The
most challenging part of teaching is to adjust in the right and clear
instructional language towards the students. I have realized the relationship
between teacher language use and student quality of experience during teaching
lessons and a part of that I also trained the students for Kalam Jama’ie Year 5
(choral speaking in Arabic), group singing with musical instruments
in Arabic Year 5, choir in Malay Year 4 and poetry
declamation Year 4 in
Malay.
As what I read, existing research suggests “the use of instructional scaffolding as effective in enhancing student learning and experience, but this had not been previously investigated during music rehearsals. The language of two teachers during 20 rehearsals was recorded and examined for evidence of instructional scaffolding and sequential units of instruction; student self-reports of affect, challenge and skill were correlated with the teachers’ language. Students reported higher levels of challenge and skill (often referred to as ‘flow experience’) during rehearsals with greater use of scaffolding language. Analysis suggests that a strong positive relationship exists between teachers’ use scaffolding language, complete sequential units of instruction, and quality of student experience during middle school choral rehearsals”.
I am really agreed with the research because the students and I had made a lot of spontaneous real conversation and discussion to make things right. Associating to the session that I taught them in English, we were too strict to the syllabus and the students were stressed out sometimes and also got easily bored. That was why I had to mix up teaching method in one lesson. Total Physical Response, Grammar Translation Method and Community language learning has become my favourite methods of teaching. Things were different as we were practicing for competition; they were all self-motivated and argued as much as they want so that their ideas would be accepted. They also made their own practising session without me. But, I have to stretch a lot of instruction. Therefore, things will not drive irrational. My patience is running thin if all of them act as a leader. Thus, I have to involve and acquire those clear instructions.
As what I read, existing research suggests “the use of instructional scaffolding as effective in enhancing student learning and experience, but this had not been previously investigated during music rehearsals. The language of two teachers during 20 rehearsals was recorded and examined for evidence of instructional scaffolding and sequential units of instruction; student self-reports of affect, challenge and skill were correlated with the teachers’ language. Students reported higher levels of challenge and skill (often referred to as ‘flow experience’) during rehearsals with greater use of scaffolding language. Analysis suggests that a strong positive relationship exists between teachers’ use scaffolding language, complete sequential units of instruction, and quality of student experience during middle school choral rehearsals”.
I am really agreed with the research because the students and I had made a lot of spontaneous real conversation and discussion to make things right. Associating to the session that I taught them in English, we were too strict to the syllabus and the students were stressed out sometimes and also got easily bored. That was why I had to mix up teaching method in one lesson. Total Physical Response, Grammar Translation Method and Community language learning has become my favourite methods of teaching. Things were different as we were practicing for competition; they were all self-motivated and argued as much as they want so that their ideas would be accepted. They also made their own practising session without me. But, I have to stretch a lot of instruction. Therefore, things will not drive irrational. My patience is running thin if all of them act as a leader. Thus, I have to involve and acquire those clear instructions.
The language
of instruction will guide the students before they begin any activity. I took a
long time to give orders because they need to comprehend my difficult
instructions. I began to explore how to give clear and simple orders so it would be easy to comprehend. I
have to write down the orders when they are in class to ensure them to remember
and obey. I also had to reward them things if they obeyed me. For example I
rewarded them a singing time with my guitar according to the song that they wanted
me to sing. I even use a castanet to sing to select which person to come in
front and do the task.
I
made less few steps of my instruction. If the steps are many, I have to
demonstrate to them while giving instructions. I will give a detail
instruction. I will make sure all of them to give full attention on me and not
making noise as I was giving instruction. For example “Class, Listen!”, “Class,
I can still hear some voices! ( this is when they were making noise all of the
sudden)” or “Class, please look in front!”.
Sometimes
I also use silent way to make them behave. I will silent myself either by
staring at them until they behave or I covered my eyes until their being silent
and sit down.
Then,
I will ask them to recall the instructions I have told them before. This is to
check if they remember the instruction given.
My
way to improve the way to instruct is by analysing the problem faced by the
students while they were performing the activities. The instructions which are
unclear, not precise, difficult, and short without repeatedly instruct will
make my students making errors while doing the task given.
Our
Prophet Muhammad Peace Be Upon Him principles of reinforcement; giving
compliments and state out the impacts. I did apply the principles. Example:
“Good job. I like it when you did revise your study last night and today you can
answer my questions”.
click here to watch the video of their training.
click here to look at the picture of Kalam Jamai'e training
I was helping the teacher to train these kids singing along with instruments.
