Task 3: Reflection (Individual)

Finally, it is time for me to express my feeling. I know I have to watch my words but boy, this course is difficult. Frankly speaking, it drags me in Level 3 of hypertension. Why it is difficult? Because it is solely based on facts and specific ideas. First task I have to complete in the time constrain is the presentation. It is a group work, so, Ive been chosen to be in the group of three with my old pall since semester one, Fadilah Idris and S. Marina. My friends and I choose the tittle, Theories of Democratic Teaching by Rudolf Dreikurs. I proceed with the tittle by searching the definition and the description of the theories. There a lot to select and to choose but with the help of my group, I manage to point out the most important and the main focus of the theories, then I move on with the approaches and strategies the theories offer. That is all. It is not that difficult isnt it? Agreed but this is the first task, as said, the first impression define the subject, really? Not even close. While Marina prepares the other areas of interest, I noticed that we need to present it publicly at assign time. Stage fright definitely, it is clich, why must teacher afraid of talking in the crowd, afraid is not the word actually. It is the nerve that makes us nervous. Try to carefully select the words, grammar and all it component. Try to practice in front of the mirror, but it end up on my tummy. I gain weight. Fadilah in charged on slides or the power point and she done it well, all pinkish in colour. We try our best to present it accordingly but time is not a friendly name, so, everyone end up by reading the slides.

Task 2 required the classroom observation in my school. I ask my senior teacher to tape her principal and practice in the classroom; of course she is reluctant at first but I manage to console her and she let me do what I need to do. Thanks to her, permission asked to duplicate the video and distribute it to my group members. With one condition, do not upload it anywhere else. Done the first part, I need to comment her classroom management, the application of all theories learned and the reasonable action that she took during teaching. I also need to give suggestion or the alternative of her action based on the theories, in two thousand words. All of us in shock and electrocuted because this is the first time we need to reach the figure, but by hook or by crook, I need to write that much. All these years I have been struggle to reach even one thousand, but it is the sweetest thing I have to deal with, really. By doing so, I can easily express and play with the words and at the same time need to follow the guidelines to complete the task, for suggestion, the course module need to regularly train the teachers to write in gradual numbers of words for example from a thousand to one thousand five hundred to two thousand and so on because it is crucial for English Teachers to write as many as they can or

even wrote a book to enhance their capabilities in mastering the language or their knowledge by doing so. As an English Teacher, I stumble on a lot of occasion and professional meeting, they, I mean the English Teacher try to avoid to speak in English among themselves, by asking them to write in English? Yes, that is the answer we need to figure it out. I manage to complete the task in the time frame given. What a relief. My friends also manage to complete their tasks although some of them stay awake throughout the night to ensure they can complete it in time.

Finally, as I mentioned earlier, it is time for me to express my feeling. This assignment opens my eyes wide, crumble my brain in the right way just because all the tactical and terms need to be used and all the facts and ideas are aligned with what the task needed. Rabindranath Tagore once said, A teacher can never truly teach unless he is still learning himself. A lamp can never light another lamp unless it continues to burn its own flame. It is true, all in all, this is really a learning process for us, as students, even for the lectures, to absorb the positive impact, sustain it, revise it and give it back, monitor the negative auras and study it, find the alternative to deal with it. And the process repeated again and again and again. Our knowledge is just like a magic penny, hold on tight and we wont get any, lend it, spend it, give it away, then it comes right back to us. It is as simple as that. The process of completing the tasks make me more human than before due to the theories that I never heard in my life, all I need is to open wide my arms to accept and digest the theories and carefully select the best or why not mixed it to make the learning process and the classroom management more applicable and suitable to the level of my pupils and my school. Looking back, there is nobody will help me to improve myself in the classroom management. I have to get used to it, deal with it and ensure the pupils are ready to accept their new and improved English Teacher due to the course he taking and learning for him to build the community of non-afraid English speakers if not for the state or the country. They need to change but all in all I need to change myself first in order to bring them in the right track and move forward to excellences in the future. I not need the acknowledgements, I not need the medal of honors and else, what I need is the strength to move on and give it all.

References:

1. Bloom, B. S., Madaus, G. F., & Hastings, J. T. (1981) . Evaluation to improve learning . New York: McGraw-Hill.

2. C. M., Marianne, M. B., Brinton & A. S., Marguerite. (2013) . Teaching English as a Second or Foreign Language . Boston: National Geographic Learning.

3. C., Nesamalar, S., Saratha & Choon, T. S. (1995) . ELT Methodology: Principles and Practice. Shah Alam: Penerbit Fajar Bakti Sdn. Bhd.

4. Edelhoff, C. (1981) . Theme-oriented English Teaching: The communicative teaching of English: Principles and an exercise typology . Essex, UK: Longman.

5. Stiggins, R. J. (1999). Evaluating classroom assessment training in teacher education programs. Educational Measurement: Issues and Practice, 18(1), 2327.

6. Stiggins, R. J. (2002). Assessment crisis: The absence of assessment for learning. Phi Delta Kappan, 83(10), 758765.

KAMPUS BAHASA ANTARABANGSA, KUALA LUMPUR

PROGRAM PENSISWAZAHAN GURU IJAZAH SARJANA MUDA PERGURUAN (SR) DENGAN KEPUJIAN BAHASA INGGERIS

AMBILAN : 11 JUN 2011 SEMESTER : 5

NAME INDEX NUMBER ID NUMBER CLASS/GROUP COURSE CODE

: SUHER BIN SULAIMAN : 2011212350084 : 711218045457 : TESL C : MANAGING THE PRIMARY ESL CLASSROOM : TSL3109

TITLE LECTURERS NAME SUBMISSION DATE

: Task 3, Reflection. : PUAN NORHAZIAN BINTI MAT SAPIAN : 21 September 2013

KAMPUS BAHASA ANTARABANGSA, KUALA LUMPUR

PROGRAM PENSISWAZAHAN GURU IJAZAH SARJANA MUDA PERGURUAN (SR) DENGAN KEPUJIAN BAHASA INGGERIS

AMBILAN : 11 JUN 2011 SEMESTER : 5

NAME INDEX NUMBER ID NUMBER CLASS/GROUP COURSE CODE

: SUHER BIN SULAIMAN : 2011212350084 : 711218045457 : TESL C : MANAGING THE PRIMARY ESL CLASSROOM : TSL3109

TITLE LECTURERS NAME SUBMISSION DATE

: Task 3, Reflection. : PUAN NORHAZIAN BINTI MAT SAPIAN : 21 September 2013