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Kertas Percubaan SPM 2014 Matematik Tambahan PERCUMA untuk dimuat turun di bawah meliputi hampir semua negeri-negeri di Malaysia.
Trial SPM 2014 Additional Mathematics papers FREE DOWNLOADS below cover almost all states in Malaysia.
- Percubaan SPM 2014 Johor – Paper 1 & Ans , Paper 2 & Ans
- Percubaan SPM 2014 Kedah
Module 01 – Paper 1 & Ans , Paper 2 & Ans
Module 02 – Paper 1 & Ans , Paper 2 & Ans
- Percubaan SPM 2014 Kelantan
– SMKA Naim Lilbanat – Paper 1 & Ans , Paper 2 & Ans
- Percubaan SPM 2014 Melaka
SMK Malim – Paper 1 & Ans , Paper 2 & Ans
- Percubaan SPM 2014 Perak – Paper 1 & Ans , Paper 2 & Ans
- Percubaan SPM 2014 Perlis – Paper 1 & Ans , Paper 2 & Ans
- Percubaan SPM 2014 Pulau Pinang – Paper 1 & Ans , Paper 2 & Ans
- Percubaan SPM 2014 Sarawak – Paper 1 & Ans , Paper 2 & Ans
- Percubaan SPM 2014 SBP – Paper 1 & Ans , Paper 2 & Ans
- Percubaan SPM 2014 MRSM – Paper 1 & Ans , Paper 2 & Ans
- Percubaan SPM 2014 Selangor
SMK Bandar Sungai Buaya – Paper 1 & Ans , Paper 2 & Ans
- Percubaan SPM 2014 Negeri Sembilan – Paper 1 & Ans , Paper 2 & Ans
- Percubaan SPM 2014 Pahang – Paper 1 & Ans , Paper 2 & Ans
- Percubaan SPM 2014 Sabah – Paper 1 & Ans , Paper 2 & Ans
- Percubaan SPM 2014 Terengganu – Paper 1 & Ans , Paper 2 & Ans
- Percubaan SPM 2014 Kuala Lumpur – Paper 1 & Ans , Paper 2 & Ans
- Percubaan SPM 2014 Putrajaya – Paper 1 & Ans , Paper 2 & Ans
Sekiranya anda berminat untuk memberi sumbangan dan berkongsi soalan dan skema jawapan Percubaan SPM 2014 Matematik Tambahan dari negeri lain yang tidak terdapat di sini, sila hantar kepada Tutor Mansor.
If you are interested to submit and share questions and answer scheme Trial SPM 2014 Additional Mathemtics from other states that not in the list, please submit to Tutor Mansor.
Untuk soalan Percubaan SPM Matematik Tambahan tahun-tahun yang lain, sila klik link di bawah
For questions SPM Trial Additional Mathematics other years, please click the link below
Hari ini saya akan kongsikan kepada Tutor/Cikgu di luar sana yang menjalani Home Tuition atau one-to-one personal coaching. Sebenarnya kedudukan pelajar dan tutor adalah sangat penting ketika proses pembelajaran di jalankan.
Ok. Cuba lihat gambar di bawah.
Bulatan yang berwarna merah itu adalah tempat duduk Tutor/Cikgu manakala bulatan biru adalah pilihan tempat duduk pelajar. Agak-agak tutor/Cikgu semua, antara 1,2 dan 3 yang manakah kedudukan sesuai meletakkan anak anak murid?
Ia terletak di mana anda menulis. Sekiranya anda menulis menggunakan tangan kanan, maka kedudukan yang sesuai untuk tutor anda ialah pada kedudukan nombor 1. Sekiranya anda menulis tangan kiri atau kidal, maka kedudukan mentee anda adalah pada nombor 3. Hal ini kerana, apabila anda ingin menerangkan di atas kertas, ia tidak menghalang mentee anda daripada melihat apa yang anda tulis.
Bagaimana pula kedudukan no 2?
Pertanyaan yang menarik, kedudukan no 2 adalah bagi murid yang mulanya bermasalah. Meletakkan dia bertentangan dengan kita akan menyebabkan di akan merasa hormat pada kita. Kerana seorang murid secara naturalnya akan tunduk pandangan sekiranya kita berhadapan dengan dia.
Selepas kita memperoleh rasa hormat dari dia, barulah kita letakkan pada kedudukan no 1 atau 3.
- QUESTION, PAUSE, CONTINUE
Talking at people for a long time is not an effective way in helping them to learn. A variety of tasks from tutors and response from students help preventing students and tutors from losing interest.
Different kinds of questioning have very different effects on learners. Students must be given sufficient time to understand the questions or tasks before the tutors continue the class.
Teaching effectively involve three significant steps: Questioning, pausing (for thinking time) and continuing( the tuition class )
a. Questioning your students
Do not just ask for a fact or one-word answer. Ask questions that are open-ended and encourage the students to talk. However, you must not make your questions too complicated.
It is advisable to ask questions that will make the students to think and reveal their understanding (or misunderstanding).
Ask questions that make the students apply, analyze, predict, classify, synthesize, justify or evaluate what they are learning. Some of these questions will have more than one ‘right’ answer.
b. Thinking time.
Do not expect the students to respond to a question immediately. They will need some thinking time. Tutors can give them that, while schoolteachers often cannot.
Do not just tell the students the answer. Give them a small clue about how to work out the right answer. This might be a drawing or a gesture (for example), as well as more spoken words. Give just enough support to enable the students to be successful with some effort.
- AVOID LECTURES
Do not give students long, complicated explanations. Keep everything short, simple and straight to the point.
It is often helpful to briefly review what you learned in your previous tutoring session.
- VARIETY IN TASKS GIVEN TO STUDENTS
It is advisable for the tutors to mix up the easy and hard tasks; short and long tasks; highly structured and open-ended; talking, reading and writing tasks.
It would be less boring to both tutors and students for having a mixture of tasks rather than the same task from the beginning till the end.
- CHECK AND CORRECT ERRORS
Errors are a positive learning opportunity if recognized as errors. But if not recognized, errors compound faulty learning.
Tutors have more time than schoolteachers to observe carefully for errors. But they might not be so good at actually recognizing them.
Tutors also have more time than teachers to intervene in a way that encourages self-correction. Self-correction is widely recognized as an important step towards developing metacognition (understanding how you learn) and self-managed learning.
- OBSERVE STUDENTS PERFORMANCE CLOSELY
If errors are not seen and corrected, much faulty learning will take place. Some errors might be just carelessness. But many errors have shown the students have not enough understanding on the topics they learnt.
a. Check for errors
When you see an error, try to intervene positively. Avoid just saying ‘no!’. First, suggest to your tutee that you think they might have made an error. Encourage them to find where. If they cannot find where, give them a clue to help them locate the error.
b. Promote self-correction
When they have found it, talk about the nature of the error. In what way is it wrong? Why? How can it be put right? Through this discussion, you give the tutee the chance to put the error right themselves (self correct). This is much better for their learning and for their confidence.
c. Correction procedure
Of course, if they try to self-correct but still do not get it right, you will need to intervene more. If all else fails, you might need to: demonstrate or model the correct response; lead or prompt the tutee to imitate this; check that the tutee can produce the correct response without help.
- DISCUSS AND PRAISE
Discussion leads students to actively process information and develops deeper understanding, rather than just learning facts by rote. Praise is a powerful form of feedback, especially if it comes from someone with whom the students have a good relationship.
The questioning and the promotion of self-correction mentioned above should lead into elaborated discussions. This will help to establish deeper and wider understanding in the tutee.
Most tutors do not praise their students as much as they think they do. Most tutors also criticize their students more than they think they do.
Try to observe your own tutoring behavior carefully. Tutoring is a private situation that should be within a context of trust. Embarrassment about giving and receiving praise publicly should not be a problem. So give more praise!
c. When to praise?
You may praise for your students for the following:
o Success with particularly hard problems or tasks.
o Increasing time-span without error.
o Effort that the students have put on their examinations, studies and etc.
o Praise the students’ increasing dependency.
o At the end of the session, give praise for the whole session.
o Write some praise on any record of the session.
d. Effective praise
Praise specifying the reason for it—say exactly what the students have done well.
Vary the praise—use as many different praise words as you can think of. Praise as if you mean it—sound and look pleased such as smile.
Do not praise the students if you do not mean it. It will be showed through your eye, face expression and sound.
- SUMMARIZE AND REVIEW
A summarizing discussion should come at the end of the tutoring session. Reviewing the most important things that have been learned will help the students to remember.
This review discussion also leads naturally into planning what you might do in the next session.
During the summary, review the main points and key points with the students. You might need to remind them of one or two important things, which they have already seemed to have forgotten.
Please do not try to cram in too many ‘main’ points. The students might become confused and lose their interest if you cram in too many main points during the summary or review session.
For the beginning of the next tuition class, you may start reviewing the topic previously learnt. It enables the students to recall back what they have learnt for the previous tuition class.
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Chapter / Bab 01
– Standard Form / Bentuk Piawai
Chapter / Bab 02
– Quadratic Expression and Equations / Ungkapan dan Persamaan Kuadratik
Chapter / Bab 03
– Sets / Set
Chapter / Bab 04
– Mathematical Reasoning / Penaakulan Matematik
Chapter / Bab 05
– The Straight Line / Garis Lurus
Chapter / Bab 06
– Statistics III / Statistik III
Chapter / Bab 07
– Probability I / Kebarangkalian I
Chapter / Bab 08
– Circles III / Bulatan III
Chapter / Bab 09
– Trigonometry II / Trigonometri II
Chapter / Bab 10
– Angles of Elevation and Depression / Sudut Dongakan dan Sudut Tunduk
Chapter / Bab 11
– Lines and Planes in 3-Dimensions / Garis dan Satah Dalam 3-Matra