Cut a Circle of Negative Atmosphere

Rida Sahridah
2010120029

MMSEL

Section C

I have just realized that defiant, aggression, bullying and violence are related each other. These are just like a circle of negative atmosphere. A circle that have to be cut by everyone. A circle is just like a phase or steps. Then again, everyone have to stop the phase or steps. Absolutely, it is very easy to say stop it, please. No wonder everyone especially me, as a teacher candidate has to have a strategy to cut and stop the circle.

I have experienced for 12 years sitting in school. By reflecting that, I try to identify whether these four, defiant, aggression, bullying and violence occurred or not in  surrounding me. Based on my experience that in every class always has defiant students. I think the defiant students feel that he or she as unique person, a strong person or its worse thing that he or she feel as expelled person. I think I can imagine how a defiant student can be doing aggression first later on bullying or being bullied. After all, there is a big possibility for them to violence.

However that since I entered school for the first time, I have never experienced the violence toward myself, my friends or might not be a person who have done violence toward others. In other hand that defiance, aggression and bullying occurred when I was in school whether transparently or not. I mean by saying transparently or not is that sometimes the students did verbal bullying toward a student in classroom while in teaching and learning process in front of my teacher. Certainly, mostly the students bullying out from my teachers’ eyes. I realized that was sin. I don’t want to do it again.

The strategy that teacher has to have is awareness. All teacher do is not only teaching but educating the students. Aware that probably something goes wrong in the teacher class. Aware that probably that there is a defiant student who is being bullied or there are some stronger students who bully a weaker student. By this awareness, the teacher can cut and stop the students to go further to worse one.

Teacher and Parents: Don’t Create the Distance

MMSEL

Rida Sahridah

2010120029

Honestly, every time I tell my mother and my father that something bad happens in classroom, they tend to blame the teachers. Ideally, blaming each other is not the correct one to do. I know that something goes wrong so far. The relationship between my parents and my teacher goes wrong. They need to understand each other. They need to start to communicate frequently. However the matter can be solved first by the teacher. This is reflected to me as a teacher candidate.

In my opinion there are two conditions. The first condition is the student in wrong position and the second condition is the teacher in wrong position. Mostly by these two conditions, parents will always blame the teacher. Here the role of teacher in building teacher-parents linkage is needed. Teacher should be communicated actively among parents. The way teacher tell the condition must be wise and firm.

Have my parents ask to come over to school by my teacher? I do not think so. My parents have never come to school to discuss about me and my problem. My problem can be in learning field or intercourse or something else. My parents came only to my school to discuss financial stuffs. So, my parents know my teachers only from my lip service.

In the future, I want to build better relationship between parents and me, as a teacher. By communicating with respect and wisdom, I can create the good linkage. Hopefully, I can learn more from others to prepare myself faces reality and parents’ world. Welcome reality.

MMSEL

Rida Sahridah 2010120029

Section C

Well-Managed Classroom

I am studying English in SSE. Now I am in 5^th semester. In SSE every student should do school experience program every semester. It means that I have done 5 times school experience program. Then now I have to choose which one from my school experiences which have well-managed classroom ever.

I have done my school experience in elementary school, junior high school and senior high school either private or public school. Before I choose which one the most well-managed classroom I will try to define what well-managed class is like.

Before I learnt what well-managed classroom is from MMSEL course, actually I have experienced by myself as a student how well-managed classroom conducts. I have experienced in SSE from my lecturers and I am as a student. So what my lecturers usually do become my barometer how well-managed classroom is.

A teacher should be a multitalented person. I mean that in classroom teacher may become a manager, an observer, a facilitator and an educator. If I can create a meaningful learning and can achieve learning goals, it means that I am near to well-managed classroom.

Grade 11 Science from high school 44 Jakarta is chosen by me as my well-managed classroom. That was my class which I taught at 5^th semerter school experience program. At that time I taught spoof text. Based on my lesson plan I designed individual and group activities. I also conducted gallery walk. As the result everything that I have planned went well.

Definitely there were some factors which made it become my well-managed classroom. First that when somebody talked everybody have to pay attention to her or him.  So when I talked to them, they paid attention to me. It made me easier when I gave instructions in every activities to them. So I have never repeated more than two times when I gave the instructions. I also gave them opportunity to ask me if there was something that they did not understand yet. Of course I have listened and paid attention. That showed how important teacher become a good manager and also become a good listener.

Second was clear regulation. When the students were doing assignment they have to be told when they have to finish the work. If I said finish the work for fifteen minutes that they have to be ready for that. I did not forget to always check their work during they were working.

The last was my preparation. I prepared all the things before I entered the class. I prepared the power point, laptop and projector before the class began. I prepared the comic strips for the group work and I also prepared worksheet for individual work. I also prepared flipcharts and markers for gallery walk. What I did before entered the class was check and recheck all the teaching materials. So when I did my teaching I did not panic to do my plan B or C because everything was ready.

Hopefully my next school experience can be also my well-managed classroom. I will plan everything better. I will try to observe before I enter the class and I will think what I ideally to do in class.

Maintaining Students’ Focus in Classroom

MMSEL

4^th Reflection

By: Rida Sahridah

Maintaining Students’ Focus in Classroom

Being focus when somebody studies is very important. It is because it will keep he/she stay on the right track during study. By doing this somebody will gain knowledge which has to be gained. As an English teacher candidate, I wonder how do I maintain students’ focus during my class?  Do I control my students’ focus during my class?

The important part of teaching and learning process to live a focus class is the beginning of class. A teacher has to hook students’ attention from the very beginning of the class. There are several ways to hook students’ attention in the beginning of class. First way, a teacher can ask students’ prior knowledge by asking them some questions which is related to the topic. I did this in my school experience program. My students’ showed their attention by answering my questions. Second way, a teacher can show interesting videos or pictures which is related to the topic. I did this in my school experience program in order to make the beginning lesson become fun and different. Hopefully this introduction will keep students’ focus. This is also good way to treat students audibly and visually. The third, a teacher can give ice-breaking game in the beginning. By remembering that the ice-breaking game should be related to the topic. I conducted this and I thought it is good way to catch students’ attention. After beginning session, then a teacher can do maintain during and whole teaching and learning process by wandering the classroom. When a teacher wander the class, she/he can ask some questions, offer help and explain.

For me quiet class does not always mean focus class. Precisely a class which has a lot of voices of questions and answers lively can also call as focus class. In my point of view when my students do asking and answering loudly, certainly they want to show their curiosity and confidence about the lesson. These two, students’ curiosity and confidence will keep students’ focus during the class.

Finally I hope that what I have shared during my school experience program can give positive effects to anyone who read this. Certainly I should develop my teaching skills to make my teaching time better. The most important thing is that I hope I will always lead my teaching time become meaningful and responsibility learning and surely keep my students’ focus during my class.

Maintaining Students’ Focus in Classroom

MMSEL

4^th Reflection

By: Rida Sahridah

Maintaining Students’ Focus in Classroom

Being focus when somebody studies is very important. It is because it will keep he/she stay on the right track during study. By doing this somebody will gain knowledge which has to be gained. As an English teacher candidate, I wonder how do I maintain students’ focus during my class?  Do I control my students’ focus during my class?

The important part of teaching and learning process to live a focus class is the beginning of class. A teacher has to hook students’ attention from the very beginning of the class. There are several ways to hook students’ attention in the beginning of class. First way, a teacher can ask students’ prior knowledge by asking them some questions which is related to the topic. I did this in my school experience program. My students’ showed their attention by answering my questions. Second way, a teacher can show interesting videos or pictures which is related to the topic. I did this in my school experience program in order to make the beginning lesson become fun and different. Hopefully this introduction will keep students’ focus. This is also good way to treat students audibly and visually. The third, a teacher can give ice-breaking game in the beginning. By remembering that the ice-breaking game should be related to the topic. I conducted this and I thought it is good way to catch students’ attention. After beginning session, then a teacher can do maintain during and whole teaching and learning process by wandering the classroom. When a teacher wander the class, she/he can ask some questions, offer help and explain.

For me quiet class does not always mean focus class. Precisely a class which has a lot of voices of questions and answers lively can also call as focus class. In my point of view when my students do asking and answering loudly, certainly they want to show their curiosity and confidence about the lesson. These two, students’ curiosity and confidence will keep students’ focus during the class.

Finally I hope that what I have shared during my school experience program can give positive effects to anyone who read this. Certainly I should develop my teaching skills to make my teaching time better. The most important thing is that I hope I will always lead my teaching time become meaningful and responsibility learning and surely keep my students’ focus during my class.

Maintaining Students’ Focus in Classroom

MMSEL

4^th Reflection

By: Rida Sahridah

Maintaining Students’ Focus in Classroom

Being focus when somebody studies is very important. It is because it will keep he/she stay on the right track during study. By doing this somebody will gain knowledge which has to be gained. As an English teacher candidate, I wonder how do I maintain students’ focus during my class?  Do I control my students’ focus during my class?

The important part of teaching and learning process to live a focus class is the beginning of class. A teacher has to hook students’ attention from the very beginning of the class. There are several ways to hook students’ attention in the beginning of class. First way, a teacher can ask students’ prior knowledge by asking them some questions which is related to the topic. I did this in my school experience program. My students’ showed their attention by answering my questions. Second way, a teacher can show interesting videos or pictures which is related to the topic. I did this in my school experience program in order to make the beginning lesson become fun and different. Hopefully this introduction will keep students’ focus. This is also good way to treat students audibly and visually. The third, a teacher can give ice-breaking game in the beginning. By remembering that the ice-breaking game should be related to the topic. I conducted this and I thought it is good way to catch students’ attention. After beginning session, then a teacher can do maintain during and whole teaching and learning process by wandering the classroom. When a teacher wander the class, she/he can ask some questions, offer help and explain.

For me quiet class does not always mean focus class. Precisely a class which has a lot of voices of questions and answers lively can also call as focus class. In my point of view when my students do asking and answering loudly, certainly they want to show their curiosity and confidence about the lesson. These two, students’ curiosity and confidence will keep students’ focus during the class.

Finally I hope that what I have shared during my school experience program can give positive effects to anyone who read this. Certainly I should develop my teaching skills to make my teaching time better. The most important thing is that I hope I will always lead my teaching time become meaningful and responsibility learning and surely keep my students’ focus during my class.

MMSEL 3^rd Reflection

In 5^th semester I have to do school experience program as usual. In this semester I went to 44 Senior High School Jakarta for about two weeks. For additional information in this 5^th semester I should do 4 times teaching in classroom. As an English teacher candidate certainly I did teach English in the classroom. I focused teaching in one class only, XI IPA 2 (Science Class). So it means that I have done 4 times teaching in that class. I did not only teach English but also I observed students’ motivation in learning. This observation is related to several discussions in MMSEL course.

After attending MMSEL class, then I think over again about my class’s climate. Do I create a motivating environment? Creating a motivating environment is important in classroom climate. There are four climate variables. These are order and safety, success, challenge and task comprehension. Order and safety based on theory is a climate variable that creates a predictable learning environment and supports learner autonomy together with a sense of physical and emotional security. If I reflect to my school experience that I did not really sure that all of my 40 students felt the first climate. The reason is because I did not know how to measure it. In the classroom, when I talked to them they paid attention. Then when I asked some things to them they answered well. However they were not all 40 students did so, there were two or three students who kept quiet until the end of that class. What should I do to spread the order and safety climate to the class? I just hope that I have more time to stay there and make it batter.

The second climate is success. Success means developing learner self-efficacy. What I have done in my school experience was telling the students in the very beginning what we were going to learn. That talked about meeting’s goals. Hopefully by telling them meeting’s goals they would know what they were going to think and study. Certainly my explanation and questions should lead them to think beyond.

The third is challenge. For instance, when students complain about difficult of their tasks, effective teachers don’t decrease the challenge; they provide scaffolding to ensure that students can meet it. What I have done in my school experience to challenge the students doing works, I was packed it in activity ways. By doing grouping and competing groups I hope they felt challenge to do uneasy tasks. The last is task comprehension. It is learners’ awareness of what they are supposed to be learning and an understanding of why the task is important and worthwhile. In my opinion this is related to the second climate. I stated that hopefully by telling them meeting’s goals they would know what they were going to think and study.

Finally I realize that creating a motivating environment in classroom’s climate is a must. This runs everything we do in class well.

MMSEL 3rd Reflection

MMSEL 3^rd Reflection

 Classroom's Climate

In 5^th semester I have to do school experience program as usual. In this semester I went to 44 Senior High School Jakarta for about two weeks. For additional information in this 5^th semester I should do 4 times teaching in classroom. As an English teacher candidate certainly I did teach English in the classroom. I focused teaching in one class only, XI IPA 2 (Science Class). So it means that I have done 4 times teaching in that class. I did not only teach English but also I observed students’ motivation in learning. This observation is related to several discussions in MMSEL course.

After attending MMSEL class, then I think over again about my class’s climate. Do I create a motivating environment? Creating a motivating environment is important in classroom climate. There are four climate variables. These are order and safety, success, challenge and task comprehension. Order and safety based on theory is a climate variable that creates a predictable learning environment and supports learner autonomy together with a sense of physical and emotional security. If I reflect to my school experience that I did not really sure that all of my 40 students felt the first climate. The reason is because I did not know how to measure it. In the classroom, when I talked to them they paid attention. Then when I asked some things to them they answered well. However they were not all 40 students did so, there were two or three students who kept quiet until the end of that class. What should I do to spread the order and safety climate to the class? I just hope that I have more time to stay there and make it batter.

The second climate is success. Success means developing learner self-efficacy. What I have done in my school experience was telling the students in the very beginning what we were going to learn. That talked about meeting’s goals. Hopefully by telling them meeting’s goals they would know what they were going to think and study. Certainly my explanation and questions should lead them to think beyond.

The third is challenge. For instance, when students complain about difficult of their tasks, effective teachers don’t decrease the challenge; they provide scaffolding to ensure that students can meet it. What I have done in my school experience to challenge the students doing works, I was packed it in activity ways. By doing grouping and competing groups I hope they felt challenge to do uneasy tasks. The last is task comprehension. It is learners’ awareness of what they are supposed to be learning and an understanding of why the task is important and worthwhile. In my opinion this is related to the second climate. I stated that hopefully by telling them meeting’s goals they would know what they were going to think and study.

Finally I realize that creating a motivating environment in classroom’s climate is a must. This runs everything we do in class well.

Second reflection The Influence of Needs on Motivation to Learn

MMSEL

2010120029

Section C

By : Rida Sahridah

Schunk (2008) states that a need is an internal force or drive to attain or to avoid a certain state or object. From the statement that I believe that we do something because of avoiding or attaining certain state or object. For instance, we need to eat food because we avoid hunger.

Since I was born, I do not really think that all what I do is related to what I avoid or attain that motivate me to think or act. So what did happen when I was in high school? Did I grow up amazingly?

Is there any indicator to indicate needs of human?  Maslow’s hierarchy of needs is the answer.  Maslow’s hierarchy of needs is stages of needs from basic to top stage. Through his hierarchy of needs I can measure myself which stage I stand.

First stage is survival. This stage is the very basic need of me. Shelter, warmth, food and water are needs in this stage. I thank for my parents because until today all of these stuffs are fulfilled more than enough. Second stage is safety. This stage is about freedom from physical or emotional threat. To me there is no any situation which gives bad threat. My family and my country are in peace. I do love my family and my family loves me too. This stage is also related to third stage. The third stage is belonging. Being loved and having friends are the characteristics of this stage. Proudly say that I have many friends. I have a friendship since I was in elementary school, I have some closest friends and I have some best friends of me. The fourth stage is self-esteem. This stage for me is time to think the whole of myself. I would not want to be anybody else. I am trying to find what I can do the best and how people accept me. Just as me. I pass first four stages in Maslow’s hierarchy of needs. The four stages called as deficiency needs. How about the last on top stage?

To completing our needs based on Maslow’s hierarchy of needs is the top stage, self-actualization. Self-actualization is reaching one’s full potential. Once I pass those four stages on deficiency needs, I can focus on the growth needs that can lead to self-actualization. I think I have not reached it yet.  According to theories motivation that in contrast with deficiency needs, the need for self-actualization is never completely satisfied.

Another theory is the need for self-determination. Self-determination is the need to act on and control one’s environment (R. Ryan & Deci, 2000).  I realized that my parents, my family and my teachers helped me a lot to gain my competence. Cameron (2005) says that my perception of competence is evidence that my knowledge and skills are increasing.  My father and my mother threat democratic enough to me. Since I was a very little I could choose anything I want based on their offers and permission. However I have never felt that I am autonomous. Until now I cannot stand alone. If I seem I can stand alone it means that I am trying to. My need for relatedness are high enough. I am a person who relates everything with my feeling. Sometimes I feel bad of me who cannot make others happy. I feel sorry for that.

The last is the need to preserve self-worth.  Schunk (2008) states that self-worth is an emotional reaction to or an evaluation of the self. To getting this self-worth I do something. I like self-handicapping term.  Self-handicapping is action that can lead to get self-worth. When I was in junior high school I was very ashamed for being someone who always be called by teachers. When my friend said that why always should be me to be called, I just said that my name was easier to be remembered not because another reasons. Whereas I was very happy to be called and felt appreciated so I was always available. Hopefully from now on I can fulfill all my needs to attain the real me.

e-Reflection

Motivation and Management of Student for Effective Learning

The first meeting of MMSEL (Motivation and Management of Student for Effective Learning), I learnt motivation. According to me motivation is a power to do something that someone is interested in. Motivation consists of intrinsic motivation and extrinsic motivation. Intrinsic motivation is motivation which comes from our thought. While extrinsic motivation is motivation which comes from outside of ourselves.  For instance I want to be a painter because my mother asks me to do so. Human are motivated to do something. The motivation can be analyzed by theoretical views of motivation. There are humanistic theories, behavioral theories, sociocultural theories and social cognitive theories. Every theory has different point of view.

Example of humanistic theorist is motivation to fulfill basic needs such as food, clothing and shelter. If human feel hungry, human will eat. Then example of social cognitive theories is motivation to do something because we think that is good point. Then example of behavioral theories is motivation to do something because existence of punishment and reward. The last example of sociocultural theories is motivation to get closer to social and group.

I can think anything and I can do anything.  However everything that I do needs reasons.  That reasons are related to my motivation.