The aim of this study is to discuss the efficacy of questioning techniques of the teachers in the classroom. Proper questioning techniques are important in the teaching and learning process. Proper questioning techniques will make it easier for teachers to get feedback from students whether or not they understand the subject. This article describes some of the questioning techniques that a teacher needs to know to possess in classroom teaching and learning sessions such as attention, suitable voice. Pause, question content, and distribution of questions. This is important for enhancing student motivation and promoting positive, critical, and creative thinking among students and to improve the teaching and learning process in the classroom.

The aim of this study is to discuss the use of the inquiry method in the teaching and learning process. The inquiry method is a student-centered learning approach with the concept of students who are actively involved in the teaching and learning activity under the monitoring and supervision of teachers. This study describes how to implement the inquiry method in the classroom. Five aspects such as planning behavioral objectives, designing teaching materials, designing questioning strategies, designing teaching and learning strategies, and evaluating are emphasized in the designing of the inquiry method in the teaching and learning process. Teaching and Learning based on the inquiry method is an approach that helps students build their knowledge and understanding through research and exploration activities based on existing knowledge. The inquiry method requires higher-order thinking skills and critical thinking to make conclusions. Besides that, teachers play a vital role in the success of the inquiry method for the realization of educational reforms.

The aim of this study is to discuss the role of teachers in reflective teaching. The scope of this study is focused on explanations of reflective teaching from three experts. Reflective teaching is a holistic thought that enables a teacher to make choices and take alternative actions and allows teachers to think to improve teaching and learning decisions in the classroom. This study also discusses critical situations that can be created for good reflection practices such as strong support from the administration, reflection opportunities, collaboration with colleagues, storage of teaching portfolios and reflective writing, or journal writing. Reflective teaching also faces several constraints, such as time constraints, school culture, and assessment problems.

This article discusses the various learning styles of students in the teaching and learning process in the classroom. Among the learning style models discussed in this article are such as Dunn and Dunn learning style model, Kolb learning style model, Felder Silverman learning style model, VAK learning style model, Visual, Audio, ‘Read and Write’ and Kinesthetic (VARK) learning style model, Honey and Mumford learning style model, Selmes learning style model. Each learning style model has its strengths and weaknesses. This, a good understanding and mastery of a learning style will allow teachers to help implement teaching and learning strategies that students are interested in according to their tastes. Furthermore, it can increase the interest and effectiveness of students in the teaching and learning process as well as improve the academic achievement of students.

The aim of this study is to discuss the development of education during the British Colonial rule in Malaya. The scope of this study is focussed on four school systems under British colonialists, namely the Malay Vernacular School, Chinese Vernacular School, Tamil Vernacular School, and English Schools and its implications to the society and nation. The introduction of these four school systems is aimed at the economic and political interests of the British in Malaya. The Colonial Education System does not have a National Education Policy and brings many implications to the society and nation. It has caused class and status disparities among the societies and also caused socio-economic differences between races in Malaya. The process of socialization is not achieved among all races in Malaya under the Colonial Education. This study is qualitative and is approached through the library and archival research.