Bullying in The School

                 Bullying is one of problem that is concerned in education term right now. There is a research from WHO which has been conducted since 2010 about bullying in the school. It has been published in http://prevnet.ca/BullyingFacts/BullyingStatistics/tabid/122/Default.aspx. Students are victims who get bullying in the school. WHO’s statistic data shows that Canada is positioned as country that has the highest level of bullying among the students. They got bullying from their teachers and their friends. Most of the bullying victims will get healthy disorder. For instance, they do not want to interact with other people and try to isolate their self; they will have low self-esteem and low self-confidence; and they will decide to suicide, if they do not take a bullying. On the other hand, disease is made by bullying action that is categorized as heart disease.  The victims cannot see physically, but they can feel it in their deep heart. I quoted the statement about bullying from Shander and Phye’s book, such as:

      “Most definitions of bullying categorize it as a subset of aggressive behavior 

        that involves an  intention to hurt another person (Camodeca et al . 2003; 

        Olweus, 1978; Rivers & Smith, 1994; Smith & Thompson, 1991). This negative 

        intentional behavior can be manifested in a variety of ways. Not only can it be displayed        

        physically, but it also can be subtle and elusive. As indicated by Rivers and 

       Smith (1994), verbally aggressive notes can be passed in the classroom without 

       teachers even being aware that bullying is taking place. Most recently, 

       bullying has been labeled as a form of terrorism in that it involves an ‘‘unprovoked attack’’ 

       with the intention to cause harm on the victim (Ross, 2002).”

                I inferred that quotation about bullying is not only addressed by physical abuse but it can be in verbal abuse. In addition, I was very disappointed because bullying in Canada’s school is held by teachers also. There are some question for teachers who did it to their students, such as: “Why did they bully their students?”; “What would they feel, if they are bullied by other people?”; and “Would they have thought about the effect, if they had bullied their students?” In my opinion, the teachers should be given such kind of training about bullying and its effects. They perhaps do not know about the characteristics of bullying and they do it unconsciously to their students. They think that their bullying action does not contribute the bad effect for the students’ healthy.

                 I have an experience when I was in high school. My English teacher bullied me verbally. I called him Bruno. I got slender from my friend who said that I mocked Mr. Bruno. Then, I called it as indirect bullying. Consequently, I was asked to come to teacher’s room and he was angry. He shouted to me like someone who wanted to eat me. He did it in front of the other teachers.  He said that I was like a dog who did not know about manner. He also wanted to hit me, if there is no rule or law that permitted him to do that.
Mr. Bruno did not hurt me physically, but he hurted my heart. I cannot forget about it. Finally, I did not want to come into his class for 3 weeks. Moreover, I hated English at that time.

Resources:
Sanders, E. C., & Phye, D. G. 2004. Bullying: Implication in the classroom.
           Retrieved from http://sse-elearning.net/course/view.php?id=82 on January 7th, 2013.

Department of Physiology of Queen University. 2013. Promoting relationship and eliminating violence.
          http://prevnet.ca/BullyingFacts/BullyingStatistics/tabid/122/Default.aspx on January 7th, 2013.

http://www.mrsnemer.com/Button1ParentTeacherCommunication.gif

               

             I had an experience when I was in high school. There was an English teacher who was called Mr Bento. He seldom taught me in the classroom because he asked his students to go to his course. He only gave his students to answer the question that was provided in work book, after that he left the classroom. The students got the knowledge about English only in his course. Consequently, the students who did not enroll his course would leave behind. They would get poor score from him. It meant that the students should pay double for school and course. His students never complained about Mr Bento’s habit and only followed his rule.

              One day, there was a student who did not enroll his course because she did not have enough money to pay the course. She was one of my friends in high school. Mr Bento was angry to her and asked her to get out from his class. I suggested her to tell her parents about it, but she said that her parents did not want to care about her life. She had lived in her grandma’s house since her mother left her away. I was sad actually when I heard it and I tried to help her.

              I communicated to my mother about my friend’s case. My mother could not imagine about what Mr Bento had to do. Finally, my mother wanted to help my friend and she went to school as a caregiver to meet with school committee. My mother said that she had enfranchised as parents of the student to share and communicate about anything that related with school system. In the end of my friend’s case, Mr Bento’s course was closed and he was given enforcement by the principle.

             I can get a message from my friend and Mr Bento story that is communication between teacher and parents are very  important. In my opinion, Mr Bento should call the parents about his course first rather than he only force the students to enroll his course. It is because students in high school are still shaded by parents. There will be a problem, if Mr Bento communicate it with parents of the students.

www.google.picture.com

This is my true experience about classroom management. I felt that I had been success to manage my students when I did school experience program. The school gave a chance to teach social class in two weeks during this program. It was very excited for me because in my mind social class was very crowded and naughty. In addition on this, I thought there would be so many students who did not want to enroll my course. I would be so poor, if I imagined about it. However, I had to be optimistic and I should face my anxiety. I made some planning to teach that social class by making the timeline. It was my way to deal with conflict that I would face at that time. First, I planned to observe the students when they were studying in the class. Second, I interviewed some students to get the information about their interest by doing personal approach to them. Third, I came to the master teacher to find out their achievement. Forth, I designed the activity to teach English for them that was suitable and meaningful.

Those planning were released by some action that I have done. I met my master teacher whom I called Mr. Willy to ask permission for doing observation, when he taught English in the social class which I would teach. Fortunately, he allowed me to do it and I took the advantages to make notes about some issue which would influence my teaching and learning activity in that social class. Consequently, I knew the students respond toward English and their appreciation to the Mr. Willy’s teaching method. So, I could analyzed and understand about what students’ want in English learning. I knew the distracters or troublemakers in that class, but they could lead the other students to do something that they supposed to be done. In addition, I observed the room size and the sitting arrangement. Then, I though those aspects would help me at that time.

I have gotten the data based on the observation, but it was not truly enough. Consequently, I interviewed some students to conform whether my data analysis during observation was true or not. I did it by using personal approach technique. That is one of techniques to establish relationship between me as a teacher and the students. I did it in informal situation that was like conversation in canteen during lunch time and it also did in other places in outside the classroom. By doing the interview session, I got some extra information about the students’ interest. It would recommend me to provide the appropriate method and technique to teach them.

Observation and interview have been done and then I had to meet with my master teacher to know about the students’ achievement. It was important because I could know about their level in learning for each particular topic in English subject. In addition, it would be help me when I divided the students into group for some activities. There would be balance proportion in a group between the low level students and high level students.

Three aspects had been fulfilled and then I came up to the action plan to teach English for the students. I decided and wrote down the objectives and indicators for teaching English in my class. I prepared an appropriate method and technique. I found out the authentic material that would be interesting for them. I provided the aims to support the teaching and learning in the classroom. I constructed assessment tools which were synchronic with the objective that my students should be achieved.

Planning has already fixed and I would execute it. I came to the class and grabbed their attention by doing a warming up activity. It was called “Who am I? game. The purpose of that game is to introduce students’ name one by one, so I could remember their name and it could limit the distance between me and the students. Name could be a media to make an intimacy and a friendship. I knew their name, so it made me easy to communicate with them rather than I only called them “students”, “guys”, “kids”, etc. Next activity, I divide them into some groups by using color of blue, red, yellow, and green. I did it by pointing one by one of the students to make a balance proportion between low students and high students. I used cluster style for the seating arrangement. Next, students worked to do assessment in a group neatly. I was very happy because they followed the English teaching and learning activity. They could be managed because I had observed about the complexity in the classroom which was especially about publicness or I called trouble maker for this case. It made me to try to find the troublemakers who could distract teaching and learning in the classroom. Finally, I solve it and they respect to me. Finally, I finished my teaching in that class, before I closed the session; I gave them feedback and appreciate their work.

That is the most good management class that I have had during school experience program. I hope that I can manage my future class as well.

Instructional variable

My observation about the teacher’s role:

Teacher did a lecturing about reported speech for the students in 40 minutes in the beginning. There was not warming up activity that could grab students’ attention. I saw almost half of the students were yawn. That activity was not synchronic with instructional variable to develop learning activity.

Next, he gave indirect assessment which is grammar correction. They had to correct the grammar of direct speech in pair. It means that the teacher stress on language grammar form beside of language acquisition. Based on my observation, the students did not interest in that assessment. The phenomenon could be shown by their expression such as some of them did not want to do the assessment and chose to read a magazine; some of them chose to play their mobiles; there were three students who decided to sleep. Consequently, the assessment became useless and there was not input for the students.

That indirect assessment (grammar correction) actually will be better if it is collaborated with indirect assessment because the students need something that increases their motivation to learn language. That statement is according of my analysis and interview from the students. Language learning and acquisition through collaboration of indirect and direct assessment will be comprehensible input for the students.

Theory:

·         Instructional variable explain about a lesson beginning that attracts attention and provides a conceptual framework for the lesson (Santrock in Chameleon, 2004).

·         It refers to Krashen’s hypothesis in Bilash (2009) article about comprehensible input. He declared, “Acquisition requires meaningful interaction the target language – natural communications in which speakers are concerned not with the form of their utterance but with the massage they are conveying and understanding.”

·         Brown (2007) declared about his theory that students have sensory input. Teacher should pepper teaching and learning activities in classroom with physical activity, such as having students act out (games, total physical response, etc.)

·         Brown also said that teenager has longer attention span than children, but they need variety of activities to keep interest and attention alive.

·         There is adverse circumstance in Brown theory that can be avoided when teacher should find a large class. It relates with teacher’s classroom management. Grouping the students will be an effective way to handle it.

Suplement activities:

Teacher can give a warming up activity in the beginning of the lesson which relates with the material that will be delivered. In this case, indirect speech material can be opened by questioning and answering. For example:

 “Who wants to be a journalist?”

“Have you ever been a school journalist?”

“Have you ever reported news from television?”

In addition, teacher can open the lesson with “whisper games”. Students have to whisper information and another student should report it in front of class. It will be interesting for them.

Next, assessment modification is used to supply assessment in above for students. There is an example of indirect assessment that will be suitable for this situation such as TGT (Team Game Tournament). This assessment can be given after the teacher does the lecturing session. One of TGT assessments is Hunger Quiz that students should answer some questions about direct speech in a group.

Grammar correction is good for applying in the classroom after lecturing session. However, as a teacher should know about when it can be applied in the classroom and given to the students. In my opinion, the indirect assessment that is more appropriate such as transforming indirect speech into reported speech. It will be synchronic with objectives of the lesson. 

1. "I drive a lorry," he says.
   
2. "Be nice to your brother," he said.
   
3. "Don't be nasty," he said.
   
4. "Don't waste your money" she said.
   
5. "What have you decided to do?" she asks him.
   
6. "I always wake up early," he says.
   
7. "You should revise your lessons," he said.
   
8. "Where were you born ,"he asked me
   
9. Andrew said "Clean the blue bike!"
   
10. ) Jessica said,  "Write a text message!"
    .
11. Nelly says "Help Peter's sister!"
    .
12. Fred said, "Wash your hands!"
    .
13. Ana asks "Open the window!"
    .
14. Tom asked, "Come at 8!"
    .
15. Tom asked, "Come at 8!"
    .
16. Teacher: "Do your homework!"
    .

Resources:

Bilash, O. 2009. Krashen’s hypothesis. Retrieved from www2.education.ualberta.ca/staff/olenka.Bilash/.../krashen.html on November, 8^th 2012.

Brown, H. D. 2007. Principle of language learning and teaching. Retrieved from http://books.google.co.id/books?id=jUF0QgAACAAJ&dq=inauthor:%22H.+Douglas+Brown%22&hl=en&sa=X&ei=YrKhUILkFYSPrgfFpYC4Dw&ved=0CCwQ6AEwAA on November, 2^nd, 2012

Chameleon. 2004. CH. 13-Santrock-motivation teaching and learning. Retrieved from http://chameleon.wordpress.com/2004/11/17/ch-13-santrock-motivation-teaching-and-learning/on November, 2^nd, 2012.

Climate Variable in Classroom Context

                  Motivation is important aspect in students’ learning processes. It can give impacts for their achievement and their understanding of the lesson (Irvin, Meltzer & Dukes, 2012). Both of factors will not be fulfilled, if the students do not motivate to learn. Teachers as second parents in the classroom should be aware through the case. Why do students feel unmotivated to learn? There are climate variables to answer that question. Climate variable influences students’ motivation in classroom context. It is divided into four aspects such as order and safety, challenging, success, and task comprehension. Those variables are held by teachers’ role. Teachers should be creative to create teaching and learning activities which cover those climate variables.

http://www.naset.org

                  I had an observation that relates with climate variables in the classroom context when I did school experience program in one of senior high school in South Jakarta. There was an English teacher who was my master teacher. He could apply three climate variables in his classroom. First, he concerned about order and safety in his teaching and learning program. He did not use tools that were dangerous for his students. In addition, he always explains about the learning objectives before he teaches. Classroom agreements were discussed by him with his students, so students know about do and don’ts. Students also had autonomy to give their opinions and suggestions. Second, students’ success also becomes an important part in his teaching and learning activity. I have asked him about students’ success and then he said that he would not change to the other topic if the students have not understood yet about the previous topic. He wanted all students understand and mastering the content, so learning process was not useless. Third, task comprehension became his mainstay to check students understanding about the content that has been delivered by him. He prepared the task neatly before he entered the classroom and faced the students.

                   My master teacher was a prepare person, but he forgets about challenging for the students. I observed him and he did not give the students such kind of tasks that made students explore by their own self. Exploring something whereas become challenging for senior high school students. He provided paper and pencil test to checking students’ comprehension in the end of the lesson. I interviewed some students who were taught by him and they said that he always give them it in every meeting. I think task comprehension aspect relates with challenge aspect in climate variables. Teachers actually can give their students various tasks that will challenge them as well. 

Resource:

Irvin, J. L., Meltzer, J., & Dukes, M. S. 2012. Student motivation, engagement, and achievement. retrieved from http://www.ascd.org/publications/books/107034/chapters/student-motivation,-engagement,-and-achievement.aspx on November 5^th 2012

Self Determination: Summary and Reflection

Summary:

The need for self-determination is refer to self-decision which make people choose an option in their life. Self-determination divides into 3 parts based on innate psychological needs such as competence, autonomy, and relatedness. In addition, there is need to preserve self-worth and it is included into the role of assessment.

The need for competence is shown by some its characteristics especially in school context (teacher-students). These are attribution, price and criticism, emotional reaction, and offers of help.First, attribution means that ateacher gives comments, advices, and suggestions for better students’ progresses. Second, price and criticism is one of important aspect in teaching and learning activity. That is appreciation and feedback from the teacher to his or her students. Appreciation and feedback will make students know about something which is wrong or right. Third, emotional reactions from the teacher sometimes are needed to touch students’ heart such as crying for satisfied situation because his or her students can graduate with good scores. Forth, teacher offers help to his or her students because some of them sometimes feel anxiety for asking help.

The need for autonomy in the classroom is shown by some activities. For instance, the teacher gives some regulation for students before he or she starts the lesson. The Assessments also are chosen for the students those are suitable with their needs. Consequently, teacher should know about students’ multiple intelligences. By those activities, students will have abilities to manage their self and have self-awareness.

The need for relatedness means that students need approval and acceptance from the teacher. In this case, teacher should appreciate about what the students do. He or she should not underestimate to the students because they perhaps lack in some particular skills. For example, there is a student who is ashamed to speak up in front of class and then the teacher never asks the student to propose any kind of arguments orally.

The need to preserve self-worth is shown by handy capping action. It will be done by someone who wants to cover their weaknesses. In the other hand, it is also used by people to keep their low profile.There is the need to preserve self-worth in the classroom. I have an experience when I was in Junior High School.

Reflection:

One day, my biology teacher asked my class to answer a worksheet in the work book. My friends knew that I could finish it just one night. Consequently, they would copy and paste my work easily andI was happy because I could help my friend.

In the next day, my teacher asked me to come to his room. He knew that I gave my work book to be copied by my friends. I was ashamed at that time. He told me, “Don’t share your answer to your friends because it would make them lazy and foolish.”

Day by day passed, I never shared my work again. I would say that I have not finished my work if my friends asked me about it. On the other hand, I have already done it actually. I knew that is better for me and my friends.

Reflection: Self-Motivation

Reflection: Self-Motivation

By Rindy Agustiansyah

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Motivation is an abstract object that people cannot see and touch it. However, it can be felt and identified by some phenomenon. There are perhaps some questions about that phenomenon of motivation. It can be identified by some action that is taken by people. For example, a student names Susan who likes to learn History very much because she likes about how the teacher conducts and delivers the lesson. In addition, her dad always tells some world histories which is loved and liked by her very much. History becomes an interesting issue for Susan. It encourages her to know and learn more about English. That is one of examples about motivation phenomenon which is shown by Susan who motivates to do something by external motivation (the teacher and her dad). This condition can be found in theories of motivation article in MMSEL Moodle (2012) about Khaty’s class. There is an explanation that intrinsic motivation is influenced by extrinsic motivation. For instance, I have an experience about Physic subject. It was a night mare for me when I was in Junior High School. I did not understand anything about Physic. An old teacher with his glasses explained it without any interesting ways. He just faced the white board and wrote some “awkward formula”. He did not care about his students would understand or not, so there were none of his students who get A score. However, that paradigm changed when I was in Senior High School because the teacher was 180^o different. He helped me to understand about physic subject. He told his students about the benefits if learn physic. It made me though “Ya, I have to learn Physic because it is important to be learned. I will face situations that relate with physic.” He also gave task that related with our daily life. It made me learn about physic easily. Moreover, he allowed his students to come to his house on Sunday for asking about physic. He did not ask payment for that. I can see now that is a social aspect in there. Sociocultural theorist (2002) postulated about, “All in this together,” implies the characteristics of a classroom culture that supports learning. I know it from MMSEL (Motivation and Management of Students for Effective Learning) subject that I have been learned since a week ago.

Resources:

Theories of Motivation. (n.d). Retrieved from http://sse-elearning.net/course/view.php?id=82 on September, 27^th 2012

Valenzuela, S. J. (2002). Sociocultural Theory. Retrieved from http://www.unm.edu/~devalenz/handouts/sociocult.html on September, 27^th 2012