Wow! Being a primary school teacher is not as easy as it seems. The students think differently and they are immature.. Well, they are children right? susahnya nak mengajar kelas darjah 5. Kelas paling lemah pulak tu. Tak reti nak duduk diam and most of the time you have to shout to make them listen to you. I am teaching English and the student's proficency in English is not very good.
I even have to translate in order for them to understand. Rasa nak nangis masa first time masuk kelas tu. Diaorang memang nak belajar tapi asyik complain je pasal kawan-kawan lain. Kawan dia cubit dia lah, kawan dia curi pensel dia lah, kawan dia ambil buku dia lah, lepas tu suka tanya soalan berulang kali. penat jawab sampai terduduk dibuatnya.
I read a lot of books on getting the students to behave but it's not as simple as it sounds on the book but the book really helps a lot. Memang susah nak mendidik insan kan? Jadi guru senang tapi nak jadi seorang cikgu sangat susah sebab perlukan kekuatan mental dan fizikal yang hebat. Kita boleh jadi seorang guru yang hanya mengajar tanpa memperdulikan prestasi murid tapi adakah kita mahu anak kita dilayan begitu jikalau kita sekadar tangkap muat je?
I hope I can do better after this. Please pray for me. I need it a lot..
Thursday, June 25, 2009
Wednesday, June 17, 2009
Getting the students to behave Sue Cowley
Since I am having a hard time to do my homework, I am doing more book reviews here so that I can make it more interesting.. Hope you guys enjoy reading my blog..
Basics of Behaviour Management
Be definite
'I know what I want'
Being definite in your teaching is all about knowing what your expectations are for your students. Like predators sensing weakness in thier prey, students seem to be instinctively aware of vulnerability and uncertainty in thier teachers. Knowing exactly what you want allows you to communicate an air of confidence to your class. From the moment you walk through the door, you must 'show no fear'. You should be so certain of what you want from your students, that there is no room for them to argue, no chance for them to 'step out of the line'. And if your students do misbehave, this should be treated with a suitable level of amazement and suprise: are they really defying your expectations?
Interestingly, the point about being definite came up frequently in the students interview that I conducted. The children explained that if a teacher seems uncertain, acts as though they are scared, or tries not to get on the 'wrong side' of thier students, the children have far less respect for that teacher. Students want certainty from the adult figures in their lives. They want you to create and enforce boundaries that give them a feeling of solidity.
Entering the room
1. How should the students enter the room? For example, do they
- line up outside and wait for the teacher to invite them in;
- enter as they arrive if the teacher is in the classroom?
The first strategy is probably preferable in 'difficult' schools, as it allows the teacher to stucture the entry of the class into the room, and it also demonstrates a high level of control to the students. However, if you are likely to have wait a long time for those arriving late to your lesson, you might want to consider the second possibility.
2. what do the students do once they are inside your classroom?
Do they
- go directly to thier seats, get out thier books, pencil cases, diaries, etc, and wait for the register to be taken or the lesson to begin;
- collect any equipment they need and start work immediately?
Although the first suggestion might seem to offer more 'controlled' start of the lesson, the second option could actually help you to engage a difficult class more quickly. if you are planning some whole class teaching, the first method may suit you better. However, if the class is going to be doing project work, they could actually get started immediately, leaving you free to deal with any troublemakers or latecomers.
The lesson
1. How will the lesson start? Will it be
- with the register being taken;
- with homework being collected in;
- with the teacher explaining aims of the lesson?
The choice of whether to 'plunge' straight into the lesson, or to deal with administration first, will depend very much on the type of class you are teaching. If you are dealing with a restless bunch of youngsters, it may be counter-productive to demand that they hand their homework first. If homework has not been done, you will then set up a series of confrontations that might best be avoided.
2. how will the children approch their work? Will it be
- in complete silence at all times;
-chatting quietly with the person sitting next to them;
- talking as they wish with no restrictions;
- in silence for a period of time, then taking a short break.
The choice you make from the options above will depend on a whole range of factors: the type of children you teach, the school ethos within which you work, the style and person you wish to put across to your class, and so on. I would always recommend strating off with a class working in complete silence, because it is easy enough to relax from this as a reward for good behaviour and work. it is much harder to move back from allowing your students to tlak as they wish, if you do find the noise levels getting out og hand.
3. How will the lesson finish?
- The student are dismissed a few at a time;
- all the students stand behind their chairs and wait to be dismissed;
- the class leaves when the bell goes.
The first of these options allows the teacher to keep any students who they need to talk for whatever reason. the second option offers a very controlled ending to the lesson, and in addition the teacher can check the floor for rubbish and also get the chairs pushed in, leaving the classroom looking orderly. At times, however, you will be so relieved that the class are leaving, that you just allow them to go, wiping your brow in relief at the same time.
Basics of Behaviour Management
Be definite
'I know what I want'
Being definite in your teaching is all about knowing what your expectations are for your students. Like predators sensing weakness in thier prey, students seem to be instinctively aware of vulnerability and uncertainty in thier teachers. Knowing exactly what you want allows you to communicate an air of confidence to your class. From the moment you walk through the door, you must 'show no fear'. You should be so certain of what you want from your students, that there is no room for them to argue, no chance for them to 'step out of the line'. And if your students do misbehave, this should be treated with a suitable level of amazement and suprise: are they really defying your expectations?
Interestingly, the point about being definite came up frequently in the students interview that I conducted. The children explained that if a teacher seems uncertain, acts as though they are scared, or tries not to get on the 'wrong side' of thier students, the children have far less respect for that teacher. Students want certainty from the adult figures in their lives. They want you to create and enforce boundaries that give them a feeling of solidity.
Entering the room
1. How should the students enter the room? For example, do they
- line up outside and wait for the teacher to invite them in;
- enter as they arrive if the teacher is in the classroom?
The first strategy is probably preferable in 'difficult' schools, as it allows the teacher to stucture the entry of the class into the room, and it also demonstrates a high level of control to the students. However, if you are likely to have wait a long time for those arriving late to your lesson, you might want to consider the second possibility.
2. what do the students do once they are inside your classroom?
Do they
- go directly to thier seats, get out thier books, pencil cases, diaries, etc, and wait for the register to be taken or the lesson to begin;
- collect any equipment they need and start work immediately?
Although the first suggestion might seem to offer more 'controlled' start of the lesson, the second option could actually help you to engage a difficult class more quickly. if you are planning some whole class teaching, the first method may suit you better. However, if the class is going to be doing project work, they could actually get started immediately, leaving you free to deal with any troublemakers or latecomers.
The lesson
1. How will the lesson start? Will it be
- with the register being taken;
- with homework being collected in;
- with the teacher explaining aims of the lesson?
The choice of whether to 'plunge' straight into the lesson, or to deal with administration first, will depend very much on the type of class you are teaching. If you are dealing with a restless bunch of youngsters, it may be counter-productive to demand that they hand their homework first. If homework has not been done, you will then set up a series of confrontations that might best be avoided.
2. how will the children approch their work? Will it be
- in complete silence at all times;
-chatting quietly with the person sitting next to them;
- talking as they wish with no restrictions;
- in silence for a period of time, then taking a short break.
The choice you make from the options above will depend on a whole range of factors: the type of children you teach, the school ethos within which you work, the style and person you wish to put across to your class, and so on. I would always recommend strating off with a class working in complete silence, because it is easy enough to relax from this as a reward for good behaviour and work. it is much harder to move back from allowing your students to tlak as they wish, if you do find the noise levels getting out og hand.
3. How will the lesson finish?
- The student are dismissed a few at a time;
- all the students stand behind their chairs and wait to be dismissed;
- the class leaves when the bell goes.
The first of these options allows the teacher to keep any students who they need to talk for whatever reason. the second option offers a very controlled ending to the lesson, and in addition the teacher can check the floor for rubbish and also get the chairs pushed in, leaving the classroom looking orderly. At times, however, you will be so relieved that the class are leaving, that you just allow them to go, wiping your brow in relief at the same time.
Be Happy- You're Married Book Review
I am currently reading this book. The title of the book is Courtship After Marriage written by Zig Ziglar. It is a book that I borrowed from the library in Shah Alam. The name of the library is Perpustakaan Raja Tun Uda. It looks old and the cover is not as exciting as any other book but what inside of it that caught my eyes.
Only one part i would like to touch in this book that is be happy you are married.
At the end, only two things really matter to a man, regardless of who he is, and they are the affection and understanding of his family. Anything and everything else he creates are insubstantial. They are ships given over to the mercy of the winds and the tides of prejudice, but the family is an everlasting anchorage, a quiet harbor where a man's ships can be left to swing to the moorings of pride and loyalty.
Admiral Richard Byrd, written on his deathbed
Stable marriages for personal and career success
Evidence is overwhelming that a good marriage gives the individuals involved an infinitely better chance of being successful in their careers and personal lives. This is not to imply that those who are not in stable marriages cannot achieve these objectives, but the evidence is clear that a good marriage is a marvelous base from which build a more successful personal life and business career.
Four independent studies all proved that higly paid (one study included 1,139 CEO's with the average annual income of $356,000) and successful (all studies included "executive level only") men and women had some similiar qualities:
1. Loyalty to their spouse Most were married over twenty-five years, and many were still married to their high-school or college sweetheart.
2. A commitment to family. Eight out of ten had two, three, four or more children, and nine out of ten claimed their families to be their first priority.
3. A religious affiliation. The majority of the thousands of participants regularly attended church or synagogue.
4. A balanced life-style. Nine out of ten exercise regularly, don't smoke, have a resonable amount of leisure time, and get an adequate amount of sleep. Interestingly enough, their work week fits into the fifity-to-fifty-five-hour category-long hours, but no means workaholic hours.
when you think about it for a moment, it certainly makes sense that if people can establish a loving and compatible realtionship at home, they have a better chance of establishing winning relationships with those with whom they work on a regular basis. realistically, you can't seperate your personal, family and business life. You might not discuss your personal and family problems with you associates on the job, but you takethose problems with you and they do affect your performance.
Only one part i would like to touch in this book that is be happy you are married.
At the end, only two things really matter to a man, regardless of who he is, and they are the affection and understanding of his family. Anything and everything else he creates are insubstantial. They are ships given over to the mercy of the winds and the tides of prejudice, but the family is an everlasting anchorage, a quiet harbor where a man's ships can be left to swing to the moorings of pride and loyalty.
Admiral Richard Byrd, written on his deathbed
Stable marriages for personal and career success
Evidence is overwhelming that a good marriage gives the individuals involved an infinitely better chance of being successful in their careers and personal lives. This is not to imply that those who are not in stable marriages cannot achieve these objectives, but the evidence is clear that a good marriage is a marvelous base from which build a more successful personal life and business career.
Four independent studies all proved that higly paid (one study included 1,139 CEO's with the average annual income of $356,000) and successful (all studies included "executive level only") men and women had some similiar qualities:
1. Loyalty to their spouse Most were married over twenty-five years, and many were still married to their high-school or college sweetheart.
2. A commitment to family. Eight out of ten had two, three, four or more children, and nine out of ten claimed their families to be their first priority.
3. A religious affiliation. The majority of the thousands of participants regularly attended church or synagogue.
4. A balanced life-style. Nine out of ten exercise regularly, don't smoke, have a resonable amount of leisure time, and get an adequate amount of sleep. Interestingly enough, their work week fits into the fifity-to-fifty-five-hour category-long hours, but no means workaholic hours.
when you think about it for a moment, it certainly makes sense that if people can establish a loving and compatible realtionship at home, they have a better chance of establishing winning relationships with those with whom they work on a regular basis. realistically, you can't seperate your personal, family and business life. You might not discuss your personal and family problems with you associates on the job, but you takethose problems with you and they do affect your performance.
Tuesday, June 16, 2009
School Holidays
It has been more than 3 weeks since I had my holidays. It has been a fun and full of activities holiday. Now I am sitting in front of my computer and is suppose to start my port folio for my Praktikum but I have not gotten my hands on it yet. This is my first time blogging in this website. Thanks to Mazura who have asked me to have a look at her blog. I have not been having a break since my study as a teacher in Institut Pendidikan Guru Malaysia kampus Ipoh.
I love the holidays. It brings me closer to my husband Amzari. You see, we have been married for almost a year now but ever since we got married, we have never been staying together for more than a month because of the school holidays last year in the December. Frankly speaking, I like to have my own time alone but this whole seperation or shall we call it weekeend husband and wife is driving me nuts.
I envy those who can see their spouses every night no matter how busy they are and have someone beside you to sleep with. I am going back to Praktikum this Sunday but I am reluctant to go because I will be leaving my husband again.. huhu.. I will be finishing my studies this December but it feels like forever. Hope that for posting of my job, I will get somewhere close to my husband.
I always beelieve that something good is coming out of all this and I sure hope so..
I love the holidays. It brings me closer to my husband Amzari. You see, we have been married for almost a year now but ever since we got married, we have never been staying together for more than a month because of the school holidays last year in the December. Frankly speaking, I like to have my own time alone but this whole seperation or shall we call it weekeend husband and wife is driving me nuts.
I envy those who can see their spouses every night no matter how busy they are and have someone beside you to sleep with. I am going back to Praktikum this Sunday but I am reluctant to go because I will be leaving my husband again.. huhu.. I will be finishing my studies this December but it feels like forever. Hope that for posting of my job, I will get somewhere close to my husband.
I always beelieve that something good is coming out of all this and I sure hope so..
Subscribe to:
Posts (Atom)