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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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Week Fourth: Teaching Experience

Start from 10th October, my friends and I (section B & D, 2009 cohort) are doing teaching experience. This teaching experience was designed for two weeks. Fortunately there is no class during teaching experience session, it purposed for make us focused on our teaching experience and other embedded tasks on teaching experience. This semester I placed in a famous national high school in Kebayoran Baru area. In that school I got XI Science as class that I will conduct teaching experience, classroom action research (CAR), and other embedded class. As usual, we also got master teacher as our advisor in teaching experience and I got Mr. N as my master teacher. He is very good teacher, his math acquisition is good, very good. He could deliver the lesson material without any losing grip even the class is noisy.

Mr. N gave me many lessons to be learnt, from communication, learning flow, Mathematics skill, explanation skill, class management, and creating enjoy learning environment. That is all I got from twice observation in his class. One thing that I have not understood yet is class management. He teaches in one of XI science class that contains of students who could be categorized as noisy, ignorance students. He likes has charisma that even his presence in front of the class is enough to make students calm down. That is contrast with me, even I increase my voice volume students still not pay attention.

SourceSource

That is only a part of unexpected condition in my class. What about the other parts? It still contrasts. I have been taught twice in that class, most of my energy ruined for gaining their attention to lesson. At first I thought there was something wrong with my teaching, however when I heard same story from my friends who taught in the same class with me, I feel something wrong not just in my side. After all, I could not blame students who acted like that in the class, as teacher I have responsibility to make learning take place no matter the cost. Starting from this statement, I tried to communicate with them more personally. This action very helpful from me, by using personal approach to them I could lead them to do task that I gave to them.

One important thing that I got from what happened in my class; to be a teacher means to be ready for whatever condition of the class and ready for whatever condition of the students.

Huda Marofiq
2009110042

 
 

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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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Reflection Week 3

Last week was the third meeting with Ms Lidya in MMSEL subject. The class is started by constructing the ground rule in our classroom. It was about lateness. I completely agree with what Ms Lidya did. The new ground rule is the tolerance only for people who late up to 15 minutes, but not twice in a row. It is important, because as the students we should respect to each other. We MUST respect to the lecturer, other students and the subject itself. So, I hope there will be no laziness in my class. 🙂
The next activity was about our own dreams. Ms Lidya wanted us to draw about our dreams in the next 5-10 years. My dreams in the next 5-10 years are:
  • I want to go to Spain but not for the sake of continuing my study or having a trip. I wanna go to there caused of other ways, like research, conference, etc.
  • I want to go study abroad. I don’t have any target yet, but studying at USA or UK sounds great. 🙂
  • I want to continue my master degree at Statistics. 🙂 I have no idea why I want this, but until now I only want Statistics as my major.
  • I want to make my mom (and my family too sih :p) and my future girlfriend happy. No matter how hard it is, I want to make it happen. 🙂
I also interested in my other friends’ dream. All of them have a great plan in their 5-10 years later. I extremely hope that it will come true. 😀 😀
Last, we discussed about beliefs. The method that Ms Lidya propose is Jigsaw Reading, there are five beliefs that we discussed in that time, i.e. belief about future outcome, belief about intelligence, belief about capability, belief about value, and belief about cause of performance. My group (Mita, Ratih, Huda and I) divided the expert only from belief about future outcome until belief about value. I became the expert of belief about intelligence. My other partner who became the expert of this field are Evik, Rahayu, Andi, and Desy.
There are two types of intelligence i.e. entity and incremental. Entity is a static one, who believe that intelligence come from our parents’ heritage. People like them always failed whenever they get trouble/problem, because they will take it as the fact that they cannot do that thing. In other hand, incremental is a dynamic one, who believe that intelligence come from efforts that they gave. People like them always see that trouble/problem is the way they can improve their intelligence. 🙂
Overall, I really enjoyed the learning activity today. It’s not only talk about the materials, but also about my dreams as my motivation to become a better person, also a new generation of teacher. 😀 😀
Jonathan Saputra
2009110004
 
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Posted by on October 10, 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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First Class Reflection: Motivation’s Motive

Nick Vujicic

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Talking about motivation, it reminds me to two things, first Mario Teguh, Andrie Wongso and friends, and second Inception. Those two things are related to motivation strongly (based on my perception), but before I go through to those things I want to talk about our first class. Read the rest of this entry »

 
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Posted by on September 26, 2011 in Reflection week 1

 

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Week 1 Reflection

This week is the first meeting in Motivation and Management of Students for Effective Learning (MMSEL) subject. Before entering the class, I felt so sleepy caused of the schedule. Yes, MMSEL class will start at 8 a.m.. It makes (nope, forces actually :p) me to wake up earlier in the morning. That’s why I felt sleepy in that time. I also felt curious with the lecturer, Ms Lidya. Actually, I have already met  her in the Welcoming Worship last Friday. But, I really want to see the way she taught us. Besides the lecturer, I also curious about the subject. I want to know what new knowledge that I will get from this subject.

From the meeting, I reflect so many things about my teaching, especially on the motivation side. I realize about what thing that motivated me to become a teacher. Actually, I didn’t have it specifically. I just like to teach someone, the feeling when I see someone understand with my explanation is so grateful. Then, I remember my teachers that inspire me to become a teacher, i.e.:

My Biology teacher (Junior High School), because she taught me in a different way. She makes me understand Biology through her story. Yes, she always tells a story about the topic that being taught.

My Mathematics teacher (Junior High School), because she made me see mathematics in real life situation. He is my first mathematic teacher that use real life example in the lesson.

My PETA’s lecturer (SSE), because he showed me many ways to teach Mathematics. Those new methods are really new and innovative for me, because I haven’t seen it in my study before.

Those three teacher (and lecturer actually) really inspire me and become my motivation to become a good teacher. I also reflect on myself, that later I want to do what they did to me: motivate my students.

Through this first meeting, I can conclude that I have my own expectations of this subject. I hope I can get more understanding and knowledge about motivation. This is important, because I also learned that motivation come from 2 sides, intrinsic and extrinsic. I can help myself (and other people also) to dig my intrinsic motivation. I also can give any extrinsic motivation to my students on they learning activity. This skill and knowledge will enrich me to become a great teacher someday. 🙂

Jonathan Saputra

2009110004

 
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Posted by on September 25, 2011 in Reflection week 1

 

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