Renewing Teaching Techniques Discussions
76 participants had shifted her perspectives significantly in the term of pursuing
professional destination as a teacher. The conclusions of this study are as follows: Firstly, the research participants had undergone substantive changes in
their perspectives with regard to children growing up in an impoverished environment. They changed their views on two areas. Their prior perspectives
were inclined to view that children in the program was known as naughty children, they focused on the naughtiness. However after joining the program,
their focus was not on the children naughtiness anymore, they tried to find some reasons why the children were mischievous. Therefore, they were more
appreciated to the children because they comprehended that the bad attitudes were not only children’s mistakes. Another noteworthy thing, they had a new
perspective that children characters were not the main problem in teaching, but the substantive thing was in the way they approached the children. Thus, they viewed
a problem more on themselves rather than blamed the impishness. Secondly, research participants were inevitably forced to acquire new
schemes or perspectives in order to address these impoverished children appropriately and in a humane manner. In teaching the children, the research
participants got new knowledge that the children should be approached according to their characters. Every research participant had to appreciate the uniqueness of
each character on the children. Hereby, the participants had to address the children contextually. They way they approached kind and rude children would be
definitely different. Another substantive point, in teaching the marginalized children the research participants also used some authentic material. The
77 participants were
more creative to use something near the children’s life, environment and fondness as the learning material. It was intended to make the
children more easily understand and remember the learning processes on applying in their real life.
Finally, one of the participants underwent a significant perspective change on pursing professional destination as a teacher. The process of changing the
scheme happened when she was starting to enjoy the dynamics of teaching in the program as a tutor. Meanwhile, before joining the program she did not want to be
a teacher even she did not like to deal with children.