minggu 1.pptx

7/17/2019 MINGGU 1.pptx

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BECOMING AN EFFECTIVECLASSROOM TEACHER

EDUCATIONAL PSYCHOLOGY

1ST WEEK

Oleh:

Dr. Z!"h M#h$% A&hr"



Concerns of Beginningteachers

enthusiasm

optimismidealism

Beginning Teachers

Classroomdiscipline

Motivatingstudents

Assessment and

grading

Specialneeds



COMPLEXIT O! T"E TEAC"I#$

P%O!ESSIO#

Teaching is never routine

Teaching has multiple goals

Teaching is done in relationship &ith a diversit' oflearners

Teaching re(uires the integration of several )no&ledgea*out child development



'e)her*

+armth, enthusiasm, caring

-no&ledge of the domain

Mastering a variet' of teachings)ills to encourage critical

thin)ing, pro*lem.solving, andperformance s)ills

"igh Aspirations for Self andStudents

An intentional teacher plansactions *ased on the desired

outcomes

An intentional teacher plans

actions *ased on the desiredoutcomes

"igh Perceived Self.E/cac'

%esponsi*ilit' for Self and Actions

A*ilit' to 0ela' $rati1cation



+"AT IS E02CATIO#AL PSC"OLO$3

is a *ranch of ps'cholog' that

speciali4es in understandingteaching and learning in educational

settings5



Education

developing the capacitiesand potential of the

individual so as toprepare that individual to*e successful in a speci1csociet' or culture5 !romthis perspective,education is servingprimaril' an individualdevelopment function5

the process *' &hichsociet' transmits to ne&

mem*ers the values,*eliefs, )no&ledge, ands'm*olic e6pressions toma)e communicationpossi*le &ithin societ'5 Inthis sense, education isserving a social andcultural function5



the scienti1c stud' of mind

and *ehavior or *ehavior andmental processes, especiall'as it relates to individualhuman *eings

PSYCHOLOGY:



Educational Psychology

Combination of psychology and

education

A distinct scientific discipline within

psychology that includes both

methods of study and a knowledgebase



Educational Psychology:Concerned primarily with understanding the

processes of teaching and learning that take

place within formal environments and

developing ways of improving those methods

Important topics include learning theories;

teaching methods; motivation; cognitive,

emotional, and moral development; and

parentchild relationships



Te)h"+(

One person7s interpersonale8ort to help others ac(uire

)no&ledge, develop s)ill, andreali4e their potential



Ler+"+(:can *e compared &ith the

other primar' processproducing relativel'permanent change..

maturation..that results from*iological gro&th and

development



A relativel' permanent change in *ehavior or)no&ledge as a result of e6perience

0epends on man' factors9 the (ualit' of instruction

student motivation

student engagement

student7s developmental readiness to learn



Teaching E/cac'

A teacher7s :udgment of, or con1dencein, his or her capacit' to cope &ith the

teaching situation in &a's that *ringa*out desired outcomes

Beginning teachers generall' have lo&erteaching e/cac' than do veteranteachers



Teaching E/cac' Categories

E/cac' for classroommanagement

E/cac' for studentengagement

E/cac' for instructionalstrategies



T,# M#%e& of Teaching

Technical teaching

Teaching situation is predicta*le and calls forroutine action

• Classroom e6perience Constructive

learning e6perience Refective teaching

Teaching situation is surprising and calls forcon:ectures, information gathering, and decision.

ma)ing5• -no&ledge a*out the teaching and learning

situation Constructive learning e6perience



M#%el -#r Ree)'"/e Te)h"+(

RIDE

Ree)'"#+

I+-#r$'"#+

('her"+( E/l0'"#+

De)"&"#+ $!"+(



Y#0r T0r+

Ms #e&*' is nervous a*outteaching and feels that she &ill not

*e a*le to handle students7mis*ehaviors

"o& might she solve this pro*lemusing the %I0E model3

MINUTES



%est



Provides evidence thatassists teachers ma)eappropriate choices in theclassroom

Collect data

Based on the scienti1cmethod, researchers

Conceptuali4e the pro*lem

%evise research conclusionsand theor'

Theor'

"'pothesis

+h' is %esearch Important3



The &)"e+'"2)re&er)h 33r#)h iso*:ective, s'stematic,

and testa*le5

STEP 1C#+)e3'0l"4e 'he Pr#5le$

STEP 6

C#lle)' I+-#r$'"#+

STEP 7Dr, C#+)l0&"#+&

STEP 8Re/"&e Re&er)h

C#+)l0&"#+& 9 The#r

T"E SCIE#TI!IC %ESEA%C"APP%OAC"



RESEARCHMETHODS

De&)r"3'"/e

&'0%"e&

E;3er"$e+'l&'0%"e&

C#rrel'"#+l

&'0%"e&

A)'"#+re&er)h



0ESC%IPTI;E ST20IES

A research method used to descri*e the educational situation as itnaturall' occurs < &hat t'picall' happens, ho& teachers teach, and ho&students learn and develop

E6ample research (uestion9 ="o& do Ms5 #e&*' organi4e the ph'sical

la'out of her classroom3O*servations

La*orator'

#aturalistic o*servation

Participant o*servation

Intervie&s and (uestionnaires

Standardi4ed tests

Case studies

Ethnographic Studies

!ocus $roups

Personal >ournals and 0iaries



CO%%ELATIO#AL ST20IES

A research method used to measuret&o naturall' occurring varia*les

and summari4e the nature andmagnitude of their relationship innumerical form

E6ample research (uestion9 ="o& ismeasured intelligence related toschool achievement3?



POSSIBLE EXPLA#ATIO#S O!CO%%ELATIO#AL 0ATA

Observed correlation Possible explanations for this correlation

A& 3er$"&&"/e'e)h"+("+)re&e&<

)h"l%re+=&&el->)#+'r#l%e)re&e&

Per$"&&"/e

'e)h"+(

Ch"l%re+=& l)!

#- &el->)#+'r#l

Ch"l%re+=& l)! #- &el->)#+'r#l

Per$"&&"/e'e)h"+(

causes

causes

O'her -)'#r&<

&0)h & (e+e'")'e+%e+)"e&<3#/er'< #r

&#)"#h"&'#r")l)"r)0$&'+)e&

Per$"&&"/e

'e)h"+(cause

bothCh"l%re+=& l)! #- &el->)#+'r#l

and



EXPE%IME#TAL ST20IES

A research method used to test for acause.and.e8ect relationship

*et&een t&o varia*lesE6ample research (uestion9 =Is

reading program A *etter than

reading program B for teaching 1rstgraders to read3?



A study of the effects of time management on

students’ grades

Participants r+%#$l &&"(+e%to e6perimental and control groups

Students7(r%e& in school

E;3er"$e+'lGr#03

@time managementprogram

C#+'r#l Gr#03@no time management

program

EXPE%IME#TAL %ESEA%C"



C#rrel'"#+lRe&er)h

Measures the strengthof a relation *et&eent&o varia*les

0oes #OT esta*lishcausal relation

E;3er"$e+'lRe&er)h

%andom assignment E6perimental vs5

control groups Independent vs5

dependent varia*les



ACTIO# %ESEA%C"A research method carried out *'

teachers in their o&n classrooms to

inform and re1ne their personaltheories of teaching and classroomlearning

E6ample research (uestion9 =0o I as)*o's more (uestions than I as)girls3?



STEPS !O% CO#02CTI#$ ACTIO#%ESEA%C"

1. I%e+'"- 3r#5le$

6. F#r$0l'e 3l+ to address the

pro*lem7. C#lle)' +% +l4e %' to see if the

plan &or)ed

8. Ree)' on &hat has *een learned

?. U&e the ne&. and improved personaltheor' of teaching

@. Re3e' steps , , D, and as needed



+"AT -I#0 O! %ESEA%C"3

I &ant to decide if *o's in the Fth grade *ene1tmore from cooperative learning than girls3

I &ant to decide if completion of home&or) is

associated &ith *etter achievement I &ant to e6amine the num*er of errors present in

the Gth grade science *oo) I &ant Maria to tell me a*out her e6periences in

solving a math pro*lem3



9 A &e&&"#+



+"AT MA-ES A# E!!ECTI;E TEAC"E%3

Ee)'"/eTe)her&

Pr#-e&&"#+lK+#,le%(e

• Content -no&ledge

• Pedagogical-no&ledge

• -no&ledge a*outlearners

• -no&ledge a*outcurriculum

Pr#-e&&"#+lS!"ll&

• Planning s)ills

communication s)ills• Motivation s)ills

• Classroommanagement s)ills

• Assessment s)ills• Technolog' s)ills



REFLECTION 9 OBSERVATION

What were thecharacteristics of the mosteective teachers in youreducational experience?

P%O!ESSIO#AL -#O+LE0$E A#0 S-ILLS



P%O!ESSIO#AL, -#O+LE0$E A#0, S-ILLS

E6hi*it su*:ect mattercompetence

Implement appropriateinstructional strategies

Communicate &ell &ithstudents and parents

2se e8ective strategies topromote students7

motivation to learn

Manage classrooms for

optimal learning

Create developmentall'appropriate instructional

materials and activities

Set high goals forthemselves and studentsand plan for instruction

Pa' more than lip serviceto individual variations

+or) e8ectivel' &ithstudents from culturall'

diverse *ac)grounds

Integrate technolog' intothe curriculum

"ave good assessment

s)ills



E!!ECTI;E TEAC"I#$COMMITME#T A#0 MOTI;ATIO#

"ave a good attitude

Bring a positiveattitude and

enthusiasm to theclassroom

Care a*out students

Invest time and e8ort



Characteristics of Best Teachers



Characteristics of +orst Teachers



THANK YOU

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