Issue: attitude - missed class

Here we go again. The ranting on the missing kids.
I have noticed that students made it an excuse of their co-curricular involvement as the reason for not being able to hand in classwork/ homework. Some create such co-curricular activity just to get away. As a matter of fact, they would avoid the assignment at all cost. Problem is, this work involves important marks.

I remembered differently. Out of respect to the teachers (or was it out of fear...yikes) I would always make sure to not be highlighted as the kid who did not pass up work. And out of respect too, I made sure I do the learning parts by asking friends. Of course out of my conscience for my future I would always make sure important assignment that involved my mark is done (thanks to my father's non-ending nag on do-now-pay-later lecture)

So far this is what I figured out from my own experience on how to make a student commit.
- play by what is important for them. If it's their examination marks, make an assignment cost a partial of the exam result. (Done!)
- use their strength/ interest to set up the assignment. (This is almost impossible, as there are so many individuals I have to consider. But I figured that they like to use social network, so I set the assignment up in the same platform - considered done!)
- use fear. Yikes - my dad used fear. He said if I ever mention about wanting to miss a school he will immediately drop me out. I did not dare to even mention it even when I was sick! This, I am still figuring out what do they fear most.
- give do-now-pay-later lecture. At least if it gets through to half the class, I am reaching to a better attitude of students in the future. Yet a lecture is still boring, I bet they would sleep halfway.

My target is:
- my students send in the assignment.
- they send it in on time
- they follow up if they miss class
- no copying work just to get it done.

How? I need to walk my talk (more like threats)
Yelp yelp!

Students away; half in school another half in somewhere else

Here's the thing about my school. The students are very active. They are involved in everything. From playing music to sports to charity service. It is very good for their development, but there is a price to pay. They are not in class half of the time.

This then will create the chain reaction. It affect homework, performances and marks. The scariest part, I am worried about their development in my content area; English.
How do I do this? What should I do? How do I manage the left-out students?
I tried virtual classroom. But a number of them is not virtually there. At least if they are there, during break or even between matches they can sit down and flick on they smartphones; do an exercise or two. However, the downside is both things; matches and lessons need concentration. It will not work out if they are in neither.
I have yet to try something else. I need to find something that is so fun that they cannot resist. Problem is, I still don't know what it is.

Yelp yelp

Virtual Classroom: Edmodo

A friend introduced me to edmodo.com a year ago. I registered but I did not look through. In fact, I was not that interested.
A month ago, Tracy Bowker (a training consultant from Cognition) enlightened me with the need of preparing the kids for the future - the use of gadgets, technology, apps in every element of living. I was like whacked by a bat to suddenly realized that 10 years ago, there's no such thing as apps developer and gadgets designer (mobile). And realized each time that I banned them from using gadgets I have taken their chances to hone their skills for the future.
So, I opened edmodo.com again and explore. I was literally breathing down my lappie's neck (if it has a neck) like a maniac to discover I can do lots of things with my students. The good part is that it works like facebook/ twitter. The best part is I can set assignment to the students complete with attachments, due dates, grading system and reward badges.
Hah, my students love it. They feel like they are playing games but in actuality they are learning. I search for many links that I could include with the assignments. Reading, grammar, writing and listening. I am still thinking of how to conduct speaking activity. That can be done in class but the assignment can be instructed by edmodo. Here's few snapshots I would like to share.

storybird.com

I used storybird.com!

I think it is wonderful. English teachers should try and get the students do their writing assignments by writing wonderful stories by making it related to the fantastic pictures. It is like an application that helps you create a children's storybook. The layout is just fantastic and I think it can get students to write creatively.

This is my story. http://storybird.com/books/the-value-of-hunger/

I wrote it in 40 minutes and stuck for another 30 minutes because I found it difficult to find pictures that suit my story.

That is the downside. When you selected an artist (for your pictures), you can only select the same artist's work for your next pages. I see the rationale, you would want the pictures to have the same style and theme. However, that means you need to fit your story to the pictures that are available which can be very limiting to your ideas.

So I figured that storybird.com is suitable for writing stories that are based on the picture. Not one that you want to write and to find pictures that suit with your tale.

As a teacher, I think I need to tell this the students before they get started. I don't want the limitations to pull the students' interest. At least when they are prepared of how it works, they can regulate their meta-thinking into the suitability of the storybird.com app.

Being reflective

This is my first blog-assignment. To practice reflective teaching. This works by getting Tracy's questions answered publicly. This can be embarrassing, confessing to public - even-though it's only about my teaching (it's not like the question asks if I have a wart somewhere on my body). Here goes:

To be reflective, you need to make sure you are completely honest when thinking about your answers: We will start with reflecting on teaching and learning and then move on from there.

Answer these questions:

• In January 2013, the PLD programme started. What did I believe about teaching and learning at the start of the PLD programme?

Before January 2013, I believe that teaching and learning is a process of thinking for both teachers and students. That was what I believed yet it does not mean I practiced it fully. There're barriers into practicing process into teaching. It takes a lot of time. I do it only when I think it fits - which is seldom, usually I would do the thinking and the students follow on. I still did spoon-feeding with my students.

• It is now May, what do I believe now about teaching and learning? Have I changed my thinking about my teaching or my students learning in the classroom?

-I have changed! It will be a full waste if I have not change after all the wonderful training. 

-Now what I believe is the students' answer (in terms of creativity and expressing ideas) however it is off the track from what I expected, I should accept (of course this only applies in expressing their own self in completing creative-purpose tasks - like writing and etc). I should give the independency to the students to decide on their own. No more 'is this correct teacher?' from my students...more of 'I did it this way because I think it's...'. Simply said; to give the students their own brain, not one that is fixed with mine.

-My teaching has become more autonomous (I am still struggling in this) and to get good participation from the students I tend to be more creative and put more of myself into the students' shoes.

• How willing were you to be involved in the PLD? Why?

I am very willing, infact I have tried to persuade others to give support as well. 

Why? I had a chat with my mother once. (She's also a pedagogical lecturer who studied reflective thinking - now she is an Associate Professor in UTeM). She had her own barriers in pedagogical training as I see what is happening around my work place. One thing I remember from her; having no change is bad, but to change is difficult. Yet, a change is important. To talk about theory is very easy, but to apply it takes all the effort. So that is why I am putting in the effort although it takes a lot of my time. I know it's good for me.

• Has your attitude changed since becoming involved in the PLD? Why? (think about PMI - positive, minus, interesting points)

P - I trust my students more. I don't limit their answers, instead I guide them to the objective of the learning.

M - I am still struggling to prepare materials and activity to fit the new method. I still tend to drift off to my old teaching.

I - My students enjoyed the class. Sometimes when it get 'heavy' on the thinking (because they are used to be given answers), they get more motivated instead of lost. Yet this takes time to adapt.

• How do I think professional learning can support my teaching and my student's learning?

I think the professional learning can help vary my method and let me explore the better possibility to get the students to be independent in their learning. 

All in all, I am hoping I can create an inventor, not just a professional. I am talking about building a better thinking nation - I am that serious.

From the point of a pen

I started this blog for one reason; I hope to enhance my teaching. 

Honestly, there are ups and downs being a teacher. The worst possible case is I would be stuck to one technique and can't let it off. Even worse, it's a not-working technique.

I am glad that Tracy Bowker is here with us in KYS (Kolej Yayasan Saad, Melaka) to guide and change me into a better teacher. Of course the change is pain; with lots of hard work. It's partial requirements to have regular development in teaching, and this is the only way I can get training if I work in a private sector.

Note: Kolej Yayasan Saad, is located in Melaka, Malaysia and is one of the best private secondary school in Malaysia founded by Tan Sri Halim Saad. Approximately occupied by 400 students and 110 staff. Now it has expanded into A-level in business school.

- Tracy Bowker is a training officer from The Cognitive - A training provider company based in New Zealand which has supported many countries in developing its teaching & learning programme.