Summary Chapter 1 and 2

 

 

Name : Fitria Sari

Class  : 3.2

NIM   :1988203052

Courses              : Model dan Pendekatan Pembelajaran

Study Program : English language Education Depatrment

Faculty               : Faculty of Teacher Training and Education

Lecture             : Dr. Herlinawati,M.Ed

 

 

CHAPTER  1

 

TEACHING PROFESSIONS

 

A. What Learning and Teaching Should Be

Learning and teaching has not been the best for many years and in many places. It's likely that you had an unpleasant experience during your education. With laptops and projectors being the most common technology schools provide for classrooms and curricula one of the most common teaching practices we see in class is the presentation of course materials with PowerPoint. The use of this facility has not provided an optimistic picture of formal education.

 Some teachers can spend most of class time sitting at their desks giving lectures and reading slides, hardly interacting with students many students can easily sit at the back of the class and spend hours whispering to their classmates or sleeping through the class. "Social media and cell phones are a nuisance in the classroom" some teachers have left them largely unacknowledged for their personal work or social media, providing little feedback on student performance and their research results.

There are many instances when students are unable to answer questions or make mistakes, teachers may berate them and sarcastically comment on how they should know about course material from online sources Some teachers do not care if students really understand a concept and just want their class to have students with high grades, even letting students copy each other often even see headlines about teachers bullying students and students persecuting teachers. Simply put, the lack of respect for one another as lifelong learners is staggering. Decades ago, teachers were the most respected. Teachers are very important for children to be smart. Teachers are indispensable for children to develop an intellectual way of thinking, a philosophical way to reflect on themselves.

 Teaching should not only produce students who achieve ideal values. Studying should not only be to secure a good future. However, the aim of our education today is not only to make you good enough, but also to make you believe that you can be better even after you leave an educational institution.

 This is why respect between you and your students for one another is so important. If students do not respect and accept wholeheartedly the knowledge you impart them, they may not grow. Students will grow as their teachers push themselves to become better at teaching them, and teachers will grow as their students strive to actually apply what they learn. Today, the goal of highest education worldwide is the development of a growth mindset, where our thinking controls our abilities, so that we can learn knowledge and skills by committing to learning.

 

B. Tearing down the Teaching Profession

Teaching as a profession can be defined as a professional job in the field of education based on an interest in a particular field. In a mini society that is a classroom, how can teachers teach can make a significant difference, because teachers are the gateway to knowledge In this modern world, if school teachers don't teach, can children be smart? Yes They can learn all kinds of subjects, languages, skills and professions themselves if they wish. So why is the teaching profession still needed? Because teachers still need to focus, monitor, assess Teachers do more than just teach.

Teaching is a difficult and misunderstood profession and requires people who are dedicated, patient and willing to meet all the demands of the job, namely:

• You must understand what you are teaching.

• In a similar vein, you must follow and learn a new instructional pedagogy.

• In addition, you have to keep up with the latest technology trends.

• But you can't make learning goals the way you want them because as a teacher at an institution you have to link your lesson plans according to the curriculum.

• You as a teacher should come to school early as a better example.

• Organize your classroom in a student-friendly manner

• Develop ways of differentiating instructions.

• You have to decide whether a seating chart is appropriate or not.

• You must monitor students as they work independently.

• Define a behavior management plan.

• Try to formulate questions that require high-level responses so that students can participate in the discussion.

• You should break down the data from the assessment to self-assess whether new content was taught successfully or if it needs changes.

• You must grade and record each student's paper in a timely manner

• Extra-curricular activities include your presence as it shows pride in the institution and support for students who participate in the activity

• Sit on committees to review and oversee important aspects of the school such as budget, new teacher recruitment, school safety, student health, and curriculum.

• You must have empathy for each student.

• Health is also something that must be considered by teachers.

• You should counsel students when they bring personal problems to them.

• You must help students identify their individual strengths and weaknesses.

• This is often not mentioned at first as it is something most teachers are aware of.

• You must change the decorations on bulletin boards, doors, and classrooms at various points during the year.

• You should pause from lessons to take advantage of the teachable moments.

• Work harder for your students by offering additional tutoring or help for students who may be struggling.

 

C. Teaching Challenges

This job is hard and tiring - anyone who has been a teacher will tell you this. teaching to compile a list of things that make the teaching profession challenging. As we mentioned, teachers don't just teach.

• A job salary will never make you rich.

• Teaching is not glamorous.

• Generally lack of respect.

• Because students themselves generally also lack respect for their own teachers.

• You cannot play favoritism.

• Most schools are underfunded.

• Overcrowded classrooms.

• Classes are overcrowded.

• Too many children.

• This job provides you with a large number of documents.

• Becoming a teacher takes more time.

•  Limited time.

• This job takes up a lot of your family time and quality time.

• Education is trendy.

• Some other teachers may not make it easy for you.

• The way children communicate is different.

• Finally, some students did not deserve to ask “unquestionable questions.

 

However, challenging was not the same as impossible. Doing something difficult often amounts to the reward it deserves, whether it be true reward or just your own satisfaction at completing a challenging task

 

D. Teaching Rewards

This profession is difficult, but it also produces the best results, asking many teachers to share what they find useful in their profession.

• You are a contributing member of society.

• You will see their fellow teachers sticking to their jobs as they invest in the future.

• You and other teachers share similar experiences with this emotionally draining job.

• At some point, someone may make you cry.

• Your children will make some of the funniest statements and the laughs you all share in class will be one of the most memorable experiences.

• Many students may claim their lessons are boring, but for you teaching will never be boring.

• Your students are sure to learn a lot.

• You learn a lot.

• You can be a legitimate bookworm.

• This career provides you with opportunities to collaborate.

• Teaching rarely makes you rich, but you can pay the bills.

• You can build jobs.

• Flexible and permanent labor market.

• Most teachers' best reward is when they find students who love to learn.

• Years later, you may get a thank you card or a photo of the person who became famous in their life.

                                    

E. What Makes a Good Teacher?

The philosophy of the student teacher will influence you. As you study, your mind opens, and whoever your teacher is, their ideas, body language, way of speaking, etc. Can influence your students. Ideally, students should be able to choose their own teacher. But in conventional education, student options are limited.

But you as a learner must also reflect what your teacher is giving you. Teachers are imperfect, will make mistakes, and sometimes make bad judgments. There are times when you get overwhelmed, lose focus, or can't remember why you chose to stay committed to this profession.

Here are some things a great teacher should do:

1. Be positive

2. Be consistent

3. Be fair

4. Give control to students

5. Be flexible.

6. As a new teacher, you may want to be friendly and indecisive.

7. Know your resources.

8. Be specific

9. Watch how children learn, react and interact in different ways - Be creative

10. Don't forget that children are human beings and not just a place to absorb the history of Tuanku Tambusai or Basic Values ​​of the Constitution and vomit information on exam day.

 

F. Status Quo Education in Indonesia

 According to the Ministry of Education and Culture, Indonesia recorded 169,378 public schools and 138,277 private schools, with a total of 307,655 schools in 2018.

The proportion of school levels in Indonesia is very uneven. There are too many primary schools and too few secondary and tertiary schools, so it cannot be denied that in Indonesia the very large number of children only stops at the primary level, which causes an increase in the number of youth unemployed. Increasing our education is demanded because our population in the near future will - even already - are expected to have the four desired skills, essential, and the 2020 Education Targets are Critical Thinking, Creative Thinking, Computer Speaking, and Collaborative Competence. but what we can do now is improve the quality of all our students so that they can learn and survive outside of school.

 

G. Teaching or Not Teaching?

In this modern world, if school teachers don't teach, can children be smart?

Yes. They have the Internet. They have books. They can learn all kinds of subjects, languages, skills and professions themselves if they wish. So what's the teacher for? To focus. To monitor. To assess. The internet, books, all those resources are just tools that hold knowledge for children to reach. But they don't know how to achieve it or the best way to catch it and a good teacher expects his students to succeed and also expects himself to succeed.

 

 

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. Teaching is a personal endeavor, so you must plan on how you will run your class. Below is a diagram summarizing the most important variables that you must plan for:

 

 

 instructional planning nowadays is based on cognitive psychology, These two different factors are interdependent because the way teachers think depends on what they know.

B.   Your Topic: Curriculum and Syllabus

 

The lesson topics you will teach is typically already determined by the school curriculum, which is a set of standardized learning goals across grades. 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.

 

 

 

 

 

Curriculum vs Syllabus

 

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.

For example, imagine this scenario of three physical exercise teachers discussing their goals:

s  A wants the students to develop their muscle strength and flexibility so no matter what kind of other exercises they do, they’ll have a good foundation.

s  B prefers students to know many different kinds of exercises so they will be able to differentiate aerobic and anerobic exercises.

s  Meanwhile C is concerned about when the students will inevitably leave school and wants students to be motivated to continue exercising for life so they will not end up as couch potatoes.

All three of these objectives are equally important, . One topic could have dozens of goals, so make it easier to select them, teachers can use two conceptual tools: taxonomy and task analysis.

 

1.      Taxonomy

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

 

a.      Cognitive Domain

Cognitive Taxonomy

Level	Description
Knowledge	Students can recognize, define, recall specific information
Comprehension	Students understand content by being able to summarize, translate, or give examples
Application	Students can solve problems and properly convey the information
Analysis	Students can break down the topic to reveal in organization and structure
Synthesis	Students can create a unique (for them) product/output using the information
Evaluation	Students can judge the value or worth of something by comparing it to predetermined criteria

 

 

 

b.      Affective Domain

Affective Taxonomy

Level	Description
Receiving	Students are willing to listen passively to the message/advice
Responding	Students act on the message by responding, discussing, or obeying
Valuing	Students show preference by voluntarily displaying/sharing the message
Organization	Students incorporate the value to their outlook and everyday habit
Characterization	Students act consistently with their beliefs

 

c.       Psychomotor Domain

Psychomotor Taxonomy

Level	Description
Reflex movements	Unconscious behavior
Basic fundamental movements	Early age behavior (e.g., grasping, walking)
Perceptual abilities	Muscular movement coordination with outside world
Physical capabilities	Strength, endurance, flexibility, agility
Skilled movements	Complex movements (e.g., skipping rope, shooting basketball)
Nondiscursive communication	Using bodies to express feelings or ideas

 

 

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?” 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.

(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 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). below is a description of the most important elements that must be included in a teacher’s lesson plan:

 Elements of a Basic Lesson Plan

Component	Description
Unit Title	Relationship between this lesson and others in the unit
Instructional Goal	Broad goal for the lesson
Learning Objective(s)	The specifics of all the things the students should learn
Lesson Material/Content	Major ideas/skills in the lesson
Learning Resources/Aids	Needed equipment and supplies
Rationale	Why the lesson is important
Learning Activities/Syntax	Learning experiences that will be conducted
Assessment Procedure	How student learning will be measured
Allocated Time	The duration of the lesson and its learning activities

 

The last item on the table above is perhaps the most difficult to control. Allocated time is the amount of time teachers assign to different learning activities. To understand how you can maximize your classroom time, you must understand its 3 dimensions:

 

                                           Dimensions of Classroom Time

Dimension	Description
Instructional time	Time available for teachers to teach after classroom routine (e.g., greeting, praying, role call)
Engaged time	Time for students doing the learning activities
Academic learning time	Time for students successfully doing the learning activities

 

 

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.

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, Without this alignment, it will be difficult for you and your students to understand what is being learned

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