Author Archives: Faqih_Al_Adyan

About Faqih_Al_Adyan

Assalamu'alaikum Begitu mudah Alloh memberi kita rizki, begitu mudah pula Alloh mengambil rizki kita, maka dari itu, beribadahlah sebaik mungkin untuk dirimu, keluargamu, lingkunganmu, agamamu, dan negaramu. Wassalamu'alaikum

Motivators / Trainers… “Action”

The previous MMSEL class was exciting. The class full of activities (acting). At the first time, Ms. Lydia asked us to make a big circle, then we had to express our face based on the pictures in power point slide. It was a funny activity because I could see how my friends expressed their face when being sad, surprised, happy, guilty, and so on. Their faces were so funny, and sometimes disgusting. Hahahhaha :p

I was learning about instructional variables. I was so excited because at that moment, Ms. Lydia asked us to act or do role play again. But, at this moment, we had to act as motivators or trainers. I thought it was little bit difficult, because for me, motivating students or people is hard. I used to decrease my friends’ self-esteem. Hahaha. I know it’s ridiculous, but that what I heard from my friends. Therefore, I just let my friends in my group to do the role as a motivator/trainer. Finally, Ratih was ready to be a trainer. We were confused at the beginning to decide what topic would be delivered in our group performance. Eventually, we found an interesting topic which is fashionable teachers. We would train new generation of teachers how to be fashionable teachers who could be role models and center of attention.

My group got the first chance to perform. It made my group nervous. Although the performance should be performed outside of campus, which is so hot and crowded, my group just went ahead and focused on what we were going to deliver to our audiences. Ratih did her role as well. After my group performed, I got my chance to be audience. It was my time to see how my friends would be motivators/trainers. In fact, my friends did their job very well. They were excellent. Moreover, I was laughing when Ipin acted as a motivator. He was so funny. Although I realized that he didn’t apply positivism theory. He always told us by using a word “don’t/jangan” which means negative expression.

Actually in that class was learning about instructional variables, but to be honest I didn’t really get the point what instructional variable is, because I just focused on the role play. So guys, could you tell me about the concept of instructional variable. Billion thanks for you 😀

Faqih Al A



Posted by on December 13, 2011 in Reflection week 12


Classroom Condition for Better Students’ Learning

The previous meeting of MMSEL class was funny and exciting.I was late, only 5 minutes, but unexpectedly Ms. Lydia asked me to go in front of the class. I was surprised because the classroom agreement is 15-20 minutes tolerance for lateness. I just went forward, and in fact Ms. Lydia asked me to review what I have learned in the previous MMSEL class. Fortunately, I remembered little bit from the previous class. I explained to my friends about what makes students motivated while learning which are classroom structure, learners’ self regulation, and teachers’ characteristics. Although I felt not confident, but gratefully I could explain smoothly.

After the review session, Ms. Lydia informed us that at that moment we were going to focus on classroom structure. First, we had to draw a picture of motivating classroom by our own. I was excited because I love drawing, but I was confused what should I imagine to create a motivating class. Finally, I just drew what I have experienced during my study about what motivating class is. Then, Ms. Lydia asked us to stick our pictures on the wall. Then we had to do gallery walk. I was very exciting because I could know about my friends’ perspectives of motivating class based on their ideas. I found so many interesting things during the gallery walk. I learned a lot of valuable knowledge from my friends and their creative ideas. Some of my friends didn’t focus on technology as facilities that encourage students to learn, but they focused on condition for effectiveness and efficiency of learning. I couldn’t agree more. Sometimes, technology obstruct students’ learning.It was nice knowing my friends’ thoughts.

After the gallery walk session, Ms. Lydia asked us to do role play in group and we have to demonstrate about classroom structure which consists of order and safety, success, challenge, and task comprehension. My group got task comprehension, so we had to demonstrate it in our role play. Actually all groups performed excellently. Nevertheless, at this time, I would focus on the first group which performed about order and safety. I learned something from the first group. Teacher should make the classroom in good order, which means all all classroom’s substances should be arranged in good order. This could be done by asking students to clean the class from any trash and make the class neat. It is important for students to learn in good order class because messy class will distract students’ attention in learning. Moreover, safety is the most important thing because without secure condition of classroom, students will learn in under pressure condition.Teacher could prevent students far away from bully and other things that can harm students physic and emotion. I learned it from the first group which consisted of Joey, Huda, Mbak Shinta, Ratih, and Nia. thanks guys. 😀

Faqih Al Adyan




Posted by on December 6, 2011 in Reflection week 11


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.

Retrieved from:

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


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



Posted by on November 29, 2011 in Reflection week 10


I Am Never Stupid

The previous meeting of MMSEL class was exciting. Why? It was because the class was just watching a movie, wonderful movie. The movie was “I Not Stupid”. The movie was very amazing because it was very touching. It told us about the effort of students with learning disabilities who stayed in the low level class. They were very unfortunate because they always got un-motivating teachers who made their self-esteem down. The teachers used to underrate the students. They didn’t believe in students’ abilities just because they stayed at the worst class. It was not fair because the teachers didn’t give them opportunity to expect their future. People also judged that those students will never be able to success. It was really ironic because those students need motivation to strengthen their belief in expectation. People never let them to expect brighter future for their life.

Moreover, the three mates who were the main actors had problem in their family. One student had been fulfilled their physiological needs more than the two others. Nevertheless, he was not given opportunity by his parents to develop his belief in ability. His parents always spoiled him and never let him to do something hard. It made him felt useless in the life. He was never able to help people. It really distracted his self-determination because everything he did was controlled by his parents.

Another student found difficult to study because he had to help his mother handling the store. It affected his academic because he always got bad score, whereas he had a very potential ability in academic. Helping his mother made him distracted to develop his ability. It made him didn’t realize his self-efficacy.

The last student was very-very tragic. His mother forced him to master in English and Mathematics, whereas they wasn’t his interest. He was genius in art; painting, but his mother didn’t agree with him. She always hit him every time he got bad score. It made his need of safety in his own home wasn’t fulfilled. Even, he intended to commit to suicide. He needed to actualize his talent in art, but no one care about it.

Fortunately, a new teacher came to their life. She was a very motivating teacher and always believed in her students’ ability. She helped her students to achieve as well as possible. She never underestimated her students. It made the three mates strived to learn hard. Their scores increased, even one of them could achieve high score above the average. And the potential student in art was free to express his feeling into painting. Even, the teacher helped him to actualize his ability by sending his painting into international competition and won the 2nd winner. The teacher really fulfilled their needs in learning. The movie was very inspiring.

Faqih Al Adyan



Posted by on November 1, 2011 in Reflection week 6


The Best School I Ever Met

Okay, the second week of my teaching experience was the most exciting part of the program. I got so many valuable things beside experience. They were excellent students, a kind cooperative teacher, and also school service.

The students that I taught were so marvelous. They were smart, although they didn’t like problem solving. Nevertheless, every time I asked them to do problem solving exercises either individually or in group, they did it as well as possible. Sometimes they got confused on what should they do toward the problems given. That made me laughed because their expression was so funny. They gave me so many comments and also gave me an epithet as MR. Problem (Mr. Soal). I thought it sounds silly, but I had to do it because it was for my action research task. Nonetheless, I also motivated them to never give up solving the problems. At the end of the class (and also my last time teaching there), I asked them to give me feedback toward my teaching method. Well, I guessed that they would complain to me about giving so many problems, and it was so, hahahhaha. But, in another side, they told me that they understood every material I taught to them and they said that my teaching skill was proficient. Well, their feedback really really motivated me to be better in teaching. I love and proud of them so much!!!

While my students gave me positive feedback, my cooperative teacher did so. He always supported me and never complained toward my teaching methods that would be carried out in the classroom. He always met me first before I started my teaching. He was really care to me, and my other 2 friends. He always observed me when I was teaching, and at the end he gave me positive feedback toward my teaching skill. It was very honorable getting compliment from a math teacher with years teaching experiences.

And the last was the school service. It was the best service I ever got as long as I followed teaching experience program in some schools. The school administrators warmly greeted us and warmly let us farewell. The atmosphere in the school was so comfortable and made me enjoy teaching there. The facilities were complete and usable. Well, the school was amazing for me. I hope I can get that school again on the next teaching experience program.

Faqih Al Adyan


Happy Teaching

My first teaching experience for teaching individually was quite interesting. I got a science class of grade eleventh. I was going to teach that class alone. Hmm…it was little bit scary, but I trusted I could do it.

On the first day, I met my cooperative teacher. He was very kind to me. He explained to me much information about the classroom condition, the book used, the teaching technique and many more. After that, I was observing my cooperative teacher. He taught patiently. Nevertheless, He was teaching by using TCL. While he was teaching, I didn’t see him giving motivation, but he always gave explanation whenever students asked. Therefore, students’ need about knowledge was fulfilled. It was Maslow’s theory about need to know.

After that, I was given a chance to teach the class. On the first time, I was nervous because I was scared if the students were difficult to be organized. Fortunately, the students were very kind and they were very active in class, either asking or answering question, although I needed to ask them solving problems in front of the class. The students were smart and persistent in solving problems, although sometimes they worked together without my permission in the test.

I couldn’t deny that I applied TCL too as my cooperative teacher did. Nevertheless, I didn’t neglect students’ group work in order to make them active. I was focusing on making my students understand about the topic, therefore I was trying to explain effectively and exemplify well. I give them chances to ask, discuss, and present their mind in the class. I was happy teaching here because my students could understand what I explained.

I was emphasizing in giving problem solving to them in order to strengthen their critical thinking. Although they always said that the problems were difficult, I always motivated them and sometimes I gave some clues to open their mind in solving problems. I also let them to make reflection toward my teaching and to give criticism and suggestion. When I read all of their reflection and feedback, I found that they understood about my explanation and they were excited. Their feedback really motivated me to be a kind and a professional teacher.

Faqih Al Adyan



Don’t Stop Believing !

The previous meeting of MMSELclass was interesting. I learned about belief in expextation, belief in intellegence, belief in capable, and belief in value. The first activity was drawing picture about our hopes in the next 5 to 10 years. That was the activity I like the most, because I love drawing. I drew a picture of myself standing in front of audiences giving general lecture. I want to be a professor and a principle. They are my dreams because I imagine that being a professor is very noble and I could share my knowledge to everyone. And being a principle could give me a chance to be a leader. It’s a challenge for me.

After that, each student was asked to present and show their drawing to everyone. It was interesting knowing my friends’ dreams, because I could hear their amazing dreams in the future. I am so proud of my friends. In fact, I found the amazing dreams from my friends that really inspire me.

The next activity was interesting too, because it showed me about the power of jigsaw; sharing knowledge and understanding. I heard any perception from my friends, and from those perceptions, we constructed same meanings and reached concensus. I also learned a lot from my friends about their sight toward belief in expectation, intellegence, capable, and value.

In the jigsaw, I was focusing on the belief in capable. I learned that capability is more specific than self-concept. Capability is the ability to do particular task without any difficulties. It was interesting, because it can be reflected on me. I was good in math when I was in junior high school, but I was poor in logical thinking. Nevertheless, I never found any difficulty in trigonometry and geometry. I realize that I’m capable on those things.

Moreover, belief in capability can be boosted by past performance, modelling, persuasion, and physiology. I learned that belief in capability should be improved, because people who have strong belief in capability will always take challenges, never give up, and persistent. I thought so, that it is important for me to strengthen my belief on capability in order to reach my dream becoming a professional teacher.

Faqih Al Adyan



Posted by on October 10, 2011 in Reflection week 3


Interesting and Informing Class

The second meeting in MMSEL class was exciting. I got valuable knowledge at that time. Finally, I knew the concept of humanistic theory of motivation based on Maslow’s theory; Hierarchy of needs which are physiological, safety, belongingness and love, esteem, and self-actualization. I learned that Maslow’s theory should not be ordered based on the level, but it’s rather be more flexible based on priority of people’s needs. For example, people might prioritize their safety to be fulfilled first rather than physiological need, because they live in condition requiring safety. And finally, I knew that Maslow proposed the theory based on development of age. For example, a baby needs physiological need (food, healthy) as the basic need. When the baby grow up become a child, he will need safety.

On the gallery walk (2 stay 2 stray) session, I got much information from other groups. I got information about motivation theory in humanistic, sociocultural, social-cognitive, and behavioral. It was quite interesting learning together with my friends, although it was confusing, however.

Then, we learned about self-determination and self-worth. It was challenging, because we we should read the reading first, then we shared our knowledge from the reading to others. Sometimes, I found different perception about the concept of self-determination and self-worth with my friends, but it wasn’t too significant. Finally, we reached same point of view.

The most interesting part of the session was the role play. Each group should show a role play about self-determination and self-worth in classroom. My group had a chance to show a role play about self-determination; competence. I learned from my group’s role play that students should be given improving and motivating feedback which the feedback should increase students’ self-esteem. Moreover, helping students in their learning is important, but we have to be careful of giving the helps, because frequent helps given to students could decrease their ability and independence in learning. I also learned about the application of self-determination and self-worth in classroom from other groups. The whole role plays were definitely interesting. It was fun we we are asked by Ms. Lidya to guess what other groups showed to us in their role play. My group could guess it correctly.

Thank you for the interesting and informing class. It gave me a lot of things to be reflected.

Faqih Al Adyan




Posted by on October 4, 2011 in Reflection week 2


Maslow’s Theory of Hierarchical Needs – Alive and Well in the Classroom

by Chuck Brickman

We are probably all familiar with Abraham Maslow’s Theory of Hierarchical Needs; Psychological Needs, Safety Needs, Belongingness and Love Needs, Esteem Needs, Need to Know and Understand, Aesthetic Needs, and Self-Actualization Needs. And we probably all remember that, according to Maslow’s theory, needs that are in the lower hierarchy must be at least partially met before a person will try to satisfy higher-level needs. Although ultimately our goal is to aid students in self-actualizing or becoming “all that one can be,” they must first achieve the level of Need to Know and Understand.

But what does this mean for teachers and how does it impact student performance and learning in the classroom?

Schools and government agencies have long realized that if students’ basic needs are not met student performance will suffer. The advent of free breakfast and lunch programs was a direct result of such considerations. Unfortunately, these measures address only part of the first tier of Maslow’s theory; physiological needs. Addressing basic physiological needs is still a key concern in today’s classroom. Lack of proper nutrition, personal hygiene and even sleep affects many of today’s students. In lower socioeconomic areas these concerns are further accentuated. These basic needs must be met before the student can reach the next level.

Student safety needs play a critical role in achieving student success. The need for a structured and safe classroom is essential for student growth and progression. A structured classroom provides psychological safety for the student. By having knowledge of clearly defined and established processes, procedures, rules and practices you eliminate students’ fear of the unknown. By gaining knowledge of the expected dynamics of the classroom, the student gains more control of their environment simply by being aware of what is going to happen before it happens. A safe environment is not limited to physical parameters. Students must not only feel safe in the classroom physically, but emotionally and psychologically as well. An environment must be provided and maintained where students feel free to take risks — such as answering a question or sharing thoughts without concern for ridicule or teasing by other students. Additionally, students must trust that the teacher will not ridicule, use sarcasm, or otherwise berate the student when answering questions or addressing issues. The student must feel a degree of safety in all aspects of the classroom and school environment before progressing to the next step in Maslow’s theory — belongingness and love needs.

Robert Slavin, in his book, Educational Psychological notes, “The most important…needs, however, may be those for love and self-esteem.” The student must feel that he/she is important as an individual — that he/she is lovable and is deserving of being loved and cared about. Oftentimes the only time that these attributes are reinforced may be by the teacher at school. Students must be made aware that teachers value them as individuals as well as the work they perform. We as teachers must take advantage of each and every opportunity to reinforce each student’s self-esteem in the manner in which we treat them in the classroom. This reinforcement of positive attributes of the student in turn aids in developing respect or a favorable impression of oneself.

Once these needs are met, the student may then move to the next level–need to know and understand. It is at this level that the student is most receptive to learning. Our challenge is to aid the student in achieving this level.

What we can do as teachers to aid students in moving up Maslow’s Hierarchy

    1. Understand that each student brings his/her own unique background to the classroom. A student’s readiness to learn is not solely dependent upon existing knowledge and skills. We must develop a relationship with the student in order to determine their current readiness level. Once determined, we must develop a strategy to address current needs as well as the needs in the next level. In many instances this may involve additional community and governmental resources, especially at the lower levels.


    1. Create a safe classroom environment. Develop rules and procedures which provide a structured environment rich in routine and shared expectations. Develop and enforce rules prohibiting sarcastic, degrading, and berating remarks and comments by students directed at other students. In my classroom I implemented a “No Hunting” rule. No student may physically or verbally hurt another. Additionally, learn to use positive reinforcement instead of negative reinforcement to correct student behaviors. Lastly, provide copious amounts of praise and reinforcement for student risk taking. Become an advocate for each of your students. Take time out to let each student know how well they are doing. This could take the form of a short handwritten note on their papers, or verbal comment. The key is to focus on the students’ positive attributes and aid the student in developing an increased level of self-esteem.


  1. Let students know that you care about them. Although many of us assume our students know this, it’s not necessarily the case. Let the students know that you want them to succeed, whether it be to pass your latest test, or class, or graduate from college and get a good job. Let them know that you appreciate the work they do on classwork, or a test, or homework. Take the time out to explain issues and concerns with them. When feasible, provide student participation in the class decision-making process. Opportunities include scheduling tests, methods for teaching material, and scheduling blocks of instruction.

Although many issues pertaining to student progress in Maslow’s Hierarchy emanate from outside the school environment, as teachers we are in a position to strongly influence student outcomes. However, to change outcomes we must first understand that we must assess the whole child to include not only student knowledge of material but, more importantly, student readiness levels based on Maslow’s theory and obstacles to learning. Only when we address both of the issues will student learning be enhanced and maximized.


Based on abraham Maslow’s theory of hierarchical needs, people should achieve the basic level before they  try to reach the higher level of needs. What teachers do in the class adapting to the Maslow’s theory is to aid students in reaching self-actualization in order to develop their talents and potential. Providing free breakfast or maybe meals for students who haven’t had breakfast is a kind of effort to prepare them be fresh and fit, because lack of nutrition can distract students’ concentration in classroom. This is kind of motivation for students to be cheerful going to the school. So, the first need (psychological) is fulfilled.

Creating dynamic and respectful classroom atmosphere will help students to build their safe environment in physical, emotional, and psychological ways. For example, they feel free to answer, give questions, and share their ideas without any anxieties of being berated. So, they will be motivated to be active in the class. This can improve students’ achievements in academic. In addition, students have to trust that the teacher can be respectful and wise while hearing their answers and opinion.

After reaching that level, students can jump to the next level; belongings and love needs. This stage shows that students want to be loved and cared, and want the teacher values them as important as human-beings. If teacher shows his/her attention towards all students, they will be motivated to learned because they will feel that they are important and being honored by their teacher. This is important for teacher to fulfill this need because it can motivate students well.

Teachers can do some strategies in reaching Maslow’s  hierarchy of needs, they are:
– Understanding the uniqueness of the students’ background, which is the level of students’ abilities. After knowing each level of students, teacher can make some strategies to address their needs.
– Building safe classroom environment. Teacher can use positive reinforcement and become adviser for each student. Teacher focuses on positive attributes, students development and level of self-esteem.
– Letting them know that you, as their teacher, care about them, appreciate their work and want them to succeed.

If we as teacher candidates apply this theory in classroom, we might help our students to do their best in learning and motivate them to achieve as well as possible.


Faqih Al Adyan (2009110038)

Ratih Anindiya (2009110002)

Nia Salamah (2009110018)

Andi Firmansyah (2009110012)


Posted by on September 26, 2011 in Articles