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ASSIGNMENT 1 SEPTEMBER 2013 SEMESTER

SUBJECT CODE : ELC 612

SUBJECT TITLE

LEARNING AND COGNITION

LEVEL

Master o E!"#at$o%

STUDENT&S NAME MATRIC NOPROGRAMME ACADEMIC .ACILITATOR

: : : :

: V$'a(a A)* Go+$%!asa,(

LEARNING CENTRE

Learning! learning! learning! Each and every one of us are learning every single minutes in order to learn whatever knowledge that exist in this world in order live the life as others and it will give us the ability to create our own life.. There is no Full stop for learning as we started to learn the minute we born till now. To me learning is a bank balance that we save in our account that lead us on how to act or do something wisely without any difficulties and confusions in right earnest.
hatever it is !first and foremost the learner should have passion and thirst on the information or skill that he or she is leaning! "t is pointless to learn something that you don#t like or en$oy it. The more you en$oy it! the more of it you#re likely to do. "n fact! we are in a new age of information and global competition whereby there is no other go in which the key to success will be the continuous education and development of the human mind and imagination.

hen " was six years old " had a strong thirsty on how to learn English as my friends in kindergarten can speak with relative ease. For the reason that! they came from English background whereby their parents and family members exposed to this language since there were born. "n contrast! my family situation and environment is totally different than them as my parents are from rural area whereby there were both school drop outs at the age of eight. %nder such circumstances ! " always segregate myself from them since " cannot compare myself with them in which they are hundred times far higher than me. &ne day my English teacher named 's 'ary asked me to $oin their group to complete a patchwork which consist of four students who can well verse in English except me. The moment " started to $oin their group some unknown butterflies invaded my stomach and " was paralysed with fear as " kept (uiet whenever they ask me to paste the paper and take some materials placed on the table. The following day my teacher asked me to $oin the same group as she had observed what had happened yesterday. 'y teacher asks us to shake hand and introduce our self to one another by teaching us how to greet each other in a proper way. )ext! she brought us to the field and gave us a ball to play. hile we were playing " started to learn words and able to respond to simple commands such as kick ! pass! here ! move and so forth and try to act based on what they said. This method was enabled me to communicate effectively and appropriately in the various situations she would be likely to find herself in. *fter finished my class " went back home but the words that " had learnt from them still lingering in my mind and utter the words that " was sleeping. Third day! " asked my parents to send to kindergarten earlier so that " can some new words from them like yesterday. " was waiting for them! the moment they entered the class " greet them good morning and got into their group. 'y teacher was looking at me and tap on my shoulder + good! very good! you can speak good English and become an intelligent girl like them if you mingle with them every day. "f ",m not mistaken unconsciously " could speak and comprehend a few sentences within a month. -radually " improved myself and can speak and reply whenever people ask and answer (uestions. .

hen " stepped in standard one " stick with the same company because the school is (uite near to our home. Even though ! " could speak English but " had problem in terms of grammar rules whereby specifically with tenses and some other grammar rules. " told my teacher about that and she advised me that it can solved through extensive reading and writing as the saying goes + the more you write the better will be your writing !the more you speak the better will be your proficiency level/ . *part from that +you have to set or plant in your head that English is a piece of cake which can be learnt easily! don,t bother on what people think of you when you made an error/. 0uch mentalities will not allow us to learn whatever language it is without any mental blocks. 0ince that day " strained every nerve in order to improve my English by asking my parents to buy English books and channelled to English programmes like movies and games. "n this day and age! it has become order of life that we need a teacher for everything that we are incompetent at any basic re(uirement without having been taught by someone 1expert1. This is a sad reflection on our social hang2ups about 1expertise1 being the only source of knowledge but rest easy3 you can empower yourself. *fter completing my 04'! " went to one of my relative,s house for 5hristmas. To my surprise! my cousin brothers and sisters who are five years younger than me can cook very well without any assistance. The following day " had a pinch desire and inspiration and told my mother that " very much wanted to learn cooking which is one of the life survival skills that each and every one of us need to learn regardless of boys or girls .'y mother responded +that it is not a difficult task as you think! it can be learnt through observation and practice/!/ you can learn it within a few days as long as you have passion on it. 'oreover she advised me that +Learning to manage smaller aspects of household management in childhood! with gradually increasing responsibility into adolescence and the teenage years! instils the ability to successfully manage a household later in life/. *t first my hands were struggle to complete the household chores and cooking as " never use to do it. *fter a couple of days through observation and everyday practice now it has become a piece of cake for me. )ow " can prepare food for thirty to fifty people with relative ease. 0ometimes my mother taste my cooking and gives her comments on what are the areas that " need to improve. 0o the following " will correct myself and ensure that there are done well. -aining this understanding during teenage years has helped me to grow into more well2rounded! capable and successful adults. )ow "#m a really good and creative cook ."n fact !each mistake and disaster is a learning experience. 6ust keep on learning! *nd sometimes you will surprise yourself with a mistake that turns out better than the original was supposed to! " was making a 'exican seven2layer dip for a party 7which " was co2hosting at a friend#s house8 when " was in grad school 2 " sliced my finger on the can of tomato paste and started bleeding right into the dip. 0ince " was not dressed yet! had soaking wet hair! and had to stop at the li(uor store on the way to the party! " honestly considered 9

continuing making the dip with my blood $ust mixed into the pan. :ut 2 " threw it out! had to run to the nearest store to get another can of tomato paste 7and re2fried beans which were the bottom layer8! re2made the dip! frantically finished getting ready! and ran into the party about 1;. hour late.

'y personal school experience bound to disclose many examples of hidden curriculum. First and foremost! my standard one teacher! 'iss <ahimah was my first role model. 0he did make a lot of changes in my life. " always became a victim because my house was in a rural area which was => kilometers, from my school and my father always sent me to school. ?er words are still remaining vividly in my mind. 0he has advised me several times on punctuality and the importance of time management. 'y mind,s eye began to open when " listened to her meaningful experiences. Thus! " tried to turn into a new leaf little by little. Later " told my parent,s that " would go to school on my own and " re(uested them to guide me on getting bus form my living place. *t first! my parents were worried on how to send seven years old girl by bus but later my parents managed to accept the fact of life. *t first " felt like the school life was full of extreme suffering especially mental tortures. "t was because my parents failed to make me reali@e the reality of life. . *lthough rules and regulations designed by school are annoying but in the long run we can reali@e the true meaning of it later. )ow ",m working as a teacher in school and used to go to classroom half an hour earlier before the lesson and " reinforce my students to follow the same method which my teachers instilled in me. hilst! " always make ade(uate preparations for my classroom before entering the classroom ."t is because " was canned by my teacher numerous times for not completing and hand in my homework in right earnest. That is still lingering in my mind and " always try to make early preparation for my students before a week no matter how busy " am. There are certain accepted behaviours in all social situations that you need to learn. ith

few exceptions! putting them into practice can make a big difference in your social life.&ne of the unwritten rules and regulations in hidden curriculum that need to be taken into account is Aress code which is very important if you want to make a good first impression. hen " was in a secondary school! my teacher always stressed that +-rooming plays an important role in professional dress. Bou should always appear neat! and practice proper hygiene. Bour hair should be well groomed/. 0ometimes my teacher would look at me up and down if the uniform that " was wearing looked dirty. Those days! "t was a mental torture for me because every day a lot of rules and regulations. "n addition! " reali@ed appearance is the first thing that people see. hen

you dress professionally! you send a message to others that you are capable of and a confident person. ?idden curriculum permeates all aspects of school life! although hidden curriculums have both positive and negative effects but to me it gives a lot of positive impacts. &ne of them would be +cooperative learning/. :asically " was from convent secondary school in which it has only one gender in classroom. "n my class there are forty students and all of them from different backgrounds. 'y teacher always gave us a topic to discuss for fifteen minutes whenever we have discussions. e share our views and ideas with our friends and at the same each and every one of us had the feeling of satisfaction that had gained sufficient information and knowledge from our friends. For the reason that! we are learning from each other as the saying goes +knowledge is power and it is become more powerful when you share with others/. *t the same time! it also enables me to improve my communication skills which can help me in all aspects of my life. The ability to be able to communicate information accurately! clearly and as intended! is a vital life skill. &n top of that! " had learned that engaging in face to face communication with a group of friends is one of the best ways of getting our message across and more information using non2 verbal signals! gesturers! and facial expression! body language even our appearance. 0ome people are well educated but once they open their mouth! we know how well they are educated for the reason that! education not only includes theory that we learned from the primary to the secondary in our school but it is beyond than that. feelings! culture! values. hat am " trying to say is politeness .:eing polite is a matter of eti(uette. "t,s about respect! and considering people,s hen " was in standard one " was scolded by my teacher for calling her hy " shouldn,t call people by using such word and +Eh/. 'y parents warned me that " shouldn,t call people by using such expression. Later " was counseled by my teacher named of 'iss Tan what are the conse(uences that " will face in future. ",m really indebted to my teacher for doing so. 0he had made me a true educated person in a way how to talk to people in different kind of situation and how to respond them politely. 'ore importantly! " managed to improve my communicative competence through this hidden curriculum. *bove all! ?idden curriculum helps me a lot in improving my knowledge! skill! and attitude in order to empower myself in solving my problems to attain my future goals that " have aspired. .*lthough we are educated but when we are about to face challenges! we don,t know what to do. That was the main reason when we are in secondary school! teacher used to give us problem solving tasks such as giving a difficult situation and asking us how you do solve the problem if you were in his or position and it will enable us to think in different angles and

eventually come out with a solution.

hen " was in school! " didn,t know why teachers giving

this to me but later " reali@ed the importance and value of it. *part from that! as a school student we need to abide by the school rules. 0chools have strict rules about standing for national anthem. "t is one of the ways to teach the students how to show respect. The state flag is a symbolic representation and if the student is able to respect it sincerely! the student will grow up as a respectful person! giving people their due respect. "n contrast! if the school is not able to teach and instil respect on students! " would think the school has failed in its mission. &ur national anthem is a sign for all the sacrifices people have made for our country. 4eople died for our flag and our freedom. and not standing for our national anthem is a slap in the face to everybody who knows somebody who has made any kind of sacrifice for our country. *nd being a good citi@en! means standing up during the national anthem.

5onversation E Learn how to hold a decent conversation! with back2and2forth dialogue. )ever monopoli@e a discussion! or you may find yourself stuck in a corner trying to figure out why others are walking a wide berth around you. -ossip E )ever gossip. )ot only is it bad form! if word ever got back to the person you were talking about! you can pretty much be assured you,ll be the sub$ect of the next gossip session. 4eople,s names E Everyone has one! and most people appreciate your effort to learn their names if you spend more than a minute or two talking with them. This applies to social and business contacts. 5ell phones E "n a nutshell! use your cell phone sparingly in public. )o one else wants to listen in on a private conversation or wait while you text someone the latest "nternet $oke. Email E Think before you hit +send./ 'ost electronic mail can never be taken back. 0ocial media E Facebook! Twitter! and other social media are part of most people,s lives. <emember that not only can your friends see what you post! others can repost! share! or retweet anything you put out there. <ude (uestions E e have all gotten them. There are ways to deal with them and not come across as snarky. =

. *cknowledge others E hen someone comes up with a brilliant idea or does something others need to know about! be the first to congratulate him or her. Ao this in meetings or Forget the hot pads2 " burn myself fre(uently. &ne time hot oil splashed on my face. " was convinced " would be scarred for life and have to explain to everyone how " dropped a pack of ground mutton into the pan with oil! rather than place it gently and safely. Let#s see. The first thing " ever cooked was a total flop3 " was about thirteen! " think! and my parents had both gone out of town for the first time ever in our entire lives! and left me "n 5harge of the other three. ?amburgers 7with directions written out by my mum8! canned corn! boiled potatoes. :urnt the hamburgers. Arained the corn before " cooked it! and burnt that. orried so much about the potatoes being done that they practically dissolved on contact. " didn#t cook again until " moved out. There was "! communal student household! my turn to cook 7ack!8 supper. "#ll make my mother#s potato cakes! " thought. Bou know this oneF phone to the ear in one hand! mixing with the other. " got through the grating! the flour and egg! all right. Then my mother said! 1Bou have to be sure the oil is really hot before you put the first one in.1 hat do " know about hotG Eighteen years old! cooked one thing before in my life. Turn frying pan containing wading pool of peanut oil to '*H. 0ay goodbye to my mother! go into living room to replace cordless phone! come back and F"<E!!!!! " let out a yell and stood there! knowing there was something special you had to do with stove fires! now whatthehell wa@@itG and the 5hinese doctoral student surged into the kitchen and clapped the lid on things. 7The potato cakes turned out fine.8

Twelve Active Learning Strategies


Example 1

Example 1 Explanation
"n order for students to learn effectively! they must make connections between what they already know 7prior knowledge8 and new content to which they#re exposed. The opening of a lecture should facilitate these connections by helping students exercise their prior knowledge of the day#s sub$ect matter. The following four slides illustrate strategies which stimulate students# thinking and prepare them to learn. &ne useful strategy is to open the lecture with a (uestion. 4resent an 1opening (uestion1 on a 4ower4oint slide! give students a moment to think about their response! and then ask a few members of the class for answers. This strategy is easy to initiate7start8! takes very little time! works in small or large classes! and effectively focuses students# attention on the day#s topic. "t also provides the instructor with useful feedback on what students know and don#t know about the material being presented.

Example 2

Example 2 Explanation
1Think24air20hare1 is an active learning strategy that engages students with material on an individual level! in pairs! and finally as a large group. "t consists of three steps. First! the instructor poses a prepared (uestion and asks individuals to think 7or write8 about it (uietly. 0econd! students pair up with someone sitting near them and share their responses verbally. Third! the lecturer chooses a few pairs to briefly summari@e their ideas for the benefit of the entire class. hen used at the beginning of a lecture! a Think24air20hare strategy can help students organi@e prior knowledge and brainstorm (uestions. hen used later in the session! the strategy can help students summari@e what they#re learning! apply it to novel situations! and integrate new information with what they already know. The strategy works well with groups of various si@es and can be completed in as little as two or three minutes! making it an ideal active learning strategy for classes in which lecture is the primary instructional method.

Example 3

Example 3 Explanation
Focused listing is a strategy in which students recall what they know about a sub$ect by creating a list of terms or ideas related to it. To begin! the instructor asks students to take out a sheet of paper and begin generating a list based on a topic presented on a 4ower4oint slide. Topics might relate to the day#s assigned reading! to a previous day#s lecture material! or to the sub$ect of the current session. "nstructors often move around the room and look at students# lists as they write! briefly summari@ing ma$or trends or themes as a way of closing the exercise. &thers ask students randomly to share the contents of their lists before moving on with their lecture. "n either case! focused listing need not take more than a few minutes. "t#s an effective way to get students to actively engage material! and it offer feedback that the instructor can use to tailor the subse(uent presentation of material to students# needs.

Example 4

Example 4 Explanation
Like focused listing! brainstorming is an active learning strategy in which students are asked to recall what they know about a sub$ect by generating terms and ideas related to it. "n brainstorming! however! students are encouraged to stretch what they know by forming creative connections between prior knowledge and new possibilities. To initiate the strategy! the instructor asks students! via a 4ower4oint slide! what they know about a topic. 0tudents are instructed to begin with those things they know to be true and systematically work toward formulating surprising relationships they hadn#t considered before. :rainstorming can work well at the beginning of a lecture to gain students# attention and prepare them to receive the day#s material! or it can be used at the end of a lecture to summari@e and help students formulate connections between what they#ve $ust learned and the world outside the classroom. Like the previous strategies we#ve discussed! brainstorming can be adapted to large or small classes and can be completed in as little as a minute.

Example 5
Example 5 Explanation
'ost instructors set aside time for student (uestions when planning their lectures. "n the heat of the moment! however! it#s easy to forget to ask them. &ne of the advantages of 4ower4oint is that the instructor can plan breaks for student (uestions in advance. :y inserting a slide that asks for (uestions! the instructor is reminded to step back from his material and interact with his students. This is also an opportunity for students to catch their breath and reflect on the material. hen brief (uestion breaks or other active learning strategies are planned every fifteen minutes throughout the lecture! students# attention is less likely to wander and they#re more likely to understand and remember the material after the lecture is over.

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Example 6
Example 6 Explanation
&ne way to gain students# attention and to remind yourself to stop for (uestions is to insert a blank slide into your presentation. "magine a lecture hall. The instructor is discussing material! moving through slides! and then the screen goes dark. 0tudents are immediately transfixed. Aid the machine breakG hat is the instructor going to doG *t this point you have your students# full attention. Bou can ask for (uestions and move on to the next part of your lecture.

Example 7

Example 7 Explanation
Think24air20hare and the other active learning strategies we#ve discussed can be used at transition points in the lecture. Employed in this way! these strategies give students an opportunity to think about and work with material $ust presented before moving to new information. They also help the instructor gauge how well students have understood the content! perhaps shaping what the instructor discusses during the remainder of the period.

Example 8

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Example 8 Explanation
The note check is a strategy in which the instructor asks students to partner with someone near by and compare their notes! focusing on summari@ing key information and locating misconceptions. 0tudents can also generate (uestions or solve a problem posed by the instructor. The exercise can be completed in as little as two or three minutes. 0ome instructors find this strategy problematic because they assume that students will simply not take notes! relying instead on their peers to do the work for them. "t#s important to remember that students are not giving their notes to one another in this exercise! but working together to fill gaps in their collective understanding of the information. "n this way! instructors can help students learn good note taking skills! as well as monitor whether or not students are able to identify the key ideas in the day#s material.

Example 9

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Example 9 Explanation
Luestion and answer pairs is an exercise in which teams of students practice asking and answering challenging (uestions. To begin! the instructor asks students to partner with someone near by. Each student takes a minute to formulate one (uestion based on the information presented in the lecture or course readings. 0tudent * begins by posing her (uestion for student : to answer. Then the roles are reversed! with student : becoming the (uestioner. The instructor may choose to ask for a sampling of student (uestions! either verbally or by collecting them at the end of the period. 4articularly good (uestions can be highlighted in subse(uent lectures or used on practice examinations. The strategy is particularly useful for teaching students how to frame good (uestions. "t can also be used to encourage students to prepare for class if the instructor asks students to formulate (uestions based on their reading.

Example 1

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Example 1 Explanation
"n this strategy! the instructor pauses and asks students to write in response to a (uestion presented on a 4ower4oint slide. The strategy can be used at any point in a lecture! but it#s particularly useful at the end as a way of encouraging students to summari@e the day#s content. The minute paper forces students to put information in their own words! helping them internali@e it and identify gaps in their understanding. hen collected at the end of the period! the minute paper can serve as a classroom assessment techni(ue to help instructors gauge how well students are learning the material! what they understand! and what the instructor needs to spend more time on.

Example 11

1C

Example 11 Explanation
'ost instructors end their lectures by asking for (uestions. To encourage students to think deeply about the material before they leave the room! create a 4ower4oint slide which asks them to come up with a final (uestion. The instructor can choose students randomly and answer their (uestions in the time remaining. "f collected in writing! the (uestions can also serve as a classroom assessment techni(ue to help instructors $udge how well their students are learning.

Example 12

Example 12 Explanation
"n the spirit of active learning! we have a final (uestion for you. hich of the strategies we#ve discussed in the tutorial would you like to try in your own classesG .

E!LE"T#$%S 'y internship at Mole$ :ayu started on Cth of 'ay and completed on 3rd of *ugust. Auring my fourteen weeks internship period " have learned a lot of meaningful knowledge that could not be taught in the classroom setting. " would recommend an internship to anyone who has the opportunity to participate in one. ! To those who wonder what an internship is like! " have to say that it is a great experience. "t is very challenging! but in the end it will be very rewarding and useful to one#s future. "t is also an element that will help someone get a $ob over someone who $ust has the degree. "t is obviously very different from a classroom course. From my experience "nterns 0tudents cannot afford to be la@y or procrastinate in any way! shape! or form. Cth of 'ay was my first day at Mole$ bayu. " remember the excitement and anticipation " had on my first day. " was assigned to teach Technical students between the ages of .1 to .K.*lthough they are intermediate learners but they have good enough English to be understood and that 1D

makes me easier to elucidate and make them comprehend the lesson well. "n addition to that! as an intermediate student they are usually happily caught up in a fren@y of learning new things For my first day " arrived at school at JF>> to make sure everything was in order! and to prepare myself for the .> students .The first day class gives me a bewildering amount of nervous energy infused with a sense of ma$or insecurity. what made me more nervous than anything on this first day was how " was viewed by the adults. "mpressions are everything! conclusions already made based on 1> minutes what a teacher says on the first day of class sets the tone for the rest of the year. /The first day also allows both the teacher and the students to +check each other out./ First impressions may influence the future performance and outcomes of the class. For this reason! " started my class with the term +a relaxed first day./ :asically! a proper lesson isn,t taught and students aren,t expected to do much work. 0o!The day does allow me to ensure that students are in the right class because it was a first day for me as well as the students.*t K.>>! " took a deep breath! and greeted my students with a big smile and for the beginning half an hour in the introduction session " introduced myself and " let the students to introduce themselves. *t K.9> " have decided to play games since games for beginners to intermediates are most effective for motivation and for learning. hen " teach with games " can see the children do what " want! not what they want. The students played a game seriously and sometimes winning them too seriously. 'oreover! The game is being played for another reason. First ! it would be fun to learn by playing games .since it is good to have fun. *nd when only make you look at them and do nothing it gets boring and students lose interest and don,t learn! second! it,s being played as an icebreaker. 4laying a simple game really lets students relax! gives them the opportunity to use some English words ! but doesn,t re(uire a great deal of mental concentration. "t also gives them the opportunity to interact with their classmates.For the reason that! the interaction of the students is vitally important! and will set the tone for the rest of the course hilst! after three weeks of teaching! " can finally say that ",ve memori@ed the names and faces of all my students. "t,s ama@ing how much more comfortable " feel in front of my classes now that the .> names on my roster have evolved into uni(ue student to me in the hallways.This is one of tip that " learned from my lecturer 'iss Farah "yah that Teachers need to know everyones names by the first day because students want them to know their name..:y knowing their names me as an internship Teacher don,t need to get mad with the students when they do something wrong instead they need to help them with the problem. "n addition to that! one part of this internship that " was not expecting is the contact that " have with the students. " have en$oyed this a great deal. They have actually been a big part of my information source. Their ideas are so fresh and original whereby I always enjoy seeing all of the talent that the students have or discover that they have while in my class. 'oreover! it helps me a lot while preparing my pro$ects 1Kth 6une was the day that my mentors Ar! 'ariam and 'r.Faruk head of the mentorship program and is extremely kind and helpful! decided to make first visit to my classroom. " was very tension and nervous because they are going to make an observation.:oth of them came and (uietly entered my room and sat down at a desk in the back. " (uickly submitted my logbook and lesson plan to Ar!mariam and '<.Faruk.*t sharp K.>> clock my mentors said " can start my class .*lthough " felt very nervous " force myself Bet! " reali@ed that " had still remained professional! and my students had no clue that " had been feeling poorly all day. "n fact! the students were completely engaged in my lesson. " had neglected to notice how alert and involved they were because " was too focused on my own bad mood. *t 1>.>> when " was in the middle of facilitating the students while they doing the activities regarding *ir pollution my 'entors called me at the back and gave comments based on my teaching. *ccording to them! " have to improve my lesson and lesson plan because there were no developments in my lesson. "n addition to that !they said the topic that " chose is a good topic but " have to narrow it down to simplify in which 1=

it will make things simple to make the student to comprehend. better.&ther than that ! " have to stimulate discussion very well and drew students into the conversation.*t ten past ten minutes both of them left my classroom . " felt the butterflies leave my belly and my breath return to normal. "n addition to that! their first assessment on the strengths and weaknesses of my class held that day focusing on the delivery of lesson and lesson plan. Through their comments! ",m able to identify areas that needed improvement and develop strategies for tackling problems.?ence! Experience teaches slowly! and at the cost of mistakes. From there " have reali@e the paramount importance of the lesson plan in which a great philosopher says that +?e who fails to plan! plans to fail/ and one more is +&rgani@ing is what you do before you do something! so that when you do it! it is not all mixed up./ " have learned the importance and an appropriate way of the lesson plan for the reason that Lesson 4lans are the meat and potatoes of teaching. ith a good ob$ective! information and materials! a teacher can efficiently and effectively create a learning experience that helps students understand a concept. *t the same time consuming! they do optimi@e classroom time. "n the mean time, " have learned that! the success of a student teaching experience depends largely on what the teacher brings to the classroom! not only in terms of knowledge and instructional skill. ?owever! someday " lean towards the old2school version.:ecause kole$ bayu didn,t provide "5T skills. Therefore! for fourteen weeks " photocopied colorful pictures to as well communicate with students with whatever method works best From here "am preparing myself for those frustrating times " may not have thought of on my own .?owever! this is the same kind of pressure that " will surely encounter in my future career. hilst! during the internship programme " reali@e that! as future teachers we should know lot of things. "n other words! " think that teachers should know more than the students and parents in order to teach very well. " have been facing this kind of problems during my training whereby one of the student were asking about the meaning of the word but " couldn,t answer and was ashamed but " told to boy that " don,t have enough time so " will give the answer on tomorrow! so! after " finish my class " find the meaning in the dictionary and explained him the other day. From there " reali@e that ! first teachers should have a complete understanding of the content or the topic they teach in sufficient depth in order to convey the information in meaningful ways to the students For the reason that! normally students will ask different types of (uestions from different angels like what happened to me. 0o in that kind of situation as a future teachers we should able to answer .&f course sometimes teachers cannot give answers to every (uestions and clear every doubts that they have but teachers should strive every nerve to clear their doubts as much a they can.whereby it will give the students that teacher is knowledgeable and reliable. Let say for example if the teacher wouldn,t be able to answer certainly students will set in their mind that the particular teachers are not perfect and effective. For my second observation on .Cth of 6uly. :oth my mentors came . hen they entered my classroom " was in the starting of teaching the topic about beauty of nature. For this time my activity was more focused on song whereby students have to listen to the song and pick out ad$ectives and by using ad$ectives they have to construct sentences. For this time their participation was good compare to first observation but their problem is there were only eight students over twenty students. *t any rate! " managed to make them to participate actively in group discussion. *fter one hour my mentors called me at the back and gave me comments on my lesson which " felt feedback were the most useful parts of the training at the end of the lesson *ccording to their assessment " need to improve my lesson plan and my activity is good but the problem is interms of time management during the activity and development in the lesson.

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*nother challenging part is difficulties in managing the time.because " played the song for C times and it took C> minutes *part from that! the most important thing was both of my mentors suggested to me that a good way to speak to student is by speaking slowly. With that said, I also learned that there are many good ways or approaches that " can use to my students when " talk in classroom."t is because my students are intermediate learners so when " speak fastly it will become difficult 0ubse(uently! what do children actually hear is only bits and pieces like when a cell phone cuts out in a poor reception area. 5onse(uently! they catch a few words here and there but not enough to understand what was said.'oreover! some children may hear garbled words and get frustrated and stop listening. )ot only that! some student that didn,t understand the concept for the first time certainly won,t understand it if spoken at a higher rate of speed the second time. with this purpose in mind !" tell to my self that me as internship teacher should learn to speak slowly in order to make my students would learn with greater ease To document my experience as a student teacher! " have learned how to be an effective teacher as mention.For example Effective classroom management can make the class3 ineffective classroom management can break the class ." can $udge it from my experience. *part from that! there are different types of learners so our lesson should incorporate all types of learners such as kinesthetic! auditory! fast! slow convergent and divergent learners. "t is because not every student can learn the same information by using the same method hat#s more! as a student teacher " have learned a few tricks to be an effective teacher.First!the foremost important trick is good teachers should have a sense of humor and use humor as part of their teaching methods *nd the humor should be used properly without hurting other students. hen " was in Mole$ :ayu " used to integrate humor into lessons! explanations and stories to help my students to learn"t can be a powerful addition to any lesson " now fully understand my role in these internships. " am not getting paid for either of the internships and! in a way! " think that has helped my performance. " look at this opportunity as a class not works because of the money issue. "t would be a huge bonus to get paid for the work " am doing! but the work might suffer if money was involved. 'y advice would be to find an internship that paid little or nothing at all for that reason. " am being paid with experience and that will last me a lifetime. "t will also help me shape my future and allow me to work harder to obtain a good $ob! a $ob that will bring me fulfillment. Last Friday on Ith of &ctober " gave each of my .> students a simple giftF a plastic baggie filled with candy and cookies! and a tiny card that read! +Bou made my teaching so sweet! Thank you! FromF 's. Ni$aya./ 'y ever2supportive brother <oshan and " spent two hours putting the bags together the night before! but it was worth it to see the delight and surprise on my students, faces. +This was your practicum of teaching! 's. Ni$ayaG/ the children asked incredulously. " admitted to them that " didn,t want to tell them my little secret at the beginning of the class for fear that they,d (uestion my ability to teach them. "n a nutshell! it was rightly said that/"t is costly wisdom that is bought by experience/. For the reason Employers look for more than a degree! and experience from this kind f internship can give you that extra edge. Moreover, it helps you develop an understanding of the world of work and an awareness of your own skills and abilities. 6udging from my experience Each week brings new experiences and challenges! forcing me to struggle to keep up with all that is expected of me. " find myself developing somewhat of a split2identity. "t is a great opportunity and a great learning experience for anyone who is willing to work hard. "#d like to take this opportunity to thank my teachers. Especially 'y mentor Ar.mariam and 'r! Faruk For their sage of advice whereby we can bring! it in future to our working world. 0imultaneously believe that internships are the key to finding a $ob after college. . Experience is the key to success. 'y teaching 1J

experience here in Mole$ bayu has

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