1.0: INTRODUCTION In a country, prosperity is achieved through the capability of top leadership in leading it.

Nevertheless, prosperity also comes from tolerance between communities and cultures that practiced by them. As we all know Malaysia is a country with people originate from different races and religions where the difference is not an excuse for us to achieve prosperity. Diversity is what makes our country unique, in that there is harmony between races and religions. At the same time, create a positive culture in the community. According to Edward Burnett Tylor, culture is the whole complex, which contains the knowledge, belief, art, morals, law, custom, and other capabilities acquired by a person as a member of society. In school, teachers play an important role in creating a positive learning environment where regardless of race or culture, the teacher is to create a friendly learning culture and thus produce a united and also good citizens. Teachers should be wise in leading the disciples thought, so that they did not rise to the fragmented elements or gap between students while in school. The challenges for teachers is tremendous because under their leadership, they will produce a generation that capable of leading good practices and become successful leaders in the future. Thus, teacher must start from the very beginning in which proverb states that bamboo should be bend from matures. So, the role of the teacher is very great because of the impact, if the teacher is able to create a learning-friendly culture children will remember it and apply it in their daily life. In conclusion, we will see what the implications of socio-cultural diversity in a classroom when students, teachers and schools play an important role in this aspect.

2.0: IMPLICATIONS OF DIVERSITY IN THE CLASSROOM SOCIOCULTURAL Sociocultural diversity will actually have their own impact or implications to an organization such as the school. In the school environment it is included four elements, namely students, teachers, schools and hidden curriculum, each of which will have an impact in creating a cohesive school community.

STUDENTS

IMPLICIT CURRICULLUM

FOUR ELEMENTS

TEACHERS

SCHOOL

Graphic 1: Elements in sociocultural implications.

2.1: STUDENTS

Culture is the most effective factors that influence the development of an individual. As an individual, the pupils is unique and different as their backgrounds are different. Each individual grows through different stimulus and different interaction of different environments. In the school environment, socio-cultural diversity also affected students. We know students have their own stance, as a result of stimulation or influence of culture, religion and environment. Therefore, when there are any racial and religious diversity in their classrooms it will indirectly prejudice them against students who are different from their lifestyle. So, in order to create a united generation, I think that the notion needs to be cleared so that no gap between themselves during the process of teaching and learning takes place. Meantime, the use of standard/ primary language should be practiced by the students while in the classroom and around the school. This is because language plays an important role in keeping the relationship between students because language is easily understood by both party, then two-way communication will be established between them. In addition, students need to take the advantage of socio-cultural diversity in the classroom to interact with different races and genders where I could observe the thought patterns of men and women are different, and this can create a healthy interaction such as learning in groups can give students insight of the particular subject more clearly. At the same time, the limits of mixing between the sexes should be emphasized that contrary to the claims of religion because each race has a different religion and they should respect every religion. In addition, religion and belief should not dispute pupils, and teachers must be sensitive to religious issues so that a very sensitive issue not arise in the classroom.

To establish a good relationship between pupils, mutual trust between each other shall be planted within. Activities that are made must be able to instill trust in the psyche of students. This spirit will resurrect the soul of unity among the races. So, overall a student must cultivate a good attitude in yourself so that no elements of racism that exists between the students and foster unity among them.

RESPECT AND OBEY TEACHER

DILIGENT AND WORK HARD IN CLASS GOOD MORAL VALUES

COOPERATE AMONG FRIENDS AND TEACHER

TIDY, NEAT AND CLEAN

DISCIPLINE, GOOD MORALS, AND RELIGOUS

Graphic 2: The values should be in students 2.2: TEACHER

A person who called teacher certainly has a tremendous job in guiding students to reach their potential in academic, social and vocational. The task is not an easy task, given that teachers need to teach large groups of students and a variety of modes. According to Mok Soon Sang (2002), teachers not only impart knowledge alone, but also cultivate attitudes, values and personality perfectly and adhere to the rules of

society. Coinciding with this, teachers need to be prepared with the socio-cultural diversity of students who come from different social classes and ethnic groups.

Instructors

Shaping pupils morale

Guiding problematic students

DUTIES OF A TEACHER Role Model Administrate

Management

Facilitator or planner

Graphic 3: The role of teachers in educating pupils In a classroom, a teacher must be derived from ethnic, religious and social differences. According to Roland Meighan (1986) he argues that social class differences reflect lifestyle or income in a same race. In the process of teaching and learning, social class and ethnic differences should be set aside and all students should be served equally regardless of their social class and race. In the meantime, teachers also need to be sensitive to the formation of the group, so that a group based on social class and race did not happen. This is because groups of children of different social classes and ethnic groups will encourage healthy interaction and socializing. So, teacher must act as a catalyst for unity among the students so that there is no gap between them. Thus, the existence of a healthy

atmosphere for mixing cultural influences and beliefs of pupils will be produced from a view of the more unique and creative.

During class, choice of a language used as a medium of communication is very important in teaching and learning environment because if the language cannot be understood by some students, teacher will fail in conveying information to the student. It will end up, the teaching process is a failure. Thus, the medium should also be emphasized to the teachers. For example, if a teacher uses Chinese and more Chinese than Malay language while in the Malay and Indian students, they will not understand what is communicated and only Chinese students are able to understand it. So, my recommendation as a teacher ensure this type of situation did not occurs, and teachers should use and promote the use of standardized language that can be understood by all, so that student participation in learning activities can be optimized and more efficient. Overall, all the activities in the classroom depends on the teacher themselves as teachers we are going to create an atmosphere in the classroom either positive or negative. Also, the teacher should be wise in dealing with children when there is a problem and solve the problem fairly and equitably regardless of race or religion,

2.3: School

In Malaysia, the country's education system has a variety of options that can be choose by school pupils. Sociocultural diversity has created a school that consists of various race in which the Malaysian school system geared towards national and centralized system, but in practice there are many kinds of a different school. Thus, the school culture is also different because each people belong to a certain schools of race, religion, ethnic specific. Among the types of schools that exist as follows:

PRIMARY LEVEL Sekolah Kebangsaan Sekolah Jenis Kebangsaan Cina

SECONDARY LEVEL Sekolah Menengah Kebangsaan Sekolah Agama Menengah Kebangsaan

Sekolah Jenis Kebangsaan Tamil

Sekolah Kebangsaan

Menengah

Jenis

Sekolah Berasrama Penuh Sekolah Berprestasi Tinggi Sekolah Wawasan Sekolah Bestari Sekolah Menengah Teknik Sekolah Menengah Sains Sekolah Menengah Vokasional Sekolah Pendidikan Khas

Table 4: Type of schools in Malaysia The types of schools with different focus also adopt a different culture for the school as a teacher or student has a different background environments. Each type of school has a different environment because they have a specific goal to raise the performance of schools in line with the goals or objectives.

2.3.1: School locations The location of a school actually is the key factors for diversity of socio-cultural in a place. For example, if we look in a rural areas or inland usually consists of one and two ethnic as an example, the area consists of a small group and family that not many

people in one house. In addition there are also facilities in schools may also be less than the schools in the urban areas where multi-ethnic and religion because there are many people who live in an area and have more amenities but different environmental factors can also increase their achievements. 2.3.2: School administration

Some of the success or failure of a school comes from the leadership of the school administration board. Good administrator can create a school climate that is friendly, motivated and work in a team. When all communities within a school that took part and role in the development of the school, success will be achieved and resulting to a successful school in terms of academics and others. Eg teacher or principal shall act in leading an organization also its subordinate to perform what had been planned to be up and running without any problems. Overall, the school is a space for teachers to apply their beliefs and values in society. Thus, the atmosphere in the school setting needs to be applied so that the values that made be practices and students and is
4 aspects emphasized in school aspects of knowledge physical aspects

in school can instilled in

practiced not outside and so of on.

only in school, but school as at home Examples of such greet, assist

social aspects

practices
administrative aspects

teachers, rules and so

according to the on.

Graphic 5: Aspects to be considered in a school

Schools may also display or paste pictures showing values such as a word of advice in the corners of the school to make it as a stake and role model pupil. Therefore, students need to be applied with good values regardless of their sociocultural background and in line with the national education philosophy to produce a generation of well-balanced in terms of physical, spiritual, emotional, intellectual and social. In the meantime, we cannot look only at school but in the other authorities as well, where they have to play a role in building a relationship other than school. Integration Programme for Unity (RIMUP) is one of the activities undertaken by the Ministry of Education to ensure the unity fostered among students, regardless of background, religion, race, gender and so on. The authorities can contribute support either in the form of moral or material to expand the knowledge and unity among students. Therefore, when students from different backgrounds can interact early stage of schooling, of course, future generations will be born a respectful and tolerant of each other. Therefore, the emphasis of solidarity and integration among the races that have nurtured since childhood days in school because it would be easier for them to face society in the future.

2.4: Implicit Curriculum

Curriculum refers to a systematic written plan includes objectives, content, delivery and assessment strategies to be implemented. Hidden curriculum refers to the norms, values and beliefs that are transmitted through formal education and interaction in schools. The hidden curriculum focuses on the environment that exists among the school. Academic culture in the school curriculum can be said to be implicit. It can also be implemented through co-curricular activities like association activities, the activities of the committee and so on. Attitudes and cultural practices that are not necessarily taught in a planned but already internalized pupils learned by example and practice are conditioned in school. Thus, the hidden curriculum is the implicit or unplanned achievements but realized as a result of the practice in the classroom as a result of the implementation of the formal curriculum. Hidden curriculum occurred on the following three elements: cluster, praise and power (Jackson, 1968, cited in Gollnick 1990).
As members of the group (school and classroom), students have to stand on the teacher arrives, greet, take turns and others. In short, they need to learn to be patient in order to succeed in school situations.

cluster

praise

It is always associated with the assessment. Teachers assess student learning through tests, written and oral exercises. Rating more done in classrooms to assess the students' behavior

power

More significantly, in the form of one-sided practice of adult authority. Students are required to follow rules set by the teacher.

Graphics 6: Three element of hidden curriculum. Hidden curriculum includes the values set by the school itself such as practices, procedures, rules, relationships and structures in the school. It is carried out indirectly as students learn good behavior through teachers, teachers exhibit good moral

character, and the close relationship between the schools and so on. Values, norms, rules, intellectual and what is also carried in the school environment will affect indirectly but very meaningful for students living practices.
Includes learning experiences Not written or recorded in curriculum

Features of hidden curriculum

relative

Varying existence

covering the morale

Graphics 7: features in the hidden curriculum However, some hidden curriculum sometimes has a negative connotation because of the values that may lead to the spread of things like support differences in classes, divided into classes according to skill level, race and gender, and this may lead to the distribution of non-educational capital uneven. In this case, the teacher should play a role and give proper attention to the hidden curriculum that builds positive attitudes towards social justice based on the socio-cultural diversity of the local community. Overall, in my opinion to ensure the success of a class or make the teaching and learning activities goes well hidden curriculum should be apply by teachers during the lessons, served something that can be accepted by the students but the students will not only gain knowledge in learning but learn the values pure and at the same time applying what they learned in school in their daily lives.

3.0: DAILY LESSON PLAN This lesson plan were made in the theme slot festivals where I can see there came the celebration of culture I will see all races and religions celebrate by making their practices such as greeting between family members, relatives or their friends. Meantime, I can see the diversity of their clothes when celebrating the festival as we know the Malays, Chinese and Indians have their own traditional clothes in celebration. This lesson plan will let pupils know a bit about the culture of every race and practice of teaching and learning-friendly culture.
WRITING LESSON PLAN FOR YEAR 4 Class: Year 4 Time: 8.00a.m 8.30a.m Topic: World of story Culture and tradition: Hari Raya Celebration Main Skill: Writing Integrated Skill (s): Speaking & Listening Curriculum Specifications: 1.5.2 Listen to simple texts and recall details by answering simple Wh question. 2.3.3 Talk about personal experiences. 4.8.2 Write simple sentences with word and picture cues Approach: Product Approach Learning Outcomes / Objectives: By the end of the lesson, pupils will be able to:

i. ii.

Write in neat legible print with correct spelling in simple sentences. Write simple sentences based on the picture and words/phrases given.

Previous Knowledge: Pupils know and experienced Hari Raya festival before. Language Focus: Sentence construction Instructional Material (s): Picture of Hari Raya, worksheets Moral Value (s): Respect other culture Educational Emphasis / Thinking Skill (s): communicating, to identify, generating idea

Stage / Time

Skill Knowledge

Teaching / Learning Activities

Remarks

Set induction (5 minutes)

Listening, Speaking

1. Teacher shows flash cards of Festivals in Malaysia. 2. Teacher asks the students to describe their past experiences when celebrating their respective festival. 3. Teacher asks pupils to discuss about the different kind of festivals in Malaysia. Example Hari Raya and Chinese New Year.

Multiple Intelligence: Verbal-Linguistic, Interpersonal and intrapersonal TS: Communicating Teaching Aids: Blackboard, real situation and flash card.

Pre Writing (5 minutes)

Speaking

1. Teacher puts up a picture of people preparing for Hari Raya. 2. In small groups, get pupils 1. to discuss and list out the 2. nouns and verbs from the3. picture. 3. Pupils develop the word banks to help them describe the picture. 4.

Focus: Multiple Intelligence (MI) Verbal Spatial Verbal Linguistic Inter Personal Intra Personal Teaching Skills: Moral Value: Unity, Living In Harmony and Respect each other. Teaching Aids: Picture and simple text inside the festival, post card.

While Writing (5 minutes)

Speaking, Writing

1. Teacher distributes the A4 paper. 2. In groups, pupils construct the sentences using the pattern given and the words from the word bank that they have discussed earlier.

Focus: Multiple Intelligence: Verbal-Linguistic, Interpersonal and intrapersonal TS: Communicating, Generating idea, identify and conclude. TA: A4 Paper and picture of Hari Raya

Post Writing (10 minutes)

Writing

1. Teacher distributes a hand-out about Hari Raya with a few words given as a guide under each pictures in the hand-out. 2. Individually, pupils compose a paragraph using the handouts given by the teacher.

Focus: Multiple Intelligence: Verbal-Linguistic, Interpersonal and intrapersonal TS: Generating idea, identify and conclude. TA: A4 Paper, Hari Raya handout

Closure (5 minutes)

Listening, Speaking

1. Teacher sums up the lesson by asking the pupils. 2. What they have learn today. 3. Name the festival Celebrated in Malaysia. 4. Insist on cultural awareness. 1. 2. 3. 4.

Focus: Multiple Intelligence (MI) Verbal Spatial Verbal Linguistic Inter Personal Intra Personal TS: Communicating, Generating idea, identify and conclude.

Moral Value: Unity, Living In Harmony

APPENDIXES HARI RAYA

CHINESE NEW YEAR

DEEPAVALI

REFLECTION In order to have an effective lesson in the classroom, a good educator will always prepared their self with a good lesson plan for the whole class. Taken into account all the activities that they want to conduct is appropriate and suitable with the needs of the pupils. One of our tasks in this semester for EDU 3106 SOCIO AND CULTURAL LEARNING is to prepare a lesson plan and write an essay about the implications of IMPLICATIONS OF DIVERSITY IN THE CLASSROOM SOCIOCULTURAL to be used in a classroom. In these assignments, the first thing I do is to plan in advance so that all the information I want will not be missed when making this assignment. Knowing the inadequacy of me in completing this task, I have to do a bit of reading or reference to the socio-cultural concept that is happening around me to enable me to describe the current information in completing the task. However, in my quest, what helped me to learn more about this topic and further enhance my knowledge about the socio-cultural level is my environment. In fact, it also improve my weaknesses that is reading which I struggle to make as a habit. Therefore, I as a student successfully cultivate the habit of reading and instill the value of reading in themselves so that this knowledge can expand the knowledge on various objects around us. In making this assignment, actually it made me reflect upon myself. This is because in my lessons that I learned the good values which should be available to use as an individual. In making this assignment, I asked myself whether what I've learned in class did I applied it in everyday life. Therefore, when there are good values that Id learned I will make it as a habits, so by making this assignment I have learned a lot of values and then be able to apply and express what I've learned in my daily life. In addition, I as a prospective teacher should have these values to be a model pupil at school later. Crow and Crow (1983) argues that the character's personality is physical, speech patterns and the attractiveness of ownership. Finally, a teacher's attitude will reflect the personality both in terms of both internal and external teacher because the teacher is going to be a role model in school later.

I would like to express my utmost gratitude and appreciation towards my lecturer, Mr. Lee Chai Eam and my fellow family members and friends in completing this task.
BIBLIOGRAFI E. B. Tylor (1980), The Making of "Primitive Culture". Berlin: Dietrich Reimer Verlag.

Gollnick D.M & Chinn P.C (1990), Multicultural Education in Pluralistic Society (3rd Columbus Ohio: Merill Publicity.

Ed.),

Kementerian Pelajaran Malaysia (2009). Kurikulum Standard Prasekolah Kebangsaan : Dokumen Standard Prasekolah.

Kasani Ab Karim, Norbe Md. Nor, Nazimah Abdullah. (2005). Perkembangan Prasekolah. Selangor: Kumpulan Budiman Sdn. Bhd.

Pendidikan

Nor Hashimah Hashim dan Yahya Che Lah (2003). Panduan Pendidikan Prasekolah. Selangor : PTS Profesional Publishing Sdn. Bhd.

Noriati A. Rashid, Boon Pong Ying, Sharifah Fakhriah Syed Ahmad, Zuraidah A. Majid (2014). Budaya dan Pembelajaran. Selangor: Oxford Fajar Sdn. Bhd

Rohani Abdullah, Nani Menon dan Mohd Sharani Ahmad (2003). Panduan Kurikulum Prasekolah. Selangor : PTS Publications & Distributors Sdn. Bhd.

Sang, M. S. (2008). Murid dan Alam Belajar. Selangor: Penerbitan Multimedia

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