Of Teaching II (Final Reflection)

So, this is gonna be the last reflection posted in this Micro Teaching Class. So glad that I ALMOST pass this class (hopefully I do ). It SEEMS that (or it’s more appropriate to say “IT COULD BE CLEARLY SEEN THAT”) I didn’t post my reflections regularly :D. Instead, I posted some of them at the last minutes of Micro Teaching Class. 

In some of my reflections, I didn’t only talk about learning methods done by my friends. I sometimes talk about my perspective towards education. Thus, in this final reflection, I would post not only my – and my friends’ – development in teaching method during this Micro Teaching Course, but also my changed perspective toward education during this Micro Teaching Class.

Before joining Micro Teaching Class, I thought that philosophical understanding of education was more important than education practical understanding. I thought, if someone had good knowledge on philosophy of education, he/she wouldn’t find difficulties in teaching. I didn’t think I had had good knowledge on philosophy of education, but after practicing teaching several times, I found out that teaching was not something which was just there (even if someone had good knowledge on philosophy of education, I guess). We had to do something about it. We have to keep practicing it in order to create synergetic learning. Teaching is a skill. Now, I don’t think having good knowledge on philosophy of education could guarantee the existence of good skill of teaching practice.

However, even though now I don’t think that the understanding of philosophy of education is above education practical understanding, I still think that each can’t stand without another. My problem is, even though I have been given many teaching methods and chances to do practice teaching, I don’t think I got enough knowledge on philosophy of education – in PBI in general, and in Micro Teaching class in particular. I remembered I only got philosophy of education subject in the first semester on Pengantar Pendidikan. In that subject I learned Driyarkara’s thoughts. After the first semester, I learned many subjects related to methods in education, but I didn’t get much Subjects related to philosophy of education. Whereas, I think this philosophical thing is important to remind us about fundamental questions such as: Why do we need to teach? What is teaching? What is educating? Why should we teach? For money, for better humanity, or else? I don’t know, I’m just a bit scared to imagine doing something without really know why I do that, or do I really love to do that, or what I am actually doing. Sometimes, Mr. Pras reminded us, though. And I was inspired when once he said that teaching was his passion. It made me think what is teaching for me, too.

Above, I talked about my perspective towards education. After this, I would like to share the skills – I thought – I have developed in Micro Teaching Class. One of the questions given to the students for this final reflection is: have I had the characteristics of a good teacher. Wow, that was a wide question and I think it needs long answer too. “Good” is something which can be defined with many things. But to answer that question, I would pick “good” definition from one of the handouts given to me in the beginning of Micro Teaching Class. Actually that handout didn’t talk about the definition of “good” teacher. Specifically, that handout discussed the characteristics of an effective teacher.

There were three general characteristics of an effective teacher mentioned in that handout. The first one was: teacher should involve the students in the learning process by let the students work and let the students have clear expectation on the learning. The second one was: teacher doesn’t was time and tries not to make the students disrupted and confused. The teacher should have discipline plan, start the class immediately, and have assignments posted. The third one was: teacher is work-oriented but could create relaxed and pleasant climax.

I wasn’t sure whether I had reached the first characteristic or not. In my first teaching practice this semester, where I taught speaking, the observers said that I didn’t involve my students. I thought I indeed didn’t really involve them to speak whereas that was speaking class. In the second and third teaching practice, I didn’t teach speaking anymore. I taught listening and structure. In that kind of classes, I didn’t have to involve the students to speak. I had to involve them in the learning by asking them doing other activity besides speaking. In those classes, there were no comments stated that I didn’t involve my students in class. But, since I haven’t taught speaking again, I couldn’t make clear comparison related to students’ involvement in class, especially their involvement in speaking.

I think I have developed the second characteristic of an effective teacher. Even though some of junior students I taught said that they couldn’t catch some of my points, I had tried not to waste my time with them. I had discipline lesson plan and I implemented it. I started the class immediately and I gave the students assignments.

Related to the third characteristic, I’m not sure, though. I indeed had work orientation, but creating relaxed and pleasant class was the difficult point to reach, especially when I taught structure. I could now understand why structure class could never been brighter (^.^). If we would like to play song or video, for example, beside the time is usually not enough, the song or video related to the material is rarely found. Rei – my partner in Structure class – and I tried to give the students song, but we canceled our plan because the time would not be enough for that. But, relaxed and pleasant atmosphere doesn’t always have to be created by media because above all, teacher is the one who should find a way to create that kind of class. I thought I still find difficulties to do that.

Since I, however, have developed some characteristics of an effective teacher, if I was then given this question: have I been a better teacher, I would say, yes.
In Micro Teaching Class, we were asked to help our friends to develop by being in class, acting like students, observing their teaching practice, and commenting on that. Related to those four aspects, I thought I have helped my friends, somehow. However, sometimes, I was absent, or, even though I was in class, I sometimes became a really passive student (it was a challenge for my friends, though, to deal with passive students, but sometimes I felt bad about being like that, XD). Sometimes when I had to observe, I was also sleepy. Thus, my observation was not that maximal. Sometimes I do my best to, though.

I think my friends also help me a lot to develop. In some of my reflections, I said that, my friends really behave like students and I had to improve my lesson plan in order to make them ‘understand’ the material. I honestly had to work harder than I thought that time.

Related to their comments, when they commented on what run well in class, I sometimes felt happy. When my friends commented on what didn’t run well in class, I seldom felt mad. I tend to feel disappointed, not with my friends who comment on that, but with my self. Their comments had really helped me to encourage my self to teach better.

The last question given to me for the final reflection was: what grade I deserve. Honestly, I really don’t know how to answer that difficult question.

Miracle Workers

* Here is another amazing poem written by Taylor Mali. Some of the lines written here are almost the same with what is taught in Micro Teaching Class. I would bold some of those lines and would italic my favorite lines.


Sunday nights I lie awake—
as all teachers do—
and wait for sleep to come
like the last student in my class to arrive.
My grading is done, my lesson plans are in order,
and still sleep wanders the hallways like Lower School music.
I’m a teacher. This is what I do.

Like a builder builds, or a sculptor sculpts,
a preacher preaches, and a teacher teaches.
This is what we do.
We are experts in the art of explanation:
I know the difference between questions
to answer and questions to ask.

That's an excellent question.
What do you think?

If two boys are fighting, I break it up.
But if two girls are fighting, I wait until it’s over and then drag what’s left to the nurse’s office.
I’m not your mother, or your father,
or your jailer, or your torturer,
or your biggest fan in the whole wide world
even if sometimes I am all of these things.
I know you can do these things I make you do.
That’s why I make you do them.
I’m a teacher. This is what I do.

Once in a restaurant, when the waiter asked me
if I wanted anything else, and I said,
"No, thank you, just the check, please,"
and he said, "How about a look at the dessert menu?"
I knew I had become a teacher when I said,
"What did I just say?
Please don’t make me repeat myself!"

In the quiet hours of the dawn
I write assignment sheets and print them
without spell checking them. Because I’m a teacher,
and teachers don’t make spelling mistakes.
So yes, as a matter of fact, the new dress cod
will apply to all members of the 5th, 6th, and 78th grades;
and if you need an extension on your 55-paragraph essays
examining The Pubic Wars from an hysterical perspective
you may have only until January 331st.
I trust that won’t be a problem for anyone?

I like to lecture on love and speak on responsibility.
I hold forth on humility, compassion, eloquence, and honesty.
And when my students ask,
“Are we going to be responsible for this?”
I say, If not you, then who?
You think my generation will be responsible?
We’re the ones who got you into this mess,
now you are our only hope.
And when they say, “What we meant
was, ‘Will we be tested on this?’”
I say Every single day of your lives!

Once, I put a pencil on the desk of a student
who was digging in her backpack for a pencil.
But she didn’t see me do it, so when I walked
to the other side of the room and she raised her hand
and asked if she could borrow a pencil,
I intoned, In the name of Socrates and Jesus,
and all the gods of teaching,
I declare you already possess everything you will ever need!http://www.blohttp://www.blogger.com/img/blank.gifgger.com/img/blank.gifhttp://www.blogger.comhttp://www.blogger.com/img/blank.gif/img/blank.gif
Shazzam!
“You are the weirdest teacher I have ever—”
Then she saw the pencil on her desk and screamed.
“You’re a miracle worker! How did you do that?”

I just gave you what I knew you needed
before you had to ask for it.
Education is the miracle, I’m just the worker.
But I’m a teacher.
And that’s what we do.

Here is another link of his performance:Taylor Mali

What Teachers Make (Taylor Mali) - Reflection 12

* Taylor Mali is one of my favorite poet and teacher. His poems are categorized as slam poetry. He had ever been a teacher for nine years but now he is a poet.His poem is really inspirational for me. Here is one of his poem titled "What Teachers Make". In this poem, he tried to show that society still addresses bad perception to teacher whereas teacher is actually a very fundamental and valuable profession.


He says the problem with teachers is, "What's a kid going to learn
from someone who decided his best option in life was to become a teacher?"
He reminds the other dinner guests that it's true what they say about
teachers:
Those who can, do; those who can't, teach.

I decide to bite my tongue instead of his
and resist the temptation to remind the other dinner guests
that it's also true what they say about lawyers.

Because we're eating, after all, and this is polite company.

"I mean, you¹re a teacher, Taylor," he says.
"Be honest. What do you make?"

And I wish he hadn't done that
(asked me to be honest)
because, you see, I have a policy
about honesty and ass-kicking:
if you ask for it, I have to let you have it.

You want to know what I make?

I make kids work harder than they ever thought they could.
I can make a C+ feel like a Congressional medal of honor
and an A- feel like a slap in the face.
How dare you waste my time with anything less than your very best.

I make kids sit through 40 minutes of study hall
in absolute silence. No, you may not work in groups.
No, you may not ask a question.
Why won't I let you get a drink of water?
Because you're not thirsty, you're bored, that's why.

I make parents tremble in fear when I call home:
I hope I haven't called at a bad time,
I just wanted to talk to you about something Billy said today.
Billy said, "Leave the kid alone. I still cry sometimes, don't you?"
And it was the noblest act of courage I have ever seen.

I make parents see their children for who they are
and what they can be.

You want to know what I make?

I make kids wonder,
I make them question.
I make them criticize.
I make them apologize and mean it.
I make them write, write, write.
And then I make them read.
I make them spell definitely beautiful, definitely beautiful, definitely
beautiful
over and over and over again until they will never misspell
either one of those words again.http://www.blogger.com/img/blank.gif
I make them show all their work in math.
And hide it on their final drafts in English.
I make them understand that if you got this (brains)
then you follow this (heart) and if someone ever tries to judge you
by what you make, you give them this (the middle finger).

Let me break it down for you, so you know what I say is true:
I make a goddamn difference! What about you?

Here is a link of a video of a poem recital performed by Taylor Mali.It is so inspiring.

Taylor Mali

Structure + Real Students = *?@#$%^&* (Reflection 11)

Several weeks ago, I finally taught lower semester students. I felt really nervous. I even can’t sleep well on the night before I teach. But I didn’t want to be honest to my self. I kept saying this to my self, ”Come on! It’s not a big deal.” Of course it didn’t help because it WAS a big deal. My head kept asking these questions: What if the students do not understand what I’m saying? These students are the real students. They are different from my friends who pretended to be students. They wouldn’t tolerate me if I made mistakes or if I couldn’t make them understand. And I couldn’t make up my teaching because this is the only chance I have. I haven’t known this class, what style should I use when I teach? And honestly, I felt a bit sorry to choose Structure for my final test in Micro Teaching. How dare I do that!

Preparing teaching with those questions in my head was not easy. When I prepared the material, sometimes I stopped, not to have a rest, but to get over my fear from me.

My turn to teach finally came. The students’ expression motivated me, but I sweat a lot when I taught them. I felt so glad when the students said that they didn’t have any questions after I explained several sub-chapters. They seemed understand but I would prove my speculation from the exercises and quiz they would do.

When we did the exercise, actually, sometimes I was doubt whether some answers they stated were correct or not. Sometimes they mentioned unexpected answer and because I didn’t prepare my self for that unexpected answer, I usually would ask them, ”what do you think about that?”, to give my self time to think of why the student’s answer was/was not correct. Before I found the explanation, usually other students would mention the expected answers and I would just say ,”yes, this answer is more appropriate” without really explaining why this answer is more appropriate than the answer he/she mentioned. But they usually would nod their head, acted like they understood and showed me that they thought I understood better than them (and because of that they didn’t debate me). I felt glad and also bad about this. Glad because I didn’t have to add my nervouseness by dealing with their argument, but bad because I didn’t really do my best to explain the answers to them.

After the class was over, most of the students stated that they understood. They had good result on their quiz. I felt so glad about it. My mother is a teacher and she ever said: the most special reward for her as a teacher is when the students understand what she taught. I started to know what she means, I guess. And I felt a bit sorry that I ever felt a bit sorry to choose Structure for my final test in Micro Teaching. Structure wasn’t that bad. (^.^)

Dilemma (Reflection 10)

Teaching deals with this one: dilemma. Many things do, but how do they relate? In order to improve students’ ability, we must select the best method which could build the most effective way of teaching. However, based on my experience in teaching micro class and junior class, picking the best method was not easy. I was always faced with dilemma. For example, when I chose an A method instead of B method for such lesson, in the end of the lesson I would regret my choice because the class condition was more appropriate to be handled with the B method. I realized that this kind of thing happened because so far I was always faced with new class, or in other words, the class I hadn’t known before. My not knowing to this class brought me to the speculation about the most effective method which should be implemented in certain class.

One of my experiences below could probably bring a better picture about this dilemma I meant. When I prepared my final test in micro teaching class, I was confused with this problem: in 30 minutes, should I give the students the materials which are based on all of the indicators which – actually – should be given in 60 minutes? What if my students could not finish all the material? Should I write all the materials in my lesson plan, or should I reduce them? I chose to give the students all the materials because in my opinion, my material would not be too difficult for them. I was a bit surprised then, to see that my class reacted differently. Most of my friends pretended to be beginner learners. They misspelled many words and most of my time was finally used to correct their misspelling words. Because of this, I could not finish all the materials. This situation showed that my prediction was not correct. But at least, that lesson taught me something: improvisation is really important in class. Yes, that day my friends gave me something to learn: improvisation. If I kept continuing finish all the material, I don’t think the students would understand the material because the lesson would be delivered fast. However, I’m not that successful in doing improvisation. I didn’t recognize that actually my students could not catch my delivery well because I spoke English to them. Just like what Mr. Prass said, I should have considered using Bahasa if most of the students did not understand English well.