Engage with your hearing impaired child

PARENTS are the most important and primary source of early language input to their children.

The quantity of language input from the parents during the early years of child’s growth is related to children’s language development which can have long- lasting implications for overall academic success.

The critical period for language development is generally regarded as the first three years of life. Children learn to talk by listening to speech. In order to learn the language, these children must be able to hear clearly. But, how can a deaf child hear and talk?

The average age of identification of the hearing loss in children is about 2 1/2 years. Parents of children who are deaf have better chances to develop their children’s oral language skills with the use of a hearing aid or cochlear implant depending on the severity of the hearing loss.

The hearing aid/ cochlear implant provides access to speech cues that are essential for the development of spoken language.

The hearing aid/ cochlear implant improves hearing thresholds, where children learn to understand speech sounds, which further improves and promotes communication, influencing positively the patient’s quality of life.

Implantation of infants as young as 12 months of age can be achieved safely and has been reported to be encouraging and positively improving.

Indeed, children who receive implants during infancy are more likely to achieve age-appropriate spoken language development compared to those who receive implants later.

For more information about hearing aid/cochlear implant for your child, consult a professional.

However, for the development of spoken language, parents of children with hearing aid/ cochlear implant must learn to support their children with their language input in the early stage of development for effective verbal communication.

Parents must make it a point to speak especially if the child is using a hearing aid or has undergone a cochlear implant as such input affects the children’s communicative development. Parents also need to:

• Improve the child’s speaking ability.

Children continuously absorb language while speaking to their parents. This will help them to improve their understanding of sentence structures.

• Enhance a child’s emotional development.

Children usually express their feelings through words. They match their feelings and emotions to words and convey them to their parents which may help them resolve their problems. They may become frustrated when unable to do so.

• Understand your child

Children share their dreams, hopes and fears through talking to their parents. This will enable the parents to gain a more in-depth understanding of their child. At the same time, children feel that there are heard and valued.

• Understand instructions

Children are continually being given instructions by their parents. It is easier for them to absorb short, direct instructions at regular intervals.

• Keep track of your child’s development

Children go through different key stages and parents will have a clear idea of their children’s progress, while talking to them.

Here’s how to equip yourself while talking to your child who wears a hearing aid or cochlear implant.

You have to first make sure that your child’s hearing aid/ cochlear implant is functioning properly and your child can hear you. This can be done by calling out his name or telling him to do something simple and watch his response. If he responds or is able to do it correctly, then the implant is functioning.

• Listen! Listen! Listen!

Stop whatever you are doing when your child wants to say something. Neglecting him will make him feel that you don’t care and don’t have time for them. Use words such as ‘Wow!, I am here, I know, Tell me more!, Good job and Great’, when communicating with them.

• Power in choice

Give your child a choice when talking to him. Let him feel that you are talking and asking him rather than talking and telling him.

Make a healthy two-way conversation and be actively engaged in the conversation. If you are in a noisy environment, try to reduce the noise by lowering the volume, eg; TV or radio, or talk nearer to him, as your child might not be able to hear you clearly.

• Avoid false statements and words out of anger

Speak to your child truthfully and calmly. Your child will learn to listen and believe in your words. Trust and respect come from honesty and sincerity. Don’t say something when you don’t mean it.

• Source of encouragement

Children should feel inspired, recharged and relieved when they speak to you. They should not feel sad. So, offer your ears and encouraging words when they share their problem or situation with you. Use encouraging words such as ‘Think it over, You will figure this out, Don’t worry, I am here to help you and I know you can handle it’.

• Place of comfort

When your child comes to you with a problem, think before you react. Try to put yourself in your child’s shoes and step away from being the parents. An ‘implanted’ child might feel different from his normal hearing friends. Tell him that the hearing aid or the cochlear implant is to help him.

• Avoid lots of questioning and drill routine

When your child shares something with you, as a parent, you might need to give your view and opinion.

Try to address the behaviour or action and not the child. If your child feels like he is disappointing you, he might not share anything in the future.

• Be the initiator

It will be exciting for your child when you follow up on a previous subject of interest before your child comes to you. This will bring you into your child’s circle and show him that you care.

• Time to share

Have some sharing time with your child. Drop everything and spend some quality time with thim like doing homework together or going out for holidays especially when you are a busy working parent. Nothing wrong in apologising.

Say sorry if you do or say something that you shouldn’t have. If you make a mistake, admit it. This will teach your child to admit their wrong doing too.

• Love

Tell your child that you love him. Express your feelings to him. Spend time and let him know that being with him is the best time spent.

Dr. Deepashini Harithasan

Institute of Ear, Hearing and Speech (Institute- HEARS), Universiti Kebangsaan Malaysia (UKM).

Institute HEARS is a service institute that provides ENT, audiology and speech therapy services for individuals with hearing Loss.

Source: The Star Online

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How can you tell if your child has depression?

Depression in children appears to start as early as age 11, according to a new study published in the journal of Translational Psychiatry.

How can parents tell if a child that young is depressed?

“The child may not say, ‘I’m sad’,” says Dr Victor Fornari, director of child and adolescent psychiatry at Zucker Hillside Hospital in New York, in the US.

Depression often begins in children as high anxiety, Dr Fornari says.

They may refuse to go to school or may worry about a parent dying. They may have headaches, stomach aches or pretend to be sick. They may be afraid to fail or be rejected.

They may not feel comfortable doing things they once felt comfortable doing.

“With 11- or 12-year-olds, usually you look for a change in functioning,” Dr Fornari says. It could be a change in sleep habits or appetite, or a loss of interest in activities previously enjoyed.

“Irritability can be a hallmark of depression,” he says. “Everything annoys them. They fight with the parents. They fight with siblings.”

Parents think it’s a discipline issue, but at age 11, kids aren’t usually so rebellious, Dr Fornari says. “They’re having a problem; they’re not being bad,” he says.

Children may have negative thoughts about themselves or their bodies. They may be extremely sensitive to being teased. “When people are feeling bad, comments can really feel like harpoons,” Dr Fornari says.

If parents suspect depression, they should contact a paediatrician or family doctor for an evaluation.

Talking to the child’s teachers can also help, because they may also notice changes in behaviour or demeanour.

A child can be referred to a mental health professional for cognitive behavioural therapy or medication if necessary. – Tribune News Service

You can find a local directory of counselling services on the Malaysian Mental Health Association website

Source: The Star Online

Study awards to nurture future bankers

The scholars are all smiles as they hold up their awards together with Tengku Zafrul and CIMB Group group chief people officer Datuk Hamidah Naziadin (fifth and sixth from left) after the ceremony.

SEVENTEEN outstanding students from Malaysia, Indonesia and Thailand have been awarded the CIMB Asean Scholarship to further their studies in prestigious universities worldwide including University of Oxford; London School of Economics and Political Science; New York University; University of Melbourne; University of California, Berkeley; and Nanyang Technological University, Singapore.

The second batch of scholars were presented their scholarships by CIMB Group group chief executive Tengku Datuk Seri Zafrul Aziz at a ceremony held in Kuala Lumpur recently.

The first edition of the CIMB Asean Scholarship were awarded to 16 students last year.This year’s students were selected from a total of 5,477 applicants from Asean countries including Malaysia, Singapore, Indonesia, Thailand, and Cambodia.

Candidates had to go through a rigorous selection process comprising an online assessment, panel interviews and a two-day bootcamp.

“The CIMB Asean Scholarship underscores CIMB’s commitment to nurture talent as part of our effort to support Asean’s future development,” said Tengku Zafrul Aziz.

“This is the scholar’s’ first step towards building a career with CIMB, and to eventually contribute towards realising Asean’s true potential as a regional economic powerhouse. Education is a gift that keeps on giving, and we believe that CIMB’s investment in education will yield valuable dividends for CIMB and for Asean,” he added.

The CIMB Asean Scholarship offers not only education expenses, but also a secure future career upon graduation, under CIMB’s The Complete Banker Programme.

The Complete Banker is a two-year management training programme offering comprehensive perspective of the banking group from consumer banking, investment banking to asset management and the opportunity to build a strong foundation to be a high-performing top-class banker with a regional mindset.

The scholarship also features a unique buddy and mentor programme, supported by the programme’s alumni and key senior management staff, , to guide the students and expose them to CIMB’s workings and culture fromthe start.

Robert Ang, the father of one of the scholarship recipients said the buddy and mentor system would ensure his son Adrian Ang Yu Wei received the necessary guidance and support throughout his scholarship tenure.

Adrian will be pursuing a degree in Economics at the London School of Economics and Political Science, Britain.

The father of another recipient Syed Hussain Syed Junid agreed that the programme was a valuable part of the scholarship.

He added that his son Syed Nazeem Syed Hussain would be able to apply what he learnt once he started working.

In line with the bank’s “Forward” brand promise, the CIMB Asean Scholarship is open to various disciplines, which for this year include economics, accounting and finance, actuarial science, law, civil engineering, psychology and political science.

Source: The Star Online

A milestone for varsity and grads

The graduates posing with Downes and Bell (eighth and ninth from left) after the ceremony.

IT was a proud moment for graduates who received their scrolls at the recent inaugural graduation ceremony held at the University of Reading Malaysia (UoRM) in Educity, Johor.

A total of 11 students were awarded the Bachelor of Science in Finance and Business Management at Henley Business School Malaysia after completing the three-year programme at the UoRM campus, while the rest, all Malaysians, completed undergraduate and postgraduate degrees at the University’s campus in the United Kingdom (UK).

“I am extremely proud to be a part of UoRM and hope the varsity will maintain its track record of excellence and enable its students to contribute to society for generations to come,” said 22-year-old Ooi Dai Jing.

She was presented with the Educity Award for Outstanding Achievement, courtesy of Educity@Iskandar, for the best overall results from the cohort of Finance of Business Management at the event.

“The trading simulation sessions were especially compelling and have given me invaluable exposure to financial markets,” she said.

Ooi who studied at the university’s UK Campus in her second year, returned to complete her final year at UoRM.

She shared that her overseas experience had moulded her to be more mature and independent. It also gave her a better perspective of the world.

Graduate Yovindran Kanezin, who delivered a speech on behalf of his peers, expressed his gratitude to the lecturers for encouraging students to think critically.

They instilled in the students the need to be motivated and confident.

“Many of the lecturers have had industry experience prior to teaching, so they were able to give us an insight into the workings of the business world. That helped us face various challenges in the working environment,” he said.

The 22-year-old, who has already secured a job as a proprietary trader in Kuala Lumpur, said that it was the university’s ranking besides the Henley Business School holding triple-accredited status from leading accrediting bodies like the European Quality Improvement System (EQUIS), the Association to Advance Collegiate Schools of Business (AACSB) in business and accounting, and the Association of MBAs (AMBA) in the UK, Europe and the United States that attracted him to the institution.

“Its reputation and state-of-the-art facilities especially its Dealing Room, where live trading simulation sessions are carried out instantly attracted me to study at the university.”

“It is great to have a UoRM degree in my resume as it instantly gives me an edge when applying for jobs, since its is part of a globally renowned business school,” said Yovindran, adding that he had a better understanding of the finance and business sector.

He also said that he gained invaluable experience during his internship programme with Perdana Fellows, where he served as an executive intern to Transport Minister Datuk Seri Liow Tiong Lai. Yovindran was mainly involved in the aviation and logistics sector.

During the event, Iskandar Regional Authority Development chief executive officer Datuk Ismail Ibrahim was also conferred an Honorary Doctor of Laws.

The ceremony was presided by the University of Reading vice-chancellor Sir David Bell, who said that it was a significant day for UoRM and Henley Business School Malaysia, as they celebrated the inaugural cohort of graduates at Reading’s first multi-discipline overseas campus.

He said that 14% of its total student population received their education from countries across the world, away from the main campus in the UK.

“Malaysia forms a very important part of that, and we also have a Henley Business School campus in South Africa and major teaching partnerships in China.

“I believe that the global reach is good for every student in our university whether they are from the UK or elsewhere because there are benefits from the diversity of backgrounds, nationalities, cultures and interests.

“Whoever you are, whether you are being brought up in UK or Malaysia, your life will be influenced by things that are happening around the world. The more international we can make our education, the better it is for our students,” said Bell.

UoRM provost Prof Tony Downes also congratulated the graduates, adding that the university here had reached a milestone by awarding degrees to its first cohort.

“From the outset, the university has been committed to delivering first-class teaching with the aim of giving our students the experience, knowledge and skills to excel. We have shaped and produced a fine group of graduates who are well-equipped for successful and rewarding careers,” he added.
Source: The Star Online

Creating eager readers

Devarall and Mohd Salleh (second and third from left) sharing a light moment with Nethia (left).

T. MOHASHINI and S. Tharsni have always dreaded English class in school.

It was understandable as the Year Four pupils rarely used the language but all that changed thanks to dedicated teachers and the British Council.

In a bid to boost English literacy, the British Council in partnership with the Education Ministry’s School Management Division started the Selangor Literacy Project 2017.

The project, funded by HSBC, falls under the banner of the “Highly Immersive Programme” (HIP).

It aims to inculcate the love of reading among Malaysian children.

Six selected primary schools in Selangor – SK Meru 2, SJK (C) Tiong Hua Kok Bin, SK Jalan U3, SK Subang, SK Bandar Utama Damansara and SJK (T) RRI Sungai Buloh – have been involved in the project which started in January and will run until next month.

Some 49 English language teachers from these schools have been given monthly training workshops, while their school libraries were replenished with high quality and attractive storybooks from the United Kingdom.

Community events have also been held for parents and children to get immersed in reading and learning English.

To give extra encouragement and motivation, the project ran two literacy competitions – one for students and one for teachers.

Students were asked to bring their imagination and creativity to life in order to re-design a cover of one of the new books brought into the library.

Teachers, on the other hand, were asked to keep a “story sack”, full of lesson plans and materials that they have created and used in their classrooms, based on the training they have received.

The winners received their prizes – book vouchers and more books – at an awards ceremony at the Selangor Education Department recently.

Mohashini, 11, emerged as the winner for the Year Four category.

“I learnt about English through books. I discovered how to use more vocabulary to improve my speech and writing,” said the SJK (T) RRI Sungai Buloh pupil.

Fellow classmate Tharsni said she disliked the language at first, but warmed up to it after the British Council’s programme started working its magic.

“I didn’t like to speak in English and I disliked the classes. But I see an improvement in my English after my teacher underwent training and started trying out new ways to teach us,” she said.

Clara Venerata Jevear, the head of English Panel at SJK (T) RRI Sungai Buloh, said the workshops refreshed teachers’ knowledge on encouraging pupils to read.

“Even though some of my students cannot converse well in English, they are happy when it is time for English class,” said the English teacher.

Clara credited the material provided by the British Council.

“The books are engaging, interesting and bursting with colourful, imaginative illustrations. This keeps the children captivated and makes them eager to read more,” she said.

SJK (T) RRI Sungai Buloh senior assistant Thevi Subramaniam said the most valuable lesson from the programme was that reading was fun.

Describing the workshops conducted by the British Council as “amazing”, Thevi said techniques as well as the books provided, enabled teachers to pick up strategies and methods to keep pupils engaged during lessons.

“We (teachers) started using a variety of methods to teach while the most significant change lies with our students.

“They are now eager to read. They will automatically pick up a book during reading sessions, without us telling them to do so,” she explained.

Nethia Samomdeswari Vasuthevan, the first place winner of the teacher’s competition, said activities conducted by the British Council exposed them to the best methods that help students absorb lessons and keep them engaged.

“We (teachers) have to come up with new techniques constantly to get pupils to read. And it pays off as they have started to show an interest in reading,” said the English teacher from SK Jalan U3.

Mohd Aznan Pin, an English teacher at SK Meru 2, Klang, said the project created a positive impact on his pupils.

“Coming from a rural school, the pupils were reluctant to read and learn in English because it is not their mother tongue,” said the second place winner in the competition for teachers.

He said the training teachers went through helped “fine tune” their teaching methods.

“Teachers learnt better techniques to engage pupils in class,” he said.

Mohd Aznan’s pupil, Sara Afrina Mohd Norfitri, was the youngest winner in the children’s competition.

The seven-year-old shyly said she had never picked up any English books to read or flip through.

“Now that I do, I found reading improved my knowledge because I am discovering new words and exposed to general knowledge,” she said.

Tong Jean Yee, 10, said the project allowed her to discover her imaginative capabilities.

“I learned that I could use my imagination to create something beautiful,” said the pupil from SJK (C) Tiong Hua Kok Bin, Pekan Meru, Klang.

The Year 4 pupil – who never liked reading until the programme made her realise the importance of it – said it also helped her improve in her English.

British Council Malaysia country director Sarah Devarall said the project aimed to create a love of reading in children using a sustainable way.

“That is why training teachers is crucial. If we want high quality teaching, we need to give teachers the opportunity, time and support to develop, to try new approaches and prepare students for the global world,” she said.

Teachers need training and support if they are to make the changes that the Ministry of Education aspires to in the Education Blueprint, she added.

British Council Malaysia head of English in Education Systems Keith O’Hare said the project focuses on training and developing teachers because their quality of teaching directly impacts students’ learning.

“Quality of teachers affects the quality of learning. It is important to invest time and resources into development of teachers.

“They have to be given the knowledge, skills, and the inspiration to say I want to make a change,” said O’Hare.

He explained the British Council came up with the project after it found reading wasn’t a strong habit among Malaysia’s young children who are often “stuck” onto their gadgets.

“Creating immersive environments for learning English is a long-term task and needs a sustainable approach.

“This project focuses on building the skills of teachers to teach literacy in an engaging way, and of parents to invest time and energy in encouraging their children to read and learn English.”

Selangor State Education Department Director Mohd Salleh Mohd Kassim thanked the British Council for creating a unique learning opportunity for teachers, parents and children.

“A reading culture should be inculcated not only in school but at home as well,” he said after congratulating the winners of the competitions.

Source: The Star online

Yayasan Bank Rakyat taja perpustakaan digital

Yayasan Bank Rakyat menaja kemudahan perpustakaan digital dalam talian berteknologi tinggi yang dikenali sebagai Serambi Ilmu Rakyat (SIR) Corner kepada Sekolah Kebangsaan (SK) Bangsar dan dua sekolah terpilih yang lain.

Mantan Ahli Lembaga Pemegang Amanah Yayasan Bank Rakyat, Datuk Mohamad Sazali Kamilan berkata, inisiatif ini membuktikan yayasan sememangnya peka terhadap arus kemajuan dan teknologi terutama dalam menyediakan sistem pengajaran dan pembelajaran yang terkini bagi melahirkan modal insan cemerlang kepada negara.

Objektif penajaan ini adalah bagi memberi peluang kepada pelajar yang kurang berkemam­puan mengakses sumber teknologi maklumat secara percuma di sekolah dan seterusnya mendorong mereka agar memiliki semangat belajar yang tinggi.

Dengan perpustakaan digital ini, sepanjang tempoh pembe­lajaran di sekolah, pelajar dapat mengakses pelbagai maklumat dan informasi menggunakan set komputer meja dan sambungan talian wifi yang disediakan.

Perpustakaan Serambi Ilmu Rakyat juga turut menyumbang buku-buku sumbangan yang diterima daripada orang awam yang masih berkeadaan elok dan bersesuaian kepada sekolah-sekolah angkat tersebut.

Pemilihan sekolah dibuat berdasarkan beberapa kriteria se­perti keupayaan pelajar sekolah berkenaan untuk mengakses sumber maklumat secara digital, sekolah yang cemerlang dan lokasi sekolah.

Tablet Guru: Giliran Negeri Sembilan, Perak dan Putrajaya

GURU-guru di Negeri Sembilan, Perak dan Putrajaya dijangka menerima tablet melalui pengagihan yang dirancang bermula pada Ogos ini.

Tentu mereka ini berasa te­ruja, tetapi tidak kurang yang berasa terbeban atau kurang seronok kerana spesifikasi tablet yang agak terhad kerana settingnya telah dihadkan fungsinya.

Selepas ini, sesi taklimat wakil sekolah akan diadakan secara berpusat dan merata, diikuti penyerahan dan program intervensi di beberapa sekolah mentor terpilih oleh fasilitator dari Kumpulan Utusan.

Alhamdulilah, semuanya sudah jelas, guru di tiga kawasan ini akan mula menggunakan tablet ini. Selamat datang ke dunia pendidikan abad ke-21 (PAK-21).

Semoga, penganugerahan tablet guru membolehkan guru merancang pelaksanaan pembelajaran dan pemudahcaraan (PdPc) secara profesional dan sistematik.

Terima kasih kepada kerajaan kerana anugerah ini yang akan menjadi hak milik guru tanpa syarat.

Bila tiba waktunya, se­­perti ma­na biasa, wakil sekolah akan datang untuk menandatangani borang-borang, yang juga perlu dicap dan disusun pula ikut urutannya .

Dengan penerimaan tablet ini, setiap guru telah menikmati prinsip kesamarataan ekuiti dalam pendidikan.

Gunakanlah tablet ini untuk tujuan merancang pengajaran dan pembelajaran (PdP), kerana itulah tujuan utamanya.

Ketika membangunkan aplikasi Tutor Guru yang menjadi teras kepada projek tablet ini, faktor yang sangat diambil berat ialah ciri mesra PdP, mengeksploitasi kemahiran minimum guru dalam teknologi maklumat dalam komunikasi (TMK) dan membantu meningkatkan profesion individu guru itu sendiri.

Pelbagai kursus TMK yang didedahkan sepanjang berkarier memadai untuk mengoperasikan Tutor Guru.

Kerangka pembangunan teori­tikal adalah cuba mematuhi Standard Guru Malaysia, Penilai­an Bersepadu Pegawai Per­khidmatan Pendidikan, Standard Kualiti Pendidikan Malaysia Gelombang 2, kehendak kurikulum semasa dan secocok dengan PAK-21.

Tiada kemahiran canggih atau tambahan yang perlu diketahui oleh guru.

Kalau rajin, guru boleh menambah ilmu dengan mencari di Google maklumat tentang teknik pencarian bahan secara yang khusus, tepat kepada tajuk dan mengikut format file yang mereka mahu guna untuk disisipkan dalam segmen bahan rangsangan di Tutor Guru.

Semuanya hanya klik, copy URL, taip bahan yang hendak dicari, play, dan simpan. Guru yang gagap TMK boleh belajar dari rakan sekerja atau ahli keluarga bagaimana untuk menggunakan aplikasi Tutor Guru dan e-Paper Utusan Malaysia.

Bank soalan pun disediakan. Pilih saja tahap, topik dan tampal di lembaran kerja digital. Cuma, soalan bukan bertaraf item pe­periksaan. Soalan untuk pemahaman sesuatu topik, sejajar dengan semangat lembaran kerja digital.

Kesemuanya diadun dalam satu ekologi PAK-21 yang me­rentasi pedagogi, psikologi dan teknologi.

Pemberian kalau disambut dengan rungutan dan sungutan umpama udang yang dilengkapi sepit, tombak, gergaji dan perisai, tetapi ‘agak keberatan’ menggunakannya di dalam lautan tidak bertepi dan bergelora.

Rendahkan perasaan gelisah. Tingkatkan minda positif. Kita telah memilih kerjaya ini, maka kita akan melakukannya mengikut standard yang ditetapkan biarpun berat bahu memikul.

Pengetua dan Guru Besar (PGB) berperanan sebagai pemimpin berimpak tinggi yang berupaya menggembleng dan menggerakkan warga sekolah secara bersepadu untuk memajukan sekolah dan meningkatkan kualiti PdP.

PGB menerajui aktiviti instruksional secara berkesan.

Bagi memastikan objektif penggunaan tablet ini tercapai, maka program integrasi tablet perlu berlaku merentas perancangan instruksional.

Pihak PGB boleh menggalakkan guru menggunakan tablet ketika melaksanakan PdP, menyediakan Rancangan Pelajaran Harian (RPH), menaksir tahap penguasaan murid dan menye­mak hasil kerja murid mengikut arahan yang berkuat kuasa, mematuhi jadual, secara tekal dan menyeluruh.

PGB perlu terus menerus memberikan motivasi, sokong­an dan galakan kepada warga sekolah dengan memberi penghargaan, maklum balas positif, menyediakan keperluan dan melibatkan diri dalam aktiviti penggunaan tablet guru secara tekal, menyeluruh dan mengikut keperluan.

Alat bantu mengajar ini perlu diurus bagi menyokong peningkatan kualiti pendidikan.

Seperti yang kita sedia maklum, guru bertanggungjawab perlu mengurus sumber pendidikan dengan:

i. menyediakan alat/ bahan, bahan cetak/ elektronik dan TMK

ii. menyimpan dan menyusun atur alat/ bahan, bahan cetak/ elektronik dan TMK

iii. menggunakan alat/ bahan, bahan cetak/ elektronik dan TMK

iv. merekodkan penggunaan alat/ bahan, bahan cetak/ elektronik dan TMK

v. melaksanakan penyeliaan penggunaan alat/bahan, bahan cetak/ elektronik dan TMK.

Guru perlu mengawal suasana pembelajaran secara profesional dan terancang.

Dengan tablet ini, guru boleh mendorong minda murid dalam melaksanakan aktiviti pembelajaran dengan:

i. merangsang murid berkomunikasi

ii. merangsang murid berkolaboratif dalam aktiviti pembelajaran

iii. mengemukakan soalan yang menjurus ke arah pemikiran kritis dan kreatif

iv. mengajukan soalan/ mewujudkan situasi yang menjurus ke arah membuat keputusan dan menyelesaikan masalah

v. mewujudkan peluang untuk murid memimpin

vi. menggalakkan murid mengemukakan soalan berkaitan isi pelajaran

vii. menggalakkan murid memperoleh pengetahuan dan kemahiran secara kendiri.

Dengan pembelajaran bersumberkan bahan tanpa sempadan yang disediakan Tutor Guru, maka guru boleh sahaja mengaitkan isi pelajaran dengan kehidupan murid dengan isu-isu lokal dan global.