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Monthly Archives: November 2011

Reflection Week 10

At this meeting, Ms. Lidia divided us into three groups. One group focuses on the classroom environment, the second group focuses on aspects of learning, and the third group focused on aspects of teacher characteristics.

At the time I get the second group.
After division of the group, Ms Lidia our share piece of paper to answer some questions contained in the slide. Questions include, what skills we have, how to develop it, what value we get, we get over the difficulty learning these skills, which affect our motivation to develop these talents.

When finished writing, Ms. Lidya asked us to discuss with other group members in small groups consisting of three persons. In the discussion that I got shinta and novani as my discussion partners, we are with us even though based on the aspect that we have been given previously.

After discussion is complete, we continue to the next activity, go to the library and the internet. The first group to find about the class structure, the second group to find about self-regulation, and the third group seeking about teacher characteristics. In this activity, respectively – each group is further divided into two smaller groups so that there are six groups in the classroom. In small groups we are working to prepare for running the gallery, most of us use books and other references using the internet. After a few minutes to find information and discuss in small groups, we write the results of our discussions on the flipchart provided.

My group, with mita and aida find out about self-regulation. We visited the library together to find out about self-regulation. Based on the book we found, self-regulation is divided into several groups based on grade level. For example, for students in grade K-2, they tend to do things according to setandart adults. For example, they do the work because it was ruled by his teacher, they learn because it was ruled by their parents. So, the brand because it was ordered to do something, because the desire of others, especially adults, not by their own desires.

After each group completed the task, we did a gallery walk. Gallery walk is to help us, especially me in understanding material from other groups.

 

Nia Salamah

2009110018

 
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Posted by on November 29, 2011 in Reflection week 10

 

What make us motivated in learning in the class?

That was actually I have learnt in the tenth meeting of MMSEL. I just knew precisely about the factor what made students motivated in learning in the class. There were about class structure, self regulation, and teacher characteristics. I and my friends analyze those factors through discussion (pairs and share) and gallery walk (1 stay 2 stray). In the small group, we share about our experience when we were studying in the primary or secondary school. We share about what condition of class which make us enthusiast in learning, what kind of teacher who can motivated us in learning, and as a learner  how do  we  addressing the phenomena.  Each of us has different experience. For me, I will enthusiast in learning if the situation of the class is comfortable.  Comfortable means that the environment is clean, tidy, and the member of the class was cooperative. While for my friends, he will more enthusiast if the teacher was really understand what the students’ needs and appreciate for every single students work. When the teacher understand about what students’ need and appreciate for every single students work, he felt that he was involved to the learning process. That’s why as a teacher we should have good communication skill with our students. Because through communication, it will bring us to the self relatedness between students and teacher.

After having discussion about those kinds of factor, we go deeper through literature study.  I and my friends go to the ICT lab to find any resources about class structure. We concern on mastery focused and performance focused. Then we draw a flow chart about class structured on a poster. Through poster, we did gallery walk. In this gallery walk, there were one member stay and two members stray. What content which I still remember from the gallery walk is about mastery focused and performance focused. In mastery focused is depending on the effort of students, because in mastery focused is about learning oriented. While in the performance focused is depending on the student’s ability, because in performance focused is about performance oriented. That’s why as a teacher candidates, I reflect on my self. I should consider to the multiple intelligence. Because every students have different intelligent, because of that we are not allow to just focus on mastery focused or performance focused. We should balance both.

 

DESY AYU BUDI PERTIWI

 
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Posted by on November 29, 2011 in Uncategorized

 

CLAUTCHER CLAss sTructure, Self-regUlated Learners and TeaCHER Characteristics

 

 

Tomorrow I get so many lessons from MMSEL; the topic is Class structure, Self-regulated Learners and Teacher Characteristics. Based of my class opinion when we doing groups discussion. I found a so many interesting.

In self regulation I found that self regulation consist of  the process of setting personal goals which can be combined with the motivation in processes, choosing strategies, and behaviors that lead to reaching the goals. As learner it means that we can set our goal first and that we choosing our strategy for getting the goals or making planning for reach our goal.

In Class Structure, I found that ideal class it’s not only about the condition and the environment. It’s also about containing of that class, such as our classmate, our home teacher and etc. in this part we divide topic into Mastery-focused environment and Performance-focused environment.

In Mastery-focused environment I found that a classroom environment is all about the physical state condition such as clean, fresh, and etc. It’s also about the continuous improvement of facilitate, and understandable of each other in the classroom like teacher with student and student with their classmate.

In Performance-focused environment part we also talking about a classroom environment that emphasizes high grades it’s mean that the situation in the classroom can bring a better moody to finding some succeeds way in learning, or we can called the environment can making the student in the classroom feel enthusiastic for learn all lesson, public display of abilities it’s mean that the environment can improve and making student feel free to show what skill that their have in the classroom. And performance compared to others it’s mean the class give opportunity and chance for student to doing competition each other in the classroom.

And the last lesson that I get is Teacher characteristics as Personal qualities that can increase motivation of students to learn. Personal teaching efficacy it’s mean that a belief that he/she can cause all students to learn regardless of prior knowledge, in this part the teacher making the student belief about their ability for solve all the problem based of their own prior knowledge. Modeling and enthusiasm, its mean the teacher should be must communicating to genuine interest of the student to making external motivation of students. Caring, this is the best way for teacher to get the student interesting and students caring. For take the student full attention teacher can giving full of caring so the student will be respect to the teacher because the student feel meeting needs for belonging and relatedness with the students. The last is Teacher expectation, all of teacher absolutely want to  increasing perceptions of students competence it’s cause teacher want to making their student better. So in every course and every teacher the beginning of we start as teacher is when we start to focus our goal setting for our student. With goal setting it can making good strategy and better preparation.

I think that all from my reflection, thanks,,, J

 

 

 

 

 

 

 

 

Positive Learning Environment

Promoting Classroom Rules that Motivate Students to Learn

By Tammy Andrew, a New England based teacher, writer, and editor.

Rules are not always a negative part of a classroom environment. Some expectations create positive environments that encourage students to learn.

Positive learning environments support the developmental needs of students not only academically but also socially and personally. These are places, such as classrooms, where children feel comfortable with themselves, safe amongst their peers and motivated to learn.

Since students are unique individuals and come from a variety of backgrounds and experience, a positive environment may not occur naturally but require careful nurturing from the teacher or adult in charge. Rules and expectations that promote positive learning environments in the classroom are a way to help create an environment of respect and learning.

Expectations that Promote Positive Learning Environments

Rules and expectations stated with positive language are a first step to creating a positive environment for learning. These rules should be applied fairly to all and be achievable for the age group. An expectation that students will “raise a hand if in need of assistance” is positive when compared to informing students that they “do not call out answers.”

Using rules and expectations to promote a positive learning environment means making sure all students are aware of these rules. In some situations, students in the class might be involved in creating the rules, thus providing a sense of ownership in the classroom environment. Other situations might call for the rules to be stated clearly and then an activity or game used to make sure each child understands them.

Rules the Classroom Teacher Should Follow

Rebecca Schauffele emphasizes that the source of a positive learning environment is the teacher or adult at the center of the learning. Students know that they should follow classroom rules, but will also quickly adapt to the teacher’s enforcement of those rules as much as the teacher’s personality and behavior.

Sometimes it is the little things that promote a positive behavior. Making eye contact with children and knowing their names, or stating something positive about an incorrect response before correcting it, shows children that they are important. Providing students with options, whether it be to ask young children in a class to vote as to whether to do math before or after lunch or giving each child a choice for how to creatively display a favorite scene from a book, empowers them and provides a sense of personal security. A teacher being upbeat about students and learning can also encourage both respect and a desire to learn.

The benefits to a positive environment are powerful. It provides students a place where they can be safe, respected and grow academically and personally. This is nurtured and encouraged by the teacher or adults through rules and expectations placed both on the students and the teacher.

Reference: Schauffele, Rebecca “Setting the Tone For a Positive Learning Environment.” Setting The Tone For A Positive Learning Environment. EzineArticles.com.

Retrieved from: http://tammy-andrew.suite101.com/positive-learning-environment-a97379
Summary:

Classroom rules can help teacher to make the students motivated. In this case, rules are not something negative that makes the students under pressure, but rules in this case are classroom agreements that are made by students to encourage them in learning. Expectation can also promote motivation for students. A positive classroom environment might not occur directly, but good nurturing from the teacher could make it. Classroom rules can help teacher to realize it.

In this case, rules should be applied fairly to all and be achievable for the age group. Providing students with options, whether it be to ask young children in a class to vote as to whether to do math before or after lunch or giving each child a choice for how to creatively display a favorite scene from a book, empowers them and provides a sense of personal security. Moreover, making eye contact with children and knowing their names, or giving positive feedback about an incorrect response before correcting it, shows children that they are important.

Creating positive environment for students to learn is important because it will make students feel secure to learn and respected for better academic and personal achievement.

Based on our group, we agree that sometimes making classroom rules is necessary because it will make students become discipline. Nevertheless, classroom rules should be based on students and teacher agreement because students need for autonomy, so they can choose what the best is for them and become aware about what will be better for their learning.

Faqih Al Adyan

Ratih Anindiya

Nia Salamah

Andi Firmansyah

 
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Posted by on November 29, 2011 in Articles

 

Reflection week 10

When I entered the class, the lecturer was writing on the whiteboard. Before it, she divided us into 3 groups. Then, she gave us some questions based on our group. In fact, there are three things that motivate students in learning. There are teacher’s characteristic, learner’s self regulation, and classroom environment. I was in the Classroom group, actually. I read the questions in power point which is shown for me as a guideline to answer or share something about classroom and the other groups got their own questions. For example, in Classroom group “What the characteristic of a classroom which motivates you in learning?” and so on.

After that, we have to write our answers in a piece of paper. I was confused what I have to write there, because sometimes it’s hard for me to transfer what is in my mind into my writing in a paper. When I haven’t finished all yet, the lecturer asked us to make a group of three. Each group consists of one person from each Teacher, Learner, and Classroom group. We have to share about our own answer. First, my friend told about motivation from a Learner side. She said that she got motivation from herself, because she wants to master what she is learned. She did what she wanted to did. And the other friend told us from the Teacher side. He shared about his teacher when he was in Senior High School. He said that the teacher was firm and the explanation were understandable, so that make his motivation increased. Finally, I shared to my friend about the characteristic from Classroom side. A good classroom must be clean and have appropriate class size, so make the students feel comfortable. A good teacher and classmates are also important to build motivation for the student. Because, if the teacher is good in engage the students, and the classmates are support each other, the classroom will have a good environment for learning process.

After we discuss about that, the lecturer write some points from our discussion on the whiteboard. Then, we see the similarities and the differences between those all (Teacher, Learner, and Classroom). Next, we were divided into some groups again. Each group has to find out all of the things about Mastery focused and Performance focused, based on our first group topic. We can find the resources from both of books or internet. After that, we wrote the summary of Mastery focused and Performance focused on the flip-chart. I have known that Mastery focused is about students’ learning to understand and mastering the lesson/ material. Performance focused is about the result of students’ work and the student feels like somebody. After that, we have to present our own work. Each member of each group got the opportunity to present, and the other member can move to learn the other topics from any else groups.

 

~hanna.anggraeni.

 
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Posted by on November 29, 2011 in Reflection week 10

 

3 Main Parts of Students’ Learning

The previous MMSEL class was interesting, because I learned about what makes students motivated in learning. In fact, there are 3 things that influence students’ motivation in learning. They are teachers’ characteristics, learners’ self-regulation, and classroom environment. I was interested in teachers’ characteristics and classroom environment. When I was doing group discussion, I heard from my friends about what makes them motivated, from teacher side and self-regulation side. My friend told me that teacher with good and valuable advices will motivate him. Another friend told me about his interest that makes him motivated to learn, which is about ICT. He knew that he is good in ICT and will strive to study about it deeper. It was interesting knowing my friends’ experience.

after the group discussion, Ms. Lydia asked us to share what we have got in the discussion. Directly, I raised my hand and shared my thought about what classroom condition that motivated me so much. In my thought, a secure class is the best place for me to learn. All class members respected to each other and the students were responsible with their task as learners. I also agree with my friend’s comment that clean and neat class can also motivate students to learn. From that sharing session, I also heard about my friends’ perspective of motivating teachers’ characters.

After sharing session, Ms. Lydia asked us to work in group of 3 and we had to find any resources about classroom condition, teachers’ characteristics and learners’ self regulation that related to mastery focus and performance focus. My group got classroom condition. I read an article from internet and I learned that mastery focused in focusing on students’ understanding about the concept and performance focused is focusing on final result and comparing ability with others. After getting the information, we had to write our group discussion on flipchart and then we did two stay two stray. I learned a lot of things from my friends explanation. That was exciting class.

Faqih Al Adyan

2009110038

 
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Posted by on November 29, 2011 in Reflection week 10

 

Reflection Week 10

Last meeting I came late around 20 minutes after class started. I almost couldn’t take attendance on that day. As consequence, I need more time around 5 minutes to take a breath after running from Pancoran busway’s stop to class. When I entered into class, other friends do answering some questions from slides. Ms. Lidya asks me to join with group 2 and follow them to answer the questions. Every group has different questions to answer and I still confuse about the question. Because I won’t disturb other friends, I ask Ms. Lidya about what part that I still confuse about the question. After that we have to discuss with another groups. Hanna, Riyan, and I discuss about each answer. Then, Ms. Lidya guides us to share about what we already discussed. Finally, we find some point who are factors that could motivate from students/teacher/classroom sides. How’s the class structure/self regulation learners/teachers’ characteristics that can give motivation to learn.

Actually, the topics that we learn are about class structure, self regulation learners, and teacher characteristics. Next activities are visiting library or website to search more information about it. My group got topic about self-regulation. Aida, Nia, and I searching in the library and we found psychology book that explaining about self regulation learners based on their grade level. For example for learners on grade 9-12, they already think about their future (Long-range goals) then they manage their self to learn by knowing what methods that could help them while learning. The learning strategies that could help students is teachers can facilitate students to learn by using their own learning methods. It will be help them more.

Self Regulation

We also learn about Mastery Focused and Performance Focused. Mastery Focused is about students learning goals to understand and mastery of the lessons and Performance Focused focus on demonstrating their ability and compared to others.

Teachers should know about the characteristics for each student. Different students also have different strategies to motivate them. As a teacher candidate, we have to believe that we can do it to our students.

Mita Pustari

2009110040

 
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Posted by on November 29, 2011 in Reflection week 10

 

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Week 10th: Teacher, Learner, and Class Environment

This week is first meeting after midterm. In this tenth week we did several activities in class. These activities were doing in group. There are three groups, A, B, and C. Each group has different topic to discuss. Group A focused on classroom environment, group B focused on learner aspect, and group C focused on teacher characteristics aspect. At that time I got B as my group.

First activity was writing; Ms. Lidya distributed piece of paper to us. Then, we asked to write paragraphs that explain about our most skillful field of us. Fortunately, Ms. Lidya provided guiding question to us that helpful for us to write our most skillful field, like what is the skill that we mastered, how we master it, is there any obstacle in master it, value that we got, and motivation to master it. After finished our writing, Ms. Lidya asked us to discuss with other group’s member in small group of three. In that discussion I got Faqih and Ipin as my discussion partner, we shared our though based on aspect that we have been given before.

When the discussion finished, we continue to next activity, searching information on library and internet. Group A searching about classroom structure, group B (my group) searching about self-regulation, and group C searching about teacher characteristics. In this activity, group A, B, and C divided into two small groups so there were six groups in the class. In these small groups we work to prepare gallery walk, some of us used book and others use internet reference. After several minutes searching information and discuss in small group, we wrote the discussion result in our given flipchart.

After our preparation finished, we began gallery walk activity. One of group member stay in the poster as presenter of poster and the rest of group members visited other groups’ posters. The visitors listen to presenter explanation, asked for more detail information. Unfortunately, in this time I only could visit classroom structure poster and missed teacher characteristics poster. It happened because when I want to visit the teacher characteristics I swap position with Joey as presenter. However, in the last minutes I had little time to saw the teacher characteristics poster, but still not enough.

Overall, last week meeting went well. Generally, classroom structure, learners’ self-regulation, and teacher characteristics build atmosphere that influence students motivation to learn and in learning process. One thing that I thought missed is confirmation of information from Ms. Lydia toward information that we got from internet.

Huda Marofiq
2009110042

 
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Posted by on November 28, 2011 in Reflection week 10

 

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My reflection on 10th Week

When I came to class, the teaching-learning process has begun. Then, I followed the lesson and I joined in Group C. Group C was about teacher. I wrote about my teacher who motivated me in learning. After that, we shared it in groups who had different topics. They are Ismi and Ratih. Ismi talked about the class situation that she likes. She like classroom that comfortable and competitive environment. Ratih talked about learners. She said that skill to communicate with other people is important as learners. Andi and I talked about our teacher. Andi had experiences about his teacher when he was Senior High School. I talked about my teacher who was fun but serious in his teaching. The value that he built in class is respect, confidence, care and belief. There was no load that I felt in his teaching, I also felt comfort with his class. He also motivated students to learn. He believed that we could reach his goal of learning with our efforts. He never judge or labeling us. It can influence my motivation to learn.

After we discussed in groups who had different topics, we shared our discussion in front of class with Ms.Lydia. Next activity, we found and explored about the topics that we got in groups. My groups consist of Riyan, Ipin and Andi. We used some books from the library and search on internet. We discussed about teacher characteristics. We wrote what we found in flipchart and we did gallery walk. The personal characteristics of teachers who increase students’ motivation to learn are caring, modeling, personal teaching efficacy and having high expectations.

I learnt about self- regulation in other groups. My friend explained that self-regulation is about how to manage and responsibility their selves. Self-regulation refers to students’ ability in understanding and controlling their learning.

Titiah Dewi Masitoh

2009110024

 
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Posted by on November 28, 2011 in Reflection week 10

 

Class Structure, Self-Regulation & Teacher Characteristics… We need to know it!!

The session on 10th week was exciting. There were several activities and interesting for me. The session was begun with Brain Gym. We were asked to stand up with Mrs. Lydia, and then we do some move to make our body more relax. It was suitable to make me fresher and not sleepy during the session.

The lesson was started by writing. My friends and I were divided into group A, B and C. I was on Group A. My group was writing about the classroom, we got some guiding questions about motivating classroom and our writing must answer the questions. The others group, writing about students (group B) and teacher (group C). After we finished writing, Mrs. Lydia asked us to make group of three and the students must be mixed from group A, group B and group C. Then, we shared our writing on the groups.

Mrs. Lydia asked us to share our writing into class and she wrote our main points into the whiteboard after we finished our sharing on groups. There were many things that can affect a classroom situation to be a motivating class, such as: students’ attitude to their friends and classroom condition (cleanliness, temperature and classroom size). Motivating classroom also has relation with teacher’s behavior at the class. When the teacher can motivate the students and guide the students to learn without pressure, then it can be a motivating class for students.

The session was continued by searching information for our presentation about mastery focused and performance focused on different fields, group A about classroom structure,  group B about students’ self-regulation and group C about self-regulation. Each group was divided into two small groups consist of three collegian. We got 30 minutes to searching the information and prepared our presentation. After 30 minutes, we went back to the class and start to present our presentation. The presentation was a gallery walk.

On the gallery walk, I was listening to teachers’ characteristics groups and self- regulation groups. The most interesting part on teachers’ characteristics is on Evik’s group. He said that a teacher should make everybody become somebody. It gives deep meaning of a teacher attitude. A teacher should respect to the students and appraise each student.

On the self-regulation groups, I found those are three types of self-regulation by Zimmerman. Those are self-regulation of behavior, self-regulation of motivation and self-regulation of cognitive. In order to make students want to learn, the students need to increase their self-regulation. Teacher’s role on students’ self-regulation is the teacher must stimulate students to increase their self-regulation.

picture source

From this lesson, I learn that between class structure, students’ self-regulation and teachers’ characteristics are connected each other. It is not easy to create a motivating classroom for students, increasing students’ self-regulation and become a motivating teacher for students, but it does not mean it is impossible. 🙂

Shinta Puspita K

2009110026

 
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Posted by on November 28, 2011 in Reflection week 10