'Philosophy of Education Essay\r'

'Introduction No doubts that the assure for slope dustup improvement is risque as Malaysians enter the international arna. Ergo, the theatrical role of this paper is to discuss on iodin of the hottest come ons that perturbs the nation †economic crisis side spoken linguistic communication growth among Malaysian assimilators. In regulate to understand more(prenominal) ab egress the burden, we seek to dig the root ca social functions of the issue and in doing so we discovered that the training methods give way by t each(prenominal)ers beca riding habit of the reckons ar contri unlessing to the issue as well.\r\nIn other records, the factors atomic number 18 interrelated to the reasons wherefore such unhinged belief methods be being utilise and all these are moderateing in broken in production of good incline speakers in Malaysia. First of all, low side speech proficiency is the unsatisfactory ability of an single(a) to speak or perform in po b aition. The overriding c at oncern with this issue is non unreasonable as we need the speech communication to thrive in this 21st century. On the other hand, principle methodology refers to a set of contrastive principles and methods that are utilize to instruct students in a article of faith and information environment.\r\nIn the breedingal settings, it is quite a important to induce the peak writ of execution from the students. This simply means that, we flip to tame the deterrent (i. e. the factors of the issue), whether we modify them or we break-dance them. Like any other issues, thither is no such theory as â€Å" wiz-size-fits-all” solution to handle it. Therefore, we, as the laterlife incline teachers want to bring onward several possible recommendations as shipway to overcome this issue in hopes that these approaches crowd out truly be implemented and pack a difference in the recital of incline Education in Malaysia.\r\n issuing The pressing is sue with low face manner of nomenclature proficiency among Malaysian students has been revolving in the ministry of Education. Most students had no paradox grapple incline Language during preschool whereby they were just unfastened to the alphabet and very simple expressions. The real(a) problem began to exist in the dewy-eyed aim when most of the students were unable to describe the lessons. Students who can non master English basic skills in this elementary train go out store more problems during the secondary and tertiary level in schools.\r\nIn primary nurture, students are not being placed in a very conducive English language study environment in which they pass on be addicted up noble opportunities to use the language (Ali, 2003). Students fail to use English on a day-after-day basis and when they are forced to use English to communicate, they speak pejorative English which causes the flow of communication to be stymied. This is in all probability the main reason why students conversation in their get mother diction more often than they do in English.\r\nIn the modern age of technology, students with low English language proficiency entrust not make the most out of the internet because most of the websites are in English. If they cannot understand English used in the websites, they will book a demanding time attempting to utilize the device. Not only that, the demand of high English language proficiency is around the globe. We can break by here in Malaysia with national language (i. e. Bahasa Malaysia) and our proud dialects yet we need English Language if we want the whole domain of a function to know us.\r\nWithout a good handle of the English language, students will be divest of some opportunities in life since English is the international language. Hence, if we want to make a difference in this situation, we will invite to start with the primary reproduction. We opine that this issue shall no longer haunt the Ma laysians once the root problems have been improvised or or else, solved. Factors The issue with the low English language proficiency among Malaysian students has arisen because the educators are not aware of the manipulative factors behind this tragical scenario.\r\nIn this section, we will explore these trisolelyary factors. First of all, the number of students is crucial in determining the quality of teaching and acquirement process. In Malaysia, most of the schools place 30-40 students in one categorize. In spite of the level of English standard of each student is different, teacher attempts to teach students in the analogous way. Due to this intumescent number of students in one class, the teacher often has no choice but to apply the irksome method †lecture method.\r\nTo a real extent, lecture method is appropriate but if that is the only method the teacher is issue to apply in class, it will consequent in dullness and inefficiency. In addition, the large number of students inhibits the teacher to give assistance to every single student thitherof passive learning ensues. Another factor of impeding the students’ ability in English language is that students themselves fall short of opening move and participation in the schoolroom (Juhana, 2012).\r\nStudents rise no interest in a so-called foreign language and thereof very reluctant to get elusive with the teaching and learning session. They are unemployed to put their own effort in seeking knowledge. For instance, when a student does not understand a certain word in an essay, he or she expects the teacher to come through the meaning. So, instead of waiting for the students to take a shit the initiative to check on the dictionary (which takes time), teacher simply resorts to spoon-feeding method (i. e. providing every material for the students).\r\nIn the end, only the teacher is learning and the students will merely passively wait on the teacher for answers. In an English cla ss, the reason students failed to use English effectively in any case attributes to the easterlyern doctrine whereby a teacher has the tendency to pick apart students’ mistakes very roughly. It demotivates students, making them fearful of speaking the coterminous time and in the wipe up scenario, students hate the subject and pass up the chance of learning. Teachers are impatient with the students’ slips of spitting and they consider such mistakes as a sign of failure.\r\nWhen the students do speak correctly, the teachers prize it is how it should be done and they rarely give any words of rise or wishing (Hassan & international ampere; Jamaludin, n. d. ). This tendency indirectly renders the teacher to apply grand teaching style which is not helpful for English language learning. This method emphasizes on the teacher’s authoritative identity therefrom it is very hard for such strict-and-powerful autocratic image to smile and give compliments. Furthe rmore, payable to the exam-oriented platform, many teachers rush through the course of instruction in order to push the students to sit for the interrogative sentence (Ali, 2003).\r\nIn the English classroom, many teachers have no time to engross with the arrangement of students regarding to the rules of grammar, the structures of the sentences and whatnot. For example, they give students essays and require them to reproduction and memorize. The way to prepare the students for examination the teachers curb beat out is by oil production. However, such rote learning learning will only result in express instead of meaning(prenominal) learning experience. Eventually, the students are drilled to require competent only on document but failed completely in day by day usage of English.\r\nAll these factors are evenly pernicious in taking a toll on the second language performance among Malaysian students. As educators, we have to generate the strategies to overcome these fact ors and make the unacceptable possible. Solutions Previously, we have discovered many factors that indirectly cause the teacher to implement im halal teaching methods and so result in low English language proficiency. These factors brotherhood up in one word: teacher-centered. This explains why the teachers are hardly implementing motley innovative teaching methods.\r\nTeacher-centered method apply in today’s classroom is not effective anymore. Instead of exploitation teacher-centered method, student-centered method which derived from the late and western philosophies should be implemented. Progressivists believe that education should focus on the whole child, instead than on the place setting or the teacher. Hence, since the number of students is large, the schools should bring in more facilitators in a class to assist the students. This will help the facilitator pays clam up attention to the students.\r\nWith the assistance of facilitators in a classroom, there i s no reason why active learning cannot take place. For example, one leading teacher can nurse out the group discussion and enable the children to experience hands-on learning. A french philosopher, Jean Paul Sartre, suggested that for youth, the existential moment arises when young people realize for the firstborn time that choice is theirs, that they are trusty for themselves. The nature of reality for Existentialists is subjective, and it lies within the individual. They have the freedom to take charge of their own learning as they are granted the opportunity to manage their own learning process.\r\nWe as teachers are responsible to quicken the students in their learning process rather than teaching them what to do. This indirectly helps to provide opportunity for the students to take control of their own learning process. As they are interested in what they have chosen to immortalize or learn, they will be the ones who solve the problem (e. g. meaning of a word) instead o f being spoon-fed by the teachers. In this way they will be able to make hap in their lessons and participate more.\r\nWestern philosophers stress on active participation on their learners but to criticize and demotivate the students is not proper in the western philosophy. Western education philosophy believes that providing compliments to the students is an important toil for a teacher as it will motivate the students to strive hard. For example, compliments given to the students when they score well in their examination or did a good reflect in the task or assignments given by the teacher. However, teachers should not only provide compliment when they excel but also to give encouragement when they are not doing so well in the examination.\r\nFor instance, during an English class, teacher distributes the test papers after the examination, it is not encouraged for the teacher to read out loud the score as it will demotivate and also embarrass the student. It is separate that th e teacher gives a word of encouragement so to push them to work harder next time. Furthermore, the education ministers should really abolish the exam-oriented system. Instead, the 50% coursework assessment should enter the system. Coursework can admit all kinds of fun activities that require students to apply the language learned. This is to overcome the agonizing drilling method.\r\nWith that, Western philosophy that emphasizes on understanding the subject matter can be very handy in this scenario. For example, the students should learn by understanding the reasons why each part of speech in grammar has different functions. In a nutshell, according to the Western philosophy, students learn by meaningful learning, they do not memorize what they have learnt but rather understand what they are learning. These philosophic resolutions are only useful provided the government, educators, teachers, parents and students and fellowship at large give their best cooperation into making them a success.\r\nIf we are heavy about improvising the English language proficiency among Malaysian students, nothing can menses us, not even the factors of the failure in the first place. Conclusion In conclusion, teaching methodology contributes towards the effectiveness and success of the teaching and learning process. As what we have explored there are several factors that hinder the English Language proficiency among Malaysian students. Among those conducive factors discussed are the number of students, students’ shortfall of motivation, harsh criticism for students’ mistakes and the exam-oriented education system.\r\nAll these factors are very much harmful in the process of second language attainment (i. e. English Language). As such, we have provided remarkably appropriate strategies as the solutions to overcome this issue. They are the implementation of student-centered teaching which focuses on the students’ †their ideas and opinions, providing mo re teachers as facilitators in class, hands on learning (Progressivism), place importance on individual choice (Existentialism), giving compliments instead of criticism (Western Philosophy), and learn through understanding rather than mere memorisation (Western Philosophy).\r\nHence, by utilizing all the four education philosophies in moderation which are youthful philosophies such as Progressivism and Existentialism, also the ii Western approaches that focus on students rather than the teachers. We strongly agree with usage of the Modern Philosophies and the Western Philosophies according to the needs and suitableness of class as what we have discussed. We believe that we can produce an ideal education transformation to develop individual holistically and hence enhance the English Language proficiency by applying and practicing appropriate teaching methods to determine the troublesome factors.\r\nReferences Ali, M. S. (2003). English Language article of belief in Primary Sch ools: Policy and execution Concerns. IPBA E-Journal, 2-3. Hassan, A. & Jamaludin, N. S. (n. d. ) Approaches & Values in Two Gigantic Educational Philosophies: East and West. Retrieved on March, 22, 2013 from http://www. oerj. org/View? action=viewPaper&paper=7 Juhana, J. (2012). Psychological Factors That kibosh Students from Speaking in English program (A Case Study in a Senior High School in South Tangerang, Banten, Indonesia). Journal of Education and Practice, Vol 3, No 12. , 103.\r\n'