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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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| Source: http://cdn.whatsinthebible.com/wp-content/uploads/2013/05/curr-curriculum.png |
(Guess Lecture session)
Aji Nur Hakim
Last Thursday,
October 16th, my Affective Education class had invited a teacher
from Sekolah Cikal, Bapak Hasto. Sekolah Cikal is one of school in
Indonesia that apply international curriculum within Indonesian curriculum.
Picture 1.
Sekolah Cikal’a logo
This is the
curriculum of Sekolah Cikal that they call it as “Cikal 5 stars competencies.”
Picture 2. Cikal
5 stars competencies
Cikal curriculum
is a bit different with other school. They just learn about Mathematics, arts,
Bahasa Indonesia, social studies, English, religion, world language, PSPE,
technologies, and sciences. Pak Hasto itself proud that Sekolah Cikal is use
international curriculum that can learn better than Indonesian curriculum
itself. Even Sekolah Cikal use international curriculum, the subject of Bahasa
Indonesia is still used.
There are five
issues that brought by Pak Hasto to be discussed. First, the importance of read the books. In Sekolah Cikal, everyone in school
have to read a book. Why reading a book? Indonesian people tend to ignore and
not doing something important like reading, whereas, reading a book is
important to us. Books contain a lot of information that can be learned from
that. In Sekolah Cikal, everyone have to read a book. Even the teacher and
other educational sector have to. Students also have the responsibility to read
a book. From low stage to high stage of school, they continued to read a book.
For example Sherlock Homes book that already read in low stage until continuing
to high stage. Of course the use of language is suited with the level of
student’s age and stage.
Second, the importance of skills and attitudes.
Everyone must agree that the objective of learning is not only the cognitive
side, but also affective and psychomotor.
Picture 3. Three
domain of learning according to Bloom’s Taxonomy
Skills and
attitudes of students is one of affective domain that importantly have to be
valued. The weakness of Indonesian education is, one of them, because of
teachers just focus on cognitive domain without considering affective and
psychomotor domain. That is why assesses students skills and attitudes is as
important as assess cognitive domain.
Third, the importance of learn the technology.
Remember that we live in the 21st century era, where every
information can searched in one click. Technology era is exist around people,
around students. Students can learn from internet, especially from YouTube. Students
can find how to do this, how to do that, easily because of YouTube. That is
important that remind us the existences of teacher can be replaced by YouTube. So
that it is the work for teacher to create effective learning for students in
this 21st century era, to compete with the modern era.
Picture 4.
YouTube for schools
Fourth, the importance of learn the language. Language
is important to communicate each other. Language also tools to relate people in
the world. Especially English language, that become international language, so
that when people come in one country they can communicate well even not speak
in domain country. Learning English language is important, even it is exist in
curriculum that students have to learn that. English is become popular since it
can bring people to communicate to people around the world, not important where
country they come. So, it is really important to studying the language.
Fifth, the importance of rubric. Rubric is
needed to assess students. Without rubric, teacher will have difficulties to
range students, which level that they in. Pak Hasto gave example of rubric
importance. When the end of semester come and it is time to give students
report to parents, they will ask teacher where the grade come. If teacher did
not have rubric to range students, teacher can not answer that question.
Different with teacher who prepare anything include rubric that he/she made to
assess students. If parents ask, teacher will show them the rubric of
achievement that their children already have. Remember, rubric is not only
assess cognitive domain, but also can assess affective domain, too. There are so
many example of rubric to assess affective domain. One of the example is from
National Guidelines for Educating EMS Instructors (2002).
The most
important that teacher should remember is to let students know the rubric so
that it is fair to students what kind of assessment that they will face. To
students, teacher that gives them the rubric before performing the task will
help them keep the track of the objective of the learning.
Curriculum
always developed to be better guide to educational system. Our new curriculum,
2013 Curriculum is actually the best curriculum up until now, because it is
also considering the affective domain as the aspect of education in the
classroom. However, unskilled teacher is the problem of the implementation.
“Old” teacher prefer to use traditional method to teach, but it is not only
traditional that 2013 curriculum needed. This is will be the big work to
government to train teacher to implement 2013 curriculum.
Still remember
what Pak Hasto said about curriculum and affective education, “Even we are
talking about curriculum now, it is also contain about affective. Affective is
the part of curriculum. That is why I really support 2013 curriculum.
Curriculum and affective has the boundaries, it can not separated. It is the
true objective of 2013 curriculum.” (Hasto, 2014)
Source:
National
Guidelines for Educating EMS Instructors. (2002). Appendix VI: Rubric affective
domain tool. Retrieved from http://www.nhtsa.gov/people/injury/ems/instructor/Appendix%20VI%20-%20Rubric%20Affective%20Domain%20Tool.pdf
A Review: Curriculum Development and Affective Education
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