Implication = a likely consequence, the result of

TOPIC 3: IMPLICATIONS OF SOCIOCULTURAL DIVERSITY Maksudnya: Kalo murid tu duduk dlm kelompok budaya yg pelbagai, apa implikasinya (kesannya). Kalo murid tu duduk dalam budaya die je, xpelbagai pn, apa implikasinya (kesannya). Implikasi juga boleh membawa maksud apa yang perlu dilakukan (tgk konteks)

ON PUPILS
Implications of socio-cultural diversity on PUPILS 1.Language a) Pupils who know dialects or mother tongue only. (bdk ni dok kt tmpt yg xde diversity in culture, dok dgr bhase perak je misalnye) a. May not understand teachers instructions and materials. b. Thus, they may not be able to catch up. c. Cth cm budk Terengganu xphm sgt kalo ckgu xckp loghat ganu mase mngajar. b) Pupils who knows 2 or more languages. a. Easier for them to master the subjects.

As we all know, there are variety of student culture in schools. These cultures can be grouped into 3: i. Pro-school culture (nerdy) ii. Fully-obedient to school rules. Focus merely on academic matters.

Anti-school culture (gangstah..) Do not obey school rules. Bring problems to school.
2.Ethnic

iii.

Between school culture and teen culture (kite la ni..) The middle group between school culture and teen culture. Obey school rules as well as satisfy self needs. Active in curricular and cocurricular activities.

a) Pupils who live or study in one ethnic only a. Lack of exposure on other ethnics. b. Thus, the learning of knowing other ethnics are thru reading only, not practical. c. So, it is harder for them to adapt themselves with other ethnics. b) Pupils who live or study within a lot of ethnics

a. More exposed to other ethnics customs, views, and ways of thinking directly or indirectly. b. So, it is easier for them to respect each other. 3.Social class a) Formed from the: 1) Level of education 2) Socio-economy of the family. Social class Low implications -lacking in learning equipment. -lacking in money for schooling. -lacking in parents attention bcz parents are busy working. -low motivation in education. -at a risk of being left out from school. Middle -less problems in getting learning equipment and money for schooling. -able to attend paid tuition. -get attention from parents. -parents give motivation. High -no problems in getting learning equipment. -able to attend other classes such as piano and swimming class.

a) Pupils who live in cities and city side? (pinggir bandar) a. More exposed to cultural diversity. b. There are pupils who are poor in the sense of a city (miskin bandar), middle class and pupils from a rich family. c. Their culture differ according to: -parents aspiration (bese anak org kaya mak bapak die pnye aspiration tggi) -parents jobs etc. b) Pupils who live in rural and remote area a. Their views, aspirations, and views in education might be less challenging than pupils at the big city. b. Fewer problems in discipline. 5.Thinking and learning styles a. The practices (amalan) of a particular ethnic can affect pupils thinking and learning styles. b. For example, the aborigines learn better thru visual and hands-on (kinaesthetic) activities bcz of their lifestyles (dok dlm forest dorg bnyk gune deria sight and bnyk bgerak). Learning style Auditory Visual Kinaesthetic Action Learns easily thru listening process. Learns easily thru watching and listening. Learns thru hands-on

4.Residential/place of living

activities. Thinking style Field dependent Field independent Impulsive Action Depends on the field (latar persekitaran) to understand learning. Do not depend on field to learn. Acts without a deep thinking. Act fast and impulsively. Acts after a deep thinking. Meticulous and response inly after a while.

ON A TEACHER
p/s: Bile teacher ni sedar akan kepelbagaian budaya pelajar, maka implikasinya: 1.Acceptance and fair treatment i. Teacher understands pupils attitude and expression. ii. Teacher designs lessons that cater pupils needs. iii. Accept and treats pupils fairly. iv. Discrimination and self-fulfilling prophercy can be avoided. v. Self-fulfilling prophercy bermaksud pelajar mengikut/behave dgn label yg diberikan pdnya. Cth ckgu salu ckp die xley lari or lari cm itik, die pn stop cube utk masok ptndgn lari sbb die pcaye ape yg ckgu die ckp. Ni ckgu cap ayam nih.. 2.Cooperative learning strategy i. Teacher prepares effective lessons according to pupils ability. Example: a. Heterogenous group (ability yg sama) i. They can share knowledge , help each other. ii. Thru this kind of group also they can learn each others culture.

Reflective

6.Gender a. Males and females pupils get different treatment bcz they show different attitudes. (ni adalah hasil drpd tanggapan budaya kpd mereka) b. a) Female pupils pays more attention, obeys classroom and school rules than boys. b) Female pupils are neater in appearance. c) Male pupils show more good academic achievement in secondary schools while girls show more good achievement in primary schools. d) Male pupils are often seen as problematic. e) Male pupils are more intelligent in counting skills rather than literature and language.

ii.

3.Classroom Management and Relationship Management i. ii. Classroom management: Use rules and routines Relationship management Use sosiogram to understands the r/ship between pupils in class. If there are loner or outcast in the class, put them in the group which has a person who is liked by the whole class (star of the class)

c. Most of the schools in Msia has one or two ethnics only. So the socio-culture that affect the school also revolve around that ethnic only. d. However, there will be subethnic in the school. Cth cm kalo sekolah tu all Indian pn, die akan still ag dikire sociobudaya tp dr segi subethnic la. Cth dlm kaum Indian, ade drpd kaum Malayali, Tamil, Gujerati, and Sikh.

4.Teachers aspiration/expectation i. Teacher designs lessons that are parallel to pupils prior knowledge, culture and ability. Teacher avoids labelling and discriminating pupils according to ability, social class etc.

b) Schools locality a. Urban area -usually have many cultures, social class and ethnics. b. Rural area -usually have only one or two ethnics. -people with low socio-economical class c) School leadership a. important in providing the environment and practices that support sociocultural diversity. b. The sociocultural diversity can be used to achieve schools visions thru cooperation from school and parents.

ii.

5.Sources selection i. ii. iii. Teacher is more careful in selecting the materials for pupils. No negative and sensitive issues to any ethnic. Names of characters, places, food related to all ethnic are used so that the other ethnics feel noted.

ON SCHOOL
a) Different types of schools a. b. Different types of school have different focus and practice.

HIDDEN CURRICULUM
i. Definition:

a. The way culture is instilled and attitudes are shaped through the process of teaching and learning and through the schools organization management. b. Examples of hidden curriculum: i. Obeys the authority ii. Obey school rules iii. Punctual iv. Respects c. Hidden curriculum occurs because of 3 factors: i. Group ii. Praise iii. Power Group As a member of a group (group=school, classroom), pupils have to: -stand when teacher enters the class -raise hands if they want to answer -ask teachers permission to go out from the class RATIONALE: from all this, pupils learn to be patient and be obedient. It is to prepare them when they become an adult later. Praise As a form of evaluation, can be academics or behavioural. -good behaviour less praise (sumthg that trs n school should change)

-misbehaviour punishment Power -pupils must follow the rules set by the adults (teacher) -pupils curiosity and motivation can be terbantut bcz they are not given the chance to voice out their opinion. -so, teachers should avoid this by share the power. Discuss with pupils what their expectations and also teachers expectations. d) Pupils learn hidden curriculum through: i. School organization structure school timetable, co-curricular activities timetable, school special event or programme, the way pupils are grouped etc. ii.School culture school rules, school aspiration, teachers expectations on pupils etc. d)Through teaching and learning process which uses cultures artefact or topics related to certain cultures, pupils can understand feelings, and the views of the world from those cultures.