Teaching Profession

 • Name      :  Florencya BR Tumanggor

• Nim         :  1988203027

• Class       :  3.2Tgg 

• Subject   :  Model Pendekatan Dan Pembelajaran

• Lecturer :  Dr. Herlinawati, M.Ed

CHAPTER 1 

TEACHING PROFESSION

A. What learning and  Teaching should be.

         The first thing this book will try is to have you—potential teachers—read its contents with an open mind. This book finds it saddening to see that the culture of learning and teaching has not been the best it can be for many years and in many places. Chances are you have less than nice experiences during your education. With laptop and projector becoming the most common technology schools provide for classrooms and the curriculum shifting to student-centered from teacher-centered, one of the most common teaching practice we see in classes is PowerPoint presentations of the lesson material.The use of this facility has not shed the most optimistic light on formal education.Without enforced discipline, many students could simply sit at the back of the class and spend entire hours whispering to their classmates or sleeping through class. “Social media and mobile phones are distractions in the classroom” is not an unfamiliar statement, and students could go through class chatting and playing games rather than listening or taking notes. 

         Nowadays, we are even seeing regular headlines of teachers bullying students and students molesting teachers. To put it plainly, the sheer lack of respect for each other as lifelong learners is staggering. However, despite the regular theme of the scenarios above, it is not this book’s intention to blame technology. The notion is foolish as it is blind to the true issue: respect. Decades ago, teachers are most respected, Teachers were essential for children to be smart. Teachers were highly necessary for kids to develop an intellectual way of thinking, a philosophical way of self-reflecting. The natural result of this kind of priority are teachers teaching students to memorize what they need to pass tests, students studying for the shallow goal of high scores, and even parents encouraging students to get top ranks because good grades are pre-requisite for well-paying colleges and careers. Crudely put, many learned for money and the promise of luxurious life. The goal of learning for many is no longer as holistic as it used to be. Instead, education is a transfer of knowledge, without the transfer of akhlak (good character), so there are many people who are smart yet not of good character. 

         of now, the highest goal of education worldwide is the development of growth mindset, which is the way of thinking that we control our ability, so we can learn knowledge and skills by being committed to learn.That kind of teacher has what is called a fixed mindset, which is the belief that someone is either born smart or stupid. In Indonesia, the famous phrase used is “otaknya sudah kayak gini.” Have you ever said that to yourself? Have you ever compared yourself to a classmate whom you think is a smart person and believe you will never catch up to them because you don’t have “talent”? Do you think you would never be successful? This means you also have a fixed mindset. If students do not respect and accept wholeheartedly of the knowledge you impart to them, they might not grow. If you as a teacher do not respect and give wholeheartedly the knowledge you have, your students and yourself would not grow. The type of education that we all must aim for is when the classroom pushes both students and teachers to adapt and improve. Students will grow when their teacher pushes themselves to be better in teaching them, and teachers will grow when their students put the effort to truly apply what they learn. In the figure below, you will see examples of the kind of thinking students should be encouraged to have.

B. Breaking Down the Profession of Teaching

   Teachers do much more than just teach.

The job description for the profession of teaching is lengthy and much more than most people realize. Most teachers still work after the school is over, needing to take work home because it’s often too much to do on one sitting. Teaching is a difficult and misunderstood profession and requires a dedicated, patient, and willing person to keep up with all of the job's demands, which are:

• You gotta understand what you teach, and it can’t be what you learned when you were in school a decade ago, it has to be the updated version. So, you’ve to continuously study and review new research within their content area.

• In the same vein, you have to keep up with and study new instructional pedagogy.

• Furthermore, you must keep up with the newest technological trends. You, and especially your students, must become tech savvy to stay up with the digital generation

• But you can’t make the learning goals however you want because s a teacher of an institution you must link your lesson plans onto the learning objectives of the required standards of your institution, which you can find in the curriculum.

• You as a teacher must arrive at school early, stay late, and spend part of your weekend to make sure you’re prepared.

• Organize your classroom in a student friendly way, meaning that the seating arrangements maximizes learning and gives breathing room, without creating any unnecessary hassle for them and you to move around the class.

• Develop ways to differentiate instruction to challenge all students without frustrating them while still ensuring that everyone meet the learning objective.

• Go the extra mile for your students offering tutoring or extended help for students who may be struggling.

That’s a lot, isn’t it? Maybe you entered teaching faculty believing it’s an easy major. That’s not true; it’s as easy and difficult as any other programs.  Teaching appeals to those who wishes to touch and make better of the lives of their students. 

C. The Challenges of Teaching

        This job is difficult and draining—anyone who had ever been a teacher would tell you this. In the process of writing this book, we have engaged with multiple people with teaching experience to compile a list on the things that makes the profession of teaching challenging. Like we mentioned, teachers don’t just teach. 

* The job salary will never make you rich. Teachers are sadly underpaid (except in Finland).

* Teaching isn’t glamorous, are undervalued and underappreciated by many people in our society. It’s   very odd, but our society has the idea that teaching is the most no

* There’s a general lack of respect. Just a few decades ago, if a student got poor grade, it was because they weren’t accepting the knowledge that the teacher gave them. Nowadays, if a student is failing, teachers get blamed, even though they really can’t focus on an individual in a class of 30 students, not to mention when a single teacher has to teach multiple classes and multiple subjects. 

* Since students themselves also have general lack of respect for their own teachers, classroom management is even worse. Worst case scenario is when students are so unruly, your teaching time basically got replaced just trying to discipline them. Remember: you do not need each student to like you, lest they take advantage of that “need”. Demand and give respect. 

* You can't play favoritism (and if you have a favorite student or some don't call them out on it). You might care for all of them but you have to keep a professional difference. Students are smart enough to know if they'd be given leeway or get off scot free if they feel you're too emphatic.

* Most schools are underfunded (the funding depends on standardized tests results, sadly). Meaning, if the school’s student body had low achievements, the school’s income lessens, so your class might be overcrowded or only have outdated tech and books.

*Overcrowded classroom is a hassle because every person has different personalities, interests, abilities, and needs. The practice of standardization means all students are treated and taught as if they are the same, when in fact some of them have high or low ability, motivation, and other factors.

* Overcrowded class, new batch of students—you’d have a hard time remembering all the names of your students, let alone adapting to everyone's learning style.

* Too many kids… means too many parents. When parents aren’t supportive of you, teaching a specific student could be more difficult. Many parents aren’t supportive, only show up to complain, and don’t actually know what’s going on with their child. 

* This job gives you tons of paperwork, mostly grading which is time-consuming, monotonous, and boring.

* Being a teacher takes up more time than what is shown in the class schedule. You’d have to arrive earlier and would probably stay late to grade papers, prepare for next lessons, other paperwork.

* Time is limited. Not just in teacher’s life in general as stated on the previous point, but also in class.

* If you have children of your own or someone younger under your care, your work will consume much of your family and quality time, more so when you need to bring your paperwork home. 

* Education is trendy; best practices in education almost often changes because of new trends every year.

*At the same time, while teaching practices are encouraged to be updated on a constant basis, society at large and local emphasizes standardized testing results. 

* Education could be too political. Politics affect the local and state levels including education, and unfortunately many politicians continue to push mandates on schools and teachers without truly seeking input from educators themselves or consider the potential impact of a mandate 5 years from now.

* Some other teachers might not make it easy on you. New teachers might be intimidated with “veteran” teachers, and some “veteran” teachers might even be cold to collaborate or provide support such as lesson plans and ideas.

* The way kids communicate is different. This younger generation has their own lingo and slangs; be prepared to feel old and try not to take too much offense if they send you texts, tweets, or Facebook comments that are too casual. 

* Lastly, some students could be very inappropriate, sharing and asking topics such as relationships, sex, pregnancies, drugs, family gossips, and even give away movie spoilers.

D. The Rewards of Teaching

This profession is hard, but also bore the best fruits. This book has also asked many teachers to share what they found rewarding in their profession.

⬥ You're a contributing member of society. 

⬥ You'd look around at your fellow teachers and realize you're surrounded by some of the most caring and dedicated people in the world (even if some of your colleagues not easy to work with). 

⬥ You and other teachers share the same experiences of this emotionally draining job. 

⬥ At some point, someone might make you cry. 

⬥ Your kids will come up with some of the funniest statements and the laughter you all shared in the class will be one of the most memorable experience. 

⬥ Many students might claim their lessons were boring, but for you teaching would never be a bore. 

⬥ Your students learn stuff, obviously. 

⬥ You learn stuff. Sure, you learn so you can teach, but you also learn surprising responses from your kids to things that adult-you may take for granted. 

⬥ You can be legit nerds. Awesome teachers teach enthusiastically with a passion that’s like a motivational virus. 

⬥ This career gives you the chance to collaborate with all kinds of people (e.g., students, parents, college students, community members, organization members, orphans, professors, professionals, etc.) It's up to you to connect and create more opportunities.

⬥ Teaching rarely makes you rich, but you can pay your bills. 

⬥ You can build a vocation, not just a way to pay the bills, because you’d be pushed to build your skills and innovate new ways to teach.

⬥ The job market is both flexible and permanent. Teachers are a necessary part of our society so this job will always exist. 

⬥ The best reward most teachers agree on is when they found those students who really love to learn. 

⬥ Years later, you might get a blast from the past when your ex-student sent a thank you card or a picture of them making it big in their lives.

 E. What Makes a Good Teacher?

          Students’ teacher’s philosophy will influence you. When you are learning, your mind is open, and whoever your teacher may be, their ideas, body language, way of speaking, etc. may affect you, the student. Ideally, learners should be able to choose their own teacher. But in conventional education, students have limited choice. Learning and teaching should not make life as a job training. Both students and teachers have many values to pass down beyond simple knowledge, and so should be open-minded to accept them wholeheartedly.

     Here are several things that an awesome teacher should do:

• Have a positive attitude. 

• Be consistent. 

• Be fair

• Give students control. 

• Be flexible, 

• As new teachers you might want to be all friendly and not stern, but teachers must assert authority so classroom would run smoothly throughout the semester.

• Know your resources. 

• Be specific. 

• Notice how kids learn, react, and interact in different ways—Be creative. 

         • Don't forget that kids are people and not just vessels to absorb the history of Tuanku Tambusai of fundamental valuase of the consitution or regurgitate the information on test day.

                                              

          

 F. The Status Quo of Education in Indonesia

Indonesia has known this for a while since 2000 and have implemented major policy reforms to improve education such as: 

• A constitutional mandate to spend 20% of the national budget on education. However, since national budget is 15% of GDP, Indonesia’s spending for education is only 3% of GDP, one of the lowest in the region. An increase is needed because if you think education is expensive, you should try the cost of ignorance.

• Decentralization of education sector functions to the district and school level

• The Teacher Law in 2005

• Increase of resources to schools with the School Operational Assistance Grant (Bantuan Operasional Sekolah, or BOS) program

• Support for parents enrolling their children in schools through the Smart Indonesia Program (Program Indonesia Pintar, or PIP). 

Improvement of our education is demanded because our population in the near future will be—nay, already is—expected to have the four skills that are desired, essential, and the 2020 Target of Education are Critical Thinking, Creative Thinking, Computer Speak, and Collaborative Competence

CHAPTER 2

TEACHING ELEMENTS

 A. Instructional Planning

Teachers plan. Good teachers don’t simply “wing it”. Teachers have to organize their lesson plans by considering the curriculum, school resources, student motivation, student ability and other variables that will affect all instructional decisions teachers must decide before they actually teach. You as a teacher must have a solid lesson plan not only so you will not flounder during teaching, but also so the superior evaluating your teaching performance will have a solid idea and expectation of how you will run your class. Your lesson plan is your “script” which gives you confidence and reduce the anxiety beginning teachers typically have.

The figure above presents at least a couple of questions to prompt you to consider the 7 variables in instructional planning. In doing so, you will reflect on your role as a teacher, the role your students play, and what kind of learning you are aiming for. In the 20th century’s first half, society at large believe in behaviorism (Mayer, 1996; Reynolds, Sinatra, & Jelton, 1996), which emphasizes teachers to use certain activities to stimulate students to behave appropriately and learn the information given to them. Therefore, instructional planning nowadays is based on cognitive psychology, and at the core of it is teacher thinking and teacher knowledge, which are the way you think and what you know respectively.

B. Your Topic: Curriculum and Syllabus

A curriculum contains all factors involved in an educational program, and one of it is called a syllabus, which covers the portion of what topics should be taught in a subject or content area. Subject syllabus is a unit of the curriculum containing 7 primary segments: instructor data, general class data, course targets, course arrangements, grading and assessment, learning assets, and the course calendar. The table below details the differences between curriculum and syllabus.

 

To see an example of a curriculum, syllabus, and also lesson plan, go to Chapter X.

C. Your Learning Objective: Taxonomy and Task Analysis 

Teachers are not directly or solely responsible to create a school curriculum and syllabus, but you will be responsible to determine the goals of your classes. Specifying learning objectives is commonly difficult because schools generally have a broad spectrum of goals and individual teachers prioritize different things.

1. Taxonomy

This tool divides the broad selection of objectives into 3 domains:

      a. Cognitive Domain 

This domain consists of objectives concerned with obtaining knowledge, understanding, and skill.

      b. Affective Domain 

Objectives of this domain is aware that school doesn’t exist simply to make students smarter as teacher C said. Schools also aim to internalize students with healthy views, moral values, and good manners (Krathwohl, Bloom, & Masia, 1964). Affective learning objectives ask “what are schools for?” (Noddings, 2003).

      c. Psychomotor Domain 

This domain involves the development of coordination and physical skills (Harrow, 1972), which is the goal of teacher A. The physical activities aren’t limited to physical education, but can also include typing, music, home economics, arts and crafts.

2. Task Analysis

After you have determined your learning objective, ask “what will I show and tell my students to do so they can reach the learning objective?” This tool breaks down the learning objective into small tasks (Alberto & Troutman, 2003). 

For example, teacher D’s learning objective is for students to write simple sentences with correct punctuation, so they wrote down the skills needed to meet this objective: (1) Being able to differentiate between complete sentences and sentence fragments, (2) Knowing the difference between declarative, interrogatory, and imperative sentences, (3) Knowing whether periods, question, or exclamation marks go with each type of sentence, and (4) Correctly using these marks to punctuate different kinds of sentences. You can see that task analysis helps you break complex skills into smaller subskills that will be easier for you to teach to students. For this example, teacher D would have to firstly make students understand what sentences are, then help them understand how to punctuate the different kinds of sentences, and finally have them write and punctuate on their own.

D. Your Learning Activities: Lesson Plan

Lesson plans focus your efforts on a specific day and class, so it is commonly personalized for each teacher. It needs to be specific enough to give you structure and a solid idea on how you will proceed with your class, but also general enough to give you room to be flexible and adapt to unexpected circumstances (e.g., interruption by other teachers, unruly students, malfunctioning technology facility, students taking too long to finish their assignment).

There are some types of assignments you can choose for the class activity:

 Whole-class; you lecture the class as a whole and have them all participate in discussion.

 Small groups; you have students to work on assignments in groups.

 Workshops; you get students to perform various tasks simultaneously.

 Independent work; you ask students to complete their assignments individually.

 Peer learning; you ask them to work together and learn from one another.

 Contractual work; both you and your students come to an agreement of what kind of assignments students should do and what their deadline will be.

E. Your Evaluation: Assessment

You should be intimately familiar with this portion. As students, you have to participate in quizzes, do your exercises, and submit your home assignments. Now, as teachers, you are the one who will prepare and create them. Though in recent years, you may even ask your students to create their own questions and answer them on their own so the students can provoke their own knowledge.

What needs to be stressed is the alignment of your assessment with your learning objective (Hammer, 1998). Your quiz, assignment, and test cannot simply require students to be able to correctly answer a question or command; your assessment has to address the question “how can I determine if my students have reached the learning objective?” Both your activities and assessments have to logically connected to your learning objectives. This is called instructional alignment, which is the matching of learning objectives, activities, and assessment (Anderson & Krathwohl, 2001). You can’t aim for students to be able to create an essay when your learning activities focus on isolated grammar skills. Without this alignment, it will be difficult for you and your students to understand what is being learned (Bransford et al., 2000).

How do you make your teaching elements align?

Step 1 : Develop learning objectives

Step 2 : Identify how you would assess if students reached the learning objectives

Step 3 : Design the way you would teach the material so students can reach the learning objectives