Tampilkan postingan dengan label Week 2. Tampilkan semua postingan
Tampilkan postingan dengan label Week 2. Tampilkan semua postingan
(Creating A Motivating Classroom Environment)
Aji Nur Hakim
Zoltan Dornyei from The
University of Nottingham, UK, written a journal title “Creating A Motivating
Classroom Environment,” on Chapter 43. In this chapter, Dornyei focused to
discuss how to create a motivating classroom management and the various ways
that can approach to see the different psychology process in the classroom. The
main topic itself divided into four:
1.
Toward
a cohesive learner group
2.
Toward
a productive norm and role system in the classroom
3.
Toward
an optimal leadership style
4.
Adopting
a motivational teaching practice
The first
discussion is about motivating classroom toward a cohesive learner group. To
make motivating classroom environment, students and teacher have to work
cooperatively. Especially the relationship between students should be a good
relation of groups. “Group cohesiveness refers to the closeness and “we”
feeling of a group, that is, the internal gelling force that keeps the group
together.” (Dornyei, n.d.). In a cohesive group, an individual feel accepted in
the group and regarded in it.
There are some
factors that affect cohesive group according to Dornyei and Murphey (in
Dornyei, n.d.): learning about each other (sharing personal information);
proximity, contact, and interaction (physical distance, situation, and influent
behavior); difficult admission (initiations ceremony of groups); shared group
history (spending time to hear one’s story); the rewarding nature of group
activities (reward to others, individual benefit); group legend (group name,
logos, mottoes, etc); public commitment to the group (group agreement, goals,
and rules); investing in the group (acts of membership); extracurricular
activities (experiences); cooperation toward common goals (cooperative
achievement of members); intergroup competition (small group games); defining
the group against another (relative to other group); joint hardship and common
threat (going through member’s difficulty); and teacher’s role modeling (behavior
of teacher).
The second discussion is about motivating classroom
toward a productive
norm and role system in the classroom. Group norm should not be implicit. The members
of groups have to make the explicit norm, so that the wrong behavior or
attitudes can be straightened and the consequence is clear. The member who
makes a mistake did not direct faulted, because they can learn through their
mistake. Group roles itself describe as a member who have a function or
position in a group. Every member have to do their roles and contribute to make
a better environment, and the most important, avoid conflict. Teacher can help
students to make the role which is every students can contribute. “The
most subtle way of encouraging role
taking
is to notice and reinforce any tentative role attempts on the students’ part,
and sometimes even to highlight
possible roles that a particular marginal learner may assume.” (Dornyei, n.d.)
The third
discussion is about motivating classroom toward an optimal leadership style. Teacher
as facilitator help students to lead their selves and be democratic to every
member. The leader leads the discussion that includes the other member to make
decision. They can share what they thought and the other member can give other perspective.
Teachers use leadership style to give the students democracy to experiencing
their own learning process.
The last discussion is about adopting a motivational
teaching practice. Dornyei (n.d.) says that motivating classroom will relate to
motivation of groups, whereas, motivation always relate to an individual that
examine about one’s behavior or the view of people as an individual. Then, to
bring the motivating classroom and the group behavior, it should combine
between motivational psychology and group dynamic.
“The
motivational character of the classroom is largely a function of the teacher’s
motivational teaching practice, and is therefore within our explicit control” (Dornyei,
n.d.), which means the main role of managing classroom is the teacher; how the
teacher can bring motivational teaching with their control of the classroom. Teacher
needs some process or phases to start it.
The first phase
called generating initial motivation. Dornyei (in Dornyei, n.d.) has divided
five broad group of creating initial students motivation:
1.
Enhancing
the learners’ language-related values and attitudes.
Language-related still
divided into 3 types:
a.
Intrinsic
value, that relate to interest in the process of learning.
b.
Integrative
value, that relate to the attitude, the speaker, and the culture brings in the
classroom.
c.
Instrumental
value, that relate to practical.
2.
Increasing
the learners’ expectancy of success
To expect that students can
get success in the learning, teacher should motivate them and engage them into
learning process. So, students can do best because they are motivated to.
3.
Increasing
the learners’ goal-orientedness
It is important to teacher
to know what students goal be. It is not merely to mastering the subject,
because every student has different learning goals. Teacher has to aware of
students, so that they can increase the goal of every student in the classroom.
4.
Making
the teaching materials relevant for the learner
Students come to school to
get the new knowledge from teacher. If the materials of teaching are not
relevant, so that students can not get the meaning of study. Beside, teacher
has to follow the curriculum that has been decided by school.
5.
Creating
realistic learner beliefs
The second phase called maintaining and protecting
motivation. The motivational strategy to make relevant learning in the
classroom according to Dornyei (n.d.) is: making learning stimulating and
enjoyable; presenting tasks in a motivating way; setting specific learner
goals; protecting the learners’ self-esteem and increasing their
self-confidence; creating learner autonomy; and promoting self-motivating
learner strategies.
The last phase called encouraging positive
retrospective self-evaluation. Talking about self-evaluation, it will relate to
feedback. The function of feedback itself, that state by Dornyei (n.d.) are
offering praise and increasing learner spirit; promote positive self-concept
and self-confidence; and reflect the area of improvement.
To make a
motivating classroom environment is neither merely difficult, nor easy to do. Teacher
has to collaborate to students and make a motivating environment together. Teacher
can study more and create the strategies exist to their classroom; but first
teacher have to know what type of student they have. At last, the most
important of creating motivating classroom is the quality teacher can make. “What we need is quality rather than
quantity; some of the most motivating teachers often rely on a few well-selected basic
techniques.” (Dornyei,
n.d.)
Source:
Dornyei, Z. (n.d.). Creating a motivating classroom
environment. Retrieved from http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/motivating%20classroom%20environment.pdf
A Review: Motivating Classroom
Aji
Nur Hakim
Self-awareness,
self-esteem, self-confidence, and self-management of emotion are some of the
topic in psychology that mostly related to students especially in the
classroom. Those four “self” theories are has to be known by all of people, no
exception for teachers. Instead, teachers are the most recently person who
interact with students. That’s why, teacher must know what the students feel and act on.
What are actually self-awareness, self-esteem, self-confidence, and
self-management of emotions? What is the relation between those theories?
The first
discussion is about self-awareness. According to LeFrancois (in Baylor University’s
Community Mentoring for Adolescent Development, n.d.), self-awareness are
included self-esteem, self-concept, and self-actualization; which is the view
of individuals, the concept that individuals have, and the process of act as
individuals.
Self-awareness
itself usually related to human being or LeFrançois (in Baylor University’s Community Mentoring for
Adolescent Development, n.d.)
says emotional well-being; which has means ability to comfort self or control
self and relate others. The characteristics of emotional well-being according
to LeFrançois,
can be shown as follows:
1.
I feel
comfortable with myself.
2.
I am not
overwhelmed by my emotions.
3.
I can take
life’s disappointments.
4.
I can accept my
shortcomings.
5.
I have
self-respect. I can laugh at myself.
6.
I feel good
about the relationships I hold with other people.
7.
I am able to
give love and to consider the feelings of others.
8.
I respect the
differences I find in other people.
9.
I feel a sense
of responsibility to others.
10. I am able to meet the demands of my life.
11. I welcome new experiences and new ideas.
12. I set realistic goals for myself.
13. I am able to think for myself and make my own
decisions.
14. I put my best effort into everything that I do.
If someone has those kind of emotional well-being,
they will definitely have good awareness not only doing good on them selves,
but also can control the well-being of others. Self-awareness itself has
related to self-esteem, as LeFrançois mentioned before. According to LeFrançois
(1996), the component of self-esteem cover self-image (perspective of
ourselves), ideal-self (eagerness of ourselves want to), and Pygmalion-self (perspective
others to us).
Students’ self-esteem can clearly be seen in the
classroom of what they act on, such as when students active or curious about
something and makes variety of contacts, means students have high self-esteem;
but, if students passive, avoid new experience, and limited contact, they
include students who have low self-esteem. (LeFrançois, 1996).
Even self-esteem of one’s is low; there are ways to
increase it. As LeFrançois (1996) theory that says the three ways to increase
self-esteem are:
a.
Listen self-talk
Self-talk is one way to increase self-esteem. People
can start to talk something positive to their selves, so that they can motivate
to be better person.
b.
Recognize
accomplishment
Make the list of some accomplishment to build the
sense of self-worth.
c.
Be assertive
Communicate with others with respect and showing what
you want.
d.
Be tolerant
Don’t criticize other, don’t afraid to make a mistake,
do tolerant to others especially yourself.
e.
Build a support
system
Spending time to people who care about you is also a
way to increase self-esteem
The next “self” theory is self-management of emotions.
Actually, self-management comes from a core, which is emotional intelligence. “Emotional
intelligence (EQ) is the ability to identify, use, understand, and manage
emotions in positive ways to relieve stress, communicate effectively, empathize
with others, overcome challenges, and defuse conflict.” (Segal & Smith, 2014).
Emotional intelligence itself includes three kinds of
attribute: self-awareness, self-management, social awareness, and relationship
management. Self-management of emotion is an ability to control own feeling,
manage the emotion, and be mixed with others to adapt. If the emotion can not
be distributed, it will affect someone’s psychology. ”If you are
unable to understand and manage your emotions, you’ll also be open to mood
swings, while an inability to form strong relationships can leave you feeling
lonely and isolated.” (Segal & Smith, 2014)
It is important to teacher especially to care about
students, can start to learn about those “self” theories. All of the theory is
important, and between one to other is connected. Like self-awareness which is
also include self-esteem.
One way that can
challenge yourself to know your self-awareness is to answer this question:
1.
Did the people who know me is myself?
2.
Mention the 3 adjective of yourself!
3.
What do you like about yourself?
4.
What is the purpose of your life?
Of course the
answer of each people is different. For me, I have my own answer regarding to
that. First, people who know me is myself. Yes, absolutely. People who know me
must be myself. Who else that can know you beside yourself? Even people is know
you, the most know what you are, is yourself. Second, my three adjective of
myself are quite person, moody, and discipline. I kind of quite person, when I
get along with my friends or people I close with, I turn to a cherry person. People
who do not know me, might think that I am arrogant, whereas actually I will be
cherry person when people start to know me. I am kind of moody person. For
example, I can change my happy mood exactly to be bored in one minute. I am
kind of discipline person. I never do the assignment late than submission date.
I always do the task given to me. I never late to come to school or campus, and
I hate watching people who usually late to come.
Third, the most
I like about myself is I do not care what people judge about me, whenever they
say bad things about me, or critics me, I do not care. I think that people
doing unimportant thing by judging or gossiping me behind. Forth, my purpose of
living is to make people happy. I want people around me, especially my parents,
can proud of me and smile for me. I will do anything to make them proud. I want
since my present in this world, I can be useful person. That’s why I do not
care about people thinking. I will do what I want and like to do.
Self-esteem and
self-management of emotion actually can be built from now. Like the theory said
that there are ways to increase those. Some of fact in the society, self-esteem
exists since someone born. It might change, but the origin of the trait already
exists and will remain there as long as we live. It might change, but there is
some long-life process to build and become new person. When people have low self-esteem,
people can hurt their selves because they might not proud of their selves and
blaming their selves and (maybe) others. No wonder if teacher or anyone have to
learn many things include how to treat students who has low self-esteem.
No different
from self-esteem, emotion also can be managed from one’s individual. Emotion
itself not only includes sad, anger, or other bad temper; but also happiness,
cheerful, and other good temper. Even for good temper, it should be manage. Remember,
something exaggeration is not good, also if the temper uncontrolled, it will be
terrible for physical and spiritual.
As long as
people aware to their selves, proud of their selves, and manage the emotion
well; they are guaranteed to be better person. If people not yet achieve this
level, people should learn more how to control and increase the level.
Sources:
Baylor University’s Community Mentoring for Adolescent Development.
(n.d.). Concepts of self-awareness.
Retrieved from http://www.mentoring.org/donwolads/mentoring_435.pdf
Centre for
Clinical Interventions. (n.d.). Self-management. Retrieved from http://www.cci.health.wa.gov.au/docs/BB-9-Self-Management.pdf
Segal, J., &
Smith, M. (2014). Emotional intelligence (EQ). Retrieved from http://www.helpguide.org/mental/eq5_raising_emotional_intelligence.htm
Self-Awareness, Self-Esteem & Self-Confidence; and Self-Management of Emotion
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