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Week 11th Reflection: Positive Climate and Motivation

In this week we have three major activities in our MMSEL class, drawing, gallery walk and role play. Those three activities were helping me understand what kind of factors or aspects that needed in our class in order to make our students motivated to learning and motivated in the learning process.

First is drawing about classroom condition that bring positive climate and motivate students to learn. Last week I drew a class with semi-circle siting arrangement, so teacher could see all students and all students could see teacher too. Other consideration was this class expected to accommodate students with visual type learning, this sitting arrangement provide equal chance to see the board. I also tried to accommodate kinesthetic learner, this semi-circle sitting arrangement provide more spaces so kinesthetic learner will have more chance to move. Besides that to support learning process, I also put some learning resources and computer that connected to internet in one corner of the class, for preparation just in case if students need more resources.

After finished the drawing, Ms. Lidya asked us to put our drawings to the wall and did gallery walk. The class divided into two group, first group was consists of half of students’ numbers will stayed in their drawings ad explain what the meaning that lay behind the drawing. The rest students will present their drawings later after Ms. Lidya give instruction to swap the position.

When the gallery walk finished, Ms. Lidya formed group to make role play about topic that given. My group consists of Ratih, Shinta, Nanay, Joey and I, presented role play about Order and Safety in the class. Then, after several minutes discussion we decided to divide the role of each person. Joey and I became students who bullied Shinta and Nanay, and Ratih become teacher. Our role play was good enough, so our friends could get the message that we want to deliver through role play.

Another role good role play was fourth group who presented role play based on topic Task Comprehension. They played the role play very well and from their role play I could get that in Task Comprehension, they emphasize on students need for autonomy by gave students chance to choose task that students want to do. Besides that, fourth group also emphasize on importance of the task for students and how to increase students’ awareness of what students should do in order to complete the task.

Gallery walk and role play really help me to understand the material easily. I hope I can create activities that more interesting in my future class, so my students will motivated and enjoy the learning process, and more important is to make them addicted for learning.

Huda Marofiq
2009110042

 
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Posted by on December 6, 2011 in Reflection week 11

 

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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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Dream Picture

MMSEL course today are really meaningful because Miss Lydia ask us to draw our dream in a piece of paper. Why it’s become meaningful? Yeah, because I draw all of dream for 5 until 10 years later. When I present my picture to my friend, Oh my God, I draw so many things. It’s mean that I have so many dream. But I think we spend time to much for present dream in the picture.

After that we have a jigsaw reading about “The Influence of Belief on Motivation to Learn”. My part is Self-Efficacy: Belief about capability. From the reading material I know that Self Efficacy is part of Self-Concept, for example Eva love’s mathematic (Self-Concept), more specify Self-Efficacy Eva belief she can solve algebra operation well. They are four factors that can increase student Self-Efficacy, past performance, observing the modeling of others, verbal persuasion, and psychological factor.

It’s time to share and listen to others. I tell to my group about what I already know about Self-Efficacy (belief about capability). After that, I hear my friend explanation. They are belief about future outcome: It’s like a future goal and they are contain a time to achieve that goal, after that beliefs about Intelligence: Separate become Entity view and Incremental view. The Entity view thinks that intelligence is essentially fixed and stable over time. Incremental view belief that intelligence is not stable and can be increase by effort. Finally Belief about value: Belief about value separate into three types. First Attainment view belief they have ability and feel expert. Second Utility value more looks something from the purpose for their self. It’s useful or not. If it is useful they will take it, but if not they will left it. The third is cost, they feel that they have so many things to do and not have more time to do another thing. . But nobody explain belief about causes of performance.

That’s all about belief that influences learner to engage in and preserver on task. We as a teacher candidate should aware about this case and know the way to overcome. Because we should assured all of student in a good motivation to have a learning experience in our class.

 
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Posted by on October 11, 2011 in Reflection week 3

 

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Week Two: Breakfast, Poster, Role Play, & Maslow

Week two of MMSEL class was started by remembering classmates’ name and their breakfast from the first row to the last row. Hahahahaha, it was hard enough to remember classmates breakfast, because some of them have extraordinary breakfast (for example me hehehe). I was fortune enough, because at that time I sat on second row, it about at 9 or 10 chairs from first mate. The most unlucky one is my friend who sat on the last chair, Nanai. She has to remember 20+1 (include Miss Lydia)’s breakfast, wow it was hard job. 🙂

After nickname and breakfast thing, our class continue to poster presentations,we were presenting poster that we have done in first week. The presentation method is 2 stay-2 stray, so we could learn all of materials from other group’s posters. It is a good chance to present and learn from other at once. My group, consist of Evik, Novani, Titiah, and I, presented Sociocultural theory fron vygotski. Actually, the content of posters are similar (I think it same) with learning theory that we have got in first semester. So, it make us feel familiar with those materials. After poster group presentation, we continued to Maslow’s Theory. Because of one of our groups presented Maslow’s theory, so explanation about Maslow’s theory explain by Maslow’s group.

Next activity was role play. Before role play started, Miss Lydia divide us into pair work, distribute material papers and discuss with pair. The material is about self determination, which divided into 3 needs, competence, autonomy, and relatedness. After pair discussion, miss Lydia ask us to merge pairs to bigger group and sharing our findings, and also tried to make up a role play based on the selected material. It was hard at first, we must make up a-non-preparation role play, but after several minutes brainstorming we could make a good enough role play. As a result, my group could show ‘awesome’ acting.

The last activity is learn about self worth. Self worth is a emotional reaction that purposed to protect their pride and to gain acceptance or acknowledgment from others. Even, sometimes people could lies for the sake of self worth.

This MMSEL week is getting better, and I hope always getting better in next time (I am not said first class is not good). I also hope MMSEL give me knowledge and competence in giving motivation for my beloved students in the future.

Huda Marofiq
2009110042

 
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Posted by on October 4, 2011 in Reflection week 2

 

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Self-Determination and Self-Worth in Motivation

Self-Determination

People have an external ‘perceived locus of causality’ (PLOC) to the extent they sees forces outside the self as initiating, pressuring, or coercing one’s action. In an internal PLOC a person feels they are the initiator and sustainer of their own actions.

People with a higher internal PLOC thus feel self-determined in that they see their behavior as stemming from their own choices, values, and interests, whereas those with an external PLOC experience their behavior as controlled by some external event, person, or force.

The internal locus is connected with intrinsic motivation, whilst the external locus is connected with extrinsic motivation.

The distinction between intrinsic and extrinsic is a core part of Self-Determination Theory (SDT), which was developed in the wake of Behavioralism and Conditioning, where behavior management is based around reward and punishment. SDT extends this extrinsic view to consider intrinsic effects.

There are three needs that SDT identifies as requiring satisfaction:

  • Competence: succeeding in what you do.
  • Relatedness: connecting with others.
  • Autonomy: being in control of your life.

Example

I feel in control of my own life. I feel responsible for my actions. I have a high internal locus and motivate myself. My friend is always complaining that they are being ‘forced’ to do things and that life is not fair. They have a high external locus and are more affected by reward and punishment.

So What?

Using it

Find out whether people have stronger internal or external locus and then persuade them accordingly. For internal locus, you might show how they are control and let them choose. For external locus you could show how they are being driven by outer forces and then offer a safe haven for them.

Defending

Understand your own PLOC and how you attribute cause. Think about whether this is effective for you and whether you want to change it. Also note how this relates to how others persuade you (and how you persuade yourself).

2.      Self-Worth

Self-worth theory states that in certain situations students stand to gain by not trying and deliberately withholding effort. If poor performance is a threat to a person’s sense of self-esteem, this lack of effort is likely to occur. This most often occurs after an experience of failure. Failure threatens self-estimates of ability and creates uncertainty about an individual’s capability to perform well on a subsequent basis.

If the following performance turns out to be poor, then doubts concerning ability are confirmed. Self-worth theory states that one way to avoid threat to self-esteem is by withdrawing effort. Withdrawing effort allows failure to be attributed to lack of effort rather than low ability which reduces overall risk to the value of one’s self-esteem.

When poor performance is likely to reflect poor ability, a situation of high threat is created to the individual’s intellect. On the other hand, if an excuse allows poor performance to be attributed to a factor unrelated to ability, the threat to self-esteem and one’s intellect is much lower (Thompson, Davidson, & Barber, 1995).

A study was conducted on students involving unsolvable problems to test some assumptions of the self-worth theory regarding motivation and effort. The results showed that there was no evidence of reported reduction of effort despite poorer performance when the tasks were described as moderately difficult as compared with tasks much higher in difficulty.

The possibility was raised that low effort may not be responsible for the poor performance of students in situations which create threats to self-esteem. Two suggestions were made, one being that students might unconsciously withdraw effort, and the other stating that students may reduce effort as a result of withdrawing commitment from the problem. Regardless of which suggestion is true, self-worth theory assumes that individuals have a reduced tendency to take personal responsibility for failure (Thompson, Davidson, & Barber, 1995).

source:

http://changingminds.org/explanations/theories/self-determination.htm

http://www.personalityresearch.org/papers/rabideau.html

Conclusion:

After we learned about Self-Determination and Self-Worth in the classroom and read those articles, we conclude that:

·         We need to build students’ self-determination and self-worth

Self-determination and self-worth are important for students in learning activity. Through self-determination and self-worth, students will have more motivation to learn. Self-determination will improve their extrinsic motivation while self-worth will improve their intrinsic motivation.

·         Teacher should create a good classroom management

Classroom management can be used by the teacher in order to improve students’ self-determination and self-worth. It will become a tool for teacher to make the lesson more meaningful. Time management, sitting position, ground rule, and classroom environment are the parts of classroom management.

·         Teacher’s behavior will impact students’ motivation

Teacher’s behavior in delivering the lesson will impact students’ motivation extrinsically and intrinsically. For example, teacher must give an appropriate feedback for students’ performance. The feedback should increase students’ motivation. Another example is the way that teacher used in giving assignment. Teacher should give a freedom for the students to express their creativity in doing the assignments.

So, the role of teacher is important in increasing students’ motivation in learning process. Motivation also can be built by having a good self-determination and self-worth. Then, the lesson will be more meaningful.

Group 3

– Jonathan Saputra (2009110004)

– Aida Rahmi (2009110014)

– Fitriyani (2009110020)

– Hanna Anggraeni (2009110036)

 
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Posted by on October 4, 2011 in Articles

 

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