Generally, the 46th teachers day national celebration will take on the theme Master

Builder of the State of Nation (Guru Pembina Negara Bangsa). This theme depicts the roles
of Malaysian teachers in developing behaviours, values, languages, institutions, and
physical structures that elucidate our history and culture, concretise and protect the present,
and insure the future identity and independence of the nation. As such, teachers are called
nation builders because they play a crucial role in upholding national interest through the
education system to be aligned with the needs of 21st Century challenges (Ministry of
Education, 2017). To flourish the national development, the master teachers play a
predominant role to achieve all the visions and aspirations of the term nation builder in this
21st century. Master teachers can be conceptualised when an educator has the right
personality, possess knowledge and skills, be able to expand the learning outcomes of
students (work culture), possess excellent communication skills, exhibit potential (visionary,
proactive with initiative), and finally, to be able to contribute to the nations development in
the field of education (Ministry of Education, 2009). This essay is an exploration of the roles
of master teacher in realising and achieving the desired outcomes in the theme of National
Teachers Day 2017.

First and foremost, the most prominent role of a master teacher in upholding the desired
outcomes in the theme of Master Builder of the State of Nation is to demonstrate mastery
of teaching skills. Irvine (2001) highlights that not all experienced teachers would make
good master teachers since experienced teachers are not the same as master teachers.
With this, a master teacher can increase the quality of teaching by applying the 21st century
teaching and learning activities in school to fulfill the aspirations in the theme of National
Teachers Day Celebration 2017. Based on my experiences in different schools, most of the
school administrations stress the importance of 21st century elements to be geared up in the
classrooms by all teachers with the aim to transform the teaching environment which is to
maximise students learning. One of the most effective teaching strategies that has been
implemented is Project Based Learning (PBL). In a simple understanding, Project Based
Learning (PBL) is a dynamic approach in which students actively explore real-world
problems and challenges and acquire a deeper knowledge by learning essential knowledge
and skills through an extended and carefully designed tasks (Thomas, 1999). During my
observation during second phase of practicum, for instance, my cooperating teacher who
has been teaching for 26 years carried out a Project Based Learning (PBL) activity to year 3
pupils under the topic of Past and Present in English Language subject. The master
teacher gave a project task to all students after they had been exposed to the inputs of the
topic. The project required the students to investigate modes of transportation over the past
four centuries. Students created a timeline showing the various transportation methods
throughout a series of eras, and they made a 3-D model of a particular mode of
transportation. Thus, the ability to plan the units and lessons coherently and effectively that
is possessed by master teacher is in line with the theme of Master Builder of the State of
Nation because he is making the children ready for a challenging life which starts at a very
early age, the teachers which act as the nation builders take the students away from their
parents for a few hours and teach them in a total different environment. The engaging
strategies used by the master teacher are drastically increasing students chances of
success in whatever career they choose once their education has completed. Part of this is
that PBL requires the use of multiple problem-solving methods, which helps them
independently undertake a task and make judgments without the direction of a teacher. To
wrap up, it is clearly seen that master teachers play an imperative role in making sure they
teach with effective and various teaching skills and strategies to ensure the students learn
and apply what they have learned in their daily life.

Besides, another cardinal role of master teachers in achieving the goals of the theme
mentioned is building up the character of the next generation with good values.
Generally, based on the speech by Director-General of Education Malaysia, Tan Sri Dr Khair
Bin Mohamad Yusof during the 2017 National Teachers Day Celebration, he stated that this
year teachers day celebration theme implies the national aspirations to produce the new
generation with glocal features, being patriotic and the spirit of love and care to the country
(Ministry of Education, 2017). Based on my observation being in different schools for three
phases of practicum, teachers are communicating values to their students almost all the time
and values are embedded in more than just the teachers lessons. Couros (2010) explains
that master teachers possess knowledge that is more integrated, in that they combine new
subject knowledge with students prior knowledge in which they can relate current lesson
content, cultural values and moral values to other subjects they make lessons uniquely their
own by changing, combining and adding to the lessons according to their students needs
and character building. This is in accordance to one of the features of the 21st century
education goal which to foster student character development with systematic initiatives
(Bruniges, 2012). For example, a master teacher who shows an interest in the culture of a
child from another culture is teaching his students to respect children from different
backgrounds. Another prominent example is that a master teacher works at accomplishing
this by creating events for the school community, by encouraging students to join
committees or take part in school projects, and by occasionally helping the community
around them with activities such as 3R (Reuse, Recycle, Reduce) projects. Based on the
instances given, we can see that how the role of master teachers in transforming our
education to help students take part in this global community and find ways of impacting
more than just their surroundings. This doesnt mean that they do not need to learn the value
of helping others around them and protecting their immediate environment, but that they
should also be learning about how they can help and protect a world further away from them,
but also closer all the time. The perspective-taking activities planned and implemented by
the master teacher encourages a child to handle a problem on her own is promoting the
value of independent thinking which is an important social skill in the 21st century era. The
hidden curriculum may not be evident but they are nonetheless an important part of the
childrens education. To wrap up, master teachers play imperative role to teach good values
to all students throughout many activities by implementing various strategies and methods
formally and informally.

Other than that, another role played by the master teachers in achieving the hopes and
dreams in the theme of Master Builder of the State of Nation is by anticipating to all
situations in the classrooms expectedly and unexpectedly. Malaysian teachers are best
known for the role of educating the students that are placed in their care. Beyond that,
master teachers serve many other roles in the classroom. Master teachers set the tone of
their classrooms in an array of situations whether it is being planned or not, build a warm
environment, become role models, and listen and look for signs of trouble (Athey & Hoffman,
2007). In referring to this statement, the master teachers need to be smart and
knowledgeable on how to adapt to any circumstance in the classroom as deviating from the
intended lesson can lead the students to engaging, enjoyable and worthwhile practices. For
example, one of the ways on how to increase the quality of the teaching and learning
activities is by carrying out teachable moments. Teachable Moments is a 21st century
teaching and learning strategy and it can be defined as an unplanned opportunity that arises
in the classroom where a teacher has an ideal chance to offer insight to his or her students
(Lewis, 2016). In simple words, a teachable moment is not something that a master teacher
can plan for, rather, it is a fleeting opportunity that must be sensed and seized by the
teacher. For instance, during my third phase of practicum, some students asked why they
had to do homework everyday. Consequently, I posed this situation to a few senior teachers
at my school; they stated that this type of question/doubt should be turned to a teachable
moment where we can ask the students why they think they need to do homework.
Ultimately, some students would be giving responses that homework helps them to practice
concepts learned in the classroom. Based on the instance given, the ability to cope
unexpected situations which a master teacher has mastered is giving the opportunities to all
students to connect content areas to currents events and providing them a chance to explore
complex situations by thinking critically and considering other perspectives. This also
includes encouraging students to enjoy learning. By taking time to listen to what students
say, teachers impart to students a sense of ownership in the classroom which supports the
education goal of nation building as stated in the National Teachers day Theme whereas the
master teachers try and make the environment as friendly as possible by preparing the kids
for unknown environment which they might have to face in their lives. To sum up, a master
teacher helps the students to form the aim of study and learning how to learn by indirectly
building their confidence and helps them to be successful.

As a conclusion, this essay has addressed on the important roles of master teachers in
realising and achieving the desired outcomes in the theme of National Teachers Day 2017.
In short, the essence of the master teachers as nation builders cannot be over-emphasised.
Master teachers are key players in the student teaching experience, serving as a model of
good teaching, lead a full life of love, courage and hope and facilitate those who are in need
of strategies and techniques of teaching. Master teachers need to be themselves constantly
seeking knowledge, be of good character, have high motivation and be creative, innovative
and effective in their teaching strategies.
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Couros, A. (2010). Developing personal learning networks for open and social learning.
London: University AU Press.

Fisher, R. (2005). Teaching children to think. Cheltenham: Nelson Thornes.

Irvine, J.J. (2001). The master teacher as mentor: Role perceptions of the beginning and
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