Chapter+2+-+Literature+Review

__Muamar Zul Ikhman Bin Mohd Nazeri (AE08046)__ __Munirah Idayu Binti Mohd (AE08022)__ __Nur Hashimah Zulkefli (AE08007)__ In Chapter 1, we have briefly introduced the background of this project. Basically, this study is to determine the perception of community towards the ‘//pondan’// educator in the society. There is an issue where the parliament had to discuss on this topic whereby nowdays, most of the future teachers and lecturers having this problem for an example, Universiti Perguruan Sultan Idris (UPSI) and Maktab Perguruan Sultan Mizan (MPSM). Therefore, in this chapter, readers will be exposed and explained clearly towards this matter.
 * __LITERATURE REVIEW__**
 * Team Members:** __Muhammad Iqram Bin Zulkifli (AE08017)__
 * Course/Section:** __Civil Engineering and Earth Resources, (A01)__
 * Title of Report Proposal:** __‘Pondan’ Educators__
 * Date of Submission:** __31st of July 2009, (1700 hours)__
 * __2.0 INTRODUCTION__**

Based on Wikipedia, teacher is a person who educates others. A teacher who educates an individual student may also be described as a personal tutor. The role of teacher is often formal and ongoing, carried out by way of occupation or profession at a school or other place of formal education. In many countries, a person wishing to become a teacher at state-funded schools must first obtain professional qualifications or credentials from a university or college.
 * 2.1 Definition.**

(Dr. Holtrop) has concluded that: i ) A traditional view of the teacher is of someone who dispenses knowledge: someone who Lectures, tells, feeds, disseminates, covers material, and teaches the subject matter more than the students. ii ) Demonstrations, on the other hand, allow students to experience more fully the information and concepts the teacher wants to impart during the lesson. iii ) Listening is a very important teacher role, something that we don't usually think of in connection with the lecturer role, however. Listening is crucial for assessment of learning iv ) Empowering is really what teaching is all about. Ironically, though, many teachers act as if empowering students means weakening themselves
 * 2.2 Roles of Educator.**

Educators need to specify objectives, both academic and social skills. Group size is another decision the teacher must take. Factors to consider are time limits, students' experience in working in groups, students' age, and the availability of the appropriate materials available (Johnson, Johnson, & Holubec 1998)

T**his document was completed under the direction of the Social Sciences Unit, Curriculum and Instruction Branch, Saskatchewan?** Learning. Mr. James Andrews, Dr. Katherine Arbuthnott, Mr. Rick Ast and Professor Laurie Carlson had done a research in teacher role. In their conclusion, they had concluded, the teacher’s role in understanding students’ needs and engaging them in their learning experiences includes: 1. Learning about the student and their interests, abilities and learning styles. 2. Planning classroom environment and routines. 3. Organizing classroom facilities and resources. 4. Planning and organizing for instruction. 5. Planning and organizing for assessment and evaluation. 6. Planning for communication with student's families. 7. Reflecting upon the effectiveness of their planning, instruction and assessment as a means of gathering information about their students' progress and instructional needs, and the success of their practice. (Rita Bebre, Dr. Psych) when building a civic society in this country, attention should be paid not only to economic changes, but also to the main treasure of Latvia – its people, their intellectual potential, //the development and enhancement of their creativity//. It is important to establish what psychological features are characteristic of creative people who are already recognized in society –creative intellectuals in various spheres (artists, scientists, pedagogues etc.). Creativity is daring. “We are not doing everything that can be done and may be done, we should unloose ourselves” –Imants Ziedonis encouraged back in the years of stagnation. If a person is palsied, bound, his/her creative potentials also remain untied and unused. Similarly to a director who attempts to release the actor’s human and artistic potential, a teacher can do the same when working with children. In all the world pedagogues study the teachings of Stanislavsky as pedagogy is also a creative profession, as a teacher is an actor and a director at the same time. Only a creative teacher with free reasoning, pedagogical ardour and love for children is capable of releasing the dormant creativity in a child. Finally, she pointed out that the self-actualization of personality that may be characterized as human aspiration for the expression and development of personal potentials as far as possible, which is an important factor for anyone, is a compulsory professional requirement for a teacher. (**I think you should read through this chapter and possibly redo it because I noticed a number of irrelevant materials here)** Hence, as an educator, there are lots of major consideration need to be taken care off. They should show and be a good example towards their student in order the learning process would not be abused by any negative factors.