Rabu, 22 Oktober 2014

This All About Our Self

The second meeting of Affective Education was talking about self – awareness, self – esteem, self – confidence, and self – management of emotion. In this session we were asked to know our self better. So all of thing in this session was about our self. First we were asked about how we aware of our self, how we aware of something changed from us. The example was Ms. Caecil gave us a piece of wood to be put in our shoes and stand with it. It firstly felt strange, I mean there was something else in your shoes which can affect the way you walked or stand. So what could we do? Just shouting and keep complaining that there was something on our shoes? No. What we have to do was take the shoes off, take the wood and wear your shoes again. So what was the purpose of this? Well, just think that it was done to increase our self – awareness. How come? Well, somehow we were not really aware of our self. Somehow we just keep doing things without thinking the effect. Somehow we do not care with our health. Somehow we just do not be grateful and thankful for everything God gives to us. Somehow we just start loving our self when we start to sick. Yeahh, somehow.

These examples show how well we aware to our self, and it shows that we do not aware with our self. Well, self – awareness is not

only about physical self – awareness, but also about academic and social self – awareness. So how well do I know yourself? Whom the person knows you the best? Well, the person knows me the best is of course my self. Why? Because I am the one who know what are the best things for my life. I am the one who could define what I want to do, and what I do not. I am the one who know what i want to be and what I did not. I am the one who knows my self the best. Yes, I am. Not the others. I know what I am good at and what I am not good at. I know my strengthen and my weakness. I know that I am good at singing and dancing, I know that I am able to make a good writing, I know that I can deal with children but I am not good at public speaking. I enjoy listening to music and reading a novel on my own bedroom. I enjoy writing a fiction story. I enjoy sitting in the corner of the class rather than in the front row. But I do not enjoy speaking or having conversation with a lot of people. I do not enjoy to be a center of attention.

“So what do you like the most from yourself?” Well, thing I like the most from myself is everything! I like everything from myself. I do believe that everything from myself is the best thing God gives to me. So when you asked what I do like the most from myself is of course my self. Well, it might be a little bit arrogant, but when you do not start loving yourself, who else will love yourself? :D

The three adjectives which describe me well are quiet, sensitive, and expressive. I actually am a quiet person. I do not really like to talk to people in face to face. Well, you might think I am a bit clumsy. Yes, I am. I do not really know how to start the conversation, and well, I just love to be silent. I am also a bit sensitive with feeling. does not really mean I love crying or easy to be touched, but I am sensitive with people changes of feeling. I know when someone get angry of something, I know when someone in love, and I know when someone hate another person, I know it. I am sensitive of that. I am also an expressive person. It is hard for me to hide my feeling, for example when I get mad, I might show an anger face; or I might be embarrassed when I meet someone I admire. I easily show my true expression, and I cannot be a poker face. I cannot, at all. That is why somehow I need a self management of emotion. I need to control how I show my facial expression because not all of people can accept how I show my facial expression.

Talking about future and goal are something really interesting. If you ask me what is the goal of my life, I will answer that I just want to make my mother happy. I just want to make my dearest person feel the happiness. “But don’t you want to earn lot of money?” Of course I want it too. Making a lot of money is happiness, but making people around you happy is a super happiness. That is a quote from Muhammad Yunus, a Nobel prize winner. And I just realize that those words are true! What is the purpose of making money when you cannot make people around you happy? What is the purpose of making money when you have no one to share with? Nothing, right? So when you ask me what my goal is, I just want to make my dearest people happy. But it will be different when the question is what you want to achieve or do in your life. What I want to do in my life is making an educational foundation for children, especially for those who have disabilities. I want to make a school for them, I want to accommodate their needs. Besides that, I want to get my master degree and be a lecturer in one state university in Indonesia. I also want to be an entertainer, since I am good enough at singing and dancing. I can make a dance class, maybe. Well, it will not be easy for me to achieve that. I know it will be hard for a twenty years old girl to do that. But since I already pictured what I want to achieve, I am sure that slowly, all of my dreams will come true.

Rabu, 15 Oktober 2014

Affective Education - an Overview

September, 04 2014 was the first meeting for Affective Instruction for 21st Century Learning. I actually do not really know what this course is. the only thing I know is in that course, I will learn about affective education. But what is affective education? Well, I might not really know if you asked me about the definition. The only thing I know is, there are three domains in learning, and affective has become on of that three domains. So, in a simple way, there are three domains in learning: cognitive, affective, and psychomotor.

Affective, or we usually called it as “nilai sikap” in report book, is one important aspect that usually been forgotten by most of teachers. Reflected to my own experiences, most of my teachers only focused on cognitive domain which explains about students’ or learners’ ability in learning only by seeing their grade or score. Most of teachers only wanted their students to pass the exam without consider their students’ ability. Students seemed has no right to asked bout what they are going to learn, why they learn that thing, etc. Teachers are only forced them to follow the lesson and pass the exam. That’s it. Only that. Simple? Yes, of course. That would be simple for the teacher. You get 9? Then you pass the exam. You get 5? So sorry, you have to take remedial test. Those are the thing that might be said by the teacher.

But what about the students? Have they considered about students’ feeling? Well, some teachers might say “I do not care about their feeling, the most important is they have to pass the exam.” Surprising, right? How come a teacher only think about the score? What about the affective and psychomotor? “Well, we have a practical class for chemistry, biology, English, etc. We can take their psychomotor score from that.” Okay, that might be possible for the psychomotor. But remember, there is still one domain which has not been explained yet. Yes, the affective domain.

How do the teacher evaluate students’ affective? ” We have our own table for affective. We put it in the report book. We can see their affective from how they do team work, how they communicate; their attitude, effort, honesty, discipline, confidence, etc. We give them score with range from A to E.” Hmm, do the teachers really score the students’ attitude? How could they grade it? Well, I mean, would it be fair for the students? When the teachers only think about how the students will pass the exam, would it be fair if teachers grade them? Because affective domain is all about affection, feeling, and emotions; include the degree of acceptance, self – esteem, self – confidence, etc. Well, I think this is the wrong concept.

I mean how could something personal (like feeling and emotion) are graded using the alphabet A, B, C, D, or even E? How could teachers state that this student is good, that student is bad, this students could get A for affective, that student should get D; how could? Is there any indicator state that the good students should be like this and that, and the bad students should be like this and that? And how could a teacher give affective grade while they only think about the cognitive? Well, I think the teacher should consider about students’ feeling too because this affective could really influence the cognitive and psychomotor. Do the students really feel comfort to learn with that teacher? Do they feel motivated to learn that subject with that type of teacher? These things are sometimes being forgotten by all of the teachers, include us, the future educators. We sometimes do not really thing about the students’ feeling. So, what I could say is, as future educators who are going to teach in 21st century with various type of students in our class, we should be able to know, understand, and handle students’ behavior in a good way, not threatening way.

Well, that’s all the thing I could say. I think I write a lot more than I expected. :D

So big thank you for reading my not-so-important-writing.

Thanks for reading!! ^^

See yaa~ :)


Robert J. Seidel, Kathy C. Perencevich, Allyson L. Kett. Springer. (2007). From Principles of Learning to Strategies for Instruction. New York: Springer

Motivation - a Brief Explanation

Motivation is a simple word which means a lot. From “Motivation Theory for Teachers” book written by Madeline Hunter, motivation means state of need or desire that activates the person to do something that will satisfy that need or desire. Well, what I want to do now is giving summary about what I have read from that book. This book is simply told us, teachers or teacher candidate on how to motivate students. The most important point I got from this book is, you will never make children learn. No one can make a child or anyone else learn. What we could do is only encourage them to learn, not make them learn.

This book also explained about some variables which related to motivation, like the degree of concern or tension, the feeling tone, interest, success, difficulty, knowledge of result, and relation of the activity to an internalized goal. Well. Let me explain this one by one.

First is the degree of concern or tension. How come this degree of concern or tension influence motivation while some of us think that tension (or anxiety) is not good? Well, actually feeling anxiety is somehow important. Why? Because sometimes you just need the feeling of up and down. Just imagine that everything goes right on your life without any tension or anxiety. It will be boring, right? Because you do not need a big effort to do things, you just keep it that way so you will have less motivation. Just take a look at this example. Suppose that it was a lovely Sunday morning, you were lying on your bed, reading a book or watching movie you love the most, and suddenly got a text from your friend that you had to bring a course book. You might do nothing because you just need to look for the course book after you finish reading your book or watching movie. But it will be different if you got a second text from your friend said that you have to analyze that course book and explain what the content and assessment used for one chapter in that book. You might just finish your activity and start to analyze that course book. But I don’t really think about it. I still can do it later after I finish reading my book or watching a movie. Yes! You can. I am sure you can. But you cannot lie that your degree of concern or anxiety has increased so you will keep thinking about your task and cannot feel comfort to read your book until you do your task. So this is how degree of concern or tension relates with motivation.

Second is the feeling tone. What feeling tone is? Feeling tone is the feeling of pleasant, unpleasant, or neutral. This feeling tone could influence the motivation. The pleasant feeling will increase the motivation in a good way, the unpleasant feeling will increase the motivation in a bad way (or you might say that it decrease the motivation in a good way) and neutral feeling will bring no impact. See this example. Suppose that you were a new English teacher. You did all the method you get when you were studying in university. You try to look for the best method to teach, improve your pedagogy skills, involve students in all activity, and also create a comfort and safe classroom for your students. When you did so, I am sure that all of your students will feel pleasant. They will wait for your class with a happy face. And this condition will increase their motivation in a good way. But then suppose that you did not do anything like what you did in the previous example. What you did is only ask them to read a book and keep giving them a lot of assignment to do without explaining why they should do all the things. This condition will lead to unpleasant feeling, where they thing you were not capable enough to teach. And it will decrease their motivation (or demotivated them), they will not wait for your class with their happy face. They even might wish that you will not come to the class to teach. Why? Because they feel unpleasant in your classroom. For neutral one, well, it will not do a thing.

The third is interest. All of us will be motivated to do the thing we are interested in, right? And so do the students. When they are interested in doing something, their motivation to do that thing will increase. For example I love to write a story, and I am interested in writing story for kids. So when the teacher gives me a task to write a story, I will do it happily. Although the teacher gives a time bound for example two days, I still able to do that task because I already interested in writing a story.

The fourth is success. As a sentence I sited from Motivation Theory for Teachers book, “You are usually more successful in activities that interest you, and your success in turn tends to stimulate increased interest.” What I mean by success is when you get a task you are interested in, you will feel success when you successfully accomplished the task. The feeling of accomplishing the task could increase students’ motivation in doing the next step.

The fifth is knowledge of result or simply a feedback on what students have done. This knowledge of result can increase students’ motivation as written by Madeline Hunter that “Giving students highly specific knowledge of result usually yields increased motivation.” Giving them complete and specific feedback will really help students to learn. Suppose that you just give a big circle on your students essay and ask them to re-write their essay without telling them which part should be corrected. I am sure that your students will get confused and they might do not want to re-write their essay because they are afraid of making the same mistakes. Or maybe you just give a word “good” on your students work. I am also sure that they will get nothing. They must think, “After the teacher write “good”, so what? I just know that mine is good without knowing which part I should improve.” Another story would happen if you tell them specifically which part should be corrected or improved. Your students will know what to do next and will feel motivated to do the task because the more specific you give the knowledge of result, the more students will improve their performance as an indicator of the motivation.

The last is relation of the activity to an internalized goal or we might say as intrinsic and extrinsic motivation. Well, talking about intrinsic and extrinsic motivation is fun. One question which always come up, which one is the most important, the intrinsic or extrinsic motivation? For me of course the intrinsic motivation. Intrinsic motivation is motivation which comes up from your self. It is important for having intrinsic motivation because having intrinsic motivation will make you depend on yourself and your own capability to achieve your goal. But when it comes to extrinsic motivation, you do things because other people want you to do it. This extrinsic motivation will not really work because the power of extrinsic motivation is controlled by the environmental circumstances and changes with the environments. So when the condition changed, you will not feel motivated anymore.

So, the main core of my writing is, being teacher is not easy though. There must be a lot of thing to be considered. One of the things is motivation. And in motivation, there are still a lot of variables related to each other which can influence the motivation itself. Our task is not to make students to learn, but how to make students encourage to learn by increasing their motivation.