Many secondary school teachers find that in class most students tend to be shy and timid. They do not eagerly answer a teacher’s questions nor ask questions, even if they do not understand. They have difficulty expressing themselves partly because their language proficiency is low, especially in English. Such students will not harness their full God-given learning potential.
If you wish to free your son or daughter from this negative mindset, enrol him or her in our five-day CONFIDENCE BUIDILNG COURSE.
Place : Dewan BAKTI TTDI
Lot 3849, Lorong Datuk Sulaiman 4, Taman Tun Dr. Ismail,
60000 Kuala Lumpur.
Dates : 28 Mac-1 April 2021
Time : 9.00am – 4.00pm
Through this course we will share our tested techniques of developing a student’s self-esteem, sharpening critical thinking mind and improving communication skill, all in a highly engaging and enjoyable style.
Open to boys and girls aged 12-15 year. This course is led by Zainuddin Alang Mamat, who as Director of four schools found the need for overcoming students’ shyness and timidity and he went on to develop a Character Development Curriculum. He has specially taught this subject in two secondary schools for over three years. For more information visit our website www.al-nidaa.my or the website of the two schools (smita.edu.my) Sekolah Menengah Islam Tahfiz Al-Amin and Mutiara Integrated Secondary School (sekolahmutiara.com)
The professional fee is RM350 which also covers morning tea and lunch and lots of course materials in a neat specially printed folder. To enrol please register online through our website www.al-nidaa.my . As place is limited, registration is on first-come-first-served basis. Payment can be credited to Maybank Account No 5620 8560 5033 in the name of Pertubuhan Kebajikan Al-Nidaa’ Malaysia.
Call Us : 03-78590084 (Office)
wasap: KLIK DISINI
WHY CONFIDENCE BUILDING IS IMPORTANT FOR STUDENTS
by Zainuddin Alang Mamat
- A quick glimpse at the current position of Malays will expose amongst others:
- Despite a whole host of affirmative actions in almost fifty years Malays lag far behind the Chinese economically. Malays tend to flock to government service and shy away from the private sector except in government linked companies.
- Politically, although still in power the Malays are hopelessly fragmented as opposed to the solidly united DAP. And it is no longer possible to identify what Malay parties stand for save for power grabbing and making quick money.
- For a long time it has been known that corruption has been rampant both in politicians and the public service, 1MDB being the mother of them all so much so Malaysia is now known to the world as cleptocratic.
- In the social sphere Malays are dominant, if not almost monopolistic, in drug addiction, rempit, snatch thefts, baby dumping, bullying at schools, even at tahfizes.
- And all these vices taking place despite the prominance of Islamic studies in public schools, a plethora of Islamic institutions, mushrooming tahfizes and sekolah agama rakyat and the ever-increasing barrage of Islamic dakwah through all media.
- Over 90% of public-school students are Malays with Chinese and Indians preferring vernacular schools. Coincidentally Malaysia ranked no. 52 out of 65 countries in the 2012 PISA rankings. And the disproportionately high percentages of bumiputra students
in public universities since the Dasar Ekonomi Baru era has coincided with low rankings of those universities as well as increasing numbers of unemployed Malay graduates.
- If not correctly addressed the position of Malays will slide further till they are relegated to the fringes of mainstream Malaysian life in their own country, originally called Persekutuan Tanah Melayu. That fate will become reality if the quality of Malays continues to deteriorate. And because the only remaining strength of Malays is in politics, the future of Malays depends precipitously on the mentality of Malay politicians.
- Failure to achieve the objectives of the New Economic Policy (NEP) and subsequent other affirmative programs is suggestive of a mistaken strategy to help the economic status of Malays. Allocating Malays shares, giving them grants and loans, awarding them contracts, APs, giving university places even to those who were not qualified before they were mentally and psychologically ready led to misuses and abuses that nullify whatever intended effect.
There were many horror stories of those misuses and abuses. But then they are history. What now?
- Because the Malays’ lack of progress was so pervasive, its cause must be so fundamental. The flaw must be true of most if not all Malays.
- In my opinion that flaw is weakness of the Malay mind. That weakness covers shortfalls in intellectual, psychological and spiritual understanding. It is represented by an inability to understand the meaning, application and personal implications of an information, knowledge or happening. Attitudes and judgements are heavily influenced by emotions and prejudices.
The consequences of this mental deficit are far reaching. It leads to very limited reflection, introspection and internalisation, which in turn lead to a lack of motivation to respond to external changes and developments, to change and to improve oneself. Lost from such minds will be the difference between important and trivial, right and wrong, cause and effect, profit and loss and all essential judgements for a successful life, both in this world and the hereafter. This in essence is the cause that has led to our relative stagnance.
- I, therefore, strongly believe the way out of this quandary is to develop in the Malays the skill of critical thinking. Critical thinking will alleviate the Malays to promote curiosity, form well-informed opinions, allow for creativity, make better decisions, improve relationships, become better citizens and most of all better muslims.
- As critical thinking is in the education domain, it should be taught in our schools, colleges and universities and ideally promoted extensively through printed and electronic media,
forums, seminars and conventions both by the government and private sector till it is rooted in the minds of all Malaysians young and old.
- Sadly, for decades the Malaysian education system has not promoted critical thinking but has been rote learning in nature in support of an excessive exam orientation. However, in 2013
the Ministry of Education has through the Malaysia Education Blueprint 2013-2025 embarked on High Order Thinking Skill (HOTS) or Kemahiran Berfikir Aras Tinggi (KBAT) but unfortunately only obliquely through exam questions. No actions have been taken to teach students the techniques of critical thinking so that students do not erroneously associate critical thinking with examinations only. The mode of thinking must be adopted as a way of life. Though having some positive impact, including for instance an improved PISA ranking to 48 in 2018, the full benefits of the change will take a generation if not more. Development
of critical thinking is not the exclusive responsibility of schools but parents play an equal if not a more important role. Good thinking habits can be developed from tender ages and should always be practised in a family. So until parents themselves are critical thinkers it is difficult to expect children to be adapt at thinking critically.
- But the long-drawn-out previous education policies have indelibly stamped their damage on Malaysians, especially the Malays as referred to above.
- In schools this damage takes many forms. After six years of primary education many students still cannot string an English sentence properly. Their vocabulary is extremely limited and
grammar haywire and yet they have no interest in reading even with rigorous advice. They cannot describe simple physical things, what more abstract things including their feelings. Many cannot add double or even single digits without the use of a calculator. Most do not volunteer to answer a teacher’s question, what more to ask one. When asked if they understand what is taught most often there is a loud silence or a meek yes. Very seldom
would someone in a class offer an opinion much less respond to one.
- When such students become adults will they be capable of fighting for and defending the interests of Malays?
- Such passive minds, perhaps, are either caused by, or result in, low self-esteem. Most students display excessive shyness and timidity in settings other than familiar personal relations. This timidity and poor learning are a vicious cycle. Because they are shy their studies are poor, which is turn led to lower self-esteem.
- It is this negative state of mind that needs special school attention well beyond mere encouragement and advice. Through systematic coaching students can be transformed from timidity to self-confidence. Schools must develop a curriculum in confidence building, what in my schools is called Character Development, and offer it as a separate subject just like maths and science, only a lot more important. The building of self-confidence is inextricably
linked to critical thinking and communication. Each will need and strengthen the other. In my schools Character Development is taught in forms 1,2 and 3 by me personally. The subject is most effective if taught in 21st century active learning environment. If properly executed it will produce students who will break free from the shackles of shyness and timidity, who will participate actively in class and are equally active in co-curricular activities and are more sociable.
- To safeguard the interest of the Malays in their own land in the future schools need to produce students who are confident, who think critically and who are conversant in languages.
- This is why confidence building should be taught in every secondary school.
Call Us : 03-78590084 (Office)
wasap: KLIK DISINI