JOURNAL

Date: 26 29 January 2014

School: SK Salor
ISSUE/PROBLEMS
This week was my 1st week of racticum hase 2 at SK Kamon! Salor" as
usual when comes to teachin! there must #e one more element that will always
accomany it that is ro#lem$ Durin! or after the lesson ro#lems haen e%ery time
anywhere an& e%ery &ay$ 'any ro#lems has #een &etecte& ri!ht from the moment the
first time ( enter the classroom until the en& of the week" ( ha%e #een !i%en two class
which are ) *akin an& 2 Tekun" which are from the first class an& secon& class$
ANALYSIS
( ha%e &one an o#ser%ation to my stu&ents an& ( ha%e &etecte& ro#lems$ The
main ro#lem that haens in my class is that stu&ents ne%er show any interest towar&s
stu&yin!" they are more fon& of &oin! their own work an& e%en worst they make the
class ha%oc with their &istur#in! noise an& #eha%iors$ +hen ( was teachin! there are
a#out 9 uils &oin! other thin!s for e,amle &istur#in! each other" &rawin!" colourin!
an& also not ay attention$ -esi&es that" they are also uils who can not write %ery
well$ Their writin! are %ery #a& an& it har for me to rea& their writin!$
SUGGESTIONS
.ccor&in! to -$/$Skinner 019)12" 3uman #eha%ior can #e shae& alon! &esire&
lines #y means of the systematic alication of reinforcement$ 4ookin! at Skinner5s
theory ( ha%e trie& to control the classroom #y usin! reinforcements" an& the class
seems to #e !ettin! more an& more un&er control &ay #y &ay$ .s has #een sai& #y
Skinner usin! reinforcements can hel to shae stu&ents #eha%ior" ( ha%e trie& raisin!
stu&ents when they #eha%e nicely in class an& it works for the first time" #ut after
se%eral times raisin! #ecomes a norm to stu&ents an& they &on5t e%en #other a#out
raises from me #ecause they !ain nothin! from raises$
( chan!e my strate!y to an e%en #etter one that is #y usin! the rewar& chart$ This
chart function is to collect start that in&icates how !oo& stu&ents are" stars are only
!i%en when stu&ents #eha%e an& follow instructions &urin! lesson$ 3owe%er star will #e
taken #ack from the chart if stu&ents make noise" 6uarrel" &on5t want to learn" slee an&
&o other thin!s while the class !oes on$ .t the en& of the week resents will #e !i%en to
!rous with !oo& #eha%ior when the class !oes on" the resents are thin!s that
stu&ents want the most for e,amle toy cars an& hello kitty &olls$ 7i%in! them thin!s
that they want the most wont 8ust make the stu&ents o#ey e%erythin! that the teacher
sai& #ut it also is %ery effecti%e to make the teachers #ecome close with stu&ents" they
will surely lo%e someone who care a#out their nee&s an& &esire as a result a con&uci%e
an& lo%in! class will #e ma&e$ 9e!ati%e reinforcements are sel&om use& in 2 ceka this
is to a%oi& stu&ents learn in fear an& ten& to &iso#ey e%erythin! that ( sai& #ecause they
hate me$
CONCLUSION
-ein! a#le to attract stu&ents5 attention in class is the most imortant thin! to &o"
or else nothin! will #e !aine& #y stu&ents an& teachers woul& ne%er #e a#le to know
which le%el are their stu&ents at an& how effecti%e their lesson are$