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Aji
Nur Hakim
Do you ever heard about circle time?
Based on Kent Country Council (n.d), circle time is teacher’s strategy to
discuss some issues in the field of education. In circle time, teacher is the
facilitator of the discussion, and all students expect to speak to perceive and
share their thinking about the issue.
In the field of affective education, for
the beginning, students helped by teacher can discuss about their feeling and
emotion. In my Affective Education class, we already applied it. In that time
we talked about feeling and emotion. Everyone must have those two. Everyone is
freely to speak up their thinking and their past experience regarding to their
happiness, saddest, or shocking moment in live.
The definision of emotion is widely
describe. This is the definition according to them:
(1)
James-Lange theory said that emotion is not the respond of
perception when the event happened, but it is the body respond to that.
(2)
Cannon-Bard theory said that emotion will happened when
body cannot respond the event.
(3) Schachter-Singer theory said that emotion is both
interpretation and body response of the event depend on the situation happened.
(4) Opponent-Process theory which found by Solomon and Corbit. They
stated that people’s emotion is the respond of opposite event.
In circle time occurs in my affective class is the
discussion of our feeling and emotion. What our feeling we feel right now. When
we share our thought, sometimes we were crying because it was too emotional. When
I remembered the pain and the struggle of my life in the past, I was blessed
that I can pass it through until now.
Through Circle Time, students can
understand more about their peer life and characteristics, so that students can
put respect of them and having more awareness. When a student having bad
attitude, sometime we cannot directly end up with conclusion that he is bad
person and students should not befriend with them. Students who can take lesson
learn of Circle Time must have different thinking. We have to take ourselves
into theirs. “Kau tidak akan pernah bisa
memahami seseorang hingga kau melihat segala sesuatu dari sudut
pandangnya…hingga kau menyusup ke balik kulitnya dan menjalani hidup dengan
caranya” (Lee, 2010).
To know others problem, we have to put
our shoes into theirs. Some cases of bullying or underestimation of people be
based on misunderstanding. People have different problem, different feeling,
and different emotion to burst it out. We have to begin investigate the reason
behind it and see with their perspective to understand them, although sometimes
it does not work. There is type of people who is too selfish to be not
understood by people. Or people who has difficult to discuss their problem
together.
Back to Circle Time, actually it can do
it anywhere and any kind of room setting. If the room large enough, teacher and
students will be able to do it in the floor. If the room did not have large
space, teacher can use the chair which formed a circle. If teacher want to have
different situation, Circle Time can held outdoors.
To start Circle Time, Kent Country
Council (n.d) says that there are some ways:
-
I
sometime become jealous because…
-
I
work best when…
-
I
feel happy when…
-
I
feel angry when…
-
Etc
Those kind of questions can use in term
of knowing students’ feeling toward some issues. It can develop based on the
issues teacher choose. The objective of Circle Time are developing students’
self-esteem, increasing self-esteem, and creating positive behavior, which is
part of affective education.
Circle Time rarely used by teacher,
whereas it is important to deeper the affective side of study. In Indonesia,
cognitive is the main center of study, while affective still need improvement.
Source :
Kent Country Council.
(n.d.). Circle Time: A whole school approach. Retrieved from http://www.unrwa.org/sites/default/files/introducing_circle_time.pdf
Sato, T. (2010). Four
theories of emotion. Retrieved from http://webspace.ship.edu/tosato/emotion.htm
Circle Time: Feeling and Emotion
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Aji
Nur Hakim
Handbook is the main source to get
reference of teaching. There are so many handbooks in the internet, library, or
other sources. Although there are many of them, handbook which discuss about
affective is still minimum. Moreover in Indonesia, which the most aspect graded
is cognitive.
Making handbook neither easy nor
difficult, especially to promote affective education. In our affective
classroom, we asked to make handbook with concern in multiple intelligence. The
specialty based intelligence we developed is musical, dance, photography, and
craft. By the handbook and activity there, students expect to develop their
affective skills.
For example, my group handbook about
music. We are planning to increase students self-awareness by listening to some
daily life sounds such as wind, water’s drop and so on. In the dance handbook,
my friends planned to make activity that allow students to create their own
dancing.
See? Developing handbook is not really
difficult to do. Firstly, teachers have to know the nine core affective aspect:
(1) self-awareness, (2) self-esteem & self-confidence, self-management of
emotion, social & befriending skills, communication, working together &
collaboration skills, unleashing potential & motivation, and problem
solving.
Second, teachers have to know the activity
that suits those affective skills. For example, using Circle Time. The circle
time activity might including so many affective aspects such as increasing
their self-awareness to others problem; increasing self-esteem and
self-confidence to share own idea about the issues brought; show the way to
communicate, when the other talking, you have to listen; and solve the problem given by sharing and
discussing together.
Third, after developing the activity, do
not forget to fit the objective. Choosing activity might did not need much
time, but to make it fit with the affective aspect need more time to think. For
example in our handbook which needs to fit the activity with music and have to
value affective aspects. How music can be used to educate students the value of
affective education.
Fourth, link the activity into affective
domain according to affective domain according to Krathwohl, Bloom, and Masia
(in Huitt, n.d.):
a.
Receiving
Students aware to
attending the study session and receiving the knowledge.
b.
Responding
Students respond
to the knowledge given.
c.
Valuing
Students can
value the knowledge using their ability they have.
d.
Organization
Students can
differentiate the value with others.
e.
Characterization
by value
Students can make
new value by connecting to the previous value.
The
last, do not forget to suit the activity with the country which want to apply. “…there
are two other areas of particular concern to many countries where affective
development education is particularly relevant-namely, national identity and
religious observance” (Asia and the Pacific Programmes of Educational
Innovation for Development, 1992). The activity we use in Indonesia have to
different with America. Some of term and culture extremely did not suit each
other. In our handbook, for example, we use traditional song. If we bring it to
America, they absolutely cannot answer even know the culture. Another example,
a simple example that makes me shock in the national school. When the bell of
school dismiss is ringing, teacher lead students to pray. It might do not put
it in a shocking case if they prayed in Muslim way. Do not care that students
have different religion, they use Muslim prayer to close the lesson. In Indonesia,
this kind of generalization is happened, and it is not good example to adapt. Same
with developing the handbook; we have to be careful to bring sensitive issues
in the activity.
Affective
handbook is lacking. The source is still need to improve. Let be creative teacher
to developing not only cognitive skills, but also affective skills. Those two domains
having the same importance, so that we cannot differentiate the proportion of
that.
Source:
Asia
and the Pacific Programmes of Educational Innovation for Development (APEID).
(1992). Education for affective development. Retrieved from http://unesdoc.unesco.org/images/0009/000932/093253eo.pdf
Huitt, W.G. (n.d.). Krathwol et al.'s taxonomy of the affective domain. Retrieved from http://www.edpsycinteractive.org/topics/affect/affdom.html
Handbook for Affective Education
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Aji Nur Hakim
Violence and aggression mostly shown in
the classroom or other school area that usually students did not understand
what they do is violence or aggression, even the trifling attitude such as
bullying. Teachers have to aware to students’ attitude and the misbehavior they
do. If the misbehavior did not take seriously, it can impact to student’s
personality and their performance in the classroom; even make it unbalance
their mentality.
Michael B. Greene from YCS Center for
the Prevention of Violence wrote the article titled “Reducing violence and
aggression in the school” in 2005. The article was discussed about four big
ideas:
1.
The
nature and scope of school violence
2.
Epidemiology
of school-based violence
3.
Program
selection and program typologies
4.
Effective
planning, selection, and implementation strategies
Violence’s nature in school can be
define as violence which occurs in school area: canteen, classroom, toilet, and
in every situation: learning in the classroom, even when violence happened
while school event and touring it categorize as school violence. It called
“school-associated” (Furlong & Morrison in Greene, 2005). Violence usually begins
with interpersonal violence or direct violence that occurs persons against
persons. It can become more serious because the violence will not stop in the
first meeting. For example: fighting between school A and B. It surely started
with person to person who having problem and become school problem and other
students take part in the fighting although they even did not know the real problem between
the fighters.
In the United States there were some
surveys done by Youth Risk Behavior Survey (YRBS), School Crime Victimization Survey,
and Monitoring the Future. The result of the survey is: the most violence or
aggression occurs is in verbal, include verbal bullying and sexual harassment
that did not affect physically.
Violence and aggression had been the agenda
that always happened in the school. Teacher might stop this habit all over the
year. According to Greene (2005), there is some prevention adapted from
organizational scheme to overcome violence and aggression. (1) Security
apparatuses and policies. Security must be the first way to overcome both
violence and aggression. Put metal detector in the school might be the answer
to prevent students bring unwanted thing such as discerning objects to injure
others. The other way is making policies such as dress code, the lighting, and
security camera to observe students wherever they are. (2) Peer-led programs. The
existence of peer can be the solution of preventing violence and aggression.
Peer meditation and peer counseling is the most use strategy used. Students
will be more aware about it and try to collaborate and work together to prevent
it. (3) Psychosocial and psychoeducational programs. This
program is about preventing the aggression and v iole nce which focused on
individual change with solve the problem of misbehavior through cooperative,
prosocial, and peaceful strategy. (4) Integrated programs for selected and
indicated programs. Selected program chooses for students who exhibit known
risk factor. Indicate program for students who have exhibited aggression and
violence behavior. This integration program has function to reinforce
misbehavior students. (5) Threat assessment and crisis response strategies.
Three aspects of threat assessment and crisis
response have
been articulated: (a) identifying
and responding
to students who are experiencing
emotional
difficulties, (b) undertaking a systemic
threat
assessment when a student poses a
possible risk
of violence, and (c)managing violence-
related crises
and their aftermath (USDE in Greene, 2005).
(6) School climate-oriented strategies. School
climate tells everything about how students know each other, the grow of
behavior and the example of good and bad behavior might come from school
climate. Students, teachers, and staffs have to have trust to each other so
that students will confidence to share their thought or problems. It will make
problem can be solve as soon as possible.
Planning school-based violence
prevention strategies need some process to do. First, needs and assets assessment. Before the strategy use, it must be
having observation to school to see the readiness and capacity of the school. It
also need support by teachers and other staffs to implement the program. Second,
planning group and initial planning
activities. To implement the program, it needs collaborative plan between
teachers, students, and staffs to prevent violence and aggression. The effort
of school member is the best support of the program. Sustainability of the
program must be the big attention for all school member. Third, strategy adoption. The prevention
programs which adapted must be relevant with school goals and objective. When school
want to adapt fighting prevention, make sure that in the school it is exist
fighting behavior. Fourth, strategy
implementation. Implementation of the program is the most important part of
the program. The prevention program of violence and aggression usually give
many changes to school climate and students behavior. Still, some did not
appear the good changes. The mistake must be from the improper implementation
of the program. That is why the program need support to all school
members. Last, evaluation. After the program is implemented, school have to
evaluate whether it achieve the objective or not. School will get feedback from
expertise’s assessment of the school program and they can fix the mistake and
program since the program implemented.
In conclusion, prevention of violence
and aggression is not easy task to do. School can plan and do the prevention
program, but the program must be fit to school’s objective of prevention, and
need support of school member. The prevention will not run well if the support
of program is lack and can ruin the program that already has good objective to
handle students’ behavior.
Source:
Greene, M. B. (2005). Reducing violence and aggression
in school. Trauma, Violence & Abuse,
6, 236-253. DOI: 10.1177/1524838005277406.
A Review: Reducing Violence and Aggression in School
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