How To Beat That Pre-Oral Jitters?

Cikgu, when I’m nervous I forget everything.

All too often we hear this remark from a handful of students who suffer from pre-oral jitters while waiting in the examination hall for their turn to face the oral examiners. The sight of the two oral examiners whom they have not seen before and anticipating their turn in fear not knowing how will they do in front of these strangers is understandable. So how do teachers advice students suffering from pre-oral jitters?

Pre-oral jitter is like stage fright and it hits even a seasoned entertainer. Some students suffer from pre-oral jitters even though they have prepared well for their oral examinations.

Traditionally, we encourage students to get into the habit of reciting the doa Moses was taught when he met Pharaoh every time during oral practices and more so during oral examinations.

My Lord, expand for me my breast (with assurance). And ease for me my task. And untie the knot from my tongue. That they may understand my speech.

Wahai Tuhanku, lapangkanlah bagiku, dadaku. Dan mudahkanlah bagiku, tugasku. Dan lepaskanlah simpulan dari lidahku, supaya mereka faham perkataanku.

This oral doa has a tremendous therapeutic effect to calm students’ nerves and improves their self-confidence during oral examinations. In the past we have seen its impact on students who worked hard but stutter since young. However, they performed well during the national oral exams bagging distinctions.

Nevertheless, there are students who need an additional hands-on approach apart from the oral doa to beat their pre-oral jitters. For these students we provide them each a small container of playdoh (see above). The container is no bigger than a lens of a spectacle that students can easily carry in their pockets. The playdoh is in a set of 12 multicolored short strings.

We advise these students not to look at the examiners while waiting for their turn to be called up by the oral assistant or time-keeper. They should focus instead on working on their playdohs creating objects of their choices. This exercise has two effects on these students; firstly, it distracts them from worry incessantly, and secondly, it triggers them to be creative as their finger their way turning their playdohs into interesting artifacts. This pre-oral exercise will beat any pre-oral jitters and sets students’ minds into problem-solving mode with all the creative juice they have feed their minds with.

I have got my daughter who is a primary school going pupil to buy the playdohs for me from her school bookstore. It costs me only 50 cents each. The playdohs are meant for 1-2 specific students who need the extra help to beat their pre-oral jitters.

Would this work for your students too? Why not send the link to this post to your students’ Whatsapp group chat?

THANK YOU!

We would like to thank everyone who had visited out booth during the recent 2-day ExcelFest. We are grateful and humbled by your encouraging words and support.

Click to view the poster in pdf

Our exhibition posters at the Excel Fest. Click to view the poster in pdf.

We hope that our sharing continues to generate ideas among us to bring about innovative and effective teaching strategies and resources into our classrooms for the benefit of our students. We are amazed by the extended marketing lifespan of our Saya Boleh Membaca! app and we thank God for this. It is only through His grace that we were able to promote our app on prestigious platforms such as the International Conference Teaching and Leaning with Technology 2018, Innergy (Schools) Award 2018 with a Bronze Medal and ExcelFest 2019. Through these platforms, we were able to share with fellow educators the benefits of our app and encouraged them to use it with their students. Let us ensure that NO students whom we have the pleasure to teach leave us without knowing how to read.

Our promotional video that we played during the Excel Fest.

Teaching Lisan Using Theme From The International Friendship Day

We commemorate the International Friendship Day this week with the theme Friends Next Door. One of the many learning activities to engage students during the commemoration is to use the video above as an oral resource for lower secondary students.

We prepare lower secondary students for oral examination by familiarizing them with a set of thinking routines to answer a CONNECT and a CHALLENGE questions. A typical CONNECT and CHALLENGE questions are the respective first and second questions usually asked during an oral examination.

A CONNECT question seeks answer that connect to student’s experience as well as an analysis of that experience. A CHALLENGE question on the other hand, presents student with a challenge to solve. Students are expected to mention two categories of problem solver and what they need to do. To elucidate their case, students need to present a personal experience as an example.

For this video, we recommend the following CONNECT and CHALLENGE questions as well as their respective thinking routines. We make use of our Mini Monsters thinking routine cards during our preparatory lessons to prepare lower secondary students for oral examination.

CONNECT QUESTION
Adakah kamu mempunyai seorang teman sekolah yang berasal dari luar negara. Apakah perkara yang menarik mengenai teman kamu itu?

Pengalaman
Saya pernah . . .
Students are expected to describe in 10 sentences details of their experiences using the guide 5W1H (Who, What, Why, Where, When & How).

Perasaan
Saya rasa . . .
Students are expected to give two contrasting emotions to give a balance response, and explain why.

Pendapat
Saya berpendapat . . .
Students are expected to give the goodness/advantage and evil/disadvantage of what they have gathered, and explain why.

Pelajaran
Saya belajar . . .
Students are expected to present what they have learnt “to do” and “not to do”, and explain why.

Perasaan
Nilai yang boleh digarap adalah . . .
Students are expected to give two values related to their experiences.

CHALLENGE QUESTION
Bagaimana boleh kita mengalakkan para pelajar untuk mudah membuat kawan dengan teman sekolah yang berasal dari luar negara?

Kenapa Soalan Ditanya
Soalan ini ditanya kerana . . .
Students are expected to give two reasons why the question is asked to indicate that they are familiar with the issues related to the question.

Keluarga
Pertama dan utama, ibu bapa boleh . . .
Parents are the first category of problem solver. Students are expected to indicate what can parents do and elucidate their case with a personal experience as an example. 

Sekolah
Kedua dan sama penting, pihak sekolah boleh . . .
School is the second category of problem solver. Students are expected to indicate what can their schools do and elucidate their case with a personal experience as an example. 

Our Mini Monsters thinking routine cards is a prototype, and we are collecting feedback from teachers and students alike how to improve them further. Perhaps in a future post we will talk more about them and share in more details how we use them during our lesson.

Improving Oral Content and Organization Using Guides in Our Oral Apps

Students need guidance to improve their oral content and organization. For this purpose, we have provided guides in our oral apps to help students do well in their oral examinations. In the video above, these Secondary Four Normal Academic students made use of the guides in our oral apps to improve their oral content and organization.

Our apps Lisan 1, Lisan 2, Lisan 3 and Lisan 4 cover all the respective topics in the Jauhari textbooks, and are available free for android phones and tablets. Apart from the guides, students have access all the oral videos and questions related to the respective topics in the Jauhari textbooks. In addition, the apps help students to make an informed guess of the oral questions that the examiners may ask while they wait for their turn to be called for oral examination.

Please check out the apps below. We hope that you and your students will find the apps useful.