My Teaching Phylosophy

As an educator and a trainer who is quite fortunate to be in constant contact with these people, I constantly strive to make learning fun, interactive, encouraging, rewarding, and above all, purposeful. My students come from a diverse educational background. Their qualification ranges from lowest to highest levels. My job is to provide a positive environment and context into which students can place their cognitive framework. Each of them is thus encouraged to develop their own evaluation of any given work. There is a need for a paradigm shift amongst educators; from the paradigm of blaming the students for their failures to that of accepting responsibilities to make teaching more effective.
Thankfully, in the developed countries, the trend is more balanced towards improving the educators teaching approaches apart from the students learning skills. Working with this frame of mind, I constantly find ways to reflect, re-assess, evaluate, find and test new measures to improve teaching.

Through my experience with the diverse group of people mentioned, I learn that educators gain respect by giving due respect to people. To gain respect as an educator, one has to be genuinely convinced that everyone has special talents and that no one knows everything. Respect for the students and trainees should be manifested in our interactions with them. With fresh students, I would constantly encourage, admire and praise volunteers who responded to questions in class. I would give leads to these questions, and above all, would avoid cornering them. I believe these students have the potential to participate actively in the health care situation to strengthen the system through their questions and critical analysis. Students need support and encourage for such participation as students, the valuing of such questioning and critical analysis should continue into professional practice.
All students must be made aware of the moral obligations to fulfill in learning.
I constantly strive to inculcate positive learning culture among students. I make a point of blending motivational elements and practical experience in my technical lectures as appropriate especially to fresh students. I strongly believe that learning should create selfless people who have the interest of mankind at heart as opposed to those who learn for primarily for his own worldly and material gains. My sincere desire is that they journey further than I have, see more, and achieve more. My ultimate goal is to create selfless and caring intellectuals with the insatiable desire to quest and disseminate knowledge and to equip them the capacity for life-long learning, as oppose to those who learn just to survive.

National Phylosophy of Education

“Education in Malaysia is an ongoing process towards further
effort in developing the potential of individuals
in a holistic and integrated manner; so as to produce individuals
who are intellectually, spiritually, emotionally
and physically balanced and harmonious, based on a firm belief
in and devotion to God. Such an effort is
designed to produce Malaysian citizens who are knowledgeable
and competent, who possess high moral
standards, and who are responsible and capable of achieving a
high level of personal wellbeing as well as being able to
contribute to the betterment of the society
and the nation at large.”

National Science Education Philosophy 

' In consonance with the National Education Philosophy, science education in Malaysia nurtures a science and technology culture by focusing on the development of individuals who are competitive, dynamic, robust and resilient and able to master scientific knowledge and technological competency.'

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