Monthly Archives: August 2012

my unique class

This semester will be a challenge for me. I have special kids, not because of their specialty such as autism etc, but because they have various character. Half of my kids are in the lower middle level and not more than 5 kids are in the upper level. Plus I have 2 non Indonesian English language student. But still, I already fallin in love with them.

I have a kids that can not read or write a words. We have to spell it for him letter by letter. When we saw him, he seems to be like a normal kids, and sometime if we didn’t understand him, we thought that he is very naughty, because playing all the time. But that’s not the problem. The problem is., he cant read, that’s why when we asked him to write even with the same letter like we wrote, he cant do it. That is one of my challenge.

I also have another kids, he’s better than the first case. He can read, but he cant write a wor. For example, when we asked him to write something other than his name, he cant do it. If we said “laki-laki” or perempuan, he doesn’t know how to arrange this letter “L A K I “ into the words. Plus, he is a very shy an sensitive boys, so he need special treatment. Or in other word “handle with care” (this also same with my first case)

I have a very smart kids. Apparently, he is well stimulated by the parent but unfortunately, his cleverness bring negative impact because he easily get bored, esp when we give him task like the others.

my sensitive girls. She’s smart and… an orphan. She’s very sensitive because she oftenly saw her friend are picked up by their mom or dad, and she only picked up by her driver. Sometimes she feels sad because of that.

Last but not least, I have non Indonesian English language kids. Both of them are female. One from korea, and one from dutch. This is their fourth week in school. The funny thing from them is that they speak with non verbal language or body language. Now they become close to each other. In the class I got surprised from them. In ms sara class, international English class, she ask the student to introduce themselves in English. Ms sara provide a paper that already written like “hello, my name is, my age is, and good bye”. Each of them are given that paper and they have to find a friend to speak with the word from the paper. At the beginning, I thought that both of them must be very confused what to do cos they sit nicely in their chair. But I’m so surprised when I saw them talks to each other using the paper. After they had finished, they go to ms sara and said that they already finish. And ms sara asked them to find another friend to talk. And the most suprising is, they did that. They did what ms sara asked them. They find their friend, change about 2 or three times and speak to them, and they seems so enjoy the activity. I’m so lucky cos I can have their portrait in the class while doing the activity.

To arrange this class, sometimes I used buddy system treatment. This buddy system really helps me to manage this class. For example. I have kids name ino. He always become the first who finished the daily diary. So.. rather than talking or walking everywhere, I asked ino to help case one. If he doesn’t want to, I still have the other kids that helped me.

For my non indoenglish kids, I have my case 3 kids. I asked her to accompany my foreign students and she looks very enjoying her task. she even talks to her aunty that she loved to play with them though sometimes she feel confused about how to talked with her. But the most important thing is she wants to try to helping me. This is still the 4th weeks of school but I already find an interesting thing in my class. Cant wait to the next adventure :D.


Meet my Dutch Student

I have a drop in student from Dutch. Drop in student is a student that learn in our school for only a month – 3 month (not for a year). We have different rules or our drop in student. They don’t have to get score from the school. They only given an essay report about their progress at school.

At first it’s really confusing since she can’t speak Indonesia nor English. We have to communicate with our body language. I’ve learn some word in Dutch but not in a sentences, using Google translator but apparently it doesn’t help that much.

She had a book, a translator book, if she misses her parents or if she wants to go to toilet. When she needs something, she will show us that book. But something happened. At her first day, she lost the book, and she cried because she feels insecure without that book. That’s why they change their method. On the next day, they gave her a special necklace, with some small card to show her need. In the necklace, they put some word like “I miss my mom and dad” and they have their phone numbers below the word. In the second paper written “I want to go to the toilet” and in the third paper written “I don’t understand”

This paper helps me to understand her feeling. In the 2nd day, when she cried, she shows me the “I miss my mom and dad” paper. That is the sign to call her parent. At day one, I called mommy but after that, I asked her to wait and follow the activity.

Mommy and I have discussed on how to treat my kids. They give method using a flash card to everything that will teach. But seems like we don’t have enough time to make the flash card. Then I said that maybe I can send an e-mail for our activity tomorrow. So the parents can explain what will happen next, so she would not feel insecure anymore. We agree to have e-mail as our way to communicate. Beside that, we also communicate by our daily diary. When I don’t know how to say something in Dutch so I asked them to write the instruction in her daily diary such as, lets write this, draw a line etc.

Actually, this is not common treatment in our school. The teacher only can explain the lesson after it is taught, not before, but since she is our special case, and only for 3 month, so we give her an exception.

Sending an e-mail really enable us (me and parents) to help her. She would know what lesson that she will learn on the next day. But of course, she can’t do it all. Sometimes, on certain lesson, she can not follow such as Javanese, or sometimes bahasa Indonesia. But she’s really a smart student. She have curiosity on something and she also have initiatives to work on her task, even the task is in bahasa Indonesia. We taught her how to write it in bahasa, and she just have to follow.

She loves to have English lesson. Though she doesn’t understand the language, but she can follow the lesson. In the other lesson, when she doesn’t understand, she will draw something in her book or doing her own workbook from Netherlands. This workbook actually just the same like our book, it just.. it only taught in the kindergarten level, such as “find the word fish from certain picture”. I don’t know whether that book is for grade one or also for kindergarten. But in Indonesia, grade one have a specific lesson. The lesson is more complexes. Our student must have skills to read and write. In grade one they will learn about religion, social, simple math, but still, it’s hard for them. That is why our school made a method called fun learning. The teacher must be creative to provide the lesson plan, through games or media.

In her 3rd week, I saw a difference. She no longer crying that much, and become more ready to follow the lesson. I also saw different thing on her necklace. In her last 2nd week, her “I miss mommy and daddy” part is missing. Now she only had 2 small papers in her necklace. And she only shows the “I want to go to toilet” paper to us. When she doesn’t know something, she will show it with her body language. She also shows a progress. She started to build a friendship with our students using the body language. She plays with the kids though they don’t talk. She even had a close friend from Korea, that also can’t speak Indonesian or English.

In math, she even taught her close friend to do skip counting worksheet. In religion, she wrote a prayer in Dutch (actually, her dad who wrote that, and she just rewrite it in a paper that provided), and she also help our Korean student to write it just as same as her’s. Now, since she already blended with our class, become a part of us, I don’t have to accompany her anymore. I just keep continue to write the upcoming activity for the parents to prepare her daughter. Now she can found her way. Hopefully, being 3 month in our class will be a very good experience for her.

Having foreign student like her makes me realize that I should have different method compare to my other student :

  1. Always have close relation to the parent. Inform them what happened at school and what to do on the next day, so the parents can prepare their daughter or son to go to school.
  2. We know that body language really helps. Give simple body language so she can understand the instruction
  3. If it is a class activity, try to find an activity that she can follow. Sometimes for learning stuff or quizzes, I sing “head shoulder knees and toes” to learn about body part and she can follow it. My friend in science class, when he taught about taste using experiment, he asked her to taste and mention what taste is that, using her book that already translated.
  4. Its not always easy to deal with it. We also have so many things to do during the lesson and we cant just pay attention on one kids. So, morning and last circle time really helps. During the morning circle time we raise their spirit so they can learn with happy feeling. In the last circle time, we also playing games or else that every students can follow so my foreign kids didn’t feel afraid about what was happened in school (feel get lost in the middle of nowhere) or else.

Mean Girl

“Suatu hari ada seorang gadis yang berasal dari Afrika Selatan datang ke sebuah SMU. Di sana ia bertemu dengan berbagai macam siswa. Ia bertemu dengan anak yang terkenal di sekolah maupun yang mendapat julukan “kuper”. Pada akhirnya ia mendapat tepat di golongan murid yang terkenal, dan ia bahkan berhasil memecah belah mereka”

Itu adalah sekelumit cuplikan film mean girl yang dibintangi Lindsay Lohan. Setiap kali aku mengingat dia, aku selalu teringat akan film ini. Akankah dia jadi salah satu siswa idola di SMU dan menjadi seorang “mean girl”.

Ghina namanya. Sejak awal aku melihatnya, aku melihat ada yang berbeda dari dirinya. Dia tidak cantik, tetapi dia punya kepribadian yang kuat. Dia tidak mudah terombang-ambing pada perasaannya. Dia cenderung mendominasi teman-temannya. Dia memilih maupun “menyingkirkan” teman-temannya. Aku ingat dia dulu pernah membuat temanku yang juga seorang guru menangis. Ceritanya seperti ini. Temanku sangat membenci binatang yang disebut cicak, kadal ataupun yang seperti itu. Suatu ketika ada seorang murid yang membawa kadalnya ke sekolah, dan Ghina melihat ekspresi ketakutan dari temanku. Tahu bahwa temanku takut, bukannya meminta temannya untuk menyingkirkan kadal itu, dia malah meminta temannya ini untuk membawa kadal itu mendekati temanku sehingga temanku menjerit dan menangis. Dapat kita bayangkan, seorang yang berusia 27 tahun dibuat menangis oleh anak berusia 6 tahun. Sejak saat itu aku merasa anak ini perlu mendapat pendidikan sopan santun secara khusus.

Beberapa bulan kemudian dia lulus dari TK dan ternyata Tuhan mempertemukan kami. Ghina menjadi anakku di kelas 1 A. dapat dibayangkan betapa perasaanku tidak bisa dikatakan positif pada saat itu.

Awalnya kami merasa cukup kesulitan untuk mengubah karakter anak ini. Dia begitu mendominasi teman-temannya, dia cenderung mengatakan sesuatu sesuai dengan “versinya” dan bukan dengan kenyataan yang sebenarnya, cenderung genit dan sangat suka berbicara. Kami sering memanggil anak ini secara personal untuk kami ingatkan. Begitu juga, kami mendengar laporan-laporan dari luar mengenai perilaku Ghina di luar sekolah yang mendominasi temannya dan terkadang suka mengatakan hal yang jahat pada temannya. Sehingga lengkaplah sudah, kami tidak dapat menemukan sisi positif darinya.

Ghina sangat dekat dengan Nada. Ia begitu mengagumi Nada sekaligus mendominasi Nada. Apapun yang dilakukan Nada akan dibelanya dan ia bersedia untuk membela Nada mati-matian, dan pendapatnya tidak pernah berubah tentang suatu hal.

Melihat ini kami mencoba sebuah pendekatan yang lain. Kami melihat ia sangat menjaga Nada. Akhirnya kami manfaatkan karakter ini untuk hal yang lebih positif. Kami memintanya untuk menjadi buddy system untuk Michael Jefferey, seorang anak autis di kelasku. Kami memberikan masukan-masukan yang positif dan pujian buat dia. Jika ada teman yang merasa tersakiti olehnya, kami mengawal dia untuk meminta maaf pada teman itu.

Lambat laun apa yang kami lakukan membuahkan hasil. Kami melihat perubahan pada karakternya. Yang pada awalnya ia selalu berusaha untuk mendominasi, namun kali ini ia tidak mendominasi lagi. Jika teman-teman tidak setuju pada pendapatnya maka ia tidak akan memaksa mereka untuk mengikuti idenya. Ia juga mau berteman dengan siapa saja yang ada di kelas, terutama dengan teman perempuan. Ia juga tidak genit lagi dan tertuju pada salah satu anak cowok. Ia mulai jadi makin dewasa dan bertanggung jawab.

Ghina membuatku belajar, terkadang untuk dapat merubah karakter seorang anak, tidak dapat dilakukan dengan instant seperti keinginan kita. Mereka juga membutuhkan waktu untuk berubah. Beri dia tanggung jawab yang dapat ditangungnya dan sesuai dengan bakatnya, maka lambat laun itu akan merubah karakternya. Aku juga coba untuk belajar mengubah perspektifku, jika aku melihat dia secara negative dan merugikan kelas, maka itulah yang akan terjadi padanya. Dia akan bertumbuh menjadi anak yang sangat tidak menyenangkan untuk dididik. Tetapi ketika kami melihatnya sebagai anak yang potensial, maka kami akan menemukan cara baginya untuk membantu dirinya dan disaat yang sama, membantu kami juga.

See them in positive way, and they will show positive act to you” ~ ShY~

what’s your color??

Ada 4 tipe watak atau kepribadian dalam diri manusia yakni sanguine, melankolis, pleghmatis maupun koleris. Dalam diri manusia ada watak yang dominan tetapi pasti bercampur dengan watak yang lain. Misalnya seseorang tidak mungkin menjadi seorang sanguine murni 100%  tetapi pasti ada unsur lain seperti koleris, melankolis ataupun plegmatis dalam dirinya walau mungkin kadarnya lebih rendah. Setiap watak ini mempunyai sifat tertentu yang mempengaruhi setiap tindakannya.

Dulu kami pernah mendapat training mengenai hal ini. Tujuan dari training ini adalah selain mengenali watak kami sendiri, tentu juga untuk mengenali warna dari anak didik kami sehingga kami bisa memberikan treatment yang tepat untuk setiap inidividu. Tetapi walau begitu, kami juga menyadarkan diri kami agar tidak terjatuh pada label warna tertentu untuk anak ataupun individu, tetapi kami berusaha untuk melihat unsur apa saja yang ada dalam diri individu tersebut. Kami akan menyebut : ada warna… pada diri si A” dan sebagainya. Pengenalan karakter ini berguna untuk membantu mengenal individu baik kebutuhan maupun ketakutannya.

Untuk mengenali hal ini dapat dilakukan dengan menyediakan 4 macam pilihan warna yakni merah, biru, kuning dan hijau (mengapa 4 warna ini yang dipilih, tentu saja dapat ditanyakan kepada seorang psikolog :D). Merah melambangkan karakter sanguine, biru melambangkan karakter koleris, hijau melambangkan watak melankolis, dan kuning adalah plegmatis.

  1. Sanguine : + mudah bergaul, PD, berani, emosional, optimis, spontan, antusias dan ceria

–          Mudah melupakan teman dan tugas, cepat bosan, tidak bisa diam, kurang berpikir panjang, cepat bertindak, kurang disiplin karena suka mengikuti kata hati

  1. Koleris : + kompetitif, suka memimpin, berani, PD, mandiri, starter, tegas, kemauan keras

–          Dominasi, memaksa, tidak sabar ingin cepat mendapatkan hasil, petualang, risk taker

  1. Plegmatis : + mengalah, cinta damai, tenang, emosi stabil, patuh dan nurut, sabar, setia, pendengar yang baik, prosedur tradisional

–          Sulit merubah situasi, pasif, kurang inisiatif, pengikut, sulit mengambil keputusan, kurang PD

  1. Melankolis : + hati-hati, akurat, teliti, sistematis, patuh aturan, teratur, perasaan mendalam, serius, logis

–          Mood swing, peragu, sensitive, waspada, tergantung, mudah mengelak, pesimistis, kaku, pemilih

Sanguine dan koleris merupakan kepribadian yang cenderung terbuka (ekstrovert), dan sebaliknya, plegmatis dan melankolis memiliki kepribadian yang cenderung tertutup (introvert).

Setiap orang memiliki warna yang bervariasi, dan tidak dominan dalam satu warna saja. Semakin dewasa dirinya, warna yang dimilikinya ketika kecil dapat saja mengalami perubahan, bergantung pada pola asuh dan lingkungannya. Contohnya : anak yang memiliki kecenderungan berwarna hijau, jika pola asuh dari orangtua membuatnya untuk menjadi seorang pengambil keputusan ataupun berada dalam lingkungan yang sangat ceria, maka bisa saja warnanya menjadi berubah. Dia akan tetap memiliki karakter melankolis, namun karakter itu bisa jadi tidak dominan lagi.

Setiap karakter memiliki sisi positif dan negatifnya masing masing. Tidak ada karakter yang sempurna dan setiap karakter punya needs (kebutuhan) dan fear (ketakutan) masing-masing. Contohnya : Koleris mempunyai fear kehilangan kontrol, rutinitas ataupun berada dalam situasi monoton. Needsnya adalah tantangan atau kesempatan baru. Sementara Sanguine mempunyai fear sendirian, tidak ada teman ataupun dia mendapat cap jelek. Orang Sanguine memiliki needs untuk penerimaan social dan keinginannya diperhatikan. Orang Plegmatis memiliki fear situasi yang tidak terduga ataupun cara kerja berantakan, sedangkan needsnya adalah lingkungan yang aman, tenang, terprediksi ataupun lingkungan yang memiliki perubahan yang tidak terlalu besar. Sementara si Melankolis memiliki fear tidak bisa mengontrol emosi, dipermalukan/dicela sementara needsnya adalah keteraturan, kepastian, detil dan kejelasan instruksi.

So… what is your color???