TASK 4: MACROTEACHING REFLECTIVE WRITING

Based on macro teaching conducted by our group, there are a few aspects that have been
observed. The aspects focused are strengths, weaknesses and suggested improvements for the
conducted lesson.

First and foremost, the strength of our macro teaching is the use of teaching aids. Deepty
Gupta (2014) defined teaching aid as a medium to help learners improve their learning skills and
to kill boredom while learning. Nikky (2010) also said that teaching aids help to provide direct
experience to the learners as it altered an abstract concept into a concrete theory. In our macro
teaching, we incorporate language arts such as song and poems. Song is injected during set
induction stage as it helps to arouse learners’ attention and interest towards learning process,
meanwhile poems are used during presentation, practice and production phases. Kelly Marilyn,
Ed. (2001) stated language arts is used to develop learners’ reading, writing, speaking and
listening skills while enabling them to use language for acquiring knowledge, communicating with
others and for enjoyment. Besides, we also use replica of an Iphone and a letter. By using the
replicas, learners can touch them and understand better. The integration of all senses helps to
improve learners’ understanding and also their academic achievement (Ministry of Education of
Guyana, 2016).

Moreover, we also encourage active participation of the learners. In another words, we

enhance on student-centered learning. Student-centered style of learning is allowing the learners
to share their opinions, make decisions and believe in their ability (John McCarty, 2015). When
learners actively engage throughout the learning process, it will lead to effective teaching and
learning as it helps them to understand better because they in charge of the activities. In addition,
it will help to enhance the memory as Ismail Zain (2002) said that people are 90% remember of
what they say and do. As for our lesson conducted, we allow the learners to give their opinions in
listing the words and then we compose poem and rhymes with the words given. Next, the learners
are responsible in composing their own poems and rhymes and present it through gallery walk.

On the other hand, the weakness of our macro teaching is parasite partners may exist
while they are composing the poems or rhymes. This means when others are writing and
decorating the poems or rhymes on the manila cards, some of them may excuse themselves from
doing the tasks. This is because we do not distribute works for each and everyone in the groups.
We just brief the instructions and allocate time for them to work. Some of them may do their tasks
while some of them may just depend on the others to finish up the work.

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 Therefore, in order to overcome the problem, we should give responsibility and distribute
tasks to each and everyone in the groups. For example, we can choose the leaders, the designers
and the writers. By assigning works to each of the learners, they will definitely understand their
responsibility and take their work seriously. Thus, it will help them to develop their confidence and
commitment to learning when they actively involve themselves throughout the learning process
(Tammy L. Stephens, 2015). Consequently, compared to less engaged peers, engaged learners
demonstrate more effort, experience more positive emotions and pay more attention in the
classroom (Fredricks, Blumenfeld and Paris, 2004). Furthermore, engagement has also been
associated with positive learners’ outcomes, including higher grades and decreased dropouts
(Connell, Spencer and Aber, 1994).

In conclusion, the strengths of our macro teaching can be used in the future meanwhile
the weakness of the lesson conducted can be improved from time to time, hence the effectiveness
of teaching and learning process will be guaranteed.

(610 words)

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REFERENCES

Connell, J., Spencer, M., & Aber, J. (1994). Educational risk and resilience in African-
American youth: Context, self, action, and outcomes in school. Child Development,
65, 493-506.

Gupta, D. (2014). Teaching Aids. Retrieve from https://www.slideshare.net/deepati1/teaching-

aids-39749045

Fredericks, J., Blumenfeld, P., and Paris, A. (2004). School engagement: Potential of the
concepts, state of the evidence. Review of Educational Research, 74, 59-109.

Ismail Zain. (2002). Aplikasi Multimedia dalam Pengajaran. Kuala Lumpur: Utusan Publications
& Distributors Sdn Bhd.

Kelly, Marilyn, Ed. (2001). Children and Language Arts. London: Heinemann.

McCarthy, J. (2015, September 9). Student-Centered Learning: It Starts With the Teacher.
Retrieved from Edutopia: https://www.edutopia.org/blog/student-centered-learning-
starts-with-teacher-john-mccarthy

Ministry of Education Gunaya. (2016, August 8). Why Are Teaching Aids Important? Retrieved
from Elliminating Illiteracy, Modernizing Education, Strengthening Tolerence:
http://education.gov.gy/web/index.php/teachers/tips-for-teaching/item/2143-why-are-
teaching-aids-important

Nikky. (2010, July 13). Teaching Aids, Their Needs, Types and Importance Of Teaching Aids In
Teaching Learning Process. Retrieved from India Study Channel:
http://www.indiastudychannel.com/resources/120148-Teaching-Aids-Their-Needs-
Types-and-Importance-Of-Teaching-Aids-In-Teaching-Learning-Process.aspx

Stephens, T. L. (2015, August 21). Encouraging Positive Student Engagement and Motivation:
Tips for Teachers. Retrieved from Pearson: https://www.pearsoned.com/encouraging-
positive-student-engagement-and-motivation-tips-for-teachers/