Jumat, 27 April 2012
Kamis, 19 April 2012
Constructivism for Teaching
Using constructivism as a referent, teachers often use problem-solving as a learning strategy; where learning is defined as adaptations made to fit the world they experience. That is, to learn, a person's existing conceptions of the world must be unreliable, inviable. When one's conceptions of the world are inviable one tries to make sense out of the situation based on what is already known (i.e., prior knowledge is used to make sense of data perceived by the senses). Other persons are part of our experiential world, thus, others are important for meaning making.
Sabtu, 14 April 2012
Story telling to children
Story telling to children to some people is useless and a waste of time. But here are some reasons why story telling to children is important, essential and should be done by the parent (preferably), caregiver or carer, or nannies.
Story telling to children is one of the most important activities that a parent, a caregiver, carer, or nanny can do to a child. This activity develops the child's imagination. Story telling can create countless scenarios and possibilities. It can make the impossible, possible. Like for instance, in many of our story books; Animals can talk, people can fly, and being able to live in beautiful places. Though we are not teaching children to live in fantasy but rather help children develop some components in their brain to function physiologically. Imagination is a conscious activity requiring an amount of focus and concentration (esp. for young children). As parents or caregivers, we have the responsibility to strike the balance to separate fact from fiction. In your story telling time it is very important to show the realities of life.
Story telling to children is one of the most important activities that a parent, a caregiver, carer, or nanny can do to a child. This activity develops the child's imagination. Story telling can create countless scenarios and possibilities. It can make the impossible, possible. Like for instance, in many of our story books; Animals can talk, people can fly, and being able to live in beautiful places. Though we are not teaching children to live in fantasy but rather help children develop some components in their brain to function physiologically. Imagination is a conscious activity requiring an amount of focus and concentration (esp. for young children). As parents or caregivers, we have the responsibility to strike the balance to separate fact from fiction. In your story telling time it is very important to show the realities of life.
Cognitivism
The cognitivist paradigm essentially argues that the “black box” of the mind should be opened and understood. The learner is viewed as an information processor (like a computer).
What is constructivism?
In the classroom, the constructivist view of learning can point towards a number of different teaching practices. In the most general sense, it usually means encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing. The teacher makes sure she understands the students' preexisting conceptions, and guides the activity to address them and then build on them.
Dale’s Cone of Experiences
there is a great variety of activities and learning experiences the teacher uses in the language classroom. Each of these activities or experiences is a chance for the students to learn new information and/or practice what they already know. Each activity and experience has merit and therefore should be incorporated into any second language program. In the following section we will look at Dale’s Cone of Experience and see how the information contained within this model can be used to structure a second language program so that all types of learning experiences are used to maximize student progress.
\go to:
http://www.scribd.com/doc/11381980/Dale-Cone-of-Experience
\go to:
http://www.scribd.com/doc/11381980/Dale-Cone-of-Experience
What are three types of effective listening?
1. Paraphrasing
To paraphrase, one simply rewords what another individual has said. For example, the speaker might say, "She was foolish to quit her job." The listener might respond, "I hear you saying that you believe she shouldn't have quit." What has occurred is paraphrasing where the listener has clarified what the speaker has said.
To paraphrase, one simply rewords what another individual has said. For example, the speaker might say, "She was foolish to quit her job." The listener might respond, "I hear you saying that you believe she shouldn't have quit." What has occurred is paraphrasing where the listener has clarified what the speaker has said.
How can you become a great listener?
Active listening is a skill. Like any other skill, it requires practice and refinement to develop it well. Here are some guidelines to become the best listener you can be.
Let’s begin with rule #1: There can be only one speaker and one listener at any one time.
Though it sounds obvious, most people do not abide by this foundation for good listening. Suppose your co-worker says the following to you: “Last night you left early and I am annoyed that we didn’t finish interviewing the rest of the applicants.” What would likely be your reply? Be honest, now.
a. I left at 5:30 on the button. You can even ask Mike, he walked out with me.
b. Don’t look at me. I wasn’t supposed to do the rest of the interviewing. That was supposed to be you and Shelly.
c. You’re always getting annoyed. Maybe you should see someone about that.
d. I’m sorry, it won’t happen again.
e. You’re angry with me because you thought I went home early and left you to do the work yourself.
You may have guessed that “e” is the only listening response in the list, but is that what you would have said?
Every one of these responses indicates that you heard what your co-worker said, but only the last response shows you actively listened. The rest are comebacks or rebuttals. If you rebut someone’s statement before acknowledging what he or she said, you are not listening.
You are also speaking. That violates rule #1. There can be only one speaker and one listener at any one time.
Couples violate this first rule all the time. One says something to start the conversation, and the other quickly finds a way to prove it wrong or disagree before ever taking the time to say that they understand the other’s statement.
If someone starts a conversation with you, they are automatically the speaker first. It’s the rules of the road for communication.
The first one in gets the right of way. You are (by default) the listener, until a crucial moment in the conversation.
That moment is when you can honestly say you can understand how the other person could feel as they do, given the circumstances they are describing.
Memorize this last sentence. When you reach this point where you can really appreciate the other’s point of view, you let them know it by paraphrasing what they said, and then you get to switch roles.
Now, you are the speaker and the other person assumes the role of listener. And, back and forth you’ll go until you have both met your goals.
Rule #2. The listener is a coach.
When you’re in the listener position, consider yourself a coach. Your job is to help the speaker to let you know everything they want to tell you about the subject at hand.
If they’re angry with you, your job is to coach the anger out of them. If someone is angry with you, you want that person to tell you to your face and come away from the conversation satisfied that you heard it.
If they don’t get to tell you everything, they’ll still be holding on to the anger when they leave you. And, human beings being what they are, they won’t just hold on to that feeling privately. They’ll badmouth you to others, they’ll be (unintentionally?) late for meetings and deadlines, they’ll (accidentally?) spill their coffee on your rug, and they’ll distance themselves from you. Working with them will be much more difficult.
I don’t know about you, but I don’t want that. I would much rather you tell me how you felt and then knew that I accepted what you had to say.
Rule #3. The listener isn’t being blamed or found guilty of something.
The listener is simply receiving important information. Many people assume that just because someone is expressing something upsetting, they must have done something wrong and they have to defend themselves. Nothing could be further from the truth.
When someone shares their feelings with you, they are giving you information about themselves. They are saying this is how I react when I perceive these conditions or circumstances.
It doesn’t mean:
• You did or said what they say you did or said.
• They perceived things the same way you did.
• Their perception is correct and yours false.
They’re giving you vital information that will help you understand them better and to better meet their needs. This, in turn, will increase the feelings of understanding and cooperation between you.
Knowing this should help you to decrease your own levels of defensiveness, thus putting a whole new light on your future conversations.
Rule #4. The listener should ask questions to learn more about what the other person perceives and feels.
You’ll recall the crucial point we said the listener is trying to get to. Your goal as a listener is to understand the speaker so well that you can genuinely tell that person you see how s/he would feel that way, given the circumstances s/he describes.
To get to that critical point, you must ask questions to help his/her understanding along.
For example:
“What about the way I led the meeting left you feeling frustrated?”
“Can you give me a few examples of what you experience as my being too demanding?”
You ask these questions in a calm and unassuming tone. You’re not questioning the legitimacy of what the speaker is saying.
Rather, you’re asking for more information so you can really understand where they’re coming from. Be careful how you phrase your questions.
For example:
“What about that incident made you feel anxious,”
vs
“Why would you be anxious about that?”
The second question implies the person is wrong about what they felt, whereas the first question is a genuine attempt to understand more about the speaker’s experience.
The speaker will see the first question as “you listen.” The second will be seen as arguing and criticizing.
When you follow these guidelines in your conversations, you’ll be using “Active Listening.” It will show immediately. The people you communicate with will look forward to talking with you again.
They won’t be afraid to share their real feelings with you; they’ll want to join forces with you. They’ll also be more receptive to what you have to say, which will decrease your own frustration, save time, and improve teamwork. Isn’t that what it’s all about?
Let’s begin with rule #1: There can be only one speaker and one listener at any one time.
Though it sounds obvious, most people do not abide by this foundation for good listening. Suppose your co-worker says the following to you: “Last night you left early and I am annoyed that we didn’t finish interviewing the rest of the applicants.” What would likely be your reply? Be honest, now.
a. I left at 5:30 on the button. You can even ask Mike, he walked out with me.
b. Don’t look at me. I wasn’t supposed to do the rest of the interviewing. That was supposed to be you and Shelly.
c. You’re always getting annoyed. Maybe you should see someone about that.
d. I’m sorry, it won’t happen again.
e. You’re angry with me because you thought I went home early and left you to do the work yourself.
You may have guessed that “e” is the only listening response in the list, but is that what you would have said?
Every one of these responses indicates that you heard what your co-worker said, but only the last response shows you actively listened. The rest are comebacks or rebuttals. If you rebut someone’s statement before acknowledging what he or she said, you are not listening.
You are also speaking. That violates rule #1. There can be only one speaker and one listener at any one time.
Couples violate this first rule all the time. One says something to start the conversation, and the other quickly finds a way to prove it wrong or disagree before ever taking the time to say that they understand the other’s statement.
If someone starts a conversation with you, they are automatically the speaker first. It’s the rules of the road for communication.
The first one in gets the right of way. You are (by default) the listener, until a crucial moment in the conversation.
That moment is when you can honestly say you can understand how the other person could feel as they do, given the circumstances they are describing.
Memorize this last sentence. When you reach this point where you can really appreciate the other’s point of view, you let them know it by paraphrasing what they said, and then you get to switch roles.
Now, you are the speaker and the other person assumes the role of listener. And, back and forth you’ll go until you have both met your goals.
Rule #2. The listener is a coach.
When you’re in the listener position, consider yourself a coach. Your job is to help the speaker to let you know everything they want to tell you about the subject at hand.
If they’re angry with you, your job is to coach the anger out of them. If someone is angry with you, you want that person to tell you to your face and come away from the conversation satisfied that you heard it.
If they don’t get to tell you everything, they’ll still be holding on to the anger when they leave you. And, human beings being what they are, they won’t just hold on to that feeling privately. They’ll badmouth you to others, they’ll be (unintentionally?) late for meetings and deadlines, they’ll (accidentally?) spill their coffee on your rug, and they’ll distance themselves from you. Working with them will be much more difficult.
I don’t know about you, but I don’t want that. I would much rather you tell me how you felt and then knew that I accepted what you had to say.
Rule #3. The listener isn’t being blamed or found guilty of something.
The listener is simply receiving important information. Many people assume that just because someone is expressing something upsetting, they must have done something wrong and they have to defend themselves. Nothing could be further from the truth.
When someone shares their feelings with you, they are giving you information about themselves. They are saying this is how I react when I perceive these conditions or circumstances.
It doesn’t mean:
• You did or said what they say you did or said.
• They perceived things the same way you did.
• Their perception is correct and yours false.
They’re giving you vital information that will help you understand them better and to better meet their needs. This, in turn, will increase the feelings of understanding and cooperation between you.
Knowing this should help you to decrease your own levels of defensiveness, thus putting a whole new light on your future conversations.
Rule #4. The listener should ask questions to learn more about what the other person perceives and feels.
You’ll recall the crucial point we said the listener is trying to get to. Your goal as a listener is to understand the speaker so well that you can genuinely tell that person you see how s/he would feel that way, given the circumstances s/he describes.
To get to that critical point, you must ask questions to help his/her understanding along.
For example:
“What about the way I led the meeting left you feeling frustrated?”
“Can you give me a few examples of what you experience as my being too demanding?”
You ask these questions in a calm and unassuming tone. You’re not questioning the legitimacy of what the speaker is saying.
Rather, you’re asking for more information so you can really understand where they’re coming from. Be careful how you phrase your questions.
For example:
“What about that incident made you feel anxious,”
vs
“Why would you be anxious about that?”
The second question implies the person is wrong about what they felt, whereas the first question is a genuine attempt to understand more about the speaker’s experience.
The speaker will see the first question as “you listen.” The second will be seen as arguing and criticizing.
When you follow these guidelines in your conversations, you’ll be using “Active Listening.” It will show immediately. The people you communicate with will look forward to talking with you again.
They won’t be afraid to share their real feelings with you; they’ll want to join forces with you. They’ll also be more receptive to what you have to say, which will decrease your own frustration, save time, and improve teamwork. Isn’t that what it’s all about?
Kamis, 12 April 2012
English Teacher
The task of a teacher is not making another human being into a super-powerful man, but a guide and accompany them with a model, understanding and compassion so that they grow naturally according to their talents, abilities and destiny that has been established by the Creator. Indeed only the grace of God that makes people become super powerful. (Mario Teguh, 2009)
actually not only English teacher but also this statement for all the teacher, before starting our activity in the classroom, the teacher itself have to know that their job is not to create a students with a superior brain, but to lead them into a good behaviour by attracting their attention trough a good activities. so teaching and learning process need a good lesson plan in order to prepare what kind of value that the teacher going to teach the students and it should be clear.
actually not only English teacher but also this statement for all the teacher, before starting our activity in the classroom, the teacher itself have to know that their job is not to create a students with a superior brain, but to lead them into a good behaviour by attracting their attention trough a good activities. so teaching and learning process need a good lesson plan in order to prepare what kind of value that the teacher going to teach the students and it should be clear.
Selasa, 10 April 2012
Jumat, 06 April 2012
Theory of Learning
Behaviorism is a worldview that operates on a principle of “stimulus-response.” All behavior caused by external stimuli (operant conditioning). All behavior can be explained without the need to consider internal mental states or consciousness.
Keywords: Classical conditioning (Pavlov), Operant conditioning (Skinner), Stimulus-response (S-R)
Behaviorism is a worldview that assumes a learner is essentially passive, responding to environmental stimuli. The learner starts off as a clean slate (i.e. tabula rasa) and behavior is shaped through positive reinforcement or negative reinforcement. Both positive reinforcement and negative reinforcement increase the probability that the antecedent behavior will happen again. In contrast, punishment (both positive and negative) decreases the likelihood that the antecedent behavior will happen again. Positive indicates the application of a stimulus; Negative indicates the withholding of a stimulus. Learning is therefore defined as a change in behavior in the learner. Lots of (early) behaviorist work was done with animals (e.g. Pavlov’s dogs) and generalized to humans
.
Behaviorism precedes the cognitivist worldview. It rejects structuralism and is an extension of Logical Positivism.
Keywords: Classical conditioning (Pavlov), Operant conditioning (Skinner), Stimulus-response (S-R)
Behaviorism is a worldview that assumes a learner is essentially passive, responding to environmental stimuli. The learner starts off as a clean slate (i.e. tabula rasa) and behavior is shaped through positive reinforcement or negative reinforcement. Both positive reinforcement and negative reinforcement increase the probability that the antecedent behavior will happen again. In contrast, punishment (both positive and negative) decreases the likelihood that the antecedent behavior will happen again. Positive indicates the application of a stimulus; Negative indicates the withholding of a stimulus. Learning is therefore defined as a change in behavior in the learner. Lots of (early) behaviorist work was done with animals (e.g. Pavlov’s dogs) and generalized to humans
.
Behaviorism precedes the cognitivist worldview. It rejects structuralism and is an extension of Logical Positivism.
Selasa, 03 April 2012
Poems for the children- The Day Everything Went Wrong
On that day everything went wrong,
I fell on the ground with a "BONG"!
I hurt my elbows and knees
And misplaced my cupboard keys.
I dreamt of a horrible ghost,
At breakfast I burnt my toast.
I couldn't find my tie, I couldn't find my shirt
And when I did find it, it was covered in dirt!
I came to know, when I heard the clock's chime
That I had lost control of time.
It was past six fifteen,
O, How stupid I had been!
On that very day, I missed my bus
And then I made a pretty good fuss!
I just didn't want to go to school,
But as a rule, I was called a fool!
When I got to school, it was then I realised
I had forgotten to do the work assigned!
In vain, I asked to be excused,
Obviously, I was refused!
I was badly given a whack on my back,
I thought it made the scale almost crack.
But that wasn't the end, there was more, wait!
Between sobs, I cursed my fate!
My teacher classified good girls & bad girls,
And then she threw abuses in hurls!
When I was almost woebegone
She stopped by calling me a 'moron'!
She asked me to go and sit in my place,
To tie my lace and wipe my face!
I sat on the chair with a sudden jerk
And quietly went on with my work.
During breaktime, I realised I was broke,
Now I couldn't have a hot dog or a coke!
What is the use of a recess?
If you are stupid enough to be so careless!
Alas! I was back in my house,
But suddenly I felt as quiet as a mouse!
Then, I knew my parents weren't at home
Perhaps, they had gone to Rome!
My mummy had left on the fridge a note,
"Will be back soon. Don't worry," to quote
Now, I'll have to wait for mummy,
Till then how will I comfort my tummy?
I opened the fridge and found nothing,
My stomach wouldn't stop groaning for anything!
"Give me some food", I prayed to the Lord
I could even eat a bitter gourd!
I sat in front of the idiot box,
And felt as hungry as fox.
T.V wasn't help, someone come to my rescue
I know you are wishing that this wasn't true!
As a matter of fact, if you didn't know
I will tell you the reason that is the cause of my foe!
Sitting with a belly that is completely empty,
The feeling is similar to that of cracked Humpty Dumpty!
Alas! My mummy came, o, how I blessed her
Just as I thought, she had gone to the grocer!
She bought me some lemonade and also a treat,
I just couldn't believe it as I sat down to eat!
So, that's it my friends, that is the end
After my lunch, I went straight down to bed!
Nothing happened more,
Nothing I could not have borne!
So, just in case your day turns bad,
Don't make a long face and become sad!
You will see, that the best remedy,
Is to cheer up your minds and remember me!
I fell on the ground with a "BONG"!
I hurt my elbows and knees
And misplaced my cupboard keys.
I dreamt of a horrible ghost,
At breakfast I burnt my toast.
I couldn't find my tie, I couldn't find my shirt
And when I did find it, it was covered in dirt!
I came to know, when I heard the clock's chime
That I had lost control of time.
It was past six fifteen,
O, How stupid I had been!
On that very day, I missed my bus
And then I made a pretty good fuss!
I just didn't want to go to school,
But as a rule, I was called a fool!
When I got to school, it was then I realised
I had forgotten to do the work assigned!
In vain, I asked to be excused,
Obviously, I was refused!
I was badly given a whack on my back,
I thought it made the scale almost crack.
But that wasn't the end, there was more, wait!
Between sobs, I cursed my fate!
My teacher classified good girls & bad girls,
And then she threw abuses in hurls!
When I was almost woebegone
She stopped by calling me a 'moron'!
She asked me to go and sit in my place,
To tie my lace and wipe my face!
I sat on the chair with a sudden jerk
And quietly went on with my work.
During breaktime, I realised I was broke,
Now I couldn't have a hot dog or a coke!
What is the use of a recess?
If you are stupid enough to be so careless!
Alas! I was back in my house,
But suddenly I felt as quiet as a mouse!
Then, I knew my parents weren't at home
Perhaps, they had gone to Rome!
My mummy had left on the fridge a note,
"Will be back soon. Don't worry," to quote
Now, I'll have to wait for mummy,
Till then how will I comfort my tummy?
I opened the fridge and found nothing,
My stomach wouldn't stop groaning for anything!
"Give me some food", I prayed to the Lord
I could even eat a bitter gourd!
I sat in front of the idiot box,
And felt as hungry as fox.
T.V wasn't help, someone come to my rescue
I know you are wishing that this wasn't true!
As a matter of fact, if you didn't know
I will tell you the reason that is the cause of my foe!
Sitting with a belly that is completely empty,
The feeling is similar to that of cracked Humpty Dumpty!
Alas! My mummy came, o, how I blessed her
Just as I thought, she had gone to the grocer!
She bought me some lemonade and also a treat,
I just couldn't believe it as I sat down to eat!
So, that's it my friends, that is the end
After my lunch, I went straight down to bed!
Nothing happened more,
Nothing I could not have borne!
So, just in case your day turns bad,
Don't make a long face and become sad!
You will see, that the best remedy,
Is to cheer up your minds and remember me!
(♥-̮♥)
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