sosiology

Sosiologi pendidikan ialah kajian tentang bagaimana insititusi awam dan pengalaman individu mempengaruhi pendidikan dan hasilnya. Ia menumpukan sistem persekolahan awam bagi masyarakat perindustrian moden, termasuk perluasan pendidikan tinggi, pendidikan lanjutan, dan pendidikan dewasa. ^[1]

Pada dasarnya, pendidikan dilihatkan sebagai suatu usaha manusia yang optimistik yang dicirikan oleh cita-cita untuk mencapai kemajuan dan kebaikan.^[2] Banyak orang memahaminya sebagai cara untuk mengatasi hambatan dan merapatkan jurang ketaksamaan,^[3] serta juga untuk memperoleh kekayaan dan status.^[3] Pendidikan juga dilihatkan sebagai tempat di mana kanak-kanak dapat berkembang mengikut keperluan dan potensi sendiri.^[2] Pendidikan harus bertujuan untuk mengembangkan setiap individu sehingga potensinya yang penuh dan memberikan mereka peluang untuk mencapai sebanyak yang boleh dalam kehidupan mereka, sejajar dengan keupayaan sejadi mereka. Bagaimanapun, visi ini tidak menjadi kenyataan. Sebaliknya, menurut banyak ahli sosiologi, kenyataannya adalah bahawa pendidikan memiliki matlamat yang lebih besar daripada peringkat individu dan bertujuan untuk mengekalkan kestabilan sosial menerusi pengeluaran semula sosial terhadap ketaksamaan. Apakah matlamat kestabilan in berbeza-beza, bergantung kepada sudut pandangan sosiologi yang digunakan untuk menghadapi persoalan tersebut

improving teaching n learning in schools

1. Equips learners for
life in its broadest sense
Learning should aim to help individuals and
groups to develop the intellectual, personal and
social resources that will enable them to
participate as active citizens, contribute to
economic development and flourish as
individuals in a diverse and changing
society. This may mean expanding
conceptions of worth while
learning outcomes and taking
seriously issues of equity
and social justice
for all

2. Engages with valued
forms of knowledge
Teaching and learning should engage earners
with the big ideas, key processes, modes
of discourse and narratives of subjects so
that they understand what constitutes
quality and standards in particular
domains.

3. Recognises the importance
of prior experience and learning
Teaching and learning should take account of what the
learner knows already in order to plan their next steps. This
includes building on prior learning but also taking account
of the personal and cultural experiences
of different groups of learners.

4. Requires the teacher to scaffold learning
Teachers should provide activities and structures of intellectual,
social and emotional support to help learners to move forward
in their learning so that when these
supports are removed the
learning is secure.

5. Needs assessment to be
congruent with learning
Assessment should be designed and implemented
with the goal of achieving maximum validity both
in terms of learning outcomes and learning
processes. It should help to advance
learning as well as determine

6. Promotes the active
engagement of the learner
A chief goal of teaching and learning
should be the promotion of learners
independence and autonomy. This involves
acquiring a repertoire of learning strategies
and practices, developing positive learning
dispositions, and having the will and
confidence to become agents in
their own learning.

7. Fosters both
individual and
social processes
and outcomes
Learners should be encouraged and
helped to build relationships and
communication with others for learning
purposes, to assist the mutual construction of
knowledge and enhance the achievements of
individuals and groups. Consulting learners about
their learning and giving them a voice is both an
expectation and a right.

8. Recognises the
significance of informal learning
Informal learning, such as learning out of school,
should be recognised as being at least as
significant as formal learning and should
be valued and used in formal
processes.

9. Depends on teacher learning
The need for teachers to learn continuously in order to
develop their knowledge and skill, and adapt and develop their
roles, especially through classroom inquiry, should
be recognised and supported.

10. Demands
consistent policy
frameworks with support
for teaching and learning
as their primary focus
Institutional and system-level policies need to recognise
the fundamental importance of teaching and learning and
be designed to create effective learning
environments for all learners.
whether learning has
occurred.

>>CONSTRUCTIVISM<<

Summary: Constructivism as a paradigm or worldview posits that learning is an active, constructive process. The learner is an information constructor. People actively construct or create their own subjective representations of objective reality. New information is linked to to prior knowledge, thus mental representations are subjective.

Originators and important contributors: Vygotsky, Piaget, Dewey, Vico, Rorty, Bruner

Keywords: Learning as experience, activity and dialogical process; Problem Based Learning (PBL); Anchored instruction; Vygotsky’s Zone of Proximal Development (ZPD); cognitive apprenticeship (scaffolding); inquiry and discovery learning.

Constructivism

A reaction to didactic approaches such as behaviorism and programmed instruction, constructivism states that learning is an active, contextualized process of constructing knowledge rather than acquiring it. Knowledge is constructed based on personal experiences and hypotheses of the environment. Learners continuously test these hypotheses through social negotiation. Each person has a different interpretation and construction of knowledge process. The learner is not a blank slate (tabula rasa) but brings past experiences and cultural factors to a situation.

NOTE: A common misunderstanding regarding constructivism is that instructors should never tell students anything directly but, instead, should always allow them to construct knowledge for themselves. This is actually confusing a theory of pedagogy (teaching) with a theory of knowing. Constructivism assumes that all knowledge is constructed from the learner’s previous knowledge, regardless of how one is taught. Thus, even listening to a lecture involves active attempts to construct new knowledge.

Cognitivism

Summary: The cognitivist paradigm essentially argues that the “black box” of the mind should be opened and understood. The learner is viewed as an information processor (like a computer).

Originators and important contributors: Merrill -Component Display Theory (CDT), Reigeluth (Elaboration Theory), Gagne, Briggs, Wager, Bruner (moving toward cognitive constructivism), Schank (scripts), Scandura (structural learning)

Keywords: Schema, schemata, information processing, symbol manipulation, information mapping, mental models

Cognitivism

The cognitivist revolution replaced behaviorism in 1960s as the dominant paradigm. Cognitivism focuses on the inner mental activities – opening the “black box” of the human mind is valuable and necessary for understanding how people learn. Mental processes such as thinking, memory, knowing, and problem-solving need to be explored. Knowledge can be seen as schema or symbolic mental constructions. Learning is defined as change in a learner’s schemata.

A response to behaviorism, people are not “programmed animals” that merely respond to environmental stimuli; people are rational beings that require active participation in order to learn, and whose actions are a consequence of thinking. Changes in behavior are observed, but only as an indication of what is occurring in the learner’s head. Cognitivism uses the metaphor of the mind as computer: information comes in, is being processed, and leads to certain outcomes.

.::teaching styles::.

Formal Authority

Teachers who have a formal authority teaching style tend to focus on content. This style is generally teacher-centred, where the teacher feels responsible for providing and controlling the flow of the content and the student is expected to receive the content.

One type of statement made by an instructor with this teaching style is "I am the flashlight for my students, I illuminate the content and materials so that my students can see the importance of the material and appreciate the discipline."

Teachers with this teaching style are not as concerned with building relationships with their students nor is it as important that their students form relationships with other students. This type of teacher doesn't usually require much student participation in class. "Sage on the stage" model.

Click on the following link for more information about Instructional Design as it relates to the Formal Authority.

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Demonstrator or Personal Model

Teachers who have a demonstrator or personal model teaching style tend to run teacher-centred classes with an emphasis on demonstration and modeling. This type of teacher acts as a role model by demonstrating skills and processes and then as a coach/guide in helping students develop and apply these skills and knowledge.

A teacher with this type of teaching style might comment: "I show my students how to properly do a task or work through a problem and then I'll help them master the task or problem solution. It's important that my students can independently solve similar problems by using and adapting demonstrated methods."

Instructors with this teaching style are interested in encouraging student participation and adapting their presentation to include various learning styles. Students are expected to take some responsibility for learning what they need to know and for asking for help when they don't understand something.

Click on the following link for more information about Instructional Design as it relates to the Demonstrator or Personal Model teaching style.

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Facilitator

Teachers who have a facilitator model teaching style tend to focus on activities. This teaching style emphasizes student-centered learning and there is much more responsibility placed on the students to take the initiative for meeting the demands of various learning tasks.

This type of teaching style works best for students who are comfortable with independent learning and who can actively participate and collaborate with other students.

Teachers typically design group activities which necessitate active learning, student-to-student collaboration and problem solving. This type of teacher will often try to design learning situations and activities that require student processing and application of course content in creative and original ways.

Click on the following link for more information about Instructional Design as it relates to the Facilitator teaching style.

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Delegator

Teachers who have a delegator teaching style tend to place much control and responsibility for learning on individuals or groups of students.

This type of teacher will often give students a choice designing and implementing their own complex learning projects and will act in a consultative role.

Students are often asked to work independently or in groups and must be able to maintain motivation and focus for complex projects. Students working in this type of setting learn more than just course specific topics as they also must be able to effectively work in group situations and manage various interpersonal roles.

Click on the following link for more information about Instructional Design as it relates to the Delegator teaching style.

class management

When a new teacher steps into her classroom for the first time, one of the most important things that she needs to do is set the stage for positive behavior management for the entire year. The effectiveness of her behavior management will determine how much her students learn and how easy or difficult she will find her first year of teaching.

Classroom Management Expectations: Display Class Rules

Within the classroom there needs to be a clearly outlined list of rules. Ideally there should be three to five positive statements that show students what is expected of them in the classroom. These rules need to be posted in a place that is easy for students to see and easy for the teacher to refer to throughout the year.

Classroom Discipline and Management: Rules and Expectations

On the first day of class, students need to learn what is expected of them. While they may know in general what the rules will be and how to act in the classroom from previous years, it is vital that a teacher set up clear expectations for how the students are to act in this specific classroom. Different teachers are permissive about different behaviors and students need to not be expected to pick these nuances up without direct instruction.

Many teachers like to introduce the class rules by having students create the rules for the classroom. In this case, teachers already have done the work and as students give ideas and suggestions for the rules, the teacher molds the rules into what she has already decided upon. Even so, this activity gives older students a feeling of ownership over the rules in the classroom.

Introduce Classroom Consequences and Motivation Plan

That first day of school teachers need to explain to students what the consequences of their behavior will be. Some teachers will have a merit system in place where students will be able to earn certain rewards through positive behavior, while other teachers prefer a debit system where students lose privileges for inappropriate behavior. Regardless of the preferred method, the teacher needs to clearly explain the consequences and ensure that students have no questions about what is expected of them.

Read more: http://newteachersupport.suite101.com/article.cfm/classroom_management_tools_for_new_teachers#ixzz0VJ2sPdQO

tips for class management

Have you ever walked into someone else's silent, orderly classroom and wondered exactly how that teacher keeps his or her class under control? While all classes are different and classroom management styles differ, there are some things you can try that can help you with controlling students so you can teach effectively.

If you are starting a new school year, the key to effective classroom management is to begin the year right. Try a few of these tips for effective student management:

• The first day of school, talk to your students about class rules. Have the class agree on a set of rules and consequences for breaking them. If your students make the rules, they will be more apt(tepat) to follow them

• Consider how you will reward good student behavior. Positive reinforcement is more effective than negative reinforcement. Reward systems do not have to be elaborate or expensive. Pass out stickers or play money for good behavior, great grades, etc. Take away dollars or stickers for improper behavior. Having a "store" where students can redeem dollars or stickers for prizes at the end of the year gives them a reason to get excited about earning rewards.

• Always follow up on what you say you are going to do. Empty promises, good or bad, undermine(menghakis) your authority.

• Think about ways to burn off excess energy. Having students stand up and stretch during the day can help them stay focused longer.

Of course, if you are dealing with a class that is already out of control, student discipline can be a bit more challenging. Regaining control when you've already lost it can be tough. Here are a few things you can try to get your class back under control.

• Shake things up. Rearrange the entire classroom and break up any disruptive pairs.
• Walk around the room instead of standing in one spot. Teachers who sit at a desk have less control than teachers who seem to be everywhere kids don't want them to be. Make the last row your first row one day and teach from the side of the room the next.
• Address students politely and firmly, even if they don't deserve your respect. "James, knock it off." sounds like you are at the end of your rope. "Mr. Smith, have a seat now." sounds like you are in control.
• Whisper. The louder you get, the louder they'll get. Don't forget, there's only one of you, so there's no way you can outshout them.
• Stand directly in front of loud, disruptive students and make eye contact.

Finally, if you can't manage to get your class under control, don't be afraid to ask for help. More experienced teachers may have some tricks for you to try, especially if they taught the same students the year before.

11 teknik mengawal disiplin pelajar dlm kelas

Diadaptasi oleh Budd Churchward 1. Berfokus Pastikan anda memiliki perhatian semua pelajar sebelum memulakan pengajaran. Jangan cuba mengajar apabila masih ada pelajar yang berbual-bual. Biasanya, guru pelatih berharap bilik darjah akan menjadi tenteram apabila pangajaran bermula. Sebaliknya, pelajar-pelajar berkemungkinan berpendapat bahawa guru sanggup bersaing dengannya; mereka boleh bercakap walaupun guru bercakap dan guru akan bercakap dengan suara yang lebih kuat lagi. Selain itu, mereka membentuk idea bahawa guru tidak hiraukan ketidakperhatian pelajar ketika guru mengajar Teknik berfokus bererti guru meminta perhatian pelajar sebelum memulakan pengajaran - guru akan tunggu dan tidak memulakan pengajaran sehingga semua pelajar bersedia. Teknik senyap sangat berkesan. Guru boleh berhenti selama 5 - 10 saat selepas semua pelajar telah senyap. Selepas itu, gunakan suara yang lebih lembut daripada biasa. Guru yang menggunakan suara yang lembut biasanya mewujudkan bilik darjah yang lebih senyap berbanding dengan guru yang menggunakan suara yang kuat. Pelajar-pelajar terpaksa duduk dengan tertib untuk mendengar pengajaran guru. 2. Instruksi Secara Langsung Ketidakpastian meningkatkan aras kegelabahan, kegalakan dan kegegaran dalam bilik darjah. Teknik instruksi secara langsung ialah untuk memulakan setiap pengajaran dengan memaklumkan pelajar sejelas-jelasnya apa yang akan berlaku dalam kelas itu. Guru menyatakan apa yang ia dan murid akan buat serta had-had masa untuk tugasan-tugasan. Guru boleh memperuntukkan masa pada akhir kelas agar pelajar boleh melakukan aktiviti pilihan. Contohnya, guru memberi masa 15 minit untuk pelajar berbual-bual, pergi ke perpustakaan, atau menyiapkan kerja kelas lain. Guru akan lebih rela menunggu untuk mendapatkan perhatian pelajar kerana ia tahu terdapat masa lebihan pada akhir pengajaran manakala pelajar juga menyedari bahawa semakin lama guru menunggu bererti semakin kurang masa bebas untuk pelajar. 3. Pemantauan Kunci kepada prinsip ini adalah supaya guru beredar dalam bilik darjah. Semasa murid bekerja, berjalan di antara mereka dan memeriksa kemajuannya. Guru yang berkesan akan berjalan melintasi seluruh bilik darjah selepas 3 minit pelajar diberi tugasan bertulis. Ia akan menyemak sama ada pelajar telah bermula tugasan, memeriksa kerja-kerja yang telah diselesaikan oleh pelajar, dan memberi pengajaran bersifat individu. Guru tidak akan menggangu kelas atau membuat pengumuman kecuali ia dapati beberapa orang pelajar menghadapi masalah yang sama. 4. Teladan "Values are caught, not taught." - ini bererti nilai-nilai diamalkan dan dicontohi oleh pelajar dan bukan diajar secara langsung. Guru yang bersopan, tekun, bersemangat, bersabar dan dapat mengawal diri, menjadi contoh yang baik untuk pelajar. Sekiranya guru mahu pelajar menggunakan suara yang lembut semasa menyiapkan kerja, guru sendiri mesti menggunakan suara yang lembut apabila ia menolong pelajar secara individu. 5. Isyarat Bukan Lisan Untuk mendapatkan perhatian pelajar dengan segera, guru boleh menggunakan isyarat bukan lisan seperti liceng atas meja, suis lampu, atau 'clickers'. Isyarat bukan lisan juga boleh berbentuk ungkapan muka, postur badan, dan isyarat tangan. Contohnya 'isyarat senyap' yang dicadangkan oleh Kagan - apabila guru angkat tangannya, semua pelajar mesti berhenti bercakap dan turut angkat tangan. Guru perlu memilih isyarat yang sesuai dengan pelajar dan menjelaskan kehendak guru yang sepadan dengan isyarat yang dipilih. 6. Kawalan Persekitaran Sebuah bilik darjah sebaik-baiknya tempat yang mesra dan riang. Pelajar rasa seronok jika persekitarannya bertukar wajah dari semasa ke semasa. Sudut pembelajaran yang mempunyai gambar dan warna menimbulkan minat akan sesuatu mata pelajaran. Pelajar muda berminat mengetahui guru dan kegemarannya. Masukkan item-item peribadi dalam bilik darjah. Contohnya gambar keluarga atau bahan-bahan mengenai hobi guru dapat memikat minat murid dan memudahkan perbualan antara guru dan murid. Semakin banyak guru mengenali murid, semakin kurangnya masalah disiplin. Walaupun bilik darjah boleh dihiaskan dengan pelbagai bahan, sediakan juga sudut yang agak "senyap" dan kurang bahan yang menggangu. Ini penting untuk mengelakkan pelajar yang senang pindah perhatian menumpukan perhatian kepada pembelajaran. Pelajar demikian harus diberi tempat yang kurang hiasan untuk menjalankan kerja-kerja sendiri. 7. Interversi Berprofail Rendah Kebanyakan pelajar dihantar ke pejabat guru besar akibat konfrontasi yang melampau. Biasanya guru menegur pelajar berkenaan atas kesalahan yang ringan akan tetapi dalam saat-saat genting, guru dan murid mencetusakn perbalahan verbal yang tidak dapat dikawal. Kebanyakan kes demikian boleh dielakkan jika guru melakukan interversi yang tenang dan senyap. Guru yang berkesan akan memastikan pelajar yang melakukan salah laku tidak dijadikan fokus perhatian. Ia akan memantau bilik darjahnya dengan sentiasa rondaan yang kerap, menyeluruh dan senyap. Justeru itu, ia cuba menjangkakan salah laku yang mungkin berlaku. Pendekatannya terhadap pelajar yang menggangu kelas adalah dalam bentuk yang tidak mudah dilihat atau tidak menarik perhatian orang lain. Pelajar lain tidak rasa terganggu. Semasa memberi penerangan, guru boleh teknik "name-dropping". Sekiranya ia dapati seseorang pelajar bercakap atau tidak membuat kerja yang disuruh, ia akan menggunakan nama pelajar berkenaan dalam dialognya dalam cara yang natural: "Sekiranya Abo mempunyai 5 biji rambutan dan Ado mempunyai 6 biji rambutan, berapakah jumlah rambutan yang dipunyai oleh Abo dan Ado?" Apabila Abo mendengar namanya disebut, ia akan berhenti bercakap atau menumpukan perhatian yang dikehendaki oleh gurunya. Pelajar-pelajar lain tidak rasa pun bahawa guru telah menegur Abo. 8. Disiplin Asertif Ini merupakan autoriti yang menetapkan had-had tingkah laku yang dibenarkan. Guru adalah bos dalam bilik darjah dan tiada sesiapa dibenarkan menggangu pembelajaran orang lain. Peraturan dinyatakan dengan jelasnya dan dikuatkuasakan dengan konsistennya. 9. Mesej-Saya yang Asertif Salah satu komponen disiplin asertif ialah mesej-Saya yang merupakan pernyataan yang digunakan oleh guru ketika murid menimbulkan masalah disiplin. Mesej-mesej ini berbentuk jangkaan yang jelas tentang apa yang harus dilakukan oleh murid. Fokus guru ialah memusatkan perhatian pelajar kepada tingkah laku yang dikehendaki, bukan 'misbehaviour' atau tingkah laku yang tidak baik. Contohnya ialah: 'Saya inginkan anda ...'; 'Saya hendakkan anda ...'; 'Saya jangkakan anda akan ...'. Guru yang kurang berpengalaman akan menggunakan arahan seperti: 'Saya mahukan anda berhenti ...'. Ini akan menimbulkan rasa konfrontasi dan penafian. Fokus di sini ialah kepada 'misbehaviour' dan pelajar akan menjawab dengan mengatakan bahawa 'Saya tidak buat apa-apa'; 'Bukan salah saya...'; 'Sejak bila wujudnya peraturan yang melarang ...'. Keadaan ini akan memburukkan keadaan dan hubungan guru-murid. 10. Mesej-Saya yang Humanistik Mesej ini merupakan ekspresi perasaan. Mengikut Thomas Gordon, mesej ini terdiri daripada 3 bahagian. Pertamanya, suatu deskripsi tentang tingkah laku pelajar: 'Semasa anda bercakap ketika saya memberi penerangan...'. Keduanya, kesan tingkah laku pelajar ke atas guru: '... saya terpaksa berhenti pengajaran saya ...'. Dan ketiganya, perasaan yang dialami oleh guru akibatnya: '...ini menghampakan saya.' Contohnya seorang guru yang diganggu oleh murid yang kerap bercakap apabila ia sedang mengajar pernah menyatakan ekspresi perasaannya seperti berikut: 'I can not imagine what I have done to you that I do not deserve the respect from you that I get from the others in this class. If I have been rude to you or inconsiderate in any way, please let me know. I feel as though I have somehow offended you and now you are unwilling to show me respect.' Murid itu tidak lagi bercakap ketika guru menyampaikan pengajarannya buat beberapa minggu selepas itu! 11. Disiplin Positif Gunakan peraturuan bilik darjah yang menghuraikan tingkah laku yang dikehendaki dan bukan perlakuan yang dilarang. Contohnya, elakkan daripada 'dilarang berlari dalam bilik' tetapi gunakan 'bergerak dalam bilik dalam cara yang teratur'. 'Selesaikan konflik dengan cara yang sesuai' bukan 'Dilarang bergaduh'. Selalu nyatakan jangkaan anda tentang peraturan yang telah ditetapkan. Gunakan pujian setiap kali sesuatu tingkah laku yang baik ditunjukkan oleh pelajar. Pujian tidak semestinya berbentuk verbal, ada kalanya senyuman, anggukan, atau tanda bagus dengan ibu jari boleh memperkukuhkan tingkah laku yang baik.

education is a sharing profession

teacher is a person who share knowledge and experience that they have with their students. As a teacher, we have knowledge that we know , them, students also have knowledge that they know and we dont know. This statement is concluded by a very nice philosophy.."education is a sharing of profession"

kata-kate best yg aku jumpe,aku kopi kt sini yer..

1. Ukhwah yang dibina antara kita, Biarlah seperti seutas tasbih, Ada awal, Tiada penghujungnya, Dicipta untuk mengingatiNYA, Dibahagi untuk cintaNYA, Diratib demi redhaNYA

:: student centred ::

In the traditional approach to college teaching, most class time is spent with the professor lecturing and the students watching and listening. The students work individually on assignments, and cooperation is discouraged.

Student-centered teaching methods shift the focus of activity from the teacher to the learners. These methods include
1. active learning
in which students solve problems, answer questions, formulate questions of their own, discuss, explain, debate, or brainstorm during class
2. cooperative learning
in which students work in teams on problems and projects under conditions that assure both positive interdependence and individual accountability
3. inductive teaching and learning, in which students are first presented with challenges (questions or problems) and learn the course material in the context of addressing the challenges. Inductive methods include inquiry-based learning, case-based instruction, problem-based learning, project-based learning, discovery learning, and just-in-time teaching.

Student-centered methods have repeatedly been shown to be superior to the traditional teacher-centered approach to instruction, a conclusion that applies whether the assessed outcome is short-term mastery, long-term retention(pengekalan), or depth of understanding of course material, acquisition of critical thinking or creative problem-solving skills, formation of positive attitudes toward the subject being taught, or level of confidence in knowledge or skills.

pedagogy

pedagogy is the correct use of teaching strategies.

most teacher educators would acknowledge that there is still a long way to go in ensuring that graduates become great (or at least good) teachers.
Part of the weakness of teacher education has been its relatively weak knowledge base and the paradigmatic differences that have led to weak socialisation effects

4 fundamental principles of productive pedagogy :
1. intellectual quality
2. relevance
3.supportive environment
4. recognition of difference

greater coherence and a firmer, more confident knowledge base to the work of teachers and teacher educators?
Can it help produce better teachers?

INTELLECTUAL QUALITY
Higher order thinking	Are higher order thinking and critical analysis occurring?
Deep Knowledge	Does the lesson cover operational fields in any depth, detail or level of specificity?
Deep understanding	Do the work and response of the students provide evidence of understanding of concepts or ideas?
Substantive conversation	Does classroom talk break out of the initiation/ response/ evaluation pattern and lead to sustained dialogue between students, and between teachers and students?
Knowledge problematic	Are students critiquing and second-guessing texts, ideas and knowledge?
Metalanguage	Are aspects of language, grammar, and technical vocabulary being foregrounded?
RELEVANCE
Knowledge integration	Does the lesson range across diverse fields, disciplines and paradigms?
Background knowledge	Is there an attempt to connect with students’ background knowledge?
Connectedness to the world	Do lessons and the assigned work have any resemblance or connection to real life contexts?
Problem based curriculum	Is there a focus on identifying and solving intellectual and/or real-world problems?
SUPPORTIVE CLASSROOM ENVIRONMENT
Student control	Do students have any say in the pace, direction or outcome of the lesson?
Social support	Is the classroom a socially supportive, positive environment?
Engagement	Are students engaged and on-task?
Explicit Criteria	Are criteria for student performance made explicit?
Self-regulation	Is the direction of student behaviour implicit and self-regulatory or explicit?
RECOGNITION OF DIFFERENCE
Cultural knowledges	Are diverse cultural knowledges brought into play?
Inclusivity	Are deliberate (sengaja) attempts made to increase the participation of all students of different backgrounds?
Narrative	Is the teaching principally narrative, or is it expository?
Group Identity	Does teaching build a sense of community and identity?
Citizenship	Are attempts made to foster active citizenship?

,

More broadly, PP principles challenge conventional understandings about what is important and what should be emphasised in teacher education programs. It suggests a re-thinking of what is offered and what is valued. In particular, the principles of PP require teacher educators to address:

1. The overemphasis on classroom environments and processes rather than on substance(bahan) and purposes
2. The relationships between foundational studies, curriculum studies and field experiences which are currently insuffficiently connected
3. The purpose and structure of field experiences which centre too often on practising teaching techniques with relatively little concern for what is being taught and the quality of learning produced
4. The focus on student management relative to student learning, which mistakenly assumes that management should be addressed first and separately
5. The emphasis on syllabus content and constraints of the formal curriculum relative to identifying central concepts and producing depth of understanding.