APPENDIX 1 Senior Academic Assistant

8/17/2019 APPENDIX 1 Senior Academic Assistant

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HPEM7063 HUMAN RESOURCE

MANAGEMENT IN EDUCATION

APPENDIX I

INDIVIDUAL INTERVIEW TRANSCRIPT

I: INTERVIEWER

R1: HEADMASTER OF THE SCHOOL

VENUE: CAFETERIA

TIME DURATION: 30 MINUTES.

DATE: MARCH 16, 2016.

INTRODUCTION: (O.C: The headmaster of the selected school, Mr. Joseph (not real name). He

is a headmaster in Java Lane Tamil National Primar !chool, !erem"an. He

also has #$ ear %or&in' eperience %ith the school headmaster itself. The

prpose of the intervie% %as clearl eplained to the headmaster earlier.

Then, * invited him to school cafeteria and he accepted. +s a leader, it is

"elieved that he has more &no%led'e in implementin' i-THINK

pro'rammes for his teachers and stdents in the school. Therefore, the

follo%in' discssions are a"ot the implementation, effectiveness and

sstaina"ilit of i-THINK Pro'ramme in the selected school as %ell as its

ethical considerations.

PART A: INTRODUCTION

*: ood afternoon, sir

-#: es. ood afternoon.

*: !ir, are o free to tal& no%/

-#: es. * 'ot no class after this.

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PART B: THE EFFECTIVENESS OF I-THINK PROGRAMME FOR TEACHERS IN

SCHOOL

*: 0hat do o &no% a"ot this i-think pro'ramme/ Tell me "riefl.

-#: 0hat * &no% is, this i-think is a pro'ramme that introdced " Ministr of edcation (MO1)

of the prpose of... edcation transformation to create thin&in' 'eneration %hich focs on

stdents %ho can thin& creativel, innovativel and criticall, as %ell as thin& ot of the "o

and resolve pro"lems. +nd, * thin& this pro'ramme %ill help schools impart thin&in' s&ills to

stdents, allo%in' them to "e lifelon' learners. *t is consider.. ha..ha.. ne% pro'ram that

implemented in primar and also secondar schools. +nd2. ever teacher and stdents in

school encora'es sin' this i-think map in teachin' and learnin' process.

*: !ir, %hat do o mean " i3thin& maps/ Can o eplain a"ot it/

-#: es. *3thin& maps are consists of ei'ht visal patterns. That is circle map, tree map, "race

map, flo% map, """le map, "rid'e map, mlti3flo% map and one more is2 %ait ha2 is2

ha.. do"le """le map. These are the ei'ht patterns. *t is desi'ned for stdents to... to2 se in

order to learn and retain information, " the process of2 ha..ha.. 'atherin' and pac&a'in' their

information in a visal, creative %a.

*: +s a leader of this school, ho% cold o introdced this i-think pro'ramme to the teachers and

stdents/

-#: 4irst of all, * %ant ever teacher has 'iven eposre to this i-think accordin' to s"5ect matter.

1ven, * had also or'ani6ed2 ha2 a.. i-think seminar " epert to 'ive a speech and

%or&shop for m teachers to 'et to &no% i-think map in detail. The main motive %as, * %ant

m teachers to clear and nderstand %ell a"ot the i3thin& pro'ramme in this school first. 4or

stdents perspectives, teachers %ho familiar %ith i-think map, are tried to implement that into

their teachin' and learnin' activities. Teachers are the one %ho introdced to the stdents in the

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class. !ome more, mmm2. mmm2 for or information or school are also one the selected

school to rn this i-think pro'ram effectivel " 7PM. 1ver ear, %e have i-think %ee& of

innovation arran'ed " head of panel in m schools. +nd, stdents 'et eposre from it.

*: 8oes or teachers and stdents are comforta"le %ith this i-think pro'ram/ 0h/

-#: Of corse es. The reall comforta"le eno'h %ith the se of i-think map in classroom or

s"5ect matter "ecase %hat * personall felt is, "efore %e applied the thin&in' maps, stdents

%old 5st listen or read the tet "t didn9t &no% ho% to etract the information that %as

relevant. 0ith the i3TH*N7 pro'ramme, the maps allo% them to visall depict the important

information, ma&in' it easier for them to learn, remem"er, analse and present it.

!ee &no%

stdents are more motivated to learn sin' i-think map "ecase it is a simple and creative

%as to 'et ideas and remem"er it. 0hen * as& some teachers a"ot their perception to%ards

sin' i-think map in the class, the said that the stdents are more interested in sin' i-think

map in teachin' and learnin'. !tdents can easil identif the important points from the

passa'e and discssed a"ot it.

*: 0hat are the other initiatives ta&en to implement the i3thin& pro'ram to the teachers and ppils

at school/

-#: 0hen as&in' a"ot initiates, mmm2 mmm2 *2 * 'ave copies of docments i-think for all

teachers to &eep in their fail. Teachers %ere provided %ith more eercise "oo&s %hich applied

i3thin& maps for ever core s"5ect. +s * said earlier, m school also held i-think %ee&, and

%e have a competition also for teachers and stdents %hich is &no%n as i6 i-think. !o, the

'et re%ard in the form of 'ifts. * also 'ive moral spport and motivation to the teachers %ho

need help in sin' the i-think in the class sch as mmm2. in form of resorces and finances.

Then2 recentl ever stdents %ere provided %ith i3thin& rlers " or school P*;. * mean

" Parents3Teachers +ssociation. *n short, * can said that the implementation of i3thin&

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pro'ramme in or school is more effective "ecase %e have provided %ith moral spports

and financial spport from the school teachers, parents and also PP8.

*: !ir m net estion is, does or school have i-think facilitators %ho have epertise in

condctin' this pro'ram/ 8escri"e a"ot it.

-#: es. * have t%o i-think facilitators %ho have attended i-think corse or'ani6ed " JPN! for

one %ee&. The are the one %ho condctin' this pro'ram for teachers and stdents in or

school " doin' L8P and %or&shops for them to share the &no%led'e and s&ills that the 'et

from the corse %ith the other teachers and stdents. 0hen m school teachers, facin' pro"lem

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-#: !o far, mmm2 plannin' process on havin' trainin' pro'ramme for teachers %ill "e

condcted " i3thin& facilitators in m school. +nd, %hen it comes to i3thin& %ee& sstematic

plannin' %ill "e done " all the head of panel. There is an i3thin& committee in school to

ensre that the i3thin& %ee& condcted as planned. Mmm2 from this ear on%ard, all

plannin' activities for the i3thin& the pro'ram %as inclded in or school calendar in

accordance %ith their respective panels. *t is to ma&e sre that all the panels flfillin' its

responsi"ilities as planned. That=s all.

*: !ir, personall do o thin& this i-think pro'ram %ill fritfl/ 0h/

-#: es. * thin& that this i-think pro'ramme has contri"ted to%ards improvin' the alit of

edcation in or schools especiall %hen it comes to teachin' and learnin' %here teachers 'et

improve their teachin' sin' i-think map and stdents also 'ain eposre on the se i-think to

'enerate ideas. No%, stdents= commnication s&ills also improve sin' this i-think pro'ramme

%here stdents a"le to descri"e or eplain their ideas in the map and discss %ith their friends.

Teachers are to create &no%led'ea"le stdents thro'h critical thin&in' and teachers also can

echan'e ideas on i3TH*N7 pro'ramme %ith other school teachers

*: To %hat etent this i3thin& pro'ramme affects or teachers= professionalism/

-#: This pro'ramme has chan'ed the mind3set and s&ills of or teachers. ;esides that , i-think map

also helps or teachers to focs more on the important information. Teachers also echan'e

their ideas on i-think pro'ramme %ith other teachers in other schools. The can also cltivate

colla"orative learnin' in the classroom.

*: !ir, ho% do o ensre or reco'nise that or teachers have "asic &no%led'e or s&ills of sin' i3

thin& map in teachin' and learnin'/

-#: That=s a 'ood estion. +s reested " or Ministr of 1dcation (MO1), ever teacher in

primar school has to sit for i-think online corse %hich the need to complete >? modle

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re'ardin' i-think and ever each set of modle %ill have test estions to "e ans%ered.

4inall, teachers %ho scored @$A and a"ove, the eli'i"le to 'et one vocher and this

vocher has to "een s"mitted to PP8 to 'et certificate from the PP8 sain' that those

teachers are accomplish online i-think corse and pass the i-think test. This evalation done

" PP8. +nd, in school %e rn i-think in3service trainin' that also consists B$ of test

estions %here the teacher need to score B ot of B$. Then, teachers %ill 'ive school level

i-think accomplishment certificate. 4rthermore, m teachers also ma&e their classroom

availa"le %ith i-think map ever time.

*: !o, ho% do o encora'e or teachers to se i-think map in the classroom/

-#: *t=s simple. * sed hmanistic approach to 'et into m teachers heart and Dsharin' and carin'E

is m main concern. Ho%ever, sometime * %ill also se pscholo'ical approach sch as 'ive

motivation %hen there is a lac& of self3confident in teachin' and learnin'.

*: 8o o thin&, this pro'ram %ill 'ive "enefit to or stdents= academic achievement/

-#: #$$A es. Teachers %ho %ant their stdents to scceed %ill certainl accept the i-think

pro'ramme and * find it to "e an effective tool for stdents to enhance their thin&in'.E 0ith

this i-think map, *=m sre that stdents can develop their critical creative and innovative s&ills

"ecase find the %as to eecte their tho'hts. +fter implementin' i-think map into stdents

learnin' strate'ies, the entire smmative test in or school has covered some i-think map and

HOT! estions.

*: *: !ir, %hat are the challen'es that o have faced %hen implementin' the i3thin& pro'ramme in

school/

->: The first challen'e * %old have sa is2 m teachers= readiness to accept this ne% pro'ram.

4irst, first the felt that this pro'ramme %ill 'ive them more %or&load and failin' %or&s. *t

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ma&es them more afraid to chan'e. +nother challen'e is2 to access ha2 the *8T pro"lems

sch as ta&in' a lon' time to access, internet services and server nsatisfactor %ea& and

slo% internet. Other than that2. ha.. ha.. oh eah, this i-think corses have "een 'iven the

time constraints to monitor the on3'oin' follo%3p corses in or school and nder

spervision and 'idance of i-think, ever time, the PP8 send different people to evalate

effectiveness of i-think pro'ramme in school. *n addition, the ?#st centr learnin' and HOTs

pro'ramme also 'ives challen'es to the teachers and stdents to practice it in the classroom.

* : +fter seen these challen'es, as a leader ho% %old o mana'e these/

-#: To solve the challen'es %ith access to *CT tools, * advised m teachers to 'ain information on

i-think se their home wifi connection. * also provide more resorces of i-think sch as i-think

rlers, chart and %or&"oo&s for teachers= se. * al%as "elieve m teacher that the can do the

"est for the school and stdents. !o, %hat * do is, * %ill 'ive some time for the teachers to 'et

improve or familiar %ith some pro'ramme implemented in school and so on.

*: !ir, after implementin' this i-think pro'ramme, %hat is the effectiveness of this pro'ramme

that o have seen/

-#: 0hen as&in' a"ot the effectiveness of the i-think pro'ramme. Mmm2 "oth sides have

stren'th, * mean on teachers and stdents. *n stdent perspective , i-think map help them to

learn and develop thin&in' s&ills as %ell as learn ho% to "ecome self3directed, independent

and interdependent. *t has "ecome so poplar %ith.. %ith2 the stdents that the not onl se

it for their lessons "t also for their co3crriclar activities. +nd,.. and2 the %ea& or

nmotivated stdents are not idle anmore as the have a chance to participate in findin' the

information to fill p their maps and help to solve the &inds of pro"lems that are mess and

comple. The thin&in' maps also en'a'e stdents as the help them to visalise %hat the

teacher is impartin'. !tren'ths in teachers side are, this pro'ram helps teachers to shift from a

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teacher3centred to a stdent3centred classroom and2 the maps help li'hten their %or&load as

the don9t have to constantl feed information to stdents, 5st facilitate their learnin'.

* : *n ftre, to %hat etent these pro'rams can "e sed in non3edcational instittions/

-#: This i-think pro'ramme not onl applica"le in primar or secondar schools teachers and

stdents. ;t also can "e sed in colle'es and niversities to enhance adlt stdents thin&in'

s&ills. This i-think map also can appl in private sector firm to ma&e the emploee or top

mana'ement team to eecte their tho'hts and solve their comple pro"lems. *t %ill also

"ild a colla"orative %or& and 'ood interpersonal commnication s&ills amon' one and

another.

*: !ir, %hat is or s''estion to sstain this i-think pro'ram in the ftre/

-#: To sstain this pro'ram, the strate'ic plannin' for i-think pro'ram " PP8 or JPN! or 7PM

need to pdate %ith tactical plannin' and operations in more detail. +nd then, it is "etter if the

i-think maps inte'rated into ?#st centr learnin' and also appl into all the elective s"5ects.

;esides, the involvement of parents and commnit to epose the i-think map to their child is

a"le to help their child to improve academic achievement. +nd, the entire teachers need

trainin' pro'ram on *CTs to 'et more s&ills and &no%led'e to appl compter "ased i3thin&

maps. +nd, it is eas for them to inte'rate i3TH*N7 sin' animation, Po%erPoint, creatin'

"lo's and internet.

*: !ir, %hat is the ethical consideration that o have seen in implementin' i3thin& pro'ramme in

or school/

-#: 1thical consideration2 mmm2 all stdents have the ri'hts to se the i3thin& maps in

learnin'. !tdents are encora'ed to create ideas sin' variet of i3thin& maps. !tdents %ho

familiar %ith applin' i3thin& maps %ill coaches the other stdents %ho still %ea& in sin'

the maps. The same thin' 'oes to teachers as %ell.

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*: * thin& %e are at the end of or intervie% session sir. Here, * %old li&e to than& o "ecase

o %illin' to spend or time to ans%er m estions patientl. Than& o, sir. Than& o so

mch.

-#: *t=s o&a. o are %elcome, teacher.

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Documents

APPENDIX 1 Senior Academic Assistant