Category: Other

Tips menyediakan Rancangan Pengajaran Harian (RPH)

Fahami Dokumen Standard: (DSKP) dan Silibus

  1. Sebelum menulis, pastikan anda merujuk kepada Dokumen Standard Kurikulum dan Pentaksiran (DSKP) dan Silibus.
  2. Standard Kandungan (SK): Apa tajuk besar yang hendak diajar?
  3. Standard Pembelajaran (SP): Apakah kemahiran khusus yang perlu dikuasai murid pada hari tersebut?

Rujuk Rancangan Pengajaran Tahunan (RPT)

  1. Selepas anda merujuk dokumen standard, rujuk RPT untuk mengetahui perancangan mingguan/tahunan berkaitan dengan mata pelajaran
  2. Maklumat dari RPT
    • Apakah tajuk yang akan diajar pada minggu XXXX?
    • Berapa lamakah saranan pengajaran tajuk tersebut pada minggu XXXX?  (Berapa kali sesi pertemuan atau sesi PdPC)

Penulisan objektif pembelajaran (OP)

  1. Rujuk Taksonomi yang berkaitan: Taksonomi Bloom dan sebagainya.
  2. Pastikan Objektif Pembelajaran sejajar dengan Standard Pembelajaran. Ayat Standard Pembelajaran menunjukkan indikasi aras taksonomi Bloom yang perlu dicapai bagi sesi pembelajaran sesuatu tajuk mata pelajaran.
    • Contoh Standard Pembelajaran (Tajuk: PENGENALAN KEPADA REKA BENTUK DAN TEKNOLOGI): Murid boleh menyenarai kepentingan reka bentuk dan teknologi. (Nota: Apakah objektif pembelajaran yang sesuai bagi tajuk ini yang sejajar dengan Standard Pembelajaran? . Lihat kata kerja Standard Pembelajaran “menyenarai”, ianya merujuk kepada Taksonomi Bloom Aras 1 (Mengingat). Oleh yang demikian, kata kerja bagi OP ini perlu sejajar dengan SP. Apakah kata kerja selain dari “menyenarai” yang boleh digunakan untuk ayat OP? Sekiranya SP menunjukkan aras rendah, penulisan OP juga boleh dinyatakan dalam satu aras yang lebih tinggi seperti Taksonomi Bloom Aras 2 (Memahami)
  3. Objektif pembelajaran: Pastikan ia menggunakan formula SMART (Specific, Measurable, Attainable, Relevant, Time-bound).
  4. Objektif pembelajaran biasanya lebih bersifat kualitatif (menguasai kemahiran) dan berfokus kepada apa yang dipelajari
    • Contoh Objektif Pembelajaran (OP): Di akhir sesi ini, murid dapat menghasilkan lakaran bebas (freehand sketch) satu bongkah geometri dengan mengikut perkadaran yang ditentukan.
  5. Kriteria Kejayaan pula bersifat kuantitatif (berapa banyak, sejauh mana ketepatannya). Berfokus kepada bagaimana murid menunjukkan mereka telah mencapai OP tersebut (bukti/langkah kejayaan).
    • Contoh Kriteria kejayaan: Di akhir sesi ini, murid dapat melakar lakaran bebas satu bongkah geometri dengan teknik perkadaran yang betul (nisbah panjang, lebar, dan tinggi bongkah kelihatan realistik dan seimbang.)

Rancang Aliran Pengajaran (Set Induksi – Aktiviti: Pengembangan, Peneguhan, Penilaian – Penutup)

  1. RPH yang baik mempunyai struktur yang jelas: Set induksi (pengenalan), Pengembangan konsep (penerangan), Peneguhan konsep (pengukuhan konsep yang diajar oleh guru.  Murid terlibat dalam aktiviti peneguhan), Pentaksiran formatif, Penutup
  2. Set Induksi (3-5 Minit): Cari sesuatu yang “wow” atau berkaitan dengan kehidupan seharian murid untuk menarik perhatian mereka dan mencetuskan rasa ingin tahu mereka terhadap tajuk yang bakal diajar.
  3. Langkah Pengajaran: Pecahkan kepada beberapa fasa
    • Pengembangan konsep: Penerangan oleh guru dalam menyusun maklumat bagi memastikan pemahaman murid dapat dikaitkan dengan pengetahuan / pengalaman sedia ada dengan memberikan definisi, konsep, atau fakta yang tepat.
    • Peneguhan konsep: Aktitivi melibatkan latihan terbimbing atau latihan kendiri bagi memperkukuhkan pemahaman dan memastikan kemahiran tersebut benar-benar dikuasai.
    • Penilaian (Pentaksiran formatif): Mengukur sejauh mana objektif pembelajaran telah dicapai pada hari tersebut.
      • Bolehkah murid membuat rumusan atau menjawab kuiz ringkas (seperti Exit Ticket atau lembaran aktviti), atau refleksi kendiri?
      • Guru mendapat data untuk menulis Refleksi dalam RPH bagi menentukan sama ada PdP perlu diulang atau diteruskan ke tajuk baru.
    • Penutup: Rumusan kognitif (apa yang dipelajari) dan rumusan sosial (penerapan nilai murni).

Refleksi (perlu dilaksanakan selepas sesi PdpC dan diisi selepas kelas)

  1. Refleksi bukan sekadar catatan kehadiran, tetapi bukti profesionalisme guru dalam menilai keberkesanan PdP.
  2. Continuous Quality Improvement (CQI):
    • Apakah yang telah diketahui (what do you find out from the lesson?)
      • Berapa orang murid yang capai objektif pembelajaran? Mengapa yang lain tidak capai?
    • Apakah yang boleh diperbaiki/ditambahbaik (what can be improved?)
    • Bagaimanakah menambahbaik aspek yang telah dikenalpasti (how to improve the lesson in the future?/what can be done?)
  3. Contoh penulisan refleksi: 80% murid (24/30) berjaya menghuraikan 3 kesan pencemaran alam dengan tepat melalui aktiviti Gallery Walk. Murid sangat aktif (high engagement) namun terdapat 6 murid (Kumpulan C) yang masih keliru antara ‘punca’ dan ‘kesan’. Arahan tugasan didapati terlalu umum bagi kumpulan ini. Sesi bimbingan kelompok kecil (scaffolding) akan dijalankan dengan gabungan murid pelbagai kemahiran dan tahap penglibatan yang lebih seimbang.   Untuk tajuk seterusnya, lembaran kerja berbeza (differentiated worksheets) akan disediakan mengikut aras bagi memastikan arahan lebih spesifik untuk murid yang lemah.

Is it possible to get band 5 for Course Blended status at the beginning of the semester?

Someone (a junior) asked me, “Is it possible to get band 5 (blended level) for Course Blended status at the beginning of the semester?” To be honest, I don’t care because I know that one of the requirements for band 5 is an Active Index. So, assuming we meet the other criteria (course design, activity, evaluation, and resources), we should be able to get band 4 at the start of the semester. If you obtain a backup storage of elearning from someone who has achieved band 5 in the previous semester, you can easily accomplish band 4 by restoring it to your pure virgin-like elearning (tongue in cheek remark!). But to get band 5, you need to make sure the Active Index is higher than 28. The Active Index is determined by how many times students “engage” in your elearning, such as by responding to forum posts, submitting assignments, or using resources.

I used to get band 5 at the end of semester. But I want to experiment if I can get band 5 before mid term break. For this session (semester 1 and 2, 2025/2026), I chose to “change” the resources of my elearning by including, in addition to reading materials and class notes, a flashcard with a quiz at the end of it. This is for self-assessment. My goal is for students to be able to self-assess their learning after each topic, regardless of whether the lesson was performed synchronously, asynchronously, or in person.

So, even though it is only Week 2 (following the Eid holidays), I discovered that two out of four courses have achieved level 5 with an Active Index more than 30. So, even if it is early in the semester, it is doable to accomplish this.

Why Do I Feel So Busy, Yet Nothing Feels Meaningful?

Disclaimer: This article is originally meant to be published in Nexus but, being me, I was thinking about how can I use Jenni AI to “enhance” the article. This is the version with Jenni AI enhancement.

Have you ever caught yourself thinking, “I know a lot is happening, but I don’t know what actually matters,” or “I think I have learned a lot but it seems the more I search additional information, I don’t think I know better”? Perhaps you have days when you are constantly occupied, yet feel strangely unmotivated to engage, even though you know you should. You might tell yourself, “I don’t need more input. Just give me space to think” or notice that although you are producing more work, you think your thinking is less deep and feel less satisfying. This phenomenon, often termed “time compression,” can lead to a pervasive sense of busyness that paradoxically hinders meaningful reflection and deep cognitive engagement (Menzies & Newson, 2007).

If these thoughts sound familiar, you are not alone and it is not a sign that you are not failing or unmotivated. Rather, it reflects a prevalent experience in contemporary knowledge work where the incessant flow of information and the pressure for constant productivity can paradoxically diminish the capacity for meaningful engagement and deep thought (Müller, 2017; Pirnajmuddin et al., 2021).

Many people today experience this quiet sense of overwhelm, especially in a world saturated with social media, digital platforms, online meetings, and now generative AI. Psychologists and researchers have coined several terms for these experiences, including information overload, cognitive overload, digital fatigue, attention fragmentation, cognitive saturation, and cognitive offloading (Alimour & Alrabeei, 2025; Luzzati et al., 2022). The terms may sound technical, but it describes very ordinary, human experiences that each of us experience in our daily lives.

Although these terms are related, they are not exactly the same. The differences are not only about their causes, but also about where it originates, how it shows up in daily life, and which part of the human system is being overloaded, whether it is information input, thinking capacity, attention, the body, or meaning-making. Knowing the difference makes a lot of difference. A nuanced understanding of these distinct phenomena is crucial for developing targeted interventions, particularly as the “paradexity” which is a blend of paradox and perplexity of the digital ecosystem exacerbates the signal-to-noise ratio, leading to diminished reflective capacity and heightened confusion (Karakaş et al., 2015).

Information overload happens when the amount of information coming in exceeds our ability to process or prioritise it(Ji, 2023). You might notice this when you read multiple posts, articles, or messages about the same topic and end up feeling less clear than when you started. The issue is not that you lack information. It is that there is too much of it arriving too quickly, without time to filter or reflect. The result is a lingering sense that everything feels important, yet nothing stands out as truly meaningful. You might feel this after attending a workshop or training session where you learn new things and at the same time, you need to make sense of it with the things that you already know. This phenomenon, often labeled information overload or infoglut, can hinder effective decision-making and learning by creating a cognitive burden that prevents deep processing and retention of new knowledge (Bawden & Robinson, 2020).

Cognitive overload goes a step deeper than information overload. It occurs when your working memory is overwhelmed and you cannot hold, organise, or integrate information effectively(“APA Dictionary of Psychology,” 2007; Wang et al., 2026). This might happen when you are typing notes while simultaneously discussing ideas in a meeting. Later, when you revisit your notes, you realise they don’t quite make sense or you cannot remember the logic behind them. You might ask yourself “What was I thinking when I wrote this down?”. Forgetting what was discussed earlier in a conversation is another common sign. The brain simply has limits, and when too many demands compete at once, thinking quality begins to suffer (Gruszka & Nȩcka, 2017; Wang et al., 2026).

This is why, in some active learning activities, students may appear highly engaged during discussions yet later report feeling confused or unable to recall what they learned. During these activities, students are often required to read unfamiliar material, process new concepts, listen to peers, articulate their own ideas, and negotiate meaning simultaneously. When too many cognitive demands occur at once, their working memory becomes overloaded. As a result, students may remember that they participated in the activity, but struggle to recall what was learned or how ideas were connected. In such cases, meaningful integration into long-term memory does not occur, even though the activity itself was interactive and engaging. This decline in the ability to intake and process knowledge ultimately leads to learners discarding information beyond their capacity to assimilate (Koudsia & Kirchner, 2024).

Now, with generative AI such as ChatGPT, Gemini AI or CoPilot, even though it is helpful to search information, summarise long articles and such, yet it can make us experience digital fatigue. Digital fatigue refers to the physical and emotional tiredness that comes from extended time in digital environments (Silvia et al., 2025; Zhang & Deng, 2025). Many people feel drained after long online meetings through WebEx, Zoom or Google Meet, even when they hardly speak. This exhaustion is not imaginary. Sustained screen use, constant alertness, and the subtle pressure to perform online place real demands on the nervous system. Over time, the body responds with fatigue, irritability, or a desire to withdraw (Fauville et al., 2023; Webb, 2021).

Attention fragmentation describes what happens when our focus is constantly interrupted. Checking messages while listening to a presentation, switching between tabs while reading, or responding to notifications mid-task all break concentration. Even brief interruptions make it difficult to think deeply. At the end of the day, you may feel busy yet oddly unfulfilled, as though your attention was everywhere and nowhere at the same time. This constant toggling between tasks not only hinders deep cognitive processing but also incurs a significant “cognitive penalty” with each context switch, cumulatively increasing mental fatigue (Roy, 2025).

Cognitive saturation is something many professionals and academics recognise. It occurs when the mind has absorbed more ideas than it can integrate into understanding. After attending multiple talks, workshops, or training sessions, you may struggle to articulate what you have actually learned. The problem is not a lack of exposure but a lack of space to digest. At this point, the mind does not need more input. It needs time to digest information. This continuous influx of information without adequate processing time can lead to diminished cognitive capacities, affecting critical thinking and the ability to synthesize knowledge effectively (Yalçınalp et al., 2024).

Finally, there is cognitive offloading, which has become especially common with the rise of AI (Chirayath et al., 2025). This happens when we rely on tools to externalise thinking rather than support it (Grinschgl et al., 2021). Asking AI to summarise articles we never read afterward, generating drafts we feel disconnected from, or producing more output with less sense of ownership are all examples. I admit I am guilty of this myself. Used thoughtfully, these tools can help us think better. Used excessively, they can slowly erode deep engagement.

These experiences rarely occur in isolation. They often appear together, forming a chain: too much information leads to cognitive overload, fragmented attention, digital fatigue, saturation, and eventually reliance on tools to cope (Alimour & Alrabeei, 2025; Wang et al., 2025). Recognising the differences helps us respond more wisely, not by doing more, but by creating space for reflection, rest, and meaning.

If any of this resonates with you, it does not mean you are falling behind. It may simply mean that your mind and body are responding, intelligently, to a world that moves faster than humans were ever designed to process. This inherent limitation in processing speed often leads to a state of continuous partial attention, where individuals attempt to juggle multiple information streams simultaneously, thereby diminishing the quality of their cognitive engagement and increasing susceptibility to errors (Shanmugasundaram & Tamilarasu, 2023). This constant demand for simultaneous processing, particularly in AI-driven environments, exacerbates cognitive load, hindering critical evaluation and self-reflection (Lahlou, 2025). This superficial reliance on AI-generated content, especially when accompanied by digital fatigue, can lead to passive learning, where students accept outputs without critical verification, thereby diminishing their capacity for deep learning and comprehensive understanding (Dong et al., 2025; Tian & Zhang, 2025).

References:

  1. Alimour, S. A., & Alrabeei, M. (2025). Redefining psychopathology in the context of digital overload: emerging disorders in the age of information saturation. Frontiers in Digital Health, 7, 1693287. https://doi.org/10.3389/fdgth.2025.1693287
  2. APA Dictionary of Psychology. (2007). Reference Reviews, 21(3), 8. https://doi.org/10.1108/09504120710737987
  3. Bawden, D., & Robinson, L. (2020). Information Overload: An Introduction. In Oxford Research Encyclopedia of Politics. https://doi.org/10.1093/acrefore/9780190228637.013.1360
  4. Chirayath, G., Premamalini, K., & Joseph, J. (2025). Cognitive offloading or cognitive overload? How AI alters the mental architecture of coping. Frontiers in Psychology, 16, 1699320. https://doi.org/10.3389/fpsyg.2025.1699320
  5. Dong, X., Wang, Z., & Han, S. (2025). Mitigating Learning Burnout Caused by Generative Artificial Intelligence Misuse in Higher Education: A Case Study in Programming Language Teaching. Informatics, 12(2), 51. https://doi.org/10.3390/informatics12020051
  6. Fauville, G., Luo, M., Queiroz, A. C. M., Lee, A. Y., Bailenson, J. N., & Hancock, J. T. (2023). Video-conferencing usage dynamics and nonverbal mechanisms exacerbate Zoom Fatigue, particularly for women. Computers in Human Behavior Reports, 10, 100271. https://doi.org/10.1016/j.chbr.2023.100271
  7. Grinschgl, S., Papenmeier, F., & Meyerhoff, H. S. (2021). Consequences of cognitive offloading: Boosting performance but diminishing memory. Quarterly Journal of Experimental Psychology, 74(9), 1477. https://doi.org/10.1177/17470218211008060
  8. Gruszka, A., & Nȩcka, E. (2017). Limitations of working memory capacity: The cognitive and social consequences. European Management Journal, 35(6), 776. https://doi.org/10.1016/j.emj.2017.07.001
  9. Ji, X. L. (2023). The Negative Psychological Effects of Information Overload. BCP Education & Psychology, 9, 250. https://doi.org/10.54691/bcpep.v9i.4692
  10. Karakaş, F., Manisalıgil, A., & Sarigöllü, E. (2015). Management learning at the speed of life: Designing reflective, creative, and collaborative spaces for millenials. The International Journal of Management Education, 13(3), 237. https://doi.org/10.1016/j.ijme.2015.07.001
  11. Koudsia, S., & Kirchner, M. (2024). Reducing Cognitive Overload for Students in Higher Education: A Course Design Case Study. Journal of Higher Education Theory and Practice, 24(10). https://doi.org/10.33423/jhetp.v24i10.7382
  12. Lahlou, S. (2025). Mitigating Societal Cognitive Overload in the Age of AI: Challenges and Directions. ArXiv.Org. https://doi.org/10.48550/arxiv.2504.19990
  13. Luzzati, T., Tucci, I., & Guarnieri, P. (2022). Information overload and environmental degradation: learning from H.A. Simon and W. Wenders. arXiv (Cornell University). https://doi.org/10.48550/arxiv.2209.01039
  14. Menzies, H., & Newson, J. (2007). No Time to Think. Time & Society, 16(1), 83. https://doi.org/10.1177/0961463×07074103
  15. Müller, R. (2017). Crafting a Career in STS: Meaning Making, Assessment, and Interdisciplinary Engagement. Engaging Science Technology and Society, 3, 84. https://doi.org/10.17351/ests2017.112
  16. Pirnajmuddin, H., Khodambashi, K., & Abbasi, P. (2021). Re-politicizing Mental Illness: Reflections on Boredom and Depression in American Post-postmodern Fiction. Ilha Do Desterro A Journal of English Language Literatures in English and Cultural Studies, 74(1). https://doi.org/10.5007/2175-8026.2021.e74087
  17. Roy, D. (2025). Digital Fatigue and Academic Performance in Online Schools. The International Journal for Research in Education, 14(9). https://doi.org/10.63345/ijre.v14.i9.2
  18. Shanmugasundaram, M., & Tamilarasu, A. (2023). The impact of digital technology, social media, and artificial intelligence on cognitive functions: a review [Review of The impact of digital technology, social media, and artificial intelligence on cognitive functions: a review]. Frontiers in Cognition, 2. Frontiers Media. https://doi.org/10.3389/fcogn.2023.1203077
  19. Silvia, C., Kopczynski, K., & Alexander, A. (2025). Navigating Digital Fatigue in Educational Environments. Creative Education, 16(11), 1883. https://doi.org/10.4236/ce.2025.1611115
  20. Tian, J., & Zhang, R. (2025). Learners’ AI dependence and critical thinking: The psychological mechanism of fatigue and the social buffering role of AI literacy. Acta Psychologica, 260, 105725. https://doi.org/10.1016/j.actpsy.2025.105725
  21. Wang, P., Liu, H., Zou, L., & Paas, F. (2026). Overloaded minds and machines: a cognitive load framework for human-AI symbiosis. Artificial Intelligence Review, 59(3). https://doi.org/10.1007/s10462-026-11510-z
  22. Wang, X., Zhao, X., & Yu, C. (2025). The influence of information and social overload on academic performance: The role of social media fatigue, cognitive depletion, and self-control. Revista de Psicodidáctica (English Ed ), 30(2), 500164. https://doi.org/10.1016/j.psicoe.2025.500164
  23. Webb, M. (2021). Zoom Fatigue and How to Prevent It. PubMed, 48(4), 181. https://pubmed.ncbi.nlm.nih.gov/37260873
  24. Yalçınalp, S., Türkoğlu, H., Koç, S. E., & Ersoy, H. (2024). Utilization of Artificial Intelligence in Education: A Perspective on Learning Strategies. In Artificial intelligence. IntechOpen. https://doi.org/10.5772/intechopen.1005086
  25. Zhang, X., & Deng, G. (2025). Protecting work engagement from digital fatigue: the contingent roles of leadership style and network ties. Frontiers in Psychology, 16, 1645057. https://doi.org/10.3389/fpsyg.2025.1645057

Padlet: Is is just a platform to write comments?

It is 2025. I still use Padlet as a platform for group discussion. At first glance, Padlet may appear to be a simple space where students merely write down their answers. However, what is visible on the screen represents only the outcome of a much richer and more dynamic learning process happening behind the scenes.

As students read their peers’ responses, they actively engage with one another’s ideas. They may respond verbally during live sessions or contribute by writing comments, offering agreement, disagreement, or alternative perspectives. When I provide clear instructions, such as asking students to agree or disagree with selected comments, the activity naturally evolves into brainstorming and collaboration. Students are not just sharing opinions. They are encouraged to justify, defend, and refine their ideas in response to others.

In this way, Padlet functions as more than a digital noticeboard. It becomes a space that supports interaction, dialogue, and collective meaning-making. For e-content evaluation purposes, this approach clearly demonstrates at least K1 (Cooperative–basic). If use appropriately, Padlet can be the space where students show their depth of engagement and reasoning too.

So, what is the evaluation that I got this year? R1 (Receptive-basic) with a comment: Just a platform to write comments.

For 2026, I plan to submit another e-content material using Padlet (a small disclaimer here: my Padlet can only be accessed by users with a Padlet account). Let’s see whether it will once again be classified as R1 (Receptive–Basic).

In addition to providing space for students to post and respond to comments, I have also incorporated a self-assessment component using Wayground. At first glance, this may look like a standard flashcard activity. However, this is where things can be a little misleading. The flashcards function as a quick revision tool, but they are only the warm-up. The real assessment happens at the end, where students are required to answer quiz questions that evaluate their understanding of the content.

I do realise that for evaluators who are unfamiliar with how flashcards work in Wayground, it might appear as though “It’s just a flashcard. What’s interactive about that?” Fair enough. But once you reach the final slide and the quiz begins, it becomes clear that the interactivity lies not only in clicking through content, but in thinking, responding, and self-checking one’s understanding.

So yes, it may look simple on the surface. But as with many learning activities, the real work is happening just beneath it. And that, I suppose, is part of the fun (and challenge) of designing digital learning materials (tongue in cheek remark!)

P.S: Padlet has a special award for active user. One of my friends got Blue belt. Me? IDC.

Week 4: Tales for Tots 3.0

This was the final week (21 November 2025, Thursday), and I approached it without the expectation that things would become easier. If anything, I anticipated continued challenges. Still, I was unprepared for how demanding it would be. Instead of one assignment, we were given two.

The reason for having two assignments was clear: we were required to create two different videos using different Generative AI tools. For the first video, we used Gemini AI. For the second, we were required to use Grok together with CapCut.

To be honest, as of today [30 December 2025 (Tuesday)], I have yet to complete the second video. The first video alone was already challenging, but the second felt like an entirely different level of difficulty. The editing process in CapCut was far more intricate and time-consuming, and I found myself struggling to keep up with the technicalities.

Nevertheless, I remind myself that learning any new skill is much like learning how to ride a bicycle. Falling is part of the process. What matters is the willingness to get back up and keep trying. Despite the frustrations, I know that each attempt brings me closer to mastery.

Week 3: Tales for Tots 3.0

In Week 3, I had an afternoon class that ended slightly late, close to 7:00 p.m. Since Maghrib was early that day, I waited to perform the prayer before heading home. By the time I arrived, it was already Isya’. I quickly changed out of my work clothes, took a short shower, and prepared for Isya’ prayer. Before praying, I placed a few frozen chicken drummets into the air fryer, which took about 20 minutes to cook.

At 8:30 p.m., the session began.

This week, we learned how to create a short storybook of at least 24 pages. The process involved generating images, developing a story outline, and assembling everything into a complete storybook. Compared to the previous week, this task was considerably more challenging, as it required both creative thinking and technical execution. In total, I spent two days completing the storybook.

Some may wonder how this learning experience would support my work. In reality, whether I like it or not, the shift toward Open and Distance Learning (ODL) and micro-credential courses is inevitable. In such courses, learning materials are no longer limited to text; videos have become one of the core instructional components.

Recognizing this, I challenged myself to learn video creation and editing as a way to future-proof my teaching practice and remain responsive to evolving educational demands. It is not easy. It is.

Here is the homework for this week: Flipped children story book

Keeping myself motivated to complete “dreadful tasks”

This is just my personal reflection. It is not meant to be used as a definitive suggestion or advice. It is far from that. Writing (nonsense rambling? reflection?) is one way that I find therapeutic when things become overwhelming and I need to “pause”, take a breather before continue doing what I need to do.

When I discussed with my friend about certain conundrum that I am having, one of the things that I will try to manage is the way I reframe my mindset. It is not easy to change my mindset but at least to manage it to certain extent is what I can do at any given time. This is what psychologists called as “break the dread“. This is when instead of thinking “I hate this,” try to reframe it into “This is challenging, but I’ll feel great/ relief once it’s done.” Reframing also involves focusing on the purpose. In this case, I would remind myself why the task matters. Is it part of a bigger goal? Will it relieve stress once done? Is it worth doing?

Another thing that I (religiously do) is to break the tasks down into manageable chunk or divide the task into small, manageable steps. I will use a checklist to track progress and personally, it gives me a sense of accomplishment with each tick. If ad hoc matters arise while I am working on a task, regardless of how urgent or important they may seem to others, I set them aside unless I personally perceive them as both urgent and important, in which case I add them to the checklist.

I also try to condition myself on using Time-Based Techniques such as Pomodoro Technique: Work for 25 minutes, then take a 5-minute break. I use stop watch for this matter but setting a timer and to commit is not easy. Indeed. Often, starting is the hardest part. But I have to force myself to set a timer for the tasks that I do. For example, in writing this blog, I set a timer of 30 minutes without distraction. With distraction (e.g. answering a call etc.) I gave myself an additional 15 to 20 minutes to complete one post.

Another thing that I will do is to tell others about my goal or task. This is to inform them so that I can minimise the distractions (aka a gentle reminder to remind them that “Buzz off for a while. Don’t disturb me. I am on something at the moment“) and also to create a sense of accountability which can boost my motivation. I know it would be better to have some to work alongside me to “create” a sense of shared effort but I do not want to impose anyone on my “personal journey”.

Finally, there is nothing wrong to reward myself after completing each task. Normally, I will set mini goals and big goals. For big goals, the reward is also bigger (uhuk uhuk expensive). What is the most expensive reward that I ever gave to myself? Well, there are many. The most common rewards that I give to myself are quite simple: a cup of tea, a short walk, or watching a favorite show on Netflix aka documentaries.

How Moral Disengagement explain Bullying?

Why does bullying difficult to be stopped/ controlled? With the current issues going on about bullying (refer to Almarhumah Zara Qairina and others), one could not help from thinking, why does bullying persist?

There are many psychological theories can explain why bullying happens. But at this moment, I will focus on one theory aka Moral disengagement theory by Albert Bandura to explain why individuals engage in bullying behavior without feeling guilt or shame. According to Bandura’s theory, people use psychological mechanisms to disconnect their actions from their moral standards, allowing them to justify or minimize the harm they cause. Here’s how each of the eight mechanisms can apply to bullying:

1. Moral Justification

Bullies may believe their actions “serve” a purpose, such as enforcing social norms or teaching someone a lesson.
Example: “They deserved it for being weird” or “I was just helping them toughen up” or “I have been in the same situation and I turn out alright. So, by doing this, I help them to be resilient” or “Saya pun pernah kena juga macam ni dulu. Bila saya buat dia macam ni, saya membantu dia sebenarnya supaya menjadi lebih tabah”

2. Euphemistic Labeling

Using softer language to describe harmful behavior makes it seem less serious.
Example: Calling bullying “just teasing” or “messing around.” or “Biasa la budak-budak bergurau je tu“.

3. Advantageous Comparison

Comparing their behavior to worse actions to make it seem acceptable.
Example: “At least I didn’t hit them” or “Others do way worse.” “Dia buat lagi teruk dari aku”

4. Displacement of Responsibility

Blaming authority figures or peer pressure for their actions.
Example: “The group made me do it” or “The teacher didn’t stop it, so it must be okay.” or “Aku bukan nak sangat pukul dia. Orang lain yang suruh aku”

5. Diffusion of Responsibility

Spreading the blame across a group to reduce personal accountability.
Example: “We all laughed at them and it wasn’t just me.” or “I am just doing what others are doing”

6. Disregard or Distortion of Consequences

Minimizing the impact of their actions on the victim.
Example: “They’re just being dramatic” or “It didn’t really hurt them.” or “I just hit him/her once. It is not that painful as compared to falling down on your own” or “Ala benda kecik je pun nak dibesarkan”

7. Dehumanization

Seeing the victim as less worthy of empathy or respect.
Example: Using derogatory names or labels that strip away the victim’s humanity. “Gendut, kau kena terima memang kau gendut. Aku bukan panggil kau gendut kalau kau tak gendut“

8. Attribution of Blame

Blaming the victim for the bullying.
Example: “They brought it on themselves” or “If they weren’t so annoying, I wouldn’t have done it.” or “She likes to show off. She is the one who starts this”

Moral Disengagement

A lunch date with my niece (a lecturer) and nephew (A level student) gave us opportunity to chit chat about life as academicians and university life. Inadvertently, our chat took a different turn when my niece told us about a recent cheating incident that happened last week. Her student. Her course. My mind keeps on thinking this phenomenon “Cheating during final examination” and about psychology theories to explain why people cheat, lie etc. Well, there are many theories and one of them is by Albert Bandura called moral disengagement theory. To explain about cheating phenomenon, students may justify cheating through mechanisms such as moral justification: “I need to pass for my future. I cheat because this is my final semester so I need to get good grades”, diffusion of responsibility: “I am not the only one who cheat. Everyone else is doing it too but they are not caught.” and minimizing consequences: “It is just a small note. It does not help me much to answer all questions.” The trivialization is utilized to temporarily separate students from their moral standards in order to lessen guilt and justify cheating. Trivialization in this context suggests that cheating is not a big concern. “Why should we make such a big fuss? Chill. Relax. No harm was done.”

In his book, Bandura proposed eight mechanisms that people use to disengage from moral convention. So, what is moral disengagement? It means people mentally reframe their behavior so it doesn’t feel wrong when they do something which is clearly violates ethical norms. It is a cognitive process. We have a choice either to follow or disconnect ourselves with moral and ethical standards. Essentially, it is a choice.

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