Aggression and Violance

I just know that there are categories of violence and it starts by defiant student. Meaning that these kind of students have oppositional behavior. I have friends who are defiant students. He liked to resist the rules and didn’t want to listen to other opinion. At that time my other friends and I called him freak and weird. We tried to be patient and be friend with him. We told him to be friends with us but he kept doing oppositional behavior. So, we ignored him. Many teachers noticed him but most of them ignored him too. It was like with or without him, just the same.I felt pity on him, but I didn't know what to do. We could get hurt if we get closer. 

Above oppositional behavior, there is aggressive behavior. Means that this kind of students tend to harm other both physically or socially. 

"Aggressive behavior generally includes abusive language, violent threats of harm, physical assault to self or others, & damage to property"

I have a neighbor, he is around 5 years old. I think he can be included as aggressive student. At school, in which my mom become a teacher, he always harm his friends and make them cry. The reason is simple, just because his friends accidentally nudging him. It was scary to imagine having aggressive student in the class. My mom told me her story when she deal with aggressive students. It needs big patient to face him. 

Another scary thing of violence is bullying. There are lost of negative impact on bullying, moreover for the victim. It relates to their mental and self-esteem. As I read on the news, there are students do suicide because of bullying. 

I think at the very first come to school, teachers need to rise students self-awareness, respect, and positive climate. So students will get used live in peace :)

Students Misbohaviour and Communication with Parent

Last MMSEL session made me realize about communication with parents. It was because for all the time we only focus and be prepared on students and classroom. There are lot of types of parent; the calm one, the sensitive one, the careless one, and maybe the most dangerous, parents who get angry easier.

It’s teacher job to be the bridge between the students at school and parents at home. Sometimes when the student misbehave and uncontrollable, teacher need to get them discipline. Parents’ role at home is needed very important. The fact that teacher usually face, parents sometimes can’t accept that their kids are misbehave students.

There are some ways to make good communication with parents. As some schools have already applied, teacher make a book which contains students’ progress. Parents can read it without meeting with the teacher. Teacher also can do parents meeting, maybe in the beginning and or the end of semester. S, when their kids do misbehave, parents know the progress before and after. I think, if parents can collaborate well, they together with teacher can diagnose the cause and effect of students behavior.

There are parents who busy that will never communicate with teacher and suddenly their kids are causing trouble at school. Teacher needs to call them at school, parents don’t want to accept it. Teacher have to be patient and listen to the parents. If the parents are very hard in discussion, teacher just say ‘yes’ to all the parents say. One thing that I learn, parents are parents who in control their kid. Teacher can’t force them to do what good and what bad.

4th Reflection: Attractive Opening

I have learned about attractive opening in LTM class in third semester. At that time the lecture said that opening is important to grab students’ attention. It is useful to make the students motivated during the learning and teaching process. If the opening is not attracting students’ interest, they probably won’t get to know the next activity and less motivated to follow the learning and teaching process. There are many ways to create an attractive opening. Teacher can give problem and questions to arise the student’s interest. The problem should make the students curious. Therefore, the problem should link to students’ daily life that becomes hot issue at that particular time.

In my school experience program, when I taught hortatory text I gave an issue about students brawl. I asked the students their opinion about students brawl. As I felt, the students became more motivated to follow the lesson. It’s because when I asked them about students brawl they were enthusiast to answer my questions. Moreover when I asked whether students brawl should be stopped or not, some of them answered yes and some others answered no. They argued about this.  After that, I brought them into main activity to write an expository text to stop students brawl. However, I just realized that the students who sit in the back didn’t really paid attention to the class.

So, in the next opportunity, I opened the class by asking them to sit on the floor. I wanted to make them focus on the activity.  So, I collected them sitting closer among each other. Then I told them about what we were going to do during the day. It was already hot in the noon, and they got lazier to move, so I gave them a funny video to attract back their attention.

3rd Reflection: Positive Classroom Climate

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There are many ways to create a successful teaching and learning process. Creating positive classroom climate is one way that important to be considered in. There are four variable to teach positive classroom climate; order and safety, success, challenge, and task comprehension.

As I reflect on my previous study in high school, I knew the reason why I felt bored in some subjects. It was because the teacher didn’t create a positive classroom climate! I remembered Bu Mima told to the class in this meeting that unsafe classroom is when students are afraid to ask questions and give opinion. I suddenly thought that my previous class in high school was unsafe. I was afraid to ask some questions in math moreover shared my answer in math and chemistry subjects.  I was afraid if my teacher mocked me. I felt that because at the first time I ask, he gave unpleasant treatment to me and since that time I didn’t want to ask again. My motivation to learn math was gone. I didn’t care my score anymore.

It was different with my English class in high school. Teacher had already applied order and safety, but she didn’t pay attention on the other variables. I felt not challenged because my teacher only asked to do the exercise in workbook.

I know being a teacher is not easy. There are so many factors that have to be considered. Somehow, it is a must for teacher to create a positive classroom climate. If teacher can create positive classroom climate, it will increase more on students’ motivation to learn. According to Schmuck (1975) to create the environment necessary for learning to take place, teacher needs to build a positive climate into classroom. Schmuck also gives some settings of positive climate for instance students can share their potential values to others, classroom is a place to maximizing students’ individual differences, and students can help and support each others.

Then, I promise when I become a real teacher someday I will try to create a positive classroom climate therefore my students can enjoy the lesson, learn the subject effectively, and become challenged and motivated to join my class.

Reading material: http://www.jstor.org/stable/30188756?seq=1

2nd Reflection: The Influence of Needs

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As we may familiar with Marslow’s Hierarchy Needs, there are deficiency needs that human should accomplish in order to get self-actualization. In deficiency needs, there are five steps; physiological needs, safety, belonging and love, and esteem. If we can meet those needs in our life, therefore we can get our self-actualization. It means that we already get the realization to maximize our potential.  

In teaching and learning process, needs has important point on motivating students to learn. Beside Hierarchy needs, there are needs for self determination and needs to preserve self-worth. How these needs influence students’ motivation? It can by giving competence based on students ability. Give students choices to do the activity or works. Teacher also can show to them affection and love. 

From my experience in high school, I was really not motivated to study math. It’s because the teacher was so scary. It lower my self-esteem when students couldn’t answer in front of the class, the teacher mocked us even though explicitly. It made me so nervous every time I enter his class. I just wish my teacher could show to us his affection in teaching math. I thought I would motivated in study math if my teacher applied the needs for relatedness to his students

1st Reflection: Introduction to MMSEL

In the first meeting we discussed on what is motivation and did a  review on the theories of motivation. So, what is motivation? It is a goal-directed activity that involves the process which energizes, direct, and sustains behavior.  There are two types of motivation, intrinsic and extrinsic motivation. I still remember that intrinsic motivation comes from self and extrinsic motivation comes from other  people or things around self. Both intrinsic and extinsic motivation affect each other to motivate someone. For example, I’m motivated to join singing cource when people say my voice is good. Then I become  motivated to sing even more because I want to be a singer. The first one is extrinsic motivation then it changes into intrinsic motivation.

There are four theories of motivation that we reviewed; Behavioural,  Humanistic, Sociocultural, and Cognitive & Socio cognitive theory.  Behavioural theory focus on behaviour that come from the experience in the environment. It’s emphasizes external rewards and punishments as  keys in determining student motivation. Humanistic theory emphasizes  on people’s attempt to fullfil their need as a human being. To foster students’ motivation through humanistic theory, teacher can create a safe classroom in order the students have freedom to share their opinion and thought. Sociocultural theory stresses people affiliation that involves establishing, maintaining, and restoring close personal relationships. The last one is cognitive and socio cognitive that focuses on students’ competence motivation, intrinsic motivation, attributions, and their beliefs.  

In classroom, motivation is really needed to create an effective learning. Teacher should know whether students are motivated with the lesson or not. Somehow, motivation can influence students achievement. I often feel it as a student. When I’m motivated to learn something, I  will learn it no mater what. Yet I don’t feel motivated about particular lesson, I don’t care whether I understand about it or not. However, sometimes high motivation ≠ high score. It’s because motivation emphasize on the process of sustain behavior. Score sometimes can’t be the reference of students motivation.

1st Reflection: Introduction to MMSEL

In the first meeting we discussed on what is motivation and did a  review on the theories of motivation. So, what is motivation? It is a goal-directed activity that involves the process which energizes, direct, and sustains behavior.  There are two types of motivation, intrinsic and extrinsic motivation. I still remember that intrinsic motivation comes from self and extrinsic motivation comes from other  people or things around self. Both intrinsic and extinsic motivation affect each other to motivate someone. For example, I’m motivated to join singing cource when people say my voice is good. Then I become  motivated to sing even more because I want to be a singer. The first one is extrinsic motivation then it changes into intrinsic motivation.

There are four theories of motivation that we reviewed; Behavioural,  Humanistic, Sociocultural, and Cognitive & Socio cognitive theory.  Behavioural theory focus on behaviour that come from the experience in the environment. It’s emphasizes external rewards and punishments as  keys in determining student motivation. Humanistic theory emphasizes  on people’s attempt to fullfil their need as a human being. To foster students’ motivation through humanistic theory, teacher can create a safe classroom in order the students have freedom to share their opinion and thought. Sociocultural theory stresses people affiliation that involves establishing, maintaining, and restoring close personal relationships. The last one is cognitive and socio cognitive that focuses on students’ competence motivation, intrinsic motivation, attributions, and their beliefs.  

In classroom, motivation is really needed to create an effective learning. Teacher should know whether students are motivated with the lesson or not. Somehow, motivation can influence students achievement. I often feel it as a student. When I’m motivated to learn something, I  will learn it no mater what. Yet I don’t feel motivated about particular lesson, I don’t care whether I understand about it or not. However, sometimes high motivation ≠ high score. It’s because motivation emphasize on the process of sustain behavior. Score sometimes can’t be the reference of students motivation.