Organising genius and the case for true grading for streaming purposes!

Post facto APCEMAL Addendum

Organising genius and the case for true grading for streaming purposes!

One of the difficulties faced by language teachers is in grading students performance. The false assumptions generated by a dumbed-down official National Grade Average has put language 'educators' in a quandary- whether to trust our nation's Standard 6 UPSR/GSAT (Grade Six Assessment Test) and plod along or to take interventionist measures.

Interventionist measures in educational parlance refer to the duty of each teacher to implement special pedagogic fine-tuning to bring EVERYBODY to par. At its most basic, RUN a literacy enhancement drive to speed up skills acquisition AND PROPEL THE LEARNING SPIRIT. Without language skills, without ability to comprehend text, numbed by passive rote memory info drill, and the rush by schools to complete the examination curriculum, most became underachievers before their full potential could be tapped and realised. With too many educators out there on 'waving paper proof of success' mindset to please both parents and Jabatan, the purpose of education is missing. 

The purpose FOR education is also missing. This proof of the pudding claim - a dumbed-down education grading system where almost 70 % of those who obtained A's in English UPSR are either false beginners or functional illiterates. Most in this 70% bracket enter universities with Band 2 MUET(Malaysian University English Test) ranking and remain functional illiterates.

Interventionist measures is to be taken by the teacher in daily contact with pupils, not by some Jabatan armchair expert miles away from reality, clueless as to the nature of problems on the ground, staring at budget allocation of new Dasar. Interventionist measures in educational parlance means remedial measures to jump-start pupils interest and desire and motivation to excel by 'teaching reading first', via a competitive, structured literacy programme'. Meaning you actually teach them how to read by getting them to do it. Strictly method!

One could not help but notice the paradox of  one such official 'interventionist measure', the PPSMi.which led to the 're-spinning' of the National Grade Average; unfortunately in so doing has slowed the learning process, dampened student interest, and denies the top achievers chance to advance. Net effect whence 'education quality' graded artificially. Student complacency and lack of urgency in knowledge acquisition may also be fashioned after their teachers - teachers with an outlook to learning based on a false sense of comfort and security due to 'paper proof waving' achievement activities. But not fool proof, if one is to add.

School heads are aware of these issues and continue to berate in private Jabatan's 'tikus baiki labu' interventionist measures.

Thus it is time for school heads' own interventionist measures.

ORGANISING GENIUS AND REGRADING THE GRADING SYSTEM - CALL IT THE OTHER GSAT - GRADING SCHOOLS ADVANCEMENT TEST 

[Coming...............]

ORGANISING GENIUS
Organising Genius refer to the ranking of coaching groups as groups of Teams A, B, C, D in competitive mode an enforced extensive reading programme, first cohort for first 1000 minutes practice to refresh Basic English, to select coaches, to identify non-starters, to match actual Level with literature level, and inculcate the reading habit.

REGRADING THE GRADING SYSTEM
Regrading the grading system means the school set a target of raising literacy level 30% of National Grade Average by designating the test for outcomes in the form of  ADVANCEMENT TEST  where the grading is for EFFORT, FREQUENCY, FLUENCY, CORRECT GRAMMAR.

GRADING SCHOOLS
Grading schools refer to the quantification of time and place slotted, or EFFORT. The final tally,

The ADVANCEMENT TEST will measure practice effort and time to complete module based on learner literature books grade Level, for completion through group practice, conducted by literacy coaches a.k.a. reading instructors led by school's programme facilitator.

The four grief areas targeted by LINUS post practice screening
are Bahasa Melayu Standard Rumi/Jawi, Bahasa Arab, Bahasa Inggeris, Sains & Matematik.

The ADVANCEMENT TEST for the following 1st to 10th placing for-

BEST

1. STORYTELLER
2. READER
3. SPELLER
4. MIMIC
5. HANDWRITING
6. NARRATOR
7. AUDIO RECORDING
8. COACH
9. GROUP
10. ACHIEVER

Learner literature books are grouped as practice modules used on regular basis in group listening/audio recording, reading and writing sessions.

True grading for streaming purposes; for first language mastery, for reading fluency, for correct grammar, and for group camaraderie. Confucius said many hands make light work / orang tua-tua bilang mau-pakat membawa berkat.

SCHEDULING THE EVENT

Linus Coach-a-coach Express Games as examples of the Lesson Plans as supplement to, and for supporting the National Curriculum.

• KERAP Bahasa Melayu Amali

Kaedah Ekstensif Regu Amalan Pembacaan
[Modul TEBAS - Teknik Expresi Bahasa Amalan Standard]

• CERAP Bahasa Inggeris Amali

Coach-a-Coach Extensive Reading Assistance Plan
[Modul BILAS - Bahasa Inggeris Latihan & Ajar Semula]

• SERAP Sains & Matematik

Science Extensive Reading Assistance Plan [EST- English for Science & Technology]
[Modul SMISTI - Skim Mampan Inggeris Sains,Teknologi & Informasi]

• TERAS Bahasa Arab & Jawi

Tunas Ehsan Rancangan Abjad Sejawi
Modul FAHMA [Fasih Amal Hafal Makhraj Abjad]