BATU BELAH BATU BERTANGKUP

 Batu Belah Batu Bertangkup

Selamat pagi saya ucapkan kepada guru besar, para hakim, guru-guru dan kawan-kawan sekalian yang dihormati. Pada hari ini, saya ingin menceritakan sebuah cerita yang bertajuk “Batu Belah Batu Bertangkup”, “Batu Belah Batu Bertangkup”.

            Pada zaman dahulu, tinggal sebuah keluarga yang miskin di hujung sebuah kampung. Mereka sekeluarga tinggal di sebuah rumah yang beratapkan nipah dan berdindingkan buluh. Mereka ialah Mak Tanjung dan anak-anaknya, Melur dan Pekan. Sejak suaminya meninggal dunia, Mak Tanjung menjadi muram dan pendiam. Dia asyik bersedih hati. Kerjanya mencari akar kayu untuk dibuat ubat juga diabaikan. Akibatnya, hidup Mak Tanjung sekeluarga bertambah daif.

            Pada suatu hari, Mak Tanjung mengidamkan telur ikan tembakul. Dia pun pergi ke sungai untuk menangguknya. Bukan main suka hatinya apabila dapat menangguk seekor ikan tembakul yang besar setelah bermandi peluh mencuba selama beberapa jam. “Sudah lama aku tidak makan telur ikan tembakul,” kata Mak Tanjung.

            “Telur ikan tembakul amat sedap. Aku tidak sabar untuk makan telurnya,” kata Mak Tanjung. Dia berjalan dengan secepat yang mungkin untuk pulang ke rumahnya. Setibanya di rumah, Mak Tanjung memberikan ikan tembakul kepada anaknya, Melur. “Wah, emak dapat ikan tembakul!” kata Melur dengan girang. Pekan yang berada di sisi Melur turut bersorak sama.

            “Gulailah ikan tembakul ini. Simpan telur ikan ini untuk emak. Jangan habiskan kesemuanya,” pesan Mak Tanjung. Kemudian, Mak Tanjung keluar mencari akar kayu di hutan. Melur pun segera memasak gulai ikan tembakul. Melur teringat akan pesanan ibunya tadi. Bau gulai ikan tembakul yang harum dan menyelerakan itu menyebabkan Pekan berasa lapar.

            Setelah gulai ikan tembakul siap dimasak, Pekan berjumpa kakaknya. Pecan mengadu dia lapar. “Pekan mahu makan, kak,” rayu Pekan dengan nada yang simpati.

            “Tunggulah sehingga emak balik. Kita makan bersama emak,” pujuk Melur. Pecan tetap berdegil dan menjerit-jerit mahu makan. Melur berasa serba salah.

            Setelah malam menjelma, Mak Tanjung masih belum pulang juga. Melur berasa lapar juga. “Mari kita makan dahulu, dik,” ajak Melur kepada Pekan. Mereka pun makan bersama-sama dengan berselera.

            Melur memberitahu pesanan ibu mereka kepada adiknya. Malangnya Pekan makan semua telur ikan tembakul.

            Tidak lama kemudian, Mak Tanjung pun pulang dari hutan. Dia teringin hendak memakan telur ikan tembakul. “Mana telur ikan tembakul?” tanya ibu Melur. Melur berasa serba salah untuk memberitahu emaknya.

            “Sudah habis, emak. Pekan makan semuanya,” jawab Melur perlahan. Mak Tanjung berasa sedih. “Sampai hati kamu berdua buat emak begini,” kata Mak Tanjung sambil menangis. Hati Mak Tanjung terasa remuk-redam bagai ‘kaca terhempas ke batu’.

            Mak Tanjung berlari ke arah batu berpuaka yang menjadi igauan penduduk kampong, batu belah batu bertangkup. Melur dan Pekan cuba menahan emak mereka tetapi gagal.

            “Batu belah batu bertangkup, makanlah aku, telankan aku. Aku kempunan telur ikan tembakul. Anakku pula tidak mendengar pesananku,” kata Mak Tanjung sambil menangis. Groom…groom…groom batu belah bersuara. Melur dan Pekan berlari sekuat hati sambil menjerit meminta emak mereka agar jangan meninggalkan mereka. “Emak … emak .. jangan tinggalkan Melur dan Pekan. Emak …emak…Namun, apabila mereka sampai, batu berpuaka itu sudah tertangkup. Bayangan ibu mereka sudah tiada.

            Melur dan Pekan menangis teresak-esak. Mereka menyesal kerana tidak mendengar pesanan emak mereka. Kini, mereka kehilangan emak yang mereka sayangi.

Sidang hadirin,

            Pengajaran yang boleh kita pelajari daripada cerita ini ialah kita haruslah mendengar arahan dan pesanan ibu bapa kita. Jangan sesekali meningkari arahan dan pesanan mereka. Selain itu, kita juga janganlah bersifat tamak kerana orang yang tamak selalu rugi.

Sekian, terima kasih.

The Enrichment Triad Model

Joseph Renzulli, Professor, University of Connecticut, Neag Center for Gifted Education and Talent Development and Director, National Research Center on Gifted and Talented.

His later model, the school wide enrichment model, became popular because it is inclusive, affecting many students in the school, while being highly effective with gifted students. It provides gifted students with an enhanced educational model.

Renzulli describes an organisational and service delivery model, which has three components: Type I enrichment (general exploratory experiences), Type II enrichment (group training activities), and Type III enrichment (individual and small-group investigations of real problems).

Organisational elements include enrichment-planning teams, needs assessments, staff development, materials selection, and program evaluation. Some of the service delivery components are lessons to promote development of thinking processes, procedures to modify the regular curriculum, and curriculum compacting.

Joseph Renzulli (Renzulli, Sand and Reis, 1986) created this model specifically for the education of gifted students so that teachers could provide programs that are qualitatively different.

The Enrichment Triad Model consists of three types of enrichment:

TYPE I - General Interest / Exploratory Activities
These activities are designed to provide students with as wide a range of experiences as possible, and include excursions, club, interest centres, visiting speakers and brainstorming sessions.

TYPE II - Group Training Activities / Skills Development
These activities are designed to develop thinking and feeling skills and students are involved in designing, experimenting, comparing, analysing, recording and classifying. Skills to be developed include creative and critical thinking, learning how to learn, using advanced level reference materials and communicating effectively.

TYPE III - Individual and Small Group Investigation of Real Problems
Students apply the knowledge and skills they have developed while working through Type I and Type II activities. They become investigators of real problems, working on specific areas of study towards presentation to a real audience. Activities include researching, debating, surveying, making a presentation, writing a journal article or producing a book or play.

A significant feature of Renzulli's Enrichment Triad model is that all students can work at the first two levels, and the activities generated within these levels support the third level. Type III activities are more appropriate for gifted students, as they allow for the generation of creativity.

Edited from: http://www2.greenhouse.wa.edu.au/gh/gt/provision/teachlearnmodels/enrichmenttriad

How teachers can develop self concept and self esteem?

Teachers can help students develop these skills through four primary strategies:

1. Greeting another student directly (“Hi! What’s your name?”)
2. Asking appropriate questions (“What’s your favorite TV show?”)
3. Giving information (“I like to play checkers.”)
4. Trying to include the new friend in their activities (“Do you want to play tag at recess?”)

Students need to know that it is important to keep trying even when rejected. Teachers should recognize that the willingness to keep trying depends on self-confidence.

Through daily classroom activities, teachers can effectively coach students in social skills that help them begin and continue satisfying friendships. Coaching involves telling or showing students how to use a specific social skill. This includes giving students opportunities to practice the skill and giving feedback with suggestions for improving the use of the skill. Among the skills that are effectively taught are asking questions, learning to give positive reinforcement to others (such as smiles), making good eye contact, and taking turns (Kostelnik et al., 2002). Once a friendship has begun, many skills can contribute to its continuation:

• Rewarding a friend by smiling at him or her
• Imitating the friend’s actions
• Paying attention to the friend
• Approving of what the friend does
• Complying with the friend’s wishes
• Sharing things with the friend
• Communicating well
• Being a good listener
• Giving information needed by the listener
• Judging whether your own actions have shown or not shown respect for others’ rights and welfare (Hartup, Glazer, & Charlesworth, 1987)

Edited from:

http://www.education.com/reference/article/development-self-concept-diverse/?page=4

Developing Your Emotional Intelligence

Top Ten Suggestions

1. Become emotionally literate. Label your feelings, rather than labeling people or situations.	Use three word sentences beginning with "I feel". Start labeling feelings; stop labeling people & situations "I feel impatient." vs "This is ridiculous." I feel hurt and bitter". vs. "You are an insensitive jerk." "I feel afraid." vs. "You are driving like an idiot."
2. Distinguish between thoughts and feelings.	Thoughts: I feel like...& I feel as if.... & I feel that Feelings: I feel: (feeling word)
3. Take more responsibility for your feelings.	"I feel jealous." vs. "You are making me jealous." Analyze your own feelings rather than the action or motives of other people. Let your feelings help you identify your unmet emotional needs.
4. Use your feelings to help make decisions	"How will I feel if I do this?" "How will I feel if I don't?" "How do I feel?" "What would help me feel better?" Ask others "How do you feel?" and "What would help you feel better?"
5. Use feelings to set and achieve goals	- Set feeling goals. Think about how you want to feel or how you want others to feel. (your employees, your clients, your students, your children, your partner) - Get feedback and track progress towards the feeling goals by periodically measuring feelings from 0-10. For example, ask clients, students, teenagers how much they feel respected from 0 to 10.
6. Feel energized, not angry.	Use what others call "anger" to help feel energized to take productive action.
7. Validate other people's feelings.	Show empathy, understanding, and acceptance of other people's feelings.
8. Use feelings to help show respect for others.	How will you feel if I do this? How will you feel if I don't? Then listen and take their feelings into consideration.
9. Don't advise, command, control, criticize, judge or lecture to others.	Instead, try to just listen with empathy and non-judgment.
10. Avoid people who invalidate you.	While this is not always possible, at least try to spend less time with them, or try not to let them have psychological power over you.

Edited from: EQI.org

http://eqi.org/summary.htm

What is Personality?

The first step is to understand exactly what is meant by the term personality. A brief definition would be that personality is made up the characteristic patterns of thoughts, feelings, and behaviors that make a person unique. In addition to this, personality arises from within the individual and remains fairly consistent throughout life.

Some of the fundamental characteristics of personality include:

· Consistency - There is generally a recognizable order and regularity to behaviors. Essentially, people act in the same ways or similar ways in a variety of situations.

· Psychological and physiological - Personality is a psychological construct, but research suggests that it is also influenced by biological processes and needs.

· Impact behaviors and actions - Personality does not just influence how we move and respond in our environment; it also causes us to act in certain ways.

· Multiple expressions - Personality is displayed in more than just behavior. It can also be seen in out thoughts, feelings, close relationships, and other social interactions.

Edited from: http://psychology.about.com/od/overviewofpersonality/a/persondef.htm

Multiple intelligence- Howard Gardner

The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are:

1.	Linguistic intelligence ("word smart"):
2.	Logical-mathematical intelligence ("number/reasoning smart")
3.	Spatial intelligence ("picture smart")
4.	Bodily-Kinesthetic intelligence ("body smart")
5.	Musical intelligence ("music smart")
6.	Interpersonal intelligence ("people smart")
7.	Intrapersonal intelligence ("self smart")
8.	Naturalist intelligence ("nature smart")

Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information. Writers, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguistic intelligence.

Logical-mathematical intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner's words, it entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.

Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas.

Bodily-kinesthetic intelligence entails the potential of using one's whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical activity as related.

Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence.

Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counselors all need a well-developed interpersonal intelligence.

Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations. In Howard Gardner's view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives.

Naturalist intelligence observe the law in the natural world.

ABRAHAM MASLOW

Abraham Maslow (1954) attempted to synthesize a large body of research related to human motivation. Prior to Maslow, researchers generally focused separately on such factors as biology, achievement, or power to explain what energizes, directs, and sustains human behavior. Maslow posited a hierarchy of human needs based on two groupings: deficiency needs and growth needs. Within the deficiency needs, each lower need must be met before moving to the next higher level. Once each of these needs has been satisfied, if at some future time a deficiency is detected, the individual will act to remove the deficiency. The first four levels are:

1) Physiological: hunger, thirst, bodily comforts, etc.;

2) Safety/security: out of danger;

3) Belonginess and Love: affiliate with others, be accepted; and

4) Esteem: to achieve, be competent, gain approval and recognition

According to Maslow, an individual is ready to act upon the growth needs if and only if the deficiency needs are met. Maslow's initial conceptualization included only one growth need--self-actualization. Self-actualized people are characterized by: 1) being problem-focused; 2) incorporating an ongoing freshness of appreciation of life; 3) a concern about personal growth; and 4) the ability to have peak experiences. Maslow later differentiated the growth need of self-actualization, specifically naming two lower-level growth needs prior to general level of self-actualization (Maslow & Lowery, 1998) and one beyond that level (Maslow, 1971). They are:

5) Cognitive: to know, to understand, and explore;

6) Aesthetic: symmetry, order, and beauty;

7) Self-actualization: to find self-fulfillment and realize one's potential; and

8) Self-transcendence: to connect to something beyond the ego or to help others find self-fulfillment and realize their potential.

Maslow's basic position is that as one becomes more self-actualized and self-transcendent, one becomes more wise (develops wisdom) and automatically knows what to do in a wide variety of situations.