1 / 21

TEACHING GIRLS AND BOYS TO BE GOOD STUDENTS THROUGH ENGLISH

TEACHING GIRLS AND BOYS TO BE GOOD STUDENTS THROUGH ENGLISH. Mirjam Anugerahwati The English Department State University of Malang. Sub-topics. What is character building? What is gender equality? Why are those concepts important? How do we incorporate them in our lessons?.

sheryl
Download Presentation

TEACHING GIRLS AND BOYS TO BE GOOD STUDENTS THROUGH ENGLISH

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. TEACHING GIRLS AND BOYS TO BE GOOD STUDENTS THROUGH ENGLISH MirjamAnugerahwati The English Department State University of Malang

  2. Sub-topics • What is character building? • What is gender equality? • Why are those concepts important? • How do we incorporate them in our lessons?

  3. What do the government say? • Karakteradalahcaraberpikirdanberperilaku yang menjadicirikhastiapindividuuntukhidupdanbekerjasama, baikdalamlingkupkeluarga, masyarakat, bangsadannegara. Individu yang berkarakterbaikadalahindividu yang bisamembuatkeputusandansiapmempertanggungjawabkantiapakibatdarikeputusan yang iabuat.(Prof. Suyanto, Ph.D)

  4. Government Regulation no.20/2003 on National Education System, article 1: one of the objectives of national education is developing the potentials of learners to have intelligence, personality, and noble conduct

  5. Let’s see what happens • Watch the following short movie, and state your opinions • What is the main problem here? Does it also happen in your community? • What can we do to solve the problem?

  6. Why are these things important? • Lickona (1991) • There is a clear and urgent need. • Transmitting values is and always has been the work of civilisation. • The school’s role as moral educator becomes more vital at a time when millions of children get little moral teaching from their parents and when value-centered influence such as church or temple are also absent from their lives.

  7. Why…? (Cont’d) • Thereis a common ethical ground even in our values-conflicted society. • Democracies have a special need for moral education. • There is no such thing as value-free education. • Moral questions are among the great question facing both the individuals and human race. • There is a broad-based, growing support for values education in the schools

  8. Character Configuration • Konfigurasikarakterdalamkontekstotalitasprosespsikologisdansosial-kulturaldapatdikelompokkandalam: OlahHati(Spiritual and emotional development) , OlahPikir(intellectual development),Olah Raga danKinestetik(Physical and kinestetic development),danOlah Rasa danKarsa (Affective and Creativity development)

  9. Character Values for Students TUHAN Y M E Nilai-Nilai Nilai-Nilai Moral Knowing DIRI SENDIRI SESAMA KARAKTER Nilai-Nilai Nilai-Nilai Moral Action Moral Feeling KEBANGSAAN LINGKUNGAN Nilai-Nilai

  10. What is gender equality? Gov’t Regulation No.20/ 2003 Chapter III article 4 verse 1 Pendidikan diselenggarakan secara demokratis dan berkeadilan serta tidak diskriminatif dengan menjunjung tinggi hak asasi manusia, nilai keagamaan, nilai kultural, & kemajemukan bangsa. Chapter IV article 5 verse 1 Setiap warga negara mempunyai hak yg sama untuk memperoleh pendidikan yg bermutu.

  11. Let’s check our concept • Volunteers, please do as the presenter asks you to do • What conclusions can you draw from the activity? • How would you incorporate the concepts?

  12. Definitions of gender • The differences of roles, functions, & responsibilities between men and womenwhich are the results of social construction & are changeable according to time and developments in society. • The differences among men and womenwhich do not refer to biological differences, but rather to values in the society and culture, which in turn determine the roles of women and men in their personal as well as all aspects of life.

  13. What are the facts? • The number of illiterate women: twice that of illiterate men. • The higher the level of education, the fewer women achieve it. • There are still discrimination and segregation in choosing majors in schools/colleges. • In low-income families, boys, not girls, are encouraged to continue their studies. • There are still stereotypical representations of gender roles in books.

  14. What happens in the classroom? • Girls are scolded for writing sloppily • Boys are expected to be noisy, need more attention from the teacher • Boys are appointed captains, girls secretaries and/or treasurers • What else? • Are you aware of doing those things?

  15. Let’s see what they say • Watch the short movie, and state your opinion • Discuss briefly whether the same thing(s) happen in your classroom, and what you can do to change it.

  16. factors in planning to integrate gender equality & fairness 1. Objectives  accessible by both male and female learners 2. Materials substance, illustrations, structure & language do not cause gender bias 3. Methods  teaching-learning activities can develop the potentials of both genders 4. Media & learning resources media designed by the teacher are accessible by both genders 5. Assessment  technique, form, and instruments do not cause gender bias

  17. PendidikanKaraktermelaluiPembelajaran • Perencanaan • PenyusunanSilabus • RPP • Bahan Ajar • Pelaksanaan • KegiatanPembelajaran (CTL) • Evaluasi Nilai-NilaiKarakter Siswa SMP Berka-rakter

  18. PelaksanaanPembelajaran INTERVENSI Contextual Teaching and Learning • KegiatanInti: • Eksplorasi • Elaborasi • Konfirmasi Penutup Pendahuluan HABITUASI

  19. How do we incorporate the values? • Both character building and gender equality concepts should be apparent in the syllabus and lesson plan. • Where? : Objectives, T-L activities, materials • Gender equality: most apparent in TLA and materials, e.g. Occupations, Hobbies, Descriptive texts, Narrative texts, etc. • Character: Indicators, TLA

  20. Study the sample Lesson Plans and use them as models for your own. You should adapt them to suit your classes and situations.

  21. THANK YOU!

More Related