The humble journey to The Creator: After all, we are just a tiny bubble in the ocean


When I was first appointed as the Head for the Center for Excellence in Teaching and Learning (CETaL) at my institution, I had zero knowledge about what are the things that I suppose to learn and what are the things that I suppose to do. CETaL in addition was a recently established center looking at improving the T&L at UTP and I had no idea how this particular center should be running.

You see, I just completed my PhD in Chemical Engineering in May 2014 and I was appointed to be the first Head of CETaL in September 2014.

However, I noticed that the management offered me this position because they saw that (and I admit too) I have a strong passion in teaching and learning and how badly I want to transform the teaching and learning experience at the university and how badly I want to shape my future generation. I want to make sure that the students are not spoonfed even they have been doing this for the past 12-13 years of their formal education. I want them to become human with humanities and values, and not just an intelligent robot. I clearly mentioned to the management about this during the interview session.

So I took up the challenge. Initially, I tried to garner important information such as who are the key important people in this area, something like well-renowned professors who are good at this area. I consulted them, I went to the trainings of modern pedagogy. I approached these experts to be my mentors. There is a professor who is good at engineering education and modern pedagogy like Prof Khairiyah from UTM, another few who are the expert in enabling technologies for T&L like my sifu Prof Abd Karim Alias and Dato Prof Amin Embi, another one who is excellent in Scholarships of Teaching and Learning like Prof Raja Maznah. These mentors are highly instrumental to me and to CETaL and now they are still our CETaL advisory panel members.

On top of that, I went to several trainings on technology for T&L. Then, before I imposed or preached others on how good is this and that pedagogy and technology etc, one important thing that I do is I tried it in my class. I ensure that I perfected my skills in T&L. Whenever I ventured into something new from the trainings that I attended, I must make I sure I tried and experienced it first before others. Only this I believe that, I can convince others to jump the train with me. I showed to my colleagues the evidence that I gathered when I made even small changes in my class.

I knew that there are other faculty members at my institution who are equally passionate to T&L. I seeked for help like from Subarna Sivapalan and Emy Elyanee Mustapha to be the cluster leaders of CETaL. Within the first few months, I roped almost 20 faculty members from different departments in and appointed them as the founding members of the center. They are also instrumental to the center to help me steering CETaL.

From time to time, we had more and more faculty members joining us. More numbers during the sharing session and community of practice. I called myself as Dora the Explorer. I have to wander around looking for the best practices in T&L, bring the speakers in and train us. I’ll be the one who must sit in that seminar room to listen for the first time from these speakers.

Once the management had decided to transform the T&L using a dedicated roadmap, I have my team ready to train others. From no one knows what is active learning all about, we have now 20 trainers who are actively training other lecturers, graduate assistants, lecturers from other universities and the teachers at schools because only that we can make change, not only at our institution but to the whole nations. We’re also now will be having additional 20-30 trainers in cooperative learning, problem based learning and flipped classroom, for which we are developing our own modules by next year, Insha Allah.

The journey is still long. From a tiny space that we have, now we have a dedicated building to conduct all the transformation plan needed to be done. Now, we received many submissions of SoTL grants proposal, and the lecturers are creative and innovative in their own classroom, Alhamdulillah.

Additionally, I have a strong support team consisting of my clerk and executives even they are not many, who ensure the planning will go on as planned. I want them to believe that they have their own strength that need to be nurtured, and I’ll make sure their strengths and passions are aligned with their job role.

If in the near future I would not hold this post anymore, I’ll still championing and advocating for the changes in T&L not only at the university, but also to the society to make then aware that our education has to change. This position makes it easier for me to advocate for changes, but it doesnt have to be perpetual for me.

As a career advice for a new hired manager, I can summarize my experience holding my managerial post as follows:

I. Take the post if you are passionate on it

Ii. Lead not manage- be the one to see the possible dangers before others.

Iii. Own it

Iv. Empower and nurture trust to others to make the changes with you, and dont do it alone.

V. Identify others strengths and leverage it

Vi. Seek help from the experts

Vii. Empathise others and listen to your colleagues

I still have more to learn, and more to improve. Please make do’a for me, to be successful in dunya and akhirat.

Thanks for reading this!

Making Your Flipped Classroom Succesful

Flipped Classroom seems to be the ‘in-thing’ and the buzz word right now among higher education educators. It looks like a good model where all the students and the teacher collaborate together to accomplish the learning tasks. However, there are many things that we as the educator need to do in ensuring the flipped classroom is successful. I’d like to advise my fellow colleagues to do/acquire the followings if you intend to conduct flipped classroom in the near future:
1. You are passionate enough to do it and driven intrinsically to do it rather than wanting to do it because of your KPI, social and peer pressure, or you feel you want to do it for fun, or for the sake of experimentation without putting the right soul. Many failed flipped classrooms are not due to unavailability of tools but due to lack of intrinsic motivation among the faculty members, hence making them being mechanistic rather than putting soul in doing it.
2. You have high degree of perseverance to do it and would not return back to your traditional teaching style whatever it turns out to be. Students who come from spoonfeeding culture will be complaining a lot to you when they have to watch and prepare before the class. They’d want you to repeat again whatever that you have put in the video. They’d demand you to explain all over again as if they have never watch the video. They’d claim they paid their tuition fees for you to teach them so they can sit back and relax at the back while listening to you. 
3. You acquire high motivational skills to motivate your students to watch the prepared videos prior to their class session. You need to constantly motivate your students to acquire self-learning skills. You need to show powerful motivational materials so they could acquire more grit and be perseverance in learning so they’ll be able to grab more skills throughout their learning journey. You need to be able to inspire them so they know and do what it takes to be somebody in the future. 
4. You undergoes several training before you intend to do it. At least a 2-day workshop that will train you how to prepare good videos, quizzes and activities in the class. You wouldn’t want to repeat the same thing over and over again because there’ll be no element of surprise in the class and you don’t want to be predictable. 
5. You inform the students and convinced them throughout the semester why you are doing this and why you believe flipped classroom will work for your students. You don’t want to end up putting so much effort but students see little values in what you are doing. So, activate them as early as possible. Prepare them to embrace the change.
6. You show to your students that you care for them and will be alongside with them to assist them in their learning. You dont want your students to drown in the sea without direction. After all, this is your new job scope, facilitating your students learning. Get to know each and everyone in your class. Get to know their names and it gives them big appreciation that you know them. Treat your students like the adults and tell them that you are going to treat them like adults. If they misbehave or rude, they are no longer an adult.  
7. You build the material together with your teaching partner or you build it slowly. Start small. Don’t overdo it too.
8. You reflect from time to time on how to improve your delivery rather than just doing it. 
9. You provide a collaborative environment in the class where the students are free to mingle with each other to solve your assigned problems. Here, you’ll need to be creative in coming out with the right activities. 
10. You do it for the sake of your students learning, not because you want to do it for your own fame and for writing a publication. 
11. You love what you do, and you take high ownership of the success and the failure of your flipped classrooms. 
12. You treat your students as the individuals, rather than numbers. When at least a student come to you and saying thank you for whatever that you did for him/her in shaping him/her, give a pat to yourself at the back. At least you have touched a soul. 
So, please don’t do it if you dont have passion to do it, because it will just bring a bad name in the pedagogy itself.

It requires a lot of works. But if you have started doing it, go on and enrich your students’ learning experience!



I read my students’ reflections on what they had learnt throughout the semester on my subject. One thing that I could relate is, when you are trying to implement student centred learning (SCL) approach, whether the students like it or not what you taught them (with all the activities that you did in the class), it CANNOT be correlated at all to their learning, because mainly their definition of ‘like’ is way too different than what we as the educator perceived. So, if you’re doing SCL, don’t be disheartened that your students pushed and resisted the change, or even mocked you out. Just persevere. If you want your students to have perseverance, we are the one to show our perseverance first.

In my final chapter that I taught my students, I purposely conducted it using conventional lecture (with short activities in between). From their reflections, some of them said they’re glad that they finally have a lecture and happy with my delivered lecture, BUT they could not relate what they’ve learnt and many of them still said that they need to study more and it is a difficult topic for them, when actually the difficulty is almost similar with other chapters.

Meanwhile, despite they didn’t like the activities that I conducted with them using flipped classroom and PBL approach for other previous chapters, surprisingly they managed to highlight all the key important points in the subject in their reflection. I realise that the way how they define ‘like’ probably means they would probably like when they just attending lecture, sit down and listen without contributing anything to their learning experience in the class. If you do anything that push them to think more, and collaborate more, they wouldn’t ‘like’ it and accused you are not teaching them, BUT actually they learnt. (Here, you are facilitating them to become a self-directed learner, and of course initially they’ll claim the glory that if they do good, it is because of themselves, and the lecturers are not helpful! – it is ok, they’ll realise it the semester after or maybe when they start working – or hunting for jobs later)

So my fellow educators, persistent and persevere! Don’t be scared of not being a popular teacher, just because you really want to ensure your students really learn!


I’ve two experiences that I’d like to share, as a participant/student myself with regards on how, a student can decide whether to be active learner or not.

Last month I attended a conference. Most of the sessions I attended, I questioned the speakers or gave some opinions. Other participants noticed my presence, just to show how active I was as the participant.

However, in one of the occasions, I was talking personally to one of the big speaker and asked his opinions on certain matters after his speech. I was a little bit feeling intimidated when he started to be condescending and cynical about what I’ve been doing and plan to do. When I asked him questions, he showed this kind of expression that made feel scared to approach him again in the future.

The next day, I attended a workshop and surprisingly he was actually there as the speaker. I arrived a bit late and got my seat at the back. At that time, I already felt unease and I did not participate at all in any of the discussion. I chose to be a laid back person and just followed the flow. I was scared to ask question because if I do so, I might get that kind of expression again. And yes, I didn’t learn as much as I want, because I felt scared to talk to my ‘teacher’.

The other participants only noticed my presence during the break. They said to me, “We didnt notice that you’re here. You’ve been quiet!”. I smiled to them anyway.

Two lessons that I can reflect from what I experienced last month

1. You choose who you want to be. Nobody will force you to be who you do not want to be. If you are an active learner, you can choose to be a passive learner. Even if you’re forced to be active, you can be passive among the active learners. You can stay at the back and not talking and end up you’re not learning anything because you’ve already a negative mindset or some bad experience.

So students, it is all up to you. We know that for all these years we’ve been practising active learning in the class and the students i.e. your senior, did very well because they persevere. If you keep saying that this is not for you, and it is difficult for you to adapt, it is just that you refuse to move yourself out of your comfort zone.

There are more than 1000 reputable research works had been conducted to test the effectiveness of active learning worldwide and it has been proven successful. It is a matter of embracing it and believe it.

2. During the workshop, I can actually choose to be active learner, as I used to be, but sadly I didn’t. According to the framework of How People Learn by Bransford, community centred is an important lens that the teacher must not forget. If you make the students feel intimidated to you or you make the students scared of you and you shouted angrily in the class for example (like I used to do maybe 7-8 years ago) or you scold them for their mistakes you’re just making the students felt unsafe in the class to ask questions or to participate or to make mistake as part of their learning curve.

So teachers, have more patience to deal with your students. Avoid sarcasm, avoid being cynical. Be direct to them. If you feel they are being ungrateful for now, they will learn to be one if you be patience and keep reminding them. They will be the one that you want them to be, maybe not in our class, but they’ll come back to you and say thank you for whatever you’ve been doing to nurture them.

Importantly, all this work that we’ve been doing is for the sake of Allah, not for the sake of getting praised by other human being. Gambatte students & teachers!



It has been quite sometimes I did not write anything in this blog, so I am sharing my thought here.


There are six main criteria, which are interconnected to each other as far as I could recall, which need to be overcame prior to ensuring we can do excellently well in our education system.

1. Pedagogy
2. Learning Space and Facilities
3. Curriculum
4. Skills of Instructor/Facilitator
5. Student’s Readiness
6. Instructor & Facilitator’s Motivation

All of these six criteria are important. However, all I can say that the most important criteria that we need to address here is number 6.

No matter how good the trainings are, how good the facilities are, how good the curriculum is, how ready the students are and how many types of pedagogies developed, if the instructor, the faculty members didn’t have the right motivation to do it, then we are definitely doomed. This is why it is very important for a teacher or a lecturer to have the right mindset and deeper motivation to teach.

If you really want to be a teacher or a lecturer, you must first have a strong and deep passion in teaching. It is like being a doctor, if you want to be a doctor, you must feel like there is no other career suit you, only to be a doctor. Similarly, this passion must be rooted among the teacher or lecturer. If one only decided to become a lecturer just for the sake of doing research, it is highly recommended for him/her to become a research scientist, not to become a lecturer. The role of a lecturer is changing now and apparently, teaching with a deep passion is a role that we have to play. Or if you want to be a teacher, it is not because you can’t get other job then you decide to become a teacher. You must want to become a teacher. Of course in certain cases we’ve tried to find other jobs but still landed to become an academia, but it is still not too late to become passionate with what we’re doing.

If one is highly motivated to make a change in the education system, come what may. He/she will make full use of whatever resources he/she had and whoever kind of students he/she encountered, as long as he can make significant impact, at least to his/her students. He will create a relationship with his students, because there’s no teaching without a relationship.

Teaching& learning activities is not about dealing with the number of students passing or failing our course, but it is about individual development, for them to grow not only in terms of knowledge capacity, but for the lecturers and teachers to assist in terms of the right attributes and skills that they wanted or should have.

Nonetheless, we’re the one who suppose to give the right example to our students. How come if we say something that we ourselves didn’t practice in the first place?

And that require our motivation. Our own self-motivation, to change to become a better person, so we can build another generation, who are better than us.

Teaching is a noble job. Let’s us maintain it as the way it is, despite any challenge we have, despite any changes that we have in our current generation. We have to do it with full of LOVE, even it is a TOUGH LOVE.

What is a tough love?

Well, it is like putting your students to persevere by giving them complex problems to be solved, you know they will hate you, you’ll end up not getting a good evaluation (as what you expect to get), but you know, it is for a good cause. They may not like it now, but in the future, they will really appreciate it, because we shaped them to become a better person. But you’ll be with them against the tide and fall, because you have to show to them that you CARE. You dont just give them problem to solve but let them surviving alone, you’re there to guide them. That is the strongest motivation that we have to develop in ourselves, because our students will grow up to become a change agent that will change the society in the future. That’s the strength of a TEACHER.

Let us build a strong motivation in ourselves as a teacher/lecturer for the sake of our future society.



Sepanjang pemerhatian saya mengajar kelas kejuruteraan ini sejak tahun 2005, saya mendapati mereka yang kerap memberikan alasan untuk menghantar lambat ‘assignment’, tidak terlibat aktif dalam aktiviti kumpulan, tidak ‘perform’ dalam kelas dan mempunyai pencapaian yang ‘mediocre’ boleh dibahagikan kepada beberapa kategori antaranya:

i) Pelajar-pelajar yang sedia lemah dan kurang motivasi dalam pelajaran
Mereka mungkin tidak tahu dengan lebih jelas kenapa mereka perlu belajar subjek kejuruteraan ini. Ada di antara mereka sendiri tidak pasti kenapa mereka mengambil jurusan kejuruteraan ini, ada yang rasa mungkin buat engineering ini ‘cool’ tetapi rupa-rupanya apa yang mereka pelajari sangat susah, dan tidak terjangkau dek akal mereka. Ada juga yang mungkin di’paksa’ oleh parents mereka yang juga jurutera. Ada juga yang rasa terbeban kerana pada pundak merekalah terletaknya harapan keluarga. Maka apabila berhadapan dengan subjek-subjek yang susah, mereka makin tak ketahuan dan akhirnya mengalah sahaja. Tambahan pula bila bertemu dengan rakan-rakan yang sekepala dengan mereka, mereka membuat konklusi, ada juga yang sama kepala dengan aku. Jadi aku taklah sorang-sorang jadi loser yang ‘cool’. Let the time heal and go with the flow.

ii) Pelajar-pelajar yang terlalu sibuk dengan ‘event’
Ada di kalangan pelajar ini yang merasakan bahawa bidang yang mereka pelajari bukan lagi ‘forte’ mereka, menyibukkan diri dengan event-event yang akan menyebabkan mereka tidaklah rasa lemah, sebaliknya mereka disanjung atas pengorbanan mereka dan sumbangan mereka. Inilah dinamakan sebagai escapism. Maka saban tahun, makin banyaklah pula event yang mereka ceburi kerana ‘they feel good when they are actually doing this!’. Akibatnya, apabila tidak dapat mengimbangkan antara belajar dan event, ‘performance’ mereka di dalam kelas menjunam dan kerap memberikan alasan terlibat dalam event untuk menghantar lewat ‘assignment’.

iii) Pelajar-pelajar yang sudah terbiasa dengan ‘spoonfeeding style’.
Sistem persekolahan selama 11 tahun yang hanya melibatkan interaksi sehala antara guru dan pelajar (guru memberi, pelajar menerima), dan apabila menghampiri peperiksaan akhir (UPSR/PMR/SPM) maka disajikan pelajar dengan latih tubi dan ‘spot’ soalan peperiksaan mengakibatkan mereka hanya menunggu sahaja metod yang sama disajikan kepada mereka di peringkat universiti. Apa yang berlaku, mereka sukar untuk mengubah cara mereka mempelajari sesuatu perkara dengan metod yang baru dan akhirnya apabila banyak diharapkan kepada mereka untuk melakukan SELF-LEARNING, mereka gagal untuk mengadaptasi dengan benda baru. Ini terjadi kerana mereka sudah terbentuk dengan fixed mindset dan bukannya ‘growth mindset’. Sejak kecil, mereka dipuji kerana kepandaian mereka dan bukannya usaha mereka. Sila lihat link video yang saya kongsikan supaya pembaca sedar apa maksud growth dan fixed mindset. Kredit kepada founder Parent Connect, kak Fidah atas perkongsian video ini kepada saya tempoh hari.

iv) Pelajar-pelajar yang terlibat dalam kumpulan Islamis dan menggunakan alasan buat kerja untuk Islam lebih daripada mencukupi untuk ‘score’ dalam kelas

Saya tak pasti samada saya menggunakan pemilihan title yang bijak ataupun tidak dalam perkara ini. Saya pasti ia menimbulkan kontroversi, tetapi itulah realitinya. Sepanjang pemerhatian saya sejak saya bergelar pensyarah, pelajar-pelajar yang lemah juga datangnya daripada mereka yang aktif dalam persatuan Islam dan bergelar ahli jemaah kepada jemaah tertentu. Mereka sibuk dengan aktiviti usrah, tamrin, persatuan, amal jamaie dan amal ijtimai’e mereka, tetapi saya tidak tahu kenapa mereka tidak bermotivasi untuk belajar secara bersungguh dalam bidang disiplin mereka sendiri. Mereka bukanlah ‘failure’ tetapi pencapaian mereka biasa-biasa sahaja. Ada yang mengulang subjek. Saya sendiri pernah terlibat dalam kumpulan ini sejak zaman ‘undergraduate’ dan ada juga beberapa kali saya dihidangkan dengan analogi pencapaian akademik tidak sepenting kerja-kerja untuk Islam, namun saya tidak bersetuju dengan pernyataan itu. Saya dan rakan-rakan saya termasuk isteri saya sendiriPutri Nurizatulshira, cuba untuk ‘defy this myth’ dan Alhamdulillah kami mendapat keputusan yang baik kerana kami tak follow the flow. Saya meyakini ia tidaklah menjadi pegangan dan prinsip utama jemaah-jemaah ini, tetapi sekiranya ia datang dari mulut salah seorang yang mereka sanjungi (seperti naqib mereka, senior mereka) dalam sesi-sesi pertemuan (usrah, ziarah, tamrin), ia sedikit sebanyak boleh mempengaruhi cara pemikiran mereka. Sebagai contohnya, jika ada senior yang sudah bekerja, menyampaikan pengisian contohnya kita tak perlu pun belajar hebat-hebat sangat, nanti dapat kerja jugak sebab kita dah tolong buat kerja untuk Islam, pada saya itu adalah satu pernyataan yang sangat berbahaya dan sangat dangkal.

Bayangkanlah saya pernah berhadapan dengan satu kes di mana seorang pelajar ini merupakan ahli jemaah, dia tidak terlibat aktif dalam kumpulan studynya dan mengakibatkan seorang pelajar bukan Islam di dalam kumpulan itu, melaporkan kepada saya yang pelajar ini lambat hadir ketika perbincangan tentang projek dan sukar nak menetapkan tarikh pertemuan hanya kerana pelajar ini ada ‘event’ lain. Apabila buat sesi refleksi selepas pembentangan, pelajar Muslim ini ‘menyindir’ pelajar non-Muslim itu dengan mengatakan kita perlu bersabar, dan membaca ayat al-Quran Innallaha ma’as sobirin di hadapan pelajar non-Muslim itu. Saya terkesima. Wow.

Dalam sharing session kepada pelajar Muslim yang saya pernah kongsikan dengan mereka ialah berkenaan surah Muhammad ayat 7 yang selalu disalahtafsirkan. Allah akan membantu kita jika kita membantu agama Allah. Benar!
Tetapi Allah bukan akan terus bagi kita dapat GPA4.00 apabila kita terlalu sibuk buat kerja persatuan, sampai terus lupa dan menangguh-nangguhkan kerja/assignment yang diberikan oleh pensyarah. Apa bentuk bantuan Allah berikan mungkin saja dalam masa yang singkat kita dapat siapkan revision dengan baik. Contohnya, orang lain perlukan 4 jam, mungkin kita dapat 2 jam sahaja cukup untuk buat revision. Bacalah juga surah al-Mujadalah ayat 11, Allah tidak akan mengubah nasib sesuatu kaum itu melainkan kaum itu sendiri yang mengubah nasibnya.

Saya juga khuatir dengan persepsi yang dikongsikan oleh sebahagian golongan agamawan dalam jemaah mereka apabila dikongsikan cerita-cerita mitos yang tidak dapat ‘verification’. Saya dulu pernah disajikan dengan cerita yang ada seorang naqib usrah ini ditugaskan untuk ‘travel’ ke luar kawasan ketika mana esoknya dia ada ‘exam’. Jadi beliau bertawakkal ikut arahan yang diberikan, dan keesokan harinya apabila tiba waktu exam, beliau tidak study pun dan beliau dapat jawab dan cemerlang dalam peperiksaan. Ada beberapa kemungkinan tentang cerita ini, 1. Mungkin ustaz itu dah buat revision awal, 2. Mungkin dia seorang yang memang pandai, dan cuma absorb apa yang dipelajari di dalam kelas. Ada juga yang menambah cerita tersebut dengan mengatakan dia tertidur semasa exam, dan dapat jawapan di dalam mimpi. Entahlah..kalau muda-muda dulu, saya hampir-hampir percaya tetapi saya yakin, Surah Muhammad ayat 7 itu perlu dibaca sekali dengan Surah Al-Mujadalah ayat 11. Kita bukan wali Allah apabila kita terus isi borang nak masuk jemaah, sebaliknya keterlibatan di dalam jemaah adalah untuk ‘improve diri’, dan sepatutnya proses memperbaiki diri itu juga termasuklah dengan pembaikan kita dalam proses menuntut ilmu.

Satu lagi yang sangat merisaukan saya ialah apabila ilmu sains dan kejuruteraan ini disamakan dengan ilmu sekular, dan tidak sama dengan ilmu Feqah, ilmu Syariah dan sebagainya. Mahu saja saya hempuk kepala sang penceramah yang menceritakan perkara bukan-bukan kepada para pelajar ini. Jujurnya, saya pernah ada pengalaman yang ada di antara rakan-rakan sejemaah yang rasa loser dan nak berhenti ambil kejuruteraan dan nak sambung ambil pengajian Islam dan masuk sekolah pondok untuk belajar agama. Dahulu kala, ulama yang faqih dalam Islam, mereka juga faqih dalam bidang kejuruteraan, perubatan dan sains. Contohnya Ibnu Sina. Tetapi sekarang, cabang ilmu yang meluas mengakibatkan kita terpisah dalam menuntut ilmu tentang Islam itu sendiri dan ilmu jurusan sains dan lain-lain. Namun kita lupa, semuanya ini adalah ILMU ALLAH! Kalau kita tidak menghargai ilmu dan bidang masing-masing, adakah kita mengharapkan orang bukan Islam yang akan bawa agenda pembangunan negara ini, sedangkan ia juga adalah tuntutan Islam?

Jujurnya, saya mengharapkan ada masa depan yang lebih gemilang untuk para mahasiswa ini. Saya mengharapkan pelajar-pelajar dalam kategori 1-3 sedar bahawa dunia berubah dan memerlukan mereka untuk berubah menjadi pelajar yang lebih fleksibel dan seimbang, dan terbuka untuk menempuh kesusahan supaya lebih berjaya pada masa akan datang. Bagi kategori 4 pula, tiada nasihat selain daripada cuba untuk bersikap terbuka dan kritikal dalam menganalisa segala pengisian yang diberikan oleh para penceramah kalian di dalam jemaah kalian. Sekiranya banyak disajikan dengan mitos, kalian perlu lebih waspada. Jangan senang-senang dimudahkan otak kalian didoktrin oleh mereka yang memanggil diri mereka orang yang nak bawa kalian kepada agama Allah, tetapi akhirnya menggunakan kalian untuk kepentingan mereka sendiri. Akhirnya, kalian juga yang rugi.

Moga-moga ada sinar yang lebih baik pada masa akan datang. Demi negara ini dan ummah itu sendiri. Kalau kalian mengharapkan suatu ketika nanti kita dapat membebaskan al-Aqsa dan Syria dan mereka yang tertindas di seluruh dunia, inilah masanya. Belajarlah bersungguh-sungguh dalam bidang kalian. Buktikan otak kalian otak yang bernas dan bijak supaya kita dapat mencipta teknologi membebaskan mereka yang tertindas, samada mereka Muslim ataupun tidak.


I found that this is a good video to be shared with your fella students/ teammates/ colleagues.

i) When there is a will, there’ll always a way

ii) Don’t bother what others talk or condemn about you, sometimes they just want to see your effort, then they’ll switch side (by supporting you). Even if they didn’t support you, they’ll grow tired annoying you.

iii) Learn to persevere and acquire grit because successful people have one thing in common: GRIT

iv) When you are living in hardship, that’s where you can spur your creativity. (in this case, living in an area where there’s no single land available to play football). Living in a very comfortable life will make your life becomes mundane and your brain hibernates. Take example the Indonesians, Indians and Thais make innovation in their daily life, you’ll find it stimulating. I think when you have a full tummy, that’ll also make you lazy to think and innovate.

v) Keep challenging yourself to do better. Do not settle at one point and not wanting to try anymore (because that is the meaning of FAILURE).

vi) Less complaint and adapt to what you have been assigned to and deliver the best possible.

vii) Learn from your experience. Never get them disconnected when you are acquiring new knowledge. That’s where your brain cells get connected and build up a bigger thinking capacity. (look at how the team played during the raining time).





Sometimes in life, especially when we are working in a team, we’ll need to undergo all these stages as ruled out by Tuckman, if we want to be a performing team.

No exception as well for the lecturers-students relationships. There’ll be a time when the storm comes. If there is no storm, it can possibly be
i. the lecturers are too accommodating and putting too much scaffolding (or in other words, too much spoon-feeding), hence didn’t allow the students to use their thinking critically or learn about perseverance OR
ii. the lecturers/ students themselves refused to listen and being authoritative in making decision for the classroom.

Both cases are detrimental for the students future development because for case i, you are making the students had a fixed mindset and taken aback when there are challenges and turbulence facing them and for case ii, you didn’t allow for a feedback to the students’ learning, and they will learn to be authoritative as well in the future. Of course authoritative is good at certain time, but the key important point here, when we teach it is not about us, it is about the student’s development.

Be positive when the storm arrives. Keep our mind open. Listen and give feedback where necessary and after that forgive and move on. The important key point here is, if the students did wrong, tell them what they did wrong, solve it and forgive them and never penalise them (in terms of grading whatsoever) for their unnecessary behaviour. Difficult isn’t it? Yes, lecturers need to be the big-hearted one. We are not only teaching the content to the students, or only about thinking skills. We also need to teach values, properness and building a resilience generation for our future.

For example, they call you b*b* or crazy. Don’t simply dismiss it. Highlight it and ask what is their problem. Tell them what you feel and understand their feeling too. Correct their action and move forward. Teach as usual.

As for my students, whenever there are storms arise in our class, I’m not that ‘terasa hati’. I know to err is human. And conflict would not happen if only one side causing it. So, just forgive each other and move on. Teach as usual. Relationship and bond created (norming) and only then students will perform.

Trust me, teaching is not easy.



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Many of the teachers & lecturers may want to know how should we conduct a flipped classroom, as it is becoming the ‘in-thing’ right now.

What is flipped classroom?

My respected sifu & mentor, Prof Dr Abd Karim Alias was one of the pioneer of flipped classroom in Malaysia and I learnt a lot from him.

You can try to understand a little bit about flipped classroom, from these videos:

What is the benefit of flipped classroom?

1. The lecturers/teachers can spend a lot more time with their students. Watch this TED talk. Teaching is about creating a relationship. How do you create a relationship, if your classroom is entirely lecture and power point presentation?

2. The lecturers/teachers can have more meaningful activities during the lecture hours allocated for them to enhance the thinking skills among the students.

3. Some skills and values can be imparted in the class especially via group work activities.

So, what’s my practice?

I also created my own videos (well we, because to ensure that we’re not burdened in creating the videos, my teaching partner , Dr Raihan Ramlicreated half of the content and I created another half), but I also curated some videos (such as taking the youtube videos of others and shared the link with my students).

Some of the examples of the videos that we created are as follows:

But is that all? NO

We need to design some activities to ensure the lecture hour assigned to us are being fulfilled to ensure it brings a new understanding on the courses you teach to the students. As for example,

1. Jigsaw activities to solve problems
2. Mind map to recap the lectures/notes from the videos
3. Quizzes & Polls to investigate their understanding
4. Problem solving and discussion of higher level, and many more

How do we make sure the students watch the videos?

As for now, we do have some online quizzes and conduct it with the students. Though it is still prone to cheating, the students who cheat and not watching the videos will find that they are at lost, when they step into the class. Few of the examples of what I’ve done so far for this semester:

It looks easy, but two important skills that need to be acquired by the lecturers are:

i) Facilitation skill

ii) Motivational skill

If you are interested to start with a flipped classroom activity, start small and expand. Tweak where necessary as time goes by.

Happy trying! All the best.


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