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Event:
Upon reading this article, I found few points that are interesting. First among them is:

Firstly:

“The NRP analysis indicated that systematic phonics instruction is ready for implementation in the classroom. Findings of the Panel regarding the effectiveness of explicit, systematic phonics instruction were derived from studies conducted in many classrooms with typical classroom teachers and typical American or English-speaking students from a variety of backgrounds and socioeconomic levels.
Thus, the results of the analysis are indicative of what can be accomplished when explicit, systematic phonics programs are implemented in today’s classrooms. Systematic phonics instruction has been used widely over a long period of time with positive results, and a variety of systematic phonics programs have proven effective with children of different ages, abilities, and socioeconomic backgrounds.”

Secondly:
Anyway, my understanding derived from reading the discussion provided actually contradicts the notion above. I agree with the writer suggestion and discussion.

Feelings:
1. happy
2. excited
3. great

Thoughts:
I feel happy when the author of the article clearly can see the loopholes of systemic phonics instruction. I feel excited because this discussion broadens my views. I feel great as I know what to teach my CLD students when I do my practicum later when it comes to phonics instruction.

Learning:
I always assume teaching is about fully concentrated teachers efforts and energy without having to think and question approaches/curriculum provided by State/Department. I always assume they will not make error because they have think tankers that will see matters related to education in depth because teachers are busy with their works and responsibilities. I always assume systematic phonics instruction is the best as I was brought up from this system.

Step two:
My assumptions were wrong. I was made to believe that teachers must always listen and obey orders. This is what happening in Malaysia. Teachers usually are not encouraged to continue their study thus giving more responsibilities to keep their focus on work rather than thinking critically. Also, not all think tankers in State Education Department see matters critically enough. If they do, sadly to say other matters are more important for them especially if they have agenda to make education as business by working hand in hand with publishers or politicians in power. I was wrong to assume systematic phonics instruction (can I call this as a new version/ a new name for drilling method?) because when I recalled back the concept of fossilization in language learning, this method will be unfair to adult learners like me.

Step Three:
My assumptions come from my ignorance on the disability to see the bigger picture of Mosaic pictures. Before, I just saw small, isolated pieces. My assumption on how good is systematic phonics instruction come from the name itself. “Systematic” is really a good niche for those who do not realize and critical enough on the real implementation of it. After reading more on this article, even systematic concept that is being presented in phonics instruction can be argued in depth by the writer. Thanks! Reflecting upon the high status I give to the policy from State Education Department come from my careless judgment, “don’t judge the book by its cover” is the idiom I should have gripped upon to.

Application:
Step One:
Now, I realize how importance is education and continuing education (though I am thinking it is useless as well if continuing education is meant to see/help us in the same direction, to be narrow, not letting other perspectives to intrude, penetrating our hard shelling brain). I can sense as well, the only method to control us is limiting the chance to study so that we will stay in rotten pit of ignorance as it is the way how they can manipulate us. Adding more responsibilities is among the tactics to engage us not to see other sides of coins because our focus is diverged.

In term of teaching, I have to keep up to date with latest research and points of views to enrich my understanding and teaching. This mean I have to vary my knowledge because my students’ needs are not the same. Variation in pedagogy is a good conclusion that I can think as long as it suits my students.

Step Two:
Actually there are many practical suggestions provided by the writer to teachers when it comes to teach phonics instructions. I will quote them in here:
“The effects of systematic early phonics instruction were significant and substantial in kindergarten and the 1st grade, indicating that systematic phonics programs should be implemented at those age and grade levels.” Vs.

“Older children receiving phonics instruction were better able to decode and spell words and to read text orally, but their comprehension of text was not significantly improved.”

Systematic phonics instruction is designed to increase accuracy in decoding and word recognition skills, which in turn facilitate comprehension. However, it is again important to note that fluent and automatic application of phonics skills to text is another critical skill that must be taught and learned to maximize oral reading and reading comprehension. This issue again underscores the need for teachers to understand that while phonics skills are necessary in order to learn to read, they are not sufficient in their own right. Phonics skills must be integrated with the development of phonemic awareness, fluency, and text reading comprehension skills.

Upon reading this, I realize I have to ask myself again and again, what is the main thing that I want to achieve by teaching them this, is this to achieve native like (American/British) pronunciation? Even,if I decide upon this American/British pronunciation, I should ask myself, “ Am I undermine the intricacy, integrated and relatedness of Prism Model to students’ learning and self? What is so important to pronounce like American/British when my students are in fact Malay, Chinese, Indian, Hispanic and etc? How is the suitability of teaching pronunciation in relation to their examination or their understanding? Is teaching pronunciation can maintain their interest towards my lesson?

In conclusion, teaching is all about students’ needs. That’s what my understanding on Dewey.