaysia. The LINUS programme conducts screening on the students literacy and numeracy ability, hence giving room for learning institutions to determine pupils who are weak. There is a distinction between the former system and LINUS. With LINUS, teachers are in a position to distinguish excellent students from the less excellent ones. This gives an avenue for the teachers to comprehend the exposure of knowledge of the weaker students. By understanding the knowledge level, it helps the participants to formulate extra plans to enhance the ability of the students while concentrating on the prescribed LINUS program which was established by the Ministry of upbringing. According to Mohd Sham Hamid (2012 p. 7), the teacher normally depended on the same component and order of teaching but this was broken down by LINUS programme. The same method dischargenot be used to take in children in a learning environment as some of the methods have a poor modular of comprehending the subject and hence require extra attention (Cohen, & Spenciner, 2007 p. 13). In such a condition the teacher will not be in a position to know whether the pupil is weak work the pupil takes the exam and scores below average or fails the exam. By this time the student will have advanced to the next stage and will still be left behind as the topic gets tougher to go through and through. The LINUS curriculum has a complex set of subjects for all levels of learning. There are pupils who are in a position to identify the alphabetical order after seven months of continuous recitation. These students can be disc overed after sitting for the LINUS screening tests. Extra attention can now be administered to these students in class. Learning in this environment is made more than interactive and more of fun by use of music and activities to assist the pupils understand the subject more easily. There are times when issues of absenteeism and another(prenominal) uphill tasks which might derail the process of indentifying weaker children or helping them through the stated topic more challenging. Remedial lessons can be helpful if given keen attention with the use of specialized modules in enabling the pupils to deal with the learning challenges to a particular level. The education office through the Malaysian ministry of education gives abundant support by providing books of reference and usually giving supervision to the LINUS curriculum in the inculcate. Currently, pupils from t wo year one and year two inclusive of the weaker students are reported to be going through the LINUS curriculum classes where teachers use laptops, charts, books, and flashcards as teaching aids. This has seen a remarkable improvement in the performance of the pupils over the recent time period (Pliszka, et al, 2007 p. 897). 2.3 The Significance of LINUS In ensuring that some of the programs are executed for the present school year, implementation of the programs is already underway. The first semi-annual implementation has seen the