CURRENT ISSUES

No. Title Explanation

1. TN50 from 3 Main products for 2017 :
the youth to - Final document (analysis of the input from the
the country youngsters)
-Feel good factor (optimist towards Malaysia)
- Specific data to create the principles for TN50
4 main cores :
-Data (research)
- Program for the youngsters
online - #TN50, twitter, facebook, Instagram, youtube
on-ground activation programme,
program penggerak,
Flagship programme National Youth Festival, 100
Malaysian Culture,
Additional programme essay and quiz competition,
poster competition, documentary
- Media plan (traditional & digital)
- Branding TN50 merchandise (youth choice)
Teachers role :
-As the representative from the education group,
teachers need to spread the awareness on TN50 to the
students. Teachers can instill the values from TN50
(patriotism, feeling good towards Malaysia) in the
activities conducted in school such as camping, group
work activities and Merdeka celebration).
-Group works activities will encourage positive
interaction among students from different races as they
are changing opinions and making decisions.
- Language Arts is a good platform for the students to
express their ideas on TN50. They can create appropriate
poster (unity, peace) based on their opinion as the young
generation.
2. DAESH -A Salafi jihadist unrecognised state and militant group that
follows a fundamentalist, Wahhabi doctrine of Sunni Islam.
-This group has been designated a terrorist organisation by
the United Nations and many individual countries.
-In Syria, the group has conducted ground attacks on
both government forces and opposition factions.
-The group is known for releasing videos and photographs of
executions of prisoners, whether beheadings, shootings,
caged prisoners being burnt alive or submerged gradually
until drowned

Teachers as agents for peacebuilding :

1. Provide a safe, supportive and inclusive environment
in classroom and school.
 2. Firm, fair and consistent with discipline.
3. Assist students in recognizing and understanding
their role in a local and global community.
4. Teacher must understand that multicultural,
multiethnic and multireligious problems are not to be
dealt with in isolation but being interconnected with
all other problems of peace and violence. Developing
qualities such as compassion and service to others
can help reduce racial, religious and other prejudices.
5. Instill patriotism
6. Textbooks are not used in isolation, and their content
is mediated by teachers and students to create
meaning in specific social contexts and in
classrooms. Teachers need to relate it with the
current issues.
7. Multicultural literature. Let the students appreciate
the differences of norms and values and respect it.

3. TPPA Aim :
Trans Pasific To promote economic growth; improve innovation,
Partnership productivity and competitiveness; increase living standards
Agreement and diminish poverty; and enhance transparency, good
governance, and enhanced labor and environment
protections.

Advantages :
1. More than 90% of the economic gains will be
attributable to lower non-tariff measures
2. Export-oriented firms will benefit from greater market
access Canada, Mexico
3. Malaysia is able to gain access to a large duty-free
market.

Disadvantages :
1. The secrecy of the negotiations - sentiments that
proposed clauses are viewed as favoring perceived
corporate profit instead of public interest and more
likely to remove measures designed to protect local
industries.
2. Strict intellectual property laws
- increases patent and data protections for
pharmaceutical companies. Increase in medicine
price.
- not be able to access information freely on
copyrighted material such as movies, music,
research papers and may have to pay for it as
long as that information is copyrighted,
 trademarked or patented this will give bad
impact to education system since nowadays we
can get almost anything from the internet,
research papers, free books, but with TPPA, its
almost impossible.
- restricting internet freedom and access to
information, costing libraries, schools, and
businesses, and stifling innovation.
3. The implied impact of foreign investment - The
Investor-state dispute settlement (ISDS) system in
the TPP allows foreign investors to sue the
government when they think any implementation of
new policies or changes of existing policies affecting
their revenues. The government is exposed to being
sued and has to pay out large amounts of penalties
up to even billions of dollars.
4. Muslim -The order bars citizens of seven Muslim-majority countries
banning in from entering the US for a period of 90 days.
USA by -It also suspends the United States' refugee system for a
Donald period of 120 days. -Mr Trump says his "extreme vetting"
Trump, US system will help "keep radical Islamic terrorists out of the
President US".
-Syria, Iran, Sudan, Libya, Somalia, Yemen and Iraq, with
dual nationals included in the ban.
-The ban completely suspends the United States' Syrian
refugee programme, which accepted 12,486 Syrians in
2016. It also gives preference to accepting Christian
refugees from the Middle East over Muslim refugees.
-According to the newspaper, the Immigration and
Nationality Act of 1965 banned all discrimination against
immigrants on the basis of national origin.
Mr Trump's travel ban, it says, appears to be violation of
that act.

Teachers as agents for peacebuilding :

1. Provide a safe, supportive and inclusive
environment in classroom and school.
2. Firm, fair and consistent with discipline.
3. Assist students in recognizing and understanding
their role in a local and global community.
4. Teacher must understand that multicultural,
multiethnic and multireligious problems are not to
be dealt with in isolation but being interconnected
with all other problems of peace and violence.
Developing qualities such as compassion and
service to others can help reduce racial, religious
 and other prejudices.
5. Instill patriotism
6. Textbooks are not used in isolation, and their
content is mediated by teachers and students to
create meaning in specific social contexts and in
classrooms. Teachers need to relate it with the
current issues.
7. Multicultural literature. Let the students
appreciate the differences of norms and values
and respect it.

5. Rape/paedop Selva Kumar :

hile - a convicted serial rapist in Canada who is returned to
cases Malaysia after serving his 24-year jail term
- Selva Kumar was found guilty of drugging and sexually
Selva Kumar assaulting dozens of women in the late 1980s and early
-serial rapist 1990s while posing as a modelling agent, movie producer or
professional dancer.
Richard - It was believed to have attacked up to 1,000 women
Huckel - many of Selva Kumars victims had their lives torn apart,
-paedophile with some of them going through suicide, alcoholism, drug
abuse and attempted suicide as a result of the trauma of
their experience.
-When Selva Kumars house was raided, police discovered
photographs and videos of his victims (1500 names), and
several books including one big black-and-red book, in
which he rated each of them.
-Banned from entering Sabah and Sarawak

Richard :
-Preyed on Malaysian children in an impoverished part of
Kuala Lumpur
- Huckle was handed 23 life sentences to be served
concurrently after he pleaded guilty to 71 counts of child
sex offences by a British court.

Suggestions :
1. Monitor from police
2. authorities to set up a sexual offenders registry that
was accessible by the public.
3. wear an electronic anklet or something similar so that
his movements could be monitored.
4. We need to have these monitoring and rehabilitation
structures in place and the public must know about
them
5. education on preventing child sexual abuse and
exploitation should be in every college so that
 graduates are able to understand the dynamics of
the issue and be more effective in detecting and
stopping abuse.
6. In Malaysia the law on rape requires amendments
because only penetration by the penis is considered
rape.

Teachers role :
1. Warn the students about stranger danger (English
Year 4)
2. Teach students about good touch, bad touch (English
Year 5)
3. Use bibliotherapy kidpower safety comics
4. Always listen to the kids problems
5. Engage with parents when there is something wrong
with the kids

EDUCATION ISSUES

No. Title Explanation

1. Pelan 3 objectives :
Pembanguna - To understand the performance and current challenges
n Pendidikan in Malaysia education system focusing on the upgrade
Malaysia of access to education increase the quality standard,
(2013-2025) closing the achievement gap, encourage unity among
the student.
- Create vision and aspiration for the education system
and students for every 13 years until 2025.
- To outline transformational programme that is holistic
for the education system.
3 waves :
1.First wave :
- improve teaching and learning in the classroom
- improve ministry and school administration
- improve English teachers proficiency (CPT, APTIS)
2. Second wave :
-New career package for 410,000 teachers and 10,000
headmasters
-Restructuring federal, state and district offices to a new
function
3. Third wave :
- Focus on improving flexibility of operation to encourage
leadership culture among the colleagues towards
professionalism excellence
- Encourage schools towards school based management
 model and increase teaching innovation model.

11 shifts :
1. Provide equal access to quality education.
2. Ensure every student is proficient in Malay and
English.
3. Produce Malaysian citizen that appreciate values.
4. Transform teaching as selected profession
5. Ensure quality leaders in every school
6. Enable JPN, PPD and school to provide specific
solution according to demands
7. Utilize ICT to improve learning quality in Malaysia
8. Transformation of the ability in education delivery
9. Cooperation with the parents, community and private
sector
10.Maximise students success for every ringgit spent
11.Improve the transparency public accountability

5 education aspiration :
1. Access 100% enrolment
2. Quality high rank in TIMSS and PISA in 15 years
3. Equity reducing achievement gap by 50% (urban-
rural, socioeconomy, gender)
4. Unity Sharing experience and values among the
kids
5. Efficiency maximise success rate using the budget

6 student aspiration :
1. Knowledge
2. Thinking skill - KBAT
3. Leadership skill
4. Bilingual skill
5. Ethics and spirituality
6. National Identity

2. CEFR : - an international standard that focuses on producing

Common learners who can communicate and interact in any
European language,
Framework of - Aligning the system with an international standard is also
Reference for an element in the Malaysia Education Blueprint as part of
Languages the move to boost the level of education in the country.
-The first stage of cascade training for thousands of English
teachers in the country on the CEFR began in September
2016.
-Relying on cascade training as its central training paradigm
might help cascading to the big numbers of teachers, as its
principle is that you train a trainer to train other trainers
who then train others.
 - While cascading may be best suited to information
transfer, changing attitudes and developing skills for both
students and teachers need more support over extended
periods of time.
- The CEFR framework consists of three levels, each with
two sub-scales Basic (A1-A2), Independent (B1-B2), and
Proficient (C1-C2) with reading, writing, listening and
speaking skills tested at every level.
- In 2011, as a move to raise the English language
proficiency of all English language teachers, the Education
Ministry also applied the CEFR so as to obtain a benchmark
data for training them. With the data, a national teacher
training program was carried out nationwide for selected
English teachers with the aim that they reach an advanced
level of C1.
-Students are expected to achieve A2 by the time they
complete primary school education and B1 by the end of
secondary school. It is envisaged that the target is a high
B1 or B2 before these students enter university and reach
the band of B2 or C1 as they graduate.
- The new assessment will need to be flexible enough to
allow students opportunities to demonstrate their
independent communicative abilities. Multiple choice
assessments are clearly unable to assess skills as
benchmarked by the CEFR.
-Two measures that can improve the chances of this reform
succeeding are: adequate support and training for English
language teachers, and new communicative English
language assessments.

3. Tips to upskill 1. around 15,000 English language teachers are not

English really proficient enough to teach the global language
teachers despite the many initiatives of the Education Ministry.
The Star, 2. a change in our mindset. we need to multiply our
April 2016 efforts to have the proficiency of qualified native
speaker teachers.
3. The teachers need to have knowledge of applied
linguistics, appropriate classroom methodology,
grammatical and lexical competence as well as
familiarity with international English usage and
language change.
4. Grammar acquisition is not solely about grammar
facts and rules. We need to have the linguistic skills
to use grammatical structures accurately,
meaningfully and in context.
5. we need to consult grammar books and dictionaries,
especially those which have entries from authentic
 sources that exemplify real language use.
6. Vocabulary is not just about the acquisition of words.
The ability to communicate successfully and
appropriately is important in social and occupational
contexts.
7. It must be acknowledged that language users may
still be able to communicate to some extent even
with deficient grammar, but in the absence of
appropriate word choice, intelligibility of meaning
may be compromised.
8. Extensive reading and listening will enable teachers
to possess extensive vocabulary and knowledge of
their use. There is much language change involving
lexical items.
9. we need to be keenly aware of contemporary lexical
change. All vibrant living languages change over
time, they do not remain stagnant.
10.With regard to our pronunciation, ESL teachers must
aim for global intelligibility. By this, it does not mean
that ESL teachers should be able to speak like their
American and British counterparts.
11.The English we speak must be understood by others.
A strong foreign accent does not help in ELT.
12.we need to listen and watch various programmes,
including language enhancement ones, for a global
audience.
13.This indirectly enables us to pronounce the language
in a way which more people would be able to
understand.
14.Being proficient in the language is one thing, but it
has to be complemented by clear and easy-to-follow
pronunciation which goes beyond identification of a
specific ethnicity, area or country.
15.We need to be free from a heavy first language
phonological influence for greater clarity. We also
have to recognise the expanding worldwide influence
of standard American English or mainstream United
States (US) English.
16.we teachers have to regularly reflect on teaching.
Some pertinent questions that teachers need to
consider are: Did the students show interest in the
lesson? Was participation forthcoming? Did the
students seem to understand? Were they able to
respond accurately or satisfactorily to the questions
posed to them? Did the teachers feel they could have
done better?
17.Teachers can also record a full lesson on video. By
 doing so, we study and observe our own strengths
and weaknesses.
18.Teachers must continue to read professional and
leisure materials in print and online.
19.Join professional ELT communities
20.watch sitcoms, documentaries and international news
broadcasts. Focus on the language used as it could
be real or nearly authentic, not bookish or artificial.
21.Extensive resources. websites on the Internet that
give us a wealth of information on numerous aspects
of the language and linguistics.
22.Fresh graduates ought to sit in and observe senior
teachers during lessons. Veteran teachers may not
be tech-savvy.
23.Peer feedback.
4. 21st century 10 characteristics of 21st century classroom :
classroom 1. Student-centric students play an active role
2. Computing devices
3. Active learning
4. Adaptive learning cater different types of learning
abilities
5. Invitational environment should not be cramped
6. Students understand and follow the rules and
procedure
7. Mutual respect
8. Students take responsibility of their learning
9. Performance based assessments
10.Collaborative learning

4Cs
1. Communication sharing thoughts, questions, ideas
and solutions
2. Collaboration working together to reach a goal,
putting talent, expertise and smarts to work
3. Critical thinking looking at problems in a new way,
linking learning across subjects and disciplines
4. Creativity trying new approaches to get things
done- innovation and invention

21st century activities :

1. Round table
2. Think-pair-share
3. Hot seat
4. Declamation of poem
5. Work presentation
6. Role play
7. Gallery walk
 8. Three stray, one stay (3 pupils will go to other
groups, while oe pupil left to explain to other groups)
9. I think map
10.SWOT
11.KWL know-want-learned
12.Dramatisation
13.Jigsaw reading

27/11/2016- The Star

THE Education Ministry and Microsoft Malaysia recently
signed a memorandum of understanding (MoU) to
encourage the use of ICT in teaching and learning.
-The ministry will identify a range of schools from high
performance to rural schools which will be a part of the
Microsoft Showcase Schools Programme. These are defined
as schools that are engaged in digital transformation to
improve learning outcomes.
- Microsoft with the guidance of the ministrys Educational
Technology Division, will develop ICT-related resources such
as content and tools to enhance digital literacy, and provide
trainers to sharpen the digital skills of teachers.
- The training would be based on Microsofts 21st Century
Learning Design, which looks at aspects such as
collaboration, self-regulation, knowledge construction,
skilled communication and creativity, as well as problem-
solving.
-To encourage teachers, 100 educators will be selected and
recognised as Microsoft Innovative Educators each year.
This award will recognise educator visionaries who are using
technology to pave the way for better learning and student
outcomes.
- Microsoft with the collaboration of MOE and MARA, had
113 submissions from teachers aiming to become Microsoft
Innovative Educator (MIE) Experts. This exclusive program,
in which educators share their thoughts and best practices
on how they effectively use technology in education. 3
teachers were selected to represent Malaysia in The
Microsoft E2 Global Educator Exchange (E2) 2016.
5. Frog VLE -The Frog VLE was launched in more than 90% of schools
through the 1BestariNet initiative last year, connecting
educators and students in 2,500 schools with high-speed 4G
Internet.
-web-based learning system that replicates real-world
learning by integrating virtual equivalents of conventional
concepts of education.
- teachers can assign lessons, tests, and marks virtually,
while students can submit homework and view their marks
through the VLE.
-Parents can view school news and important documents
while school administrators can organise their school
calendars and disseminate school notices via the Internet.
- It is also a social space where students and teachers
interact through threaded discussions or chat.

Advantages :
1. proven ability in leveraging teaching and learning
among teachers and students in many countries,
specifically the United Kingdom.
2. Students can learn collaboratively and effectively
within the virtual learning evironment. Frog VLE
brings this collaborative learning environment one
step further by involving parents to participate
directly in the educational pursuits of their children.
3. virtual learning can take place synchronously or
asynchronously i.e. in synchronous systems,
participants meet in real time and teachers conduct
live classes in virtual classrooms.
4. allows students to be innovative and communicative.
5. develop self-awareness of their work and ownership
of their learning.

Disadvantages / challenges
1. There was the question of whether the Frog VLE courses
and training provided were sufficient in assisting the
teachers to implement the program at school level.
2. In spite of completing the Frog VLE training, a number of
teachers have failed to use it in their daily teaching and
learning process. Deficiency
in grasping or comprehending the knowledge and skills
while on training and ineffective monitoring by relevant
parties following the completion of training have
contributed to this failure.
3. No broadband connection
4. Lack of motivation among teachers and students
5. shifting of teaching and learning strategies to fit into the
demand for technological skills to enhance teaching
6. educating generation Y pupils who are digital natives.
7. encouraging students to use the language as much as
possible.

Suggestions :
1. provide a good broadband connectivity
2. Resources within the VLE must be plentiful for
 teachers and students to leverage on teaching and
learning.
3. the introduction of a project of such magnitude must
lead to positive outcomes in teaching and learning.
4. Continuous professional development must take
place in phases to motivate the teachers
5. Provide enough technology facility for the students
and teachers

6. Manglish/brok - Some students are shy to use English

en English - Malays cannot avoid thinking in Malay. You can see them
groping for words, which make them seem very unnatural
when they speak in English.
-in schools, the emphasis should be on communication to
improve English proficiency.
-students should be allowed to speak in broken English, not
only for English lessons but throughout when students are
at school.
-to encourage students to speak and not be intimidated by
speaking in English. It should be made fun all the way.
- Student might use rojak English but along the way, the
teacher can explain to the class the correct way of saying
some words in English by using simple sentences.
-The focus should be to make them interested and enjoy
English lessons so that they can read, write and speak in
English.
- Grammar should come later. (KSSR Year 3)
-The Oxford English Dictionary has included Malay-Manglish
words such as rendang and mamak among more than 1,000
revisions and updates to its latest edition. Other words :
aiyah, char kuey teow, kopitiam

7. School-based -School-based assessment (SBA) is an assessment that is

Assessment done in the school by the teachers through various method
including presentation, group discussion, pair work
activities, essays, observations as well as test.
-officially introduced by the Ministry of Education Malaysia
and implemented in-line with the Standards-based Primary
School Curriculum, in stages starting in 2011 as part of
Malaysia educational reform.

Advantages :
1. students can be assessed more accurately through
SBA
2. SBA provides a flexible platform for teachers to
 assess their students.
3. relieve students pressure while at the same time
allowing teacher initiative in assessing their students
4. providing stable and continuous pressure-free
assessment, reducing the reliance on standardized
examination
5. improving test item reliability
6. reflecting students ability
7. promoting leisure reading
8. fostering teaching
9. enforcing independent learning
10. facilitating learning autonomy and empowering
teachers in the evaluation process.
11.students themselves are evaluated based on school
standards and school information, not on statewide
or nationwide information. Students are not
compared to students in other locations when school-
based evaluation is used.
12.SBA adds more quality to the assessments of the
students especially for language subjects.

Challenges :
1. SBA system is very time consuming for teachers
together with the students - teachers have to spend a
huge amount of time to take care students of all
level, that is, to create, design and to repeat the
similar assessment activities throughout the year
while conducting lessons to teach the students the
skills and the elements in the syllabus.
2. students are confused with their achievement in the
subject. Because SBA system seldom assesses
students through formal test and students are not
given marks any more, students do not understand
the importance of the subject and thus neglect their
study on the subject or subjects.
3. Teachers are also troubled with students' reaction
toward SBA because they cannot get students to
participate seriously in assessing activities. The
seriousness of students is not there when there are
no public examination.
8. KBSR VS Similarities :
KSSR 1. Acquiring basic skill in every student
2. Inculcation of moral values
3. Involving role of teachers and students
4. Compulsory subjects are the same BM, English,
Math and Sc
Differences

Teachers roles :
1. Identify the students potential
2. Create fun learning environment in classroom
3. Improvement In Assessment on Students Academic
one - one assessment individually
4. creates the students profile to evaluate the students
 through language development
5. able to identify students ability and improvement in
their academic easily.

Advantages :
1. Improving students skill, educational emphases and
the way of assessment towards students and
organization.
2. Development of basic language and improving
students level of proficiency
3. Focuses 5 skills
- reading, writing, listening, speaking & language arts
-Combined listening and speaking skills
-Teacher-centered learning
-Teacher carry out the activity in classroom
-This activity should have students response towards
various material in classroom
4. Developing students interpersonal and intrapersonal
skills

Disadvantages/ Challenges :
1. Heavy workload burdening due to having a lot of
paperwork to be done in short of time
2. Number of English period increased - Teacher become
more stressful and restless
3. Lack of English teachers - Periods for English class
has been increased
4. Senior Teachers - Facing problems in completing their
students assessment using internet. It becomes
more stressful when the servers are down
9. KBAT/ HOTS -The Malaysia Education Blueprint 2013-2025 (MEB) defines
Higher Order HOTS as the ability to apply ones knowledge and skills for
Thinking problem-solving and decision-making, and to be more
Skills innovative and creative.
-HOTS is primarily aimed at changing the concept of
learning facts by rote to one that requires students to think
and develop cognitive skills that enable them to be more
creative, and analytical.

7 ELEMENTS :
1. Curriculum
2. Pedagogy
3. Assessment
4. Cocurriculum
5. Support from community and private sector
6. Extensive course
7. Resources
Blooms taxonomy :
1. Knowledge - remember
2. Comprehension understand
3. Application
4. Analysis
5. Evaluation design
6. Create

Topic : Reduce, Reuse and Recycle

LEVEL QUESTIONS / ACTIVITIES
Remembering What do reduce, reuse and recycle mean?
Understanding A mineral water bottle is turned into a flower pot.
reduce, reuse or recycle?
Applying How do you reduce the use of paper in your daily
Analysing What will happen to our environment if we do no
reuse and recycle?
Evaluating Is the reduce, reuse and recycle campaign a succ
your school?
Creating If you have old stacks of old newspapers, how wo
recycle it?

Teaching HOTS :
1. Teach Skills through real world context
2. Vary the context in which students use a newly
taught skill
3. Do discovery learning
4. Draw inferences
5. Problem solving

Challenges in HOTS implementation

1. Time consuming. tudents need to reflect, to
articulate, to justify, to interact with, to discuss, to
question, etc., all in one time frame.
2. Students attitude and motivation. they do not like
and have no motivation to think.
3. Teachers competence. Teachers themselves
confused over the definitions of thinking skills.
4. teachers inability to assess students HOT
5. teachers are not always sure of how to teach HOT
(Rajendran,2000)
6. Teachers see it easier to prepare simplistic lessons
that let the textbook do the teaching
7. Teachers are still clinging on to the thought that HOT
is only meant for high-performing students
8. Teachers are bound with the issues of accountability
in providing
 quantifiable achievement scores; as a result they
have to stick to normalclassroom practices to fulfil
examination requirements
9. Lack of resources

10. I-think map

11. List of Listening:

activities 1. Listen and draw a picture
2. Listen and select correct picture
3. Action song
4. Listen and label
5. Listen and answer questions
6. Listen and fill in empty slots in flight/bus schedule
7. Listen to direction and walk with blindfold

Speaking :
1. Information gap activities
2. Role play
3. Problem solving
4. Story telling
5. Simon say
6. Discussion
 Reading :
1. Jigsaw reading
2. Reordering jumbled sentences
3. Reading comprehension questions
4. True/false questions
5. Information transfer

Writing :
Controlled writing
1. using substitution table
2. Parallel writing
3. Filling in the blanks
4. Dictation

Guided writing
1. Picture composition with skeleton outline
2. Writing from short notes

Grammar :
1. Drills
2. Dialogue
3. Text completion
4. Problem solving
5. Role-play

Language Arts :
1. Reading aloud
- Chain reading
- Readers theatre
- Choral reading
- Jazz chants
2. Silent reading
3. Story telling

12. Emergency Flood :

situation 1. Dont panic
2. Turn off all switches
3. Teacher need to bring students to a high place
4. Teacher/Class monitor need to make sure the number
of students
5. Teacher need to find the missing student (if there is
any)
6. Bring important documents only
7. Students need to listen to teachers instruction
8. Teachers need to contact the parents
9. Teachers need to call fireman
 Fire :
1.Dont panic
2.Turn off main switch
3.Arrange the table and chairs to create space to walk
4.Students need to leave the class when there is
emergency siren
5. Follow the emergency plan
6. Teachers need to make sure the number of students
7. Teachers need to call fireman
8. Screaming for help in case of trapped inside the
building
9. Teacher can use the fire extinguisher if there is a
small fire
10.Send the injured students to hospital
11.Call the parents
12.Lodge a police report
13.Do insurance claim. Prepare :
-hospital slip
-police report
-form
13. Bully Teachers role :
1. Know Your School and District Policies on Bullying .Do
your part to implement them effectively.
2. Treat Students and Others with Warmth and Respect.
Let students know that you are available to listen and
help them.
3. Conduct Classroom Activities around Bullying. Help
your class identify bullying in books, TV shows and
movies, and discuss the impact of that bullying and
how it was/could be resolved. Hold class meetings in
which students can talk about bullying and peer
relations.
4. Discuss Bullying with Colleagues. As a group, you will
be better able to monitor the school environment.
Discuss both bullying in general and concerns
regarding specific students.
5. Take Immediate Action .Failure to act provides tacit
approval of the behavior and can cause it to spread.
6. Create a safe/supportive environment

All the best. I hope that all of us will pass this interview and posted to our desired
district/state. Amin.
Love, Nisa.