8 All student-teachers who were doing their teaching practicum at Lab SHS encountered
this problem. Student B, for example, even until her sixth teaching, was still haunted by this problem. She got very frustrated about it, “
I prepared for many activities, but in the reality, I just did the half of them. It was very frustrating. It was only one hour and I should cover
everything. Luckily, Mrs. N.
the mentor teacher said that it doesn’t matter and she just wants
to see our progress as a teacher
.” Student C spent too much time when giving a game to his students. On the other way around, in her first teaching, Student D wasted too much time doing
nothing out of her bewilderedness. She said that she felt like a stupid person because they her teaching partner and her were just standing in front of the classroom. It was really frustrating
for her.
Student E also spent too much time for an activity in several teaching practices. Sometimes it made him blank. Limited time in consulting the lesson plan also became another problem that
he had to solve. Student F, H, I and J also had a similar problem. Time allocation really needs careful consideration. Student J, for example, allocated 15 minutes for poster making. In fact, it
took the students 25 minutes to finish the activity. “
It was a It was a disaster, I never thought that it would take so long. So to the consequences for that matter, is that the last activity
couldn’t be realized. I asked them to do it at home as homework because the time had already
been up
.” About this problem, Kerry and Pilling 1990 in Collins 1993 have suggested some check list with the questions, one of which is “
Is it sufficient to fill the allocated time?
” However, these pre-
service teachers‟ being new in their teaching experiences and their inaccurate time allocation can be understood.
c. Problems with disruptive students
As elaborated above, Collins 1993 strongly claims that
If teachers are unable to maintain classroom discipline, this is a serious threat to their self-esteem.
Being unable to control the class situation will bring teachers to panic-stricken condition, anxiety, and worse than that, may
affect their self-esteem. Lewis 1993 again reminds us that there 3 kinds of disruptive students: “
back-row distractor
” trouble maker sitting at the back, “
the non participant
” passive or disintereste
d student and “
the overexuberant student
” over-dominating student. Almost all of the participants had to deal with these kinds of students in the classroom. Only
Student H and J did not report anything related to disruptive student behavior. Student A had to deal with students who had lack of interest and were not paying attention. Student B had to deal
with the
back-row distractors
, noisy students at the back, while Student C had to handle passive students and this made him even more nervous. Here is hi
s statement: “
When the students were passive, it actually influenced my teaching too. I became less motivated and very nervous.
” Noisy and disinterested students had to be faced also by Student D. Student E‟s experience
was a bit unique, since he was facing passive students form science class and the game that he gave them did not work. Student F had a strategy to handle this situation: she separated noisy
students, so that they did not distract others. Student G also had to deal with nosy and passive students. Student I stated that the
overexuberant students
dominated the class when he assigned students to give opinions and conduct a debate. The following statement will clarify this.
“
There were 2 other activities we planned to do when we taught the student, which are about making and giving opinion and a debate. About the debate,
when we did it in the class, we hoped that every student would take part and could be shared their opinion, but in fact the debate was dominated by one
group
”. Student I‟s second teaching reflection In his first teaching, Student I, paired with Student A, found that the majority of the
students in the third grade of science class were uncontrolled students who like to talk among themselves and ignored these pre-service te
achers‟ explanation. The strategy that they used that
9 time was they used a lot of activities, so once the students showed their boredom, they quickly
moved from one game to another. And it worked nicely for them. From this discussion, I can conclude that as whole, passive students, distracting students,
and dominating students are always there. It is the teachers who have to find strategies to overcome this situation.
d. Problems with materials preparation and presentation
