Summary chapter 1 dan 2

 Name : ALDI ADILLA

Class  : 3.2

Nim     : 1988203060

Courses             : Model dan pendekatan pembelajaran

Study Program : English Language Education Depatrment

Faculty               : Faculty Of Teacher Training And Education

Lecture              : Dr. Herlinawati,M.Ed

CHAPTER I

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. Some teachers could spend the majority of classroom time sitting on their desk, lecturing and going through slides, barely interacting with the students and expecting them to be able to keep up with mere commentaries. 

In contrast, when students are tasked to give presentations in front of the class, some teachers have left them largely unacknowledged in favor of their own personal work or social media, giving little if no feedback to the students’ performance and the result of their research to make their PowerPoint slides. As a result, it has also become common for students to not care about the quality of their slides, and even regarding its originality as some straight up copied and downloaded from the Internet.

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.

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.

You must decide whether or not a seating chart is appropriate.

You must break down data from assessments to self-assess whether or not the new content is successfully taught or if it needs changes.

You should change the decoration on your bulletin boards, doors, and classroom at various points in the year. 

You must counsel students when they bring a personal issue to them. 

You must help students identify their individual strengths and weaknesses.

You must pause from lessons to take advantage of teachable moments.

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

C. The Challenges of Teaching

The job salary will never make you rich.

Teaching isn’t glamorous, are undervalued and underappreciated by many people in our society. 

There’s a general lack of respect.

Since students themselves also have general lack of respect for their own teachers, classroom management is even worse.

You can't play favoritism

Most schools are underfunded 

Overcrowded classroom is a hassle because every person has different personalities.

Overcrowded class, new batch of students—you’d have a hard time remembering all the names of your students.

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. 

Education could be too political. 

Some other teachers might not make it easy on you.

The way kids communicate is different. 

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.

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

At some point, someone might make you cry. 

Your students learn stuff, obviously. 

The job market is both flexible and permanent. 

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

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. 

F. The Status Quo of Education in Indonesia

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).

G. To Teach or Not to Teach?

Yes. To give focus. To monitor. To assess.

Internet, books, all those resources are simply tools that store knowledge for children to reach. But they neither know how to reach for them yet nor the best way to grasp them. It is frustrating to see students who have tremendous potential but do not want to put in the hard work necessary to maximize that potential. The journey is hard, but it doesn’t have to be void of fun. Education is no longer as monotonous as it used to be when primary education started to become compulsory all over the world sometime after 1775, but it still has challenges from so many.

CHAPTER II

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.

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. 

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 is the guideline of the course/program, covering the knowledge, skill, behavior, and performance that will be taught to and expected of students.

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:

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. 

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

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. 

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.

Table 2.7 Elements of a Basic Lesson Plan

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. 

Table 2.8 Dimensions of Classroom Time

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.