Summary of Chapter 1&2

NAME:VEBRIA YULVI

CLASS:3.2

NIM:1988203028

COURSE:MODEL DAN PENDEKATAN PEMBELAJARAN

LECTURER:Dr.Herlinawati,M.Ed

CHAPTER1

TEACHING PROFESSION

• What Learning and Teaching Should Be

This book is not merely another book containing a collection of teaching techniques and dos and don’ts. 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 youhave less than nice experiences during your education.

• Breaking Down the Profession of Teaching

The division of labor due to social, economic and technological factors create what is known as professions or jobs. Teaching as a profession can be described as a professional occupation in the education sector based on a specialization on a certain field. In the mini society that is the classroom, how teachers teach can make a significant difference, for teachers are the gateway to knowledge… or they at least used to be. Now, however, what human teachers know, the Internet knows much more and can deliver all kinds of information on as many subjects and skills that have been created instantaneously to students. In this modern world, if school teachers don’t teach, can children be smart?

Yes.

They have the Internet. They have books. They can self-learn all sorts of subjects, languages, skills and specific professions if they so choose. So why is the teaching profession still necessary?

Because teachers are still needed to give focus, to monitor, to assess.

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

●in the same vein, you have to keep up with and study new instructional pedagogy. Find a way to implement the teaching material to be relevant in daily life to breathe more context into the lesson.

●Furthermore, you must keep up with the newest technological trends.

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. Not to mention, you’re the one setting a good example for your students. If you’re habitually late, they’re going to copy that bad habit at some point (and kids copy pretty quickly).

● 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 ensuringthat everyone meet the learning objective.

● You must decide whether or not a seating chart is appropriate. They must also decide when a change to that seating chart is necessary.

• 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).

⬥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.

⬥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. If the school is understaffed too, teachers might have to take on dual roles (e.g., teach multiple subjects, hold multiple positions) to save school budget.

⬥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. The best teacher evaluates and teaches each student differently, but doing so came at the price of the teacher’s time and energy.

⬥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. To overcome this, actively engage with them; build a genuine relationship and let them personally know that if they have problems in learning they can come up to ask for advice.

• What Makes a Good Teacher?

Students’ teacher’s philosophy will influence you. When you are learning, your minds 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.

Reading is the easiest method. There are countless self-improvement books. Not fond of reading? Enough books? No problem, go talk and discuss. When you get down to it, you really need to flesh your thoughts out beyond the pages. And what better way to do this than talking to other teachers? Even better if you create a teacher reading group that comes together and discusses what you're reading. We smell a book club.

Here are several things that an awesome teacher should do:

✓ Have a positive attitude. In fact, be funny. Students will naturally look forward to coming to your class and learning if they know that you aren’t uptight and rigid, and a motivated teacher would make students fired up.

✓ Be consistent. Students must know what your expectations are on a daily basis. You’ll quickly lose their attention and attention with inconsistency. For example, you asked students to use or buy a certain book for the course, so align your tests with the material in that book because kids often get angry when what they’re asked isn’t the same with what they’ve studied.

✓ Be fair. Treat everyone equally. Giving a different set of consequences for the same actions will undermine your authority.

✓ Give students control. Give them options. Student autonomy makes students more likely to engage.

✓ Be flexible, else both you and your students would keep failing because of your unwillingness to adapt.

✓ 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. Where’s the school’s list of rules? The library? The office to send an injured kid? Get information of these in advance.

✓ Be specific. “For homework, do your handout,” you ordered. Well, are they supposed to just write the answer on the handout, on their notebooks, on a separate paper? You need to give clear instructions because kids like to avoid doing assignments by claiming “I didn't get what the homework was so I didn't do it.” Even better, tell them the goal of the assignments to make students feel the relevance of doing them.

✓ Notice how kids learn, react, and interact in different ways—Be creative. No students want their studies to be mind-numbing instead of mind-stimulating.

✓ Don't forget that kids are people and not just vessels to absorb the history of Tuanku Tambusai or Fundamental Values of the Constitution and regurgitate the information on test day.

• To Teach or Not to Teach?

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

Yes.

They have the Internet. They have books. They can self-learn all sorts of subjects, languages, skills and specific professions if they so choose. So, what are teachers for?

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 different factors because while your job title is ‘teacher’ you have to do more than just ‘teach’. You have administration duties, you have to manage things beyond lessons, and beyond teaching you also have to learn just like your students. A good teacher expects their students to succeed and also expect themselves to succeed.

We ask you: why do YOU teach?

Think thoroughly about your answer. If you are serious in pursuing a career in teaching, you will find this book most useful in your journey.

CHAPTER 2

TEACHING ELEMENT

• 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. Below is a comparison of what excellent and poor planning may look like.

• 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. In essence, a curriculum is what an educational institution offers to students. It is well-planned by the government and educational institutions for a long duration. Teachers do not make the curriculum, but adhere to its objectives.

• 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. 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.

All three of these objectives are equally important, but attempting to reach all of them for one class is nigh impossible so teachers must select on a specific learning objective. One topic could have dozens of goals, so make it easier to select them, teachers can use two conceptual tools: taxonomy

 1. Taxonomy

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

a. Cognitive Domain

b. Affective Domain

c. Psychomotor Domain

• Your Learning Activities: Lesson Plan

Lesson plans focus yourefforts 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.

• 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.