SK Beris Kubor Besar, Bachok

Niamh Dunne is working in Bachok, Kelantan and is running the PAL reading programme in SK Beris Kubor Besar.

PAL reading programme has been introduced to several classes with all the classes being involved at the beginning of next year.

SK Perupok, Bachok

Niamh Dunne is working in Bachok, Kelantan and running the PAL reading programme in SK Perupok.

The teachers and students have embraced PAL reading and have made all the materials and have introduced the programme to most level 1 classes.

SK Tawang, Bachok

Niamh Dunne working in Bachok, Kelantan is running PAL reading programme in SK Tawang.

The teachers and pupils have embraced the PAL reading programme and have introduced the reading lessons to all year 1 and 2 classrooms.  The teachers have been very cooperative and had a workshop to make all the PAL reading resources for the school.

SK Pengkalan Chengal, Bachok

Niamh Dunne working in Bachok, Kelantan is running the PAL reading programme in SK Pengkalan Chengal.

T. Bazlina from SK Pengkalan Chengal is showing the pupils how to identify certain words in the text by calling the pupils up individually to point them out.  Each pupil is rewarded with a hi-5 and a clap from their peers!

SK Pauh Sembilan, Bachok, Kelantan

Niamh Dunne working in Bachok, Kelantan is running the PAL reading programme in SK Pauh Sembilan.

The teachers and students have embraced PAL reading and enjoy the collaborative learning experience.  Teacher Suzi has worked hard making the graded reader books for use in the school.  In this picture you can see the first stage of the PAL reading lesson where the teacher leads group reading and introduces the pupils to the PAL techniques.

SJKC Malayan

Michelle Seher, working in Ayer Hitam, Batu Pahat, Johor has introduced the PAL Programme to SJKC Malayan. 

                      

                                                                                          

    PAL has become an integral part of the reading lessons at SJKC Malayan.

Pairing up between higher and lower level reading pupils in this Yr 3 class has proven to be a very successful match. The teacher is quite happy with the improvements already seen from using this technique and plans to continue with PAL to improve reading fluency among her pupils.

PAL Reading Funfair @ SK Jengka Batu 13, Chenor, Maran, Pahang

Tom James introduced the PAL Programme at SK Jengka Batu 13, Chenor, Pahang by hosting  "PAL Reading Day" today, 14th November 2014.  The event was coordinated by myself, TOM JAMES, Chenor Mentor, SARAH HIGGS, Jempol Mentor, and UMI ZURIATI BINTI AB RAHMAN.

In this event, pupils were paired Level 1 with Level 2 and then practiced PAL reading.  Next, they divided into groups and attended sessions with PAL reading and fun expansion activities.  Each pair was issued a "passport" in which they collected stamps for each activity they completed.  Upon completion of their passport, they could redeem it for a delicious snack from me.  The event was a great success, and I hope to see PAL continue at SK Jengka Batu 13 next year.

Tom James, Chenor

SK Sungai Rual

Ian Patterson working in Jeli, Kelantan has started a Junior Mentor Programme at SK Sungai Rual.

Another slant on the Junior Mentor Programme was to send Junior Mentors from SK Pendok to SK Sungai Rual (Orang Asli School) to help the special needs kids improve their English during a week long English Camp.  This proved a great success as the Junior mentors had the opportunity to work with kids with learning difficulties and the Orang Asli kids benefited from 1-1 instruction.

SK Ayer Lanas

Ian Patterson working in Jeli, Kelantan is running a Junior Mentor Programme at SK Ayer Lanas.
Junior Mentors are also helping to run events at their school.  In the pictures above, Junior Mentors were in charge of different stations which had games designed to help LINUS kids improve their English.  To date, SK Ayer Lanus has reduced the number of LINUS kids by 60%.

SK Lubok Bongor

Ian Patterson working in Jeli, Kelantan is running a Junior Mentor Programme at SK Lubok Bongor.

A slightly different approach has been adopted in SK Lubok Bongor.  At this school, the best Year 5 class is mentoring the best Year 1 class.  In the picture above, Year 1 are putting on a play that the Year 5 kids have helped them to produce.

SK Bukit Jering

Ian Patterson working in Jeli, Kelantan is running a Junior Mentor/PAL Programme in SK Bukit Jering.

Unlike many PAL Programmes, I have encouraged Year 5 kids to help Year 1 LINUS kids back into main stream English.  With the help of both Year 1 and Year 5  MTP's, SK Bukit Jering has managed a 100% success rate. 'No more LINUS'  being their motto!

SK Kuala Ping

Andrea Price from Hulu Terengganu is running the PAL Programme in SK Kuala Ping.

In this school, the year 2 and year 4 students were paired up together. Teacher Nor Mastura, was teaching both years and knew the students well.  Shortly after the wall of the hall was painted to encourage the children to read, the hall became the area used for PAL reading.  

SK Seri Buloh

Andrea Price from Hulu Terengganu is running the PAL Programme in SK Seri Buloh.

In this school, the year 2 and year 3 students were paired up together, pairing the strongest with the weakest, and so on.  The students enjoyed working together and the teachers also enjoyed bringing their classes together.

SK Tementi

Tara Springstroh working in Sebertak, Bera, Pahang is running the PAL Programme in SK Tementi.

This is the first of three trials of PAL partner reading at SK Tementi. Here Year 3 and Year 2 pupils are working through the program. Norpamela desigened PAL lanyards for the mentors to wear. Pupils were only allowed to change books when the mentee was able to read the story on their own. A later trial at this school saw Yusnita pairing together year 5 and year 1 pupils. The results were astounding and the otherwise restless pupils were focused and on task for the full hour.

SK Kumai

Tara Springstroh working in Sebertak, Bera, Pahang is running the PAL Programme in SK Kumai.

This is the second trial of PAL partner reading at SK Kumai. In this picture, year 4 pupils are helping year 2 pupils read. Teachers enjoyed watching so many pupils get the individual attention that they needed!

SK Bukit Kepayang

Tara Springstroh working in Sebertak, Bera, Pahang is running the PAL Programme in SK Bukit Kepayang.

This is the fifth trial of PAL partner reading at SK Bukit Kepayang. The teachers have been experimenting with different aged pupils and books. Teachers were so surprised to see how much their pupils were improving that one teacher even said, "Wow! This actually works!" 

SK Triang 3

Tara Springstroh working in Sebertak, Bera, Pahang is running the PAL Programme in SK Sebertak.

This is the first trial of PAL partner reading at SK Triang 3. Here year 4 pupils are helping year 2 pupils to read. It was great to see a few pupils who are normally a bit hyperactive settle down and give their full attention to the story.

SK Sebertak

Tara Springstroh working in Sebertak, Bera, Pahang is running the PAL Programme in SK Sebertak.

This is the second trial of PAL partner reading at SK Sebertak. Both times, year 3 pupils were helping the year 1 pupils read.

SK Batu Papan

Tom White working in Kerayong, Bera, Pahang is running the PAL Programme in SK Batu Papan.

Teacher Wan is a P.E. optionist, but he is also an expert in motivating pupils for PAL reading. Here he is about to divide up the mentors (left) and mentees (right). In this case it was Year 3 mentoring Year 1. In this instance, Wan took advantage of the fact that the Year 3 teacher was on a course, so decided to provide relief for her class and use the time to good effect. After the kids had finished, he even got them to go up on stage with a mic to read to everyone!

SK Bohor Baru

Tom White working in Kerayong, Bera, Pahang is running the PAL Programme in SK Bohor Baru.

In Bohor Baru we usually run the PAL Programme between Linus/Non-Linus pupils. Though it's not ideal having mentor and mentee the same age, we have still seen some fantastic results. Perhaps the biggest change we've noticed is the children have become more confident in both speaking English and asking for help from their friends. The pic above wasn't even taken during a PAL session, but you can see the kids collaborating during normal class reading too! Fantastic :-)

SK Durian Tawar

Tom White working in Kerayong, Bera, Pahang is running the PAL Programme in SK Durian Tawar.

Both teachers Nur Hidayah and Noraini trialled the PAL Programme and continue to integrate it into their lessons. The standard practice is that the kids are brought to the library, have around 30 minutes to read with their mentor and then have to read to the whole class. The teacher will then ask the class questions about the story, so the other pupils must make sure they are listening carefully!

SK Kerayong

Brother (mentee) and sister (mentor)

Tom White working in Kerayong, Bera, Pahang is running the PAL Programme in SK Kerayong. 

Here is a pic of our very first PAL trial. We took class 2A and had them mentor class 1C to help them with their Linus studies. Teacher Qusnaini also gave a prize to the best speaker and mentor at the end of class! Great motivation, Qus! 

SJK(C) Kerayong, Bera, Pahang

Bera Cluster, Kerayong Jaya sub-cluster, Pahang

Finally!! Mentee Khor Chia Boon at SJK(C) Kerayong was just not convinced by mentor Meryl Thomas's urgings to try out group peer-assisted learning in his classroom. Until he tried it that is :-)
Now it has become a regular part of his English class and has resulted in a higher level of pupil engagement. Bravely done Mr. Khor!!

SK Kuala Triang, Bera, Pahang

Kerayong Jaya sub-cluster, Bera Cluster, Pahang.
Mentee Chew Sun has transformed his class into a very dynamic pupil-centred learning environment as mentor Meryl Thomas has encouraged him to take advantage of the power of Peer Assisted Learning. He now incorporates this strategy into a part of each lesson, and what a difference there is in the enjoyment of teaching and learning. His pupils now know the routine which generally moves from whole-class to pair work, to group work, individual work and then a whole class consolidation. Fabulous!

SJK(T) Ladang Menteri, Bera, Pahang

Bera Cluster, Kerayong Jaya sub-cluster, Pahang.
Mentor Meryl Thomas and mentee Nuruanawati bt Zaitong  at SJK(T) Ladang Menteri discussed how she might implement PAL in her very mixed abilities year 3 class. We realized that the mixture of abilities made it an ideal environment to implement this within the classroom. Without telling the pupils what was happening, Ana called out the names of her stronger readers and then paired them up with a less confident pupil. She then explained that one of the pair would be a little teacher, and one their pupil. "Who do you think should be the teacher?" she asked. Without exception they all agreed on the roles in just the way that Ana would have wanted. I thought this was a nice touch- well done Ana!
We used some quite simple reading books, all different, so that the stronger readers could exchange books as needed and the others could take their time and feel successful. One girl didn't want to stop- "Look at me, listen, listen, I can read!!!!!" she shouted!

SJK(C) Triang 1, Bera, Pahang

In Bera district, Kerayong Jaya sub-cluster, mentor Meryl Thomas's mentees have embraced PAL. Teachers Lian Wan Ching, year 3 class, and Loo Yen Moi, year 2 class, paired up their students for a test-drive of Peer Assisted Learning in the school library. These classes are both very large- over 40 pupils each, so it was quite challenging to organize and to physically have the space to be comfortable! None the less, it was a successful trial and has also led these teachers to incorporate PAL in their classroom.

SK Kerayong Jaya, Bera, Pahang

After introducing the idea of Peer-Assisted-Learning at a Bera Cluster CPD, the first school in the Kerayong Jaya sub-cluster to try it out was SK Kerayong Jaya. Mentees Kamarul Faisal b. Kamarudin and Haslin bt Salamon are always quick to try out new ideas, so on mentor Meryl Thomas' suggestion they teamed up their year 3 and year 2 classes for a reading session. 

Neither class needed much introduction to the idea, just some simple instructions that they would be going to the library where the year 3's job would be to help the year 2's read a short passage. The "big brothers and sisters" would first read it to the "little brothers and sisters" (Haslin's terminology), then the year 2's would try their best.

I can honestly say that we were quite shocked to see how smoothly this ran, and how successful it was. All the pupils took their roles very seriously. Some of our observations, apart from just how responsible they were, was how comfortable the younger pupils were in asking questions of the older group, how patient the year 3's were, and how proud they all were of their achievements. Haslin sat listening to one pupil for quite a while, and told me afterwards that he is a Linus pupil and she had been quite convinced that he was just unable to read- and there he was reading! A heart-warming and valuable experience that has lead Kamarul and Haslin to realize the importance of using peer assistance in the classroom on an on-going basis!

 

Parent / Pupil Assisted Learning

Involving parents in their children's learning at SK Jerantut Jaya, SK Teh and SJK(C) Sungai Jan

The teachers and mentor in Jerantut have been working together to create a series of fun events to bring the parents into school to take part in assisted learning activities with their children. We have worked with groups of parents of Year 1 pupils at SJK(C) Sungai Jan and SK Teh, and Year 2 pupils at SK Jerantut Jaya.

The event runs over two or three weekly sessions and it involves the parents and pupils working together to solve puzzles and play games. Each school is different, but overall the pupils are familiar with the native English-speaking mentor and his style of questions (what colour is a banana?), but their parents are generally not so familiar with either the mentor, his questions or English! This gives the pupils a chance to shine a little in front of their parents as they work on a shared English task. Later on, the mentor hands over to a local teacher who gives the parent / pupil teams a mental arithmetic quiz in BM; this time the parents have the edge.

As well as the quiz games, which are based on the popular Korean 'Golden Bell' TV quiz show for school children, the parents and pupils also team up to play some 'circle games'. The circle games are partly for fun and team building, but they also demonstrate the notion that we cannot always succeed the first time, but with encouragement we can try and try again until we do. 

The teachers and mentors have worked on a series of questions that parents can use to talk to their children about their day at school. Rather than focusing on the educational product (the children's scores and grades), the questions lead the parent and pupil toward a discussion of the educational process (the child's learning journey). A small team of teachers have also worked on BM and Chinese translations of the questions in order for more natural and spontaneous conversation to take place in the home.

A non-competitive version of the popular TV quiz game for school students ' Golden Bell'.

Participating parents, teachers and mentor.

Learning together is fun.

Lots of dads came too

The teachers and mentor prepared colourful take home question sheets for parents to stick on their
fridge doors as a reminder of some encouraging and non-threatening questions to ask their children
about their day at school.

Ownership

Pupils Taking Control

The PAL reading programme at SK Teh in Jerantut has been going on for a while now (see earlier post), and the pupils arrive at school early to collect the books and set out the mats. Pupils also choose their own reading style (alone silently, or out loud with a partner) as well as which books they want to read.

During the reading time, some of the pupils have been involved with craft projects related to the reading programme, such as making thank you banners and cards to show appreciation for some of the books donated to the project by the British Malaysia Society. Recently, the Head of Panel brought in more books for the PAL reading programme and we needed to make some more storage boxes for our growing book collection. Decoratively covering large boxes is something that many teachers can do with ease, efficiency and creativity, but sometimes it is better to let go and let the pupils do it themselves, make a mess of it and learn from the experience.

We asked some older students to take charge and a small group beavered away during the reading time, and with minimal teacher involvement they worked together to make two new book boxes. 

The next PAL related project for the teachers and mentor at SK Teh is to devise a system to record the pupils' reading. One option we are considering is the 'bookworm' caterpillar (see the SK Bandar Dungun post earlier), or maybe lanyards with the pupils' names and some kind of star system to record how many books they have read. Whatever system we finally choose for recording pupils' reading, we will certainly be making sure that the pupils are encouraged to take some ownership of the reading project by making their own contributions to the final product.

Making and using the new book boxes for the PAL reading project at SK Teh, Jerantut.

SK Bukit Kenak

Mark Dodge, the ELC in the Jabi Zone of the Besut-Setiu Cluster in Terengganu has initiated the PAL Programme at SK Bukit Kenak. Teacher Tajul Ashikin Bin Jurid helping some students understand some new vocabulary while reading.

SJKC Pa Yai, Kluang

This enthusiastic GB MR Jee was the pioneer of PAL in Johor having one of the very first programmes in the state.  It  has grown into a forest of peer learning strategies.

The effects of a 15-week PALS program were assessed in a sample of 120 students from 20 classrooms in grades 1 through 3 in this school and based on student achievement we saw signifying increases with relatively high average reading scores within a high proportion of students whose mother tongue in not English.  Within Non-PAL groups (average-achieviers). Pre-test analyses revealed significant lower differences in reading Assessment and abilities

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SK Dato Onn Jaafar

Peer-Assisted Learning Strategies (PALS) is not just about a reading programme or reading activity implemented two to four times per week. It is designed to complement, not replace, existing curricula. PALS supplements traditional peer tutoring with instructional principles and practices. Teachers identify and pair children who require help with specific skills ("players") with children who are the most appropriate to help other children learn those skills ("coaches").

The pairs of students are changed regularly, so, over a period of time, the students work on a variety of skills and all students have the opportunity to be "coaches" and "players." Approximately 13 to 15 pairs of students are created in the classroom, and each pair is geared to the individual student's needs (as opposed to a single, teacher-directed activity meant for all students, which may not address the specific problems that children face). The PALS peer-tutoring strategy enables teachers to circulate around the classroom and observe students, providing feedback and remedial lessons where necessary.