It was really funny the PETA class last session. It made laugh all the time because the entire students were trying to deliver the materials in a funny ways. I also made a different opening and now it has became a trademark of me ‘AnakSholeh.’
The hardest task on that day was assessing the performance of my friends. I could not be a good assessor instead of I asked to becoming an educator who will be able to assess my students. I thought I have problem with assessing somebody. I did not want to be mean or easily give extra score to my friends. Even there was a rubric for assessing the performance, I still confused about what grade shall I gave to them. If my lecturer explained me first about the rubric, perhaps it’d be easier for me to give the score.
The next step was about guessing the models of teaching that my friends used in their microteaching. It was not easy too. I guessed they were trying to use all of the models of teaching, but fortunately I could consider which models they used. It would be more satisfying if my lecturer gave the exact answer about the models of teaching. I thought she tried to make all correct to the entire guesses of my friends.
Honestly, I did not like the singing part. Could they (and also my groups) use another thing? I thought it was just embarrassing for an early-adult person to singing in front of another early adult. Perhaps with games it would be more interesting and by doing some extra activities like AnnasBentaris’ group whose trying to make an experiment by exploring the volume by guided discovery (one of the model of teaching).
I did like all of my friends’ microteaching (except the singing part). It was such a funny thing we all tried to make a comedy class in that session instead of teaching practice. I thought next time we shall be more serious (no more ‘comedy session’), because we are going to be the next generation of ‘educators’ not a ‘comedy teacher’.
thanks for the input.
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