Monday, October 11, 2010

School Head

Satu artikel dari thestaronline dan patut menjadi rujukan kepada guru-gurudan juga murid.

Sunday October 10, 2010

Be kind to school heads


School principals can be quite demanding, but teachers must be more tolerant and appreciative of their many responsibilities.

MY FATHER often said that a man should be respected for who he is, but if that is not possible, then the man should be at least respected for the position he holds.

When you judge a school principal, for instance, do you look at him and focus on his shortcomings and worry endlessly about what he can do to or for you?

Or, do you keep an open mind, focus on your teaching and realise that ultimately your professional success is in your own hands and the way you look at life?

The school principal’s personality and the way he manages the school can sometimes be annoying.

I would even agree that there are cases when teachers are justified when they claim that they have been victims of unfair practices.

Be cool

In such cases, frustration may set in but, above and beyond all this, teachers must be cool and pragmatic.

It is the head of the school they’re talking about and let’s not forget, he’s the one who signs on the dotted line for every document they present to him — be it an application for leave, promotion, transfer, confirmation, or claims.

Throughout my teaching career, I have been guided by my father’s words. As such, I have not tried to antagonise anyone especially the school principal.

The appointment of a new principal to a particular school is often based on a combination of factors that range from hard work, experience and knowledge to purely good fortune and in some instances their “connections’’.

The principal is then expected to do the job of managing a school to the best of his abilities. Some are true leaders – setting the tone and direction of the school, while others are mere managers.

There will be the odd few who will choose to listen to biased information offered by some teachers who want to be in their good books.

But, the majority, I believe, will try their best to distribute fair and equitable duties to all the teachers and listen to their needs.

Having worked under 13 principals, I know I am right when I say that the human side of management is only practised by those who know the significance of acknowledgment and appreciation in boosting employee morale.

As for allowing upward communication and leaving the doors open to consultative, participative and innovative management practices, the realm of excellent principals.

But, I know no principal can placate his teachers all the time. Look at the United States President, Barack Obama – has he been able to please every American yet with his policies?

Or, our former Prime Minister, Tun Dr Mahathir Mohamad — despite receiving rave reviews as a visionary leader, does everyone in Malaysia today rave about him?

Similarly, given the vagaries of human nature, no principal will ever manage to achieve an ideal state of management.

But ask me whether I’d like to occupy such a hot seat myself and I’ll honestly say “No” as it involves huge responsibilities and I will not be able to take the stress.

My eldest sister, a retired school principal said that the responsibilities she shouldered as a school head was akin to the job of a chief executive officer of a large corporation.


It required many skills and multi-tasking and having to put on a brave front, smile in the face of adversity, remain positive and keep the school moving forward, she shared.

To her, the biggest hurdle was to handle the ego of some teachers, who often felt they were right and wanted their views to be taken into consideration.

My sister took it in her stride and took time to recognise achievements big and small, especially in her last school where many students were academically weak.

Also, she made it a a point to deal with the countless problems that teachers, students and staff members had, with diplomacy and tact.

However her greatest achievement was when difficult teachers became more receptive of school policies and activities and when students worked towards improving their self image and that of the school.

It was enlightening to me as a teacher, because I began to see the bigger picture and appreciate the problems of the school principal.

Teachers should instead of asking what the school can do for them, should instead ask if they could contribute in some way towards the overall improvement of the school.

By doing so, they would certainly become better teachers and would be able to build an honest, friendly and strong relationship with their colleagues and students.

Wednesday, October 6, 2010



Hari ini hari kedua pelajar menduduki PMR. Semalam kertas Bahasa Melayu dan Pendidikan Islam. Hari ini kertas Bahasa Inggeris dan Geografi. Marilah kita sama-sama mendoakan kejayaan pelajar-pelajar kita ini dalam peperiksaan mereka. Alhamdulillah mereka nampaknya telah berusaha bersungguh-sungguh dalam persediaan menghadapi peperiksaan ini, semoga Allah mengurniakan kejayaan untuk mereka dan mereka akan terus mempertingkatkan diri dalam usaha mencapai wawasan pelajar soleh wa musleh.

Tuesday, October 5, 2010

Mohon Sumbangan Projek Surau Saujana Impian


السلام عليكم
Alhamdulillah, hasrat ahli kariah Surau Saujana Impian untuk memiliki sebuah bangunan baru surau yang lebih selesa dan indah telah menjadi kenyataan sejak lebih 3tahun yang lalu.
Walaubagaimanapun, keperluan kepada sebuah bangunan baru Sekolah Agama serta Rumah Imam dan Kedai Mini amat diperlukan demi untuk merealisasikan hasrat menjadikan Kompleks Surau Saujana Impian ini lengkap dengan prasarana yang diperlukan untuk menjadikannya “one stop center” yang menawarkan segala keperluan ahli kariah setempat.
Demi untuk mencapai hasrat murni ini ianya amat memerlukan sumbangan anda, muslimin dan mulimat ahli kariah sekalian kerana buat masa ini Sekolah Agama Surau Saujana Impian menumpang di surau lama yang telah uzur dan memerlukan pembaik pulihan serta kurang sesuai untuk digunakan sebagai bangunan Sekolah.
Disamping sebuah sekolah pihak Surau Saujana Impian juga bercadang membina 2 (dua) unit Rumah Imam dan 4 (empat) unit Kedai Mini bagi memenuhi keperluan semasa ahli kariah Saujana Impian serta kawasan sekitarnya. Seperti yang dimaklumkan sebelum ini, kos pembinaan bangunan baru Sekolah Agama Surau Saujana Impian ini adalah dijangkakan melebihi RM 300,000.00. Manakala kos 4 unit Kedai Mini serta 2 unit Rumah Imam adalah dijangkakan sekitar RM150,000. Sebahagian besar bahan binaan dari bangunan lama surau (kini Sekolah Agama Surau Saujana Impian) akan digunakan untuk mengurangkan kos pembinaan Sekolah,Rumah Imam serta Kedai Mini.
Setakat hari ini, pihak Jawatankuasa Surau Saujana Impian / Jawatankuasa Pembinaan Sekolah Agama, Rumah Imam dan Kedai Mini hanya berjaya mengumpul sumbangan dalam bentuk wang tunai lebihkurang RM 90,000.00 sahaja.
Oleh itu pihak Jawatankuasa Pembinaan Sekolah Agama, Rumah Imam dan Kedai Mini serta Jawatankuasa Surau Saujana Impian merayu kepada semua muslimin dan muslimat sekalian untuk turut serta menghulurkan sumbangan samada dalam bentuk wang ringgit mahupun sumbangan bahan binaan demi untuk merealisasikan pembinaan Sekolah Agama Surau Saujana Impian serta Rumah Imam dan Kedai Mini.
 Sumbangan Wang Tunai atau Cek Secara Terus Ke Tabung Wang Pembinaan Bangunan Sekolah Agama,Rumah Imam dan Kedai Mini Surau Saujana Impian.
 Sumbangan Bahan Binaan atau Menaja Bahan-bahan Binaan seperti:-
a. Bahan Binaan – Batu-bata, simen, pasir, konkrit, besi dsb.
b. Kemasan Bangunan - Kemasan Bumbung, Jubin Lantai, dsb.
c. Peralatan Sekolah - Meja dan Kerusi serta lain-lain kelengkapan.
 Hubungi terus mana-mana Ahli Jawatankuasa Surau Saujana Impian
 Masukkan sumbangan wang atau cek ke akaun berikut:
No akaun : 12-092-01-000474-4
atas nama Surau Saujana Impian
 Kirimkan sumbangan berbentuk Cek atau Bank Draft ke alamat berikut:
Tn Hj Mohamed Ibrahim Haji Hussain
(Pengerusi Jawatankuasa Pembinaan Bangunan Baru Sekolah Agama,Rumah Imam dan Kedai Mini Surau Saujana Impian)
41, Jalan Pinggiran Saujana 2,
Taman Pinggiran Saujana,
43000 Kajang, Selangor.
Sila hubungi nama-nama berikut
1) Hj Ibrahim Hussain
Pengerusi SSI
2) Hj.Zabidi Tasir
Setiausaha SSI
3) Hj. Zamzuri Said
Bendahari SSI
4) Ust.Imran Habil
Ketua Imam SSI
5) Hj.Kamali Adimin
6) Hj.Abd Manaf
7) En.Mohd.Yusof
8) Ust.Faisal
Pengurus SSI
9) Hj.Zainurin
Ketua Jururunding Projek Sekolah Agama, Rumah Imam dan Kedai Mini Surau Saujana Impian

Monday, April 26, 2010

Lessons in rejection

satu artikel dari the star online yang perlu dibaca oleh murid yang menungggu keputusan permohonan melanjutkan pelajaran

Lessons in rejection


There’s a sense of dejection when students are not accepted by their dream varsity but it can propel students to define their own strengths and talents.

IT’S that time of year again when university admissions become an insistent theme for prospective public university undergraduates.

In a mixture of great fear and extraordinary hope, the dreams of many students are on the line and thoughts of “Will I? Won’t I”, will be something many undergrads will have to grapple with – at least for a while more.

And while some will inevitably be accepted by their preferred varsity to read their desired course, others will experience contrasting fortunes. It will be a case of “either or” for many, and if getting rejected at one’s preferred university is bad enough, the inability to study one’s preferred course is a double whammy.

The verdict comes in multiple forms and the size of the university envelope was often the clearest giveaway.

Thick envelops normally bring good news – along with brochures and forms – while thin slips indicate otherwise.

The envelope is slowly but surely making way for online application checks but that is the only change and come June, thousands of applicants will be grappling with the age-old problem of rejection.

Rahmah Hussain, the director of the ministry’s Students Admission Division (UPU), says that the root problem is the limited number of places in public universities to cater to everyone!

“Students may apply for as many as eight universities or programmes,” she says. “They have 20 public universities to choose from and they have to strategise their selection.

“Requirements are getting tougher – especially for more established universities – and there is a high cutoff point.”

Monitoring admissions to 19 universities – Universiti Sains Malaysia handles its own applications as the nation’s first apex university – UPU statistics often show an overwhelming number of applications for universities in the Klang Valley.

Their choice, says Rahmah, is understandable as three research universities – Universiti Malaya, Universiti Kebangsaan Malaysia and Universiti Putra Malaysia – are in the area while the close proximity of Kuala Lumpur is an enticing lure.

However, these universities are gradually reducing their undergraduate intake to cater more to postgraduate studies.

“The basic premise is that there are limited seats and fulfilling the minimum entry requirements does not guarantee one a place,” she adds.

“Selection is done on the basis of meritocracy, 90% academic marks and 10% co-curriculum marks, and the process is automated – there is no bias. The computerised system considers general and special requirements for courses offered by various universities and students are selected.”

Acknowledging that there was bound to be disappointment – especially amongst Medicine, Pharmacy, Dentistry and Law applicants – Rahmah advises students to accept the offers given to them as these are based on their choices.

“Of course, dissatisfied applicants can appeal and they will be considered but I hope they understand our position. We are still a developing nation with 20 public universities – unlike some European countries. However, there are 47 private universities and university colleges in Malaysia. Students can also apply to these institutions.

“For students who want to be eligible to appeal, they must first reject the offer given ... please note that choices are limited to two and only a limited number of courses are listed.

Rethinking the unthinkable

Picking up from where Rahmah left off, International Medical University psychologist Alexius Cheang Weng Onn opines that rejection may represent a seismic shift in both expectations and, ultimately, confidence.

The coping mechanisms of each individual differ greatly when “failure” is concerned and while some pick themselves up in no time, others are out for the count.

And often, being rejected by your preferred university is not half as bad as being prevented from pursuing the course of your choice.

“The after effects are there for all to see,” he says. “They come in the form of failures, dropouts, unhappiness and stress.

And Cheang can relate as he was in a second choice world himself – the only difference being it was his own volition. More importantly, he managed to nip the problem in the bud.

A former athlete, Cheang signed up for a degree in Physical Therapy when he was studying in the United States. However, he discovered that it was not his “calling” and switched majors to Psychology.

Armed with renewed motivation, Cheang went on to record a CGPA of 3.96 in his degree programme and 3.9 for his Master’s – also in Psychology.

“Speaking from hindsight, finding the right fit is very important for any student,” he adds. “It is self actualisation and there is no greater reward than fulfilling one’s potential.

“I did very badly in my SPM exam and I was forced to go abroad because there was no way for me to enter any local university. Of course I was disappointed but I knew I could do better and I did so under a different system.”

From his counselling experience, Cheang adds that rejection is hard to deal with as students often feel that they are letting their loved ones down and not just themselves. And this added burden drives one further down the road of despair.

With that, the rate of recovery has a direct correlation with the unconditional love and empathy shown by one’s support group.

This is evident in the life of Warren Buffett – a renowned investor with a net worth of US$47bil (RM150bil), who was rejected in an admissions interview by the Harvard Business School at age 19.

Encumbered by “feelings of dread” and a fear of disappointing his father, Buffett made a swift turnaround when his father responded with “only an unconditional love and belief” in him.

Urging rejected applicants to keep their resolve, Cheang adds that recalibrating one’s perspective is of utmost importance.

“Think of it this way: Education is never a waste,” he says. “Who knows? You may end up liking the course you were offered.

“And if you do not, pick up transferrable skills from the degree programme.

“A student may dislike accounting but he or she may become a detail-oriented person as a result. Develop skills along the way and use that knowledge to find the right fit when you graduate.

“After all, many people change careers three or four times in their life, so in this case, it does not really matter what kind of degree you have.”

Although he agrees wholeheartedly with Cheang now, there was a time when Daud (not his real name) would disagree vehemently.

Accepted by his preferred institution, Daud – who was clueless when it came to course selection – was offered a place to study Electrical and Electronic Engineering.

He duly accepted and what happened next was quite unexpected. Failing to grasp the subject matter, Daud ended up quitting his course, calling it the “worst one year of his life.”

Despite his best efforts Daud could not relate to the course as it was too theoretical.

“In hindsight, it was my mistake as I thought I could do well as I always fiddled with gadgets when I was younger. I was naïve and instead of practical application, I ended up struggling with diagrams, formulas and circuit boards.

Fortunately, Daud was offered an apprenticeship by an airline company and today, he makes a decent living servicing Fokker 50s and Boeing 737s.

And although one may have to grapple with the unhappiness of rejection or inadequacy, university could be the place where one acquires that light bulb moment.

Jann Wenner is one classic example. Rejected by Harvard in 1964, Wenner went on to the University of California Berkeley, but dropped out three years later to start a rock-music biweekly called Rolling Stone.

Today, his brainchild has won numerous awards, boasts of 12 million readers globally and is regarded as the definitive source for music information and pop-culture trends.

Getting back up

Unlike Daud, Daren Yoong was rejected by his preferred university.

An Accounting and Finance undergraduate at a local private university college, Yoong was hoping to transfer his credits to the London School of Economics and Political Science.

And although things went awry, Yoong was not down for long.

“I guess I did not want it too badly,” he mused.

“Anyway, it solved a potential problem as finance would have been a big concern for my parents if I had studied in Britain.

“Naturally, I did not take it well at first as I felt like a loser. Putting it in a more politically correct way, I knew I would not be getting the best out there.”

Describing the post-rejection hangover as an “edge you can’t scratch”, Yoong says that the nagging thoughts only affected him when he entertained them.

Dispensing the lachrymose reflections, Yoong recalibrated his perspective, questioned his goals and focused on the next best thing – graduating.

He duly delivered by obtaining a second-class upper with a CGPA of 3.3, graduating in the top 10% of his class in 2005.

After a year’s search for the right company to match his dreams of a regional career, Yoong decided to be a financial analyst at a multinational IT consulting corporation.

Responsible for improving year-to -year financials, Yoong performed well and he swiftly moved across the Causeway to play a similar role at consumer goods company Proctor & Gamble.

Although he excelled again, Yoong felt that he had to learn more about the business and engineered a lateral movement from finance to brand management.

However, the only regional vacancy was in Thailand and Yoong decided to take a pay cut in order to acquire invaluable experience.

Today, he is an ASEAN Assistant Brand Manager, working with a multifunctional team to run sale analyses, initiative planning, consumer/shopper understanding and communication strategy for various consumer brands.

“I guess I’m doing okay for someone who was rejected by their preferred university,” he laughs.

“I’m 26, my quality of life is pretty good and money is not a concern. I can’t complain too much, can I?”

A firm believer in lifelong education, Yoong intends to further his academic qualifications by taking up an MBA in the future.

His earlier rejection has not stopped him from dreaming big as he plans to apply to the Harvard Business School or the Chicago Graduate School of Business.

In hindsight, Yoong now takes heart that graduating from a good university or possessing strong qualifications like an MBA are not all that matter, and he advises rejected applicants not to feel disheartened.

“Company interviews show that those with less ideal beginnings have more drive and this is essential in any business and more importantly, life,” he says.

Tuesday, March 23, 2010

A time to reflect

Satu artikel menarik dari the star online untuk para guru:

A time to reflect

Teacher Talk by MALLIKA VASUGI

As if a record of their lesson plans aren’t enough, teachers are unsure of instructions that require them to provide extra details.

WRITING our daily lesson plans in our teacher’s record book is something that comes with the job and has never been that much of an issue with most teachers.

Unless of course it is already Friday, the day your record book is due to be sent up for checking by the principal and because you have been so busy with other duties you have not had the time to complete it.

And believe me, writing lesson plans for an entire week can be rather painful especially when you are writing it “backwards” meaning that instead of planning for the next day’s lesson, you are trying very hard to remember what it is you actually did with a particular Form 2 class on Tuesday.

Of course there are teachers, even highly competent ones, who dismiss the teaching preparation and record as “a book of lies” because they claim that what is written is hardly ever what really is carried out in the classroom anyway, unless there are rumours of some nazir (teaching inspectorate) wandering around the neighbourhood.

And if you are thinking of shortcuts it could be rather embarrassing if your principal were to call you up and say that while he appreciates your efforts at energy conservation, “recycling” of lesson plans of the previous weeks, are not quite the way to go.

Most of us have already discovered that it really helps when we write our lesson plans according to schedule, as it actually makes our teaching much easier, which is what it was intended for in the first place.

After all, it is nothing compared to the tedious, multiple-page-long lesson plans we had to do when we were teachers in training. Once in a while when we happen to glance at the laborious efforts and the finely detailed teaching plans of the trainee-teachers in our midst we smile to ourselves thinking about our own “trainee” days, and what a relief it was that our lesson plans need not be recorded in such detail.

Different views

Even so, there are differences in teachers’ perceptions about what qualifies as a sufficiently detailed lesson plan.

There are those who believe in writing the briefest of brief outlines, as long as it complies with the standard requirements and there are others who are much more meticulous.

And then of course, as my friend Ravee says, there are teachers who place great importance on the “aesthetic value”of their record books.

“Not only were there coloured illustrations and inspirational verses on every page,” said Ravee recalling the books he’d seen, “ they had gift wraps and fancy labels stuck on them.

You wouldn’t believe that it was a teacher’s record book. It looked more like one of those wedding hantaran (gifts).”

“Something to think about,” mused Lynn,” if you’re going to marry a teacher what better wedding gift to present your intended, than an already complete, beautifully decorated record book. Your new husband would be eternally grateful for all the hours and hours of writing and planning that you have saved him.”

Although we all laughed at that, it did seem a little like being unclear of the concept. The teaching plans are supposed to facilitate your actual teaching, make it easier, not more difficult. That’s what planning is all about.

“I have even heard,” continued Ravee, “about school administrators who award prizes for the ‘best’ teacher’s record book. While their intentions may have been good, I can’t help feeling that they are somewhat misguided.”

Jill said that she would go for the “English Rose” theme. “Pink lace and ribbons, cushioned panels with tapestry and slots for photographs of me and my family. And every Friday before I send it in, I will spray it with a whiff of Lavender Delight. Imagine a lavender-and-roses perfumed record book. Bound to get first prize.”

Unclear instructions

On a more serious note, while teachers generally have no problems writing out and listing down their thoughts of their planned lessons in the two areas — “objectives” and “activities” — they are unsure as to what they need to write for in “reflections”.

“Aren’t “reflections” supposed to be a form of personal feedback?” asked one teacher who was a little unhappy about the instructions she had received.

“Isn’t this where we write about how the lesson went, whether anything ought to be changed or reinforced…but they tell me that I have to make some kind of quantitative statement there … using numbers or percentages, like 75% of the students understood the concept or 25 students could answer 10 questions correctly. Come on … how on earth are we able to determine that at the end of every lesson?”

“Sometimes the evaluation exercises are given as homework assignments.,” said another obviously disgruntled teacher. “So what do I write then?

“Be clairvoyant, and make some percentage predictions? Since all they want are numbers, maybe I should just give them some numbers.” Perhaps somewhere along the way from the true purpose of teaching “reflections” and its implementation, something got lost in translation.

It’s the only explanation that makes sense when we are sometimes asked to perform certain tasks that do not benefit either students or teachers, apart from adding on to the thickness of files for documentation.

There is a place for quantitative measurements under “reflections”, there is no doubt about that. But to make it the chief tool of evaluating how every lesson progressed, would somehow strip it of its essence and leave us with only husks.

Thursday, March 11, 2010

SPM 2009

Alhamdulillah keputusan SPM 2009 telah diumumkan pagi tadi. Tahniah kepada semua pelajar terutamanya yang telah mencapai kecemerlangang dalam peperiksaan tersebut. Semoga bekalan yang diterima di SMIAA akan membantu kehidupan mereka diperingkat IPT yang lebih mencabar.

Mengambil keputusan

Senyum selepas keputusan

Bersama pelajar terbaik dan keluarga

Friday, March 5, 2010

Petikan Utusan online dibawah memaklumkan tarikh keputusan SPM 2009. Marilah sama-sama kita doakan semoga generasi ke 15 SMIAA akan menyerlahkan kecemerlangan mereka.

Keputusan SPM, STAM 11 Mac

KUALA LUMPUR 4 Mac - Keputusan peperiksaan Sijil Pelajaran Malaysia (SPM) dan Sijil Tinggi Agama Malaysia (STAM) 2009 akan diumumkan pada 11 Mac ini.

Ketua Pengarah Kementerian Pelajaran, Tan Sri Alimuddin Mat Dom berkata, calon-calon kedua-dua peperiksaan tersebut boleh mendapatkan keputusan berkenaan di sekolah masing-masing mulai pukul 10 pagi.

"Calon persendirian pula akan mendapat keputusan mereka melalui pos yang akan dihantar oleh Jabatan Pelajaran Negeri," katanya dalam satu kenyataan di sini hari ini.

Beliau berkata, analisis keputusan peperiksaan tersebut juga akan dibentangkan pada hari yang sama di Kementerian Pelajaran.

Sejumlah 465,853 calon mengambil SPM dan 6,920 lagi menduduki STAM tahun lalu.

Monday, January 4, 2010

Alhamdulillah, hari ini adalah hari permulaan sekolah untuk tahun 2010. Guru mula sibuk kembali mendidik anak murid setelah bercuti seketika.
Di sertakan artikel dari beritaharian online untuk peringatan kepada semua guru-guru kita.

Guru abai tanggungjawab calar imej profesion perguruan

BEBERAPA persatuan guru mengakui wujud kes terpencil guru lebih mengutamakan 'kerja luar' berbanding tugas hakiki mereka di sekolah kerana mengejar pendapatan lumayan.

Pada masa sama mereka mencadangkan guru terbabit sedar tanggungjawab dan amanah diberikan, jika tidak pun terus melepaskan jawatan bagi menjaga nama baik profesion keguruan dan masa depan anak didik.

Setiausaha Agung Kesatuan Perkhidmatan Perguruan Kebangsaan, Loke Yim Pheng, berkata tindakan segelintir guru yang lebih rajin mencari pendapatan tambahan itu umpama ‘nila setitik rosak susu sebelanga‘.

“Ia boleh mencalarkan imej golongan pendidik kerana kebanyakan guru komited menjalankan tanggungjawab masing-masing.

“Tidak dinafikan, di kalangan lebih 300,000 guru seluruh negara ada kes terpencil guru menjalankan kerja luar hingga hilang tumpuan terhadap tugas mengajar dan mereka ini perlu ada kesedaran untuk keluar daripada profesion perguruan.

“Hak guru mencari pendapatan tambahan tidak boleh disekat, malah ada membuktikan mereka mampu mengimbangi tuntutan kedua-dua tanggungjawab dengan baik,” katanya kepada Berita Harian.

Buat masa ini, Loke berkata, memadai jika pentadbir sekolah diberi kuasa memantau dan mengambil tindakan terhadap guru yang lebih mengutamakan kerja luar.

Mengenai cadangan pelaksanaan semula sijil kelayakan mengajar, katanya, ia memerlukan kajian jangka panjang terutama dari aspek pelaksanaan dan perundangan.

bagaimanapun, Gabungan Majlis Guru Besar Malaysia menyokong penuh cadangan pewujudan semula pensijilan itu sebagai mekanisme mengembalikan guru kepada tugas hakiki mereka iaitu mengajar.

Yang Dipertuanya, Ruslan Madon, berkata langkah itu membantu usaha pentadbir sekolah memantau guru yang sibuk dengan kerja luar hingga mengganggu tugas mengajar.

“Walaupun tiada halangan guru menjana pendapatan tambahan termasuk menerusi perniagaan jualan langsung dan MLM, kita tidak menggalakkan mereka berbuat demikian jika gagal memanfaatkan masa antara pengajaran dan kerja luar.

“Jika ingin dilaksanakan, kami cadang ia diperbaharui tiga tahun sekali supaya tidak memberi tekanan kepada pendidik dan membolehkan penilaian lebih adil serta menyeluruh dilaksanakan,” katanya.