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2nd Week Reflection

14 Nov

This week was the second week I did my Teaching Assistance program at SMAN xxx Jakarta. On this week, I focused on teaching experience. I taught at class X-1 with Septi and Ester. We taught mathematics lesson with the topics were quadratic functions (day 1) and quadratic inequalities (day 2). Before teaching, my group needs to make a lesson plan for each topic and consult it with the master teacher. I got new knowledge about how to make a good lesson plan from the consultation with the master teacher, like how to make a worksheet and how to create the activity based on the indicators.

When I reflected with the models of learning, I knew that the learning model on that class was reception. The master teacher always uses Teacher-Centered Learning (TCL) method and gives routine assignments. She said that the culture of X-1 students was very passive. They didn’t like to do a discussion or group work and rather to work individually. The background family was the main reason why they became like that, because most of them came from the rich family. So, the master teacher suggested us to use TCL method too. She was afraid that the students will be shocked and give negative responses if we use different method.

About my teaching, the effective sides of it were on the way I deliver the materials, ice-breaking and personal approaches. On both days, I delivered the materials as simple and clear as I could. The master teacher supported me. She said that my performance was good; appropriate gesture, clear voice, systematical explanation and gained students attention. The ice-breaking was a ‘seven bomb’ game with a bit improvisation to make it related with the materials. I gave it at the 1st day and I could feel that the atmosphere became more alive after that game. The way I did my personal approaches was effective too. I walked around the class and helped the students if they still didn’t understand with the materials. Last, the master teacher also highlighted on the way I made the students engage with the learning activity. She said that it was good to engage the students by giving some questions, asking them to do the example, etc.

There were also ineffective sides on my teaching experience. Surprisingly, I felt that ineffective things only at the 2nd day of teaching. Those were on my intonation, time allocation, and video. The master teacher reminds me to improve my intonation when deliver the materials. There were some parts that need to emphasize, so the students know that it is important and give more attention into it. For the time allocation, my group didn’t use time wisely at the 2nd day of teaching. We spent too much time in explanation and haven’t done the reflection yet. Last, the master teacher said that video that we gave was OK but not effective enough. It will be more effective if we explain it too, so the whole class will be more understand.

Overall, I really enjoyed those two days of teaching. It was my first experience to teach as the real teacher. I felt so nervous at first, but I could handle it and there’s nothing wrong happened. This experience extremely strengthened my motivation to be a teacher. I learned a lot from all that happened in this experience and I’m sure that it’ll help me to be a good and effective teacher. :)

Jonathan Saputra

2009110004

PETA 2nd week reflection

14 Nov

In this 2nd week, I observed the learning activities in XI IPS 1. There were 38 students. Well, from the information that given by the teacher this class is the most “attractive” class. The teacher told us that some of the students have bad predicate among the teachers in that school. They are noisy makers, seldom do homework, indiscipline and don’t respect the teacher. Facing those kinds of students, the teacher managed to set up their chair near the teacher’s table, so she could easily control and monitor them (good strategy, I think). When my team introduce ourselves to them they just making fun of us, of course that doesn’t sounds good, but we just replied it with smile, because we understand that they just want to gain care from the others (something that we learn from EP courses). The learning topic in the classroom was about function.

The ineffective part of the learning activities are: the lesson scheduled to be started at 11.15, but the teacher left the class about 10 minutes to take students exercise books hence the lesson just started at 11.30. I think this waste the time. She could ask a student to take the book for her. When she trying to explain the definition of function, she used to ask several students about their prior knowledge about function, but she ask too much students with the same question. Although some of the students have given the right answer, she kept asking the other, it waste the time. In my calculation, she spent more than 10 minutes just to ask that question. She tried to use probing, but repeating the same question to half of the class isn’t effective, is it?  The observed teacher also use the TCL(Teacher Centered Learning) method, that make the students bored, I could see that some of the students talking to each other and ignore the teacher in front of the class.

The effective part of the classroom learning I observed are: she inform the objective and the indicator to the students and deeply teach the students in some important part of material (student success rate behavior and lesson clarity), I observed that she was pressing students’ understanding about domain and range of function. The teacher use probing to make the students construct the definition of function and relation. She asked a student named Clay,

T: “Clay, what is function?

Clay: A relation

T: what relation?

Clay: between set A and B

T: how about C and D? Is it a function? And so on until the students construct the definition of function, by doing this teacher use student’s idea and contribution to teach the class. She kept using probing and student’s idea until the students defines what function, relation, domain and range are. In giving explanation, teacher also helps the students to visualize the abstract material by giving the picture about relation mechanism in a function (help the visual learner much!).

If I had the same lesson to the same student population I will use moving activity to teach them about function, it will make the students engaged in the learning activity.  For example I will ask some boy and girl students to come in front of the class, give them pieces colorful rope and arrange them like in the picture below and ask the remain students to determine which one is relation, function, domain and range.

Based on my experience in my senior high school, Attractive students more likely interested with moving activity rather just being sit on the chair, so I can gain their attention also the other students will be interested to join the learning activity. By doing this, I will help both the visual and kinesthetic learner to understand the concept. Also, I can combine probing and use students’ idea by using this activity.

 

Fredy Maulana

2009110035

Effectiveness in PETA course 3rd meeting

16 Oct

Well, Noted from Joe’s Post for PETA 3rd meeting, “i felt something ineffective. It was happen when we do the first activities (meet other friends, say something nice, etc). I felt that it didn’t have any connection with the whole class activity“(Pandjaitan, 2010), at the first i was thinking the same like joe’s thought, but later on i analyzed why pak Iwan uses that kind of activity at the begining of the class. I think maybe that activities was aimed to get our attention. Well, you know that maybe some of us was sleepy or have bad mood at that time, so Mr. Iwan uses this method to gain our attention(is it right, sir?). If the purpose of that activity really to gain our attention, i think that was an effective approach.

I was enjoyed the Multiple Intelligence sessions, especially when we switch and re-switch the expert, that kind of approach quite effective, because we were not only become expert in an intelligence but also in other intelligences. In addition, reading or hearing about the explanation of the material doesn’t guarantee that we will have deep understanding of the topic, but having to explain what we have read and hear to other people will effectively give us deeper understanding rather than only read and hear the topic from someone. This kind of approach have been successfully applied to our PETA class. So, i conclude that the overall PETA 3rd meeting was effective. Give thanks to Mr.Iwan

Fredy Maulana

2009110035

The Effective Teacher

4 Oct IMG_4464

“What is an effective teacher? How do I become one? How long does it take? These questions have been asked by every teacher, young or old. They are deceptively simple questions, for they have many different answers. Teaching is complex and difficult task that demands extraordinarily responsibilities. Despite decades of experience and research, one of the most difficult tasks in education today is defining an effective teacher.”

(Quoted from: Borich, 2004, p. 3)

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