-------------Aggression and Violence----

Brawl, product of delinquency

Students in gang got quarrel each other and had bad effect to Brawl. There was gap among the students either the gang itself came from different intake or in the same class in the same intake. This case definitely happened when the writer was still in junior high school. This case was categorized into delinquency of the school rule which seemed that the writer’s friend belonged to the students who broke the rules. The brawl happened after the class dismissed, and other students were walking out of the classroom. So, they totally knew what happened at that time.

The brawl came after particular reasons. One of the gang tried to defeat the other because of revenge. Their members were forced to give money the other gang. The members themselves reported this to their leader and as final decision brawl was the good solution in their thought. Another case which caused brawl was also because there were some their members who got attacked by other gang on the way. They were solid for their own gang. They wanted to defeat each other and showed their power in the school.

Regarding to this case, the behavior of the writer’s friends initially comes from the term names Defiant. They did not obey to the school agreements, for examples they rarely came to the class or absent, and refusing teacher instruction. It was probably because they did not get attention enough from their family, and also from their environment which was made them to be defiant person. Another reason was because they influenced by their friends. After they became defiant person, they moved on to be aggression person in which they were harm for their other friends. When they were brawl, they brought the weapon to hurt their enemy. They also got anger when they did not get what they want to from their friends, and use the abusive language. The next criteria were namely bullying. They hurt their friends and harm for others for example when they forced their friends to give them money as the reason for security. This problem happened for many times, even it had been habitual action for them, no matter the financial of their friends. They just did what they wanted to have money. As the final product of this behavior they were brawl which meant they belonged to the students who did violence.

To solve this problem, the school, teachers, and the parents should build the good cooperation. They need to do individual approach for the writer’s friends and give them persuasive approach to lead them in the right way of life. Besides, the parents should be aware of their ways in building friendship that means with whom they get friendship. It does not mean to limit their right. It is allowed to build friendship with anyone else as long as the parents have given them understanding. The understanding itself means that the parents should educate them in the right way on how to behave or how to build friendship with the persons who do not have good behavior and attitude. In this case, the parents should more care and educate to them in order to be good person. The school and the teacher should be able to create good circumstances which make them to be aware of the negative impact of this bad behavior. The last step after the students have been good person is they need to maintain them continuously.

Let’s Build Good Cooperation for Students’ Bright Future

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When I was in senior high school, I had a friend who basically, he was a good person. However he got troubles in the school. I as class manager at that time chatted with him and asked to him whether he completely seldom went to school. He said that he also did not why he was. He just suggested me not to follow what he did, since he got trouble with the school rules including in academic field.

                Actually, at that time my class advisor had called him for many times. Even, he visited my friend’s house and talked with his parents to discuss the problem. However, the result showed it was not totally success in changing my friend’s behavior. It could not take long times. My friend would do the same case in the school after getting out from the problem. Whereas, my class advisor had strongly full enough help him in order to be able to get next class level in the annual school meeting. This happened when I was in first grade and definitely in same class with him. Then, when I was in second grade, I heard that he was drop out from the school since he got trouble in the misuse of drug. He also was put in the jail.

From my experience, I get something to analyze. The teacher should build good relation with the parents to make the teaching and learning process run well. It can be applied by building good communication with them. According to Cameron & Lee (1997; as cited in Jacobsen, Eggen, Kauchak, 2009) argued that there are four benefits that students will get if the teachers involve their parents in learning process. i.e. Higher Achievement, More Positive Attitude, Better Attendance rates,  and Greater Effort on Homework. The problems which happened with my friend were located in these categories. He was lack of these categories.

If I were the teacher, I would observe the case and sit together with him to have usual conversation heart to heart not as a teacher but just as a friend. I would not go straight to the point in the beginning. Then, I would discuss the problem, found out the reason and gave him advice. This was what I meant as persuasive approach. On the same hand, I would send my friend’s parents a letter to invite them to come to school and to discuss the problem. After that, I would make a call to them to ensure the information. If the parents came to school, I would serve them well and did not straight into the point in the beginning.  I would ask the parents to build good cooperation in changing my friend’s behavior and attitude. Then, the parents and I would make some agreements and continuity controlling. The parents and I would often keep in touch and gave report each other until my friend got better in his behavior and attitude. The parents and I needed to care with my friend and geared his motivation up. I as a teacher would have role in the school, and the parents gave treatment at home. Hopefully, it would help him and not to be as what happened in the fact now.

Reference

Jacobsen, D.A., Eggen, P., Kauchak, D. (2009).  Methods for teaching: promoting student learning in

K–12 classrooms. United States of America: Pearson Education.

Get Classroom Management, Get healthy classroom

When I conducted school experience Program, I got chance to teach the students. This experience happened when I was in 3^rd, 4^th and the beginning of this 5^th semester.  I considered everything I needed before teaching including my classroom management strategies. It was one of the important things to get healthy classroom in which teaching and learning process run well.

From the teaching and learning process I conducted, I think the best classroom management I designed was when I was in the beginning of 5^th semester. At this semester, I got big percentage in teaching the students since I needed to teach the students individually from the beginning until the end of the program. At this semester, I taught for several classes. The best classroom management I applied was when I taught for class X3 at Regina Pacis Senior High School. At that time, I designed a lesson plan for topic Narrative text which focuses on reading and writing skill as what instructed by the master teacher.

There are some criteria in designing good classroom management. According to Lewis (1998) in Richards and Renandya (2008) said that there are three parts which should be considered in building classroom management: motivating students, managing constraints, and managing teacher’s role. In relation with teaching the students at class x3, I think I had given them motivation in learning narrative text by showing them a video or designing interest activity to make them active in the class. For managing the constraints means at that time I dealt with some difficulty which distracted me to conduct teaching for example there was a students who tended to distract other friends when listening to my explanation. However, I could overcome it by asking him to help me in spreading the hand out to his friends. He was smart student since he could understand my explanation and he could make good narrative story with his friend in pair. Managing teacher’s role means that as a teacher when I conducted teaching, I had power to control the students and to lead them to the right path. I had to be able to support them and to facilitate them to develop their skill in English. The students at that time were able to be active and to work in pair. I had never lost my attention to them by walking around the class to ask whether they had understood yet or not.

All in all, there are some Indicators the success of Classroom Management.  They are students participation in the class, students respect to each other, students understand the meaning clearly and students are able to construct the meaning or the answer when teacher questions to them. Furthermore, teachers are able to accommodate what students’ needs so that the objectives of the lesson can be achieved. Other things I got when I conducted teaching are the success of classroom Management depends on the level and characteristics, and classroom Management needs strategies to handle the students. Thus, it needs more practice in order to make teaching and learning process works well.

Reference:

Richards, Jack C., & Renandya, Willy A. (2008). Methodology in Language Teaching : An Anthology of Current Practice. USA :  Cambridge University Press

3rd reflection: Motivating environment, gear up the students to get success

During I conducted teaching and learning process at Regina Pacis Senior High School, I had a lot of new experiences.  One of them is how to motivate the students by creating an environment which is support them to learn. This environment was able to make them feel cozy, safety, and security to learn. They would feel that their classroom had positive climate.  To create positive classroom climate, teachers and students should take part to reach the goal of teaching and learning process as a community of learners (Palincsar, 1998; Rogoff, 1998).

Different class is different strategy to create motivating environment. The strategy was adjusted by students’ interest and students’ classes. I had four classes when I taught the students. It consisted of three topics namely narrative text, gerund and to-infinitive, and spoof text. I taught Narrative text was for first grade, while gerund and to infinitive and spoof text was for second grade majoring science class.

There are some steps to create motivating environment. I reflect these steps to what I have done when I conducted teaching and learning process. The first one is order and safety. This step reminded me to build rules and activity when I taught the students. I created the rules together with students as the agreement. They made agreement by themselves. At that time, the rule was the percentage to speak English was 50% and the rest percentage was they wanted to speak Bahasa Indonesia. Regarding to the activities, I created activities which had variation. It would begin from grabbing their attention in the first time, showing video, and showing pictures, games, and until lecturing and evaluation as closing of the class.

The second one is success. Through this step, I introduced the goal of learning process to them, gave their spirit by telling how important learning English for their life, and told them that to be able to speak English was not as difficult as they thought as long as they wanted to practice to speak, they would be able to speak English well. Again, it would help them to be respectful enough and made them to be more motivated to learn.

 The third one is challenge. I found some students who were naughty in my class and seemed ignoring my class. At that time, I gave them challenge to help me to spread the hand out to their friends or to take the speakers and cable to plug to overhead projector. They were not stupid, but in fact they were smart, since I knew that they had known what their friends did not know. Besides, I asked the others to be self-directed learners by doing exercise and group or pair discussion to challenge them. It would avoid them from spoon-fed learners.

 The last one is task comprehension. I explained them why they needed to the exercise in order to give them spirit and motivation to learn. They would get the exercise in writing essay either in individual or in pair, even they would make essay in group.

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Section C-MMSEL

4th reflection: Maintaining Students at Regina Pacis Senior High School

Meeting with students, preparing material and lesson plan for teaching, and also teaching aids are the activities I have to do during school experience program. In this 5^th semester, I have to conduct school experience program at Regina Pacis Senior High School. This school is often called by ReCis. Actually, my school experience program has just done already on last Monday, November 19^th 2012. This condition is really different from my friends’ school experience program since they are able to finish their activity for two weeks.  In simple words, my school experience program has just done at the first day of SSE’s Mid-term examination.

When conducting teaching and learning process, I taught for first grade and second grade. For the first grade I needed to teach on narrative text which was focus on reading and writing skill. While for the second grade I needed to teach on Gerund and to infinitive, and spoof text. For teaching gerund and to infinitive I needed to focus on practice since my mentor teacher told me that the students would get the test on gerund and to infinitive. On the other hand, teaching spoof text would focus on reading and writing as accordance with teaching narrative text. The total of the class I taught was four classes namely X3, X4, X1 science 1, and X1 science 2.

Every student is unique. This view represents my students at Regina Pacis Senior High School. When I conducted teaching and learning process at four classes, there was different experience for each class. This is about how to maintain them, to manage them, and to share knowledge to them. Before I taught in each class, I began with simple questions. These questions were to lead them before they learned the material. For instance when I taught narrative text, at that time I asked them whether they had ever known or heard about folktale or fable. Afterwards, I would ask them by next question to elicit their prior knowledge and to know their understanding about narrative text. I asked them about the characters and the content about the story for example story about Cinderella or The legend of Tangkuban Perahu Mountain. I had to lead them to able to know what the main point of narrative text which was different from other for example recount text. I asked them whether there was problem and solution or not in Cinderella story. They answered that there were problem or complication and solution in Cinderella story and the legend of Tangkuban Perahu Mountain. From this step, the students had achieved what I wanted to. They had known on complication and resolution structures in the story. It meant that they had abled to differ between narrative text and recount text. After this step, I moved the focus on the slide and lecturing them or gave them games until practicing exercise and evaluation as the last step of the teaching and learning process.

On the same hand, I showed video to elicit their prior knowledge. This is different style to grab students’ attention and to lead them to understand what they had to learn regarding to the topic. I showed them video on the legend of Tangkuaban Perahu mountain. Afterwards, I asked them on what they have seen about. After this step, I moved the focus on the lecturing as accordance with lesson plan. This activity happened when I taught for narrative and spoof text class.

On the other hand, when I taught for gerund and to infinitive class, I did not use video to elicit their prior knowledge but I only used the statements from actress or actors. I showed the statements on the slide and they needed to analyze what the differences between one statement with other statements. They would answer that for the one statement there was suffix “ing” in the end of some words, while the rest of statements did not have it. This way was really helpful for them to lead them to understand about gerund and to infinitive. After showing the statements, I began to explain to them through slide presentation until doing exercise and evaluation.

Maintaining the students when teaching and learning process was not easy as what I thought, because I should know what their level and what their interest. Maintaining the students needed creative and innovative thinking. Besides, it did not only talk about elicit students’ prior knowledge but also how to manage them during the class and how to involve them into the learning process. In other word, maintaining the students consists of some aspects. Some of them are eliciting students’ prior knowledge in the beginning of the class and classroom management.

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Section C-MMSEL