Events

NEWS
Next meeting
Date: Wednesday 2nd March 2000-07-13 Time: 4-6pm (give or take..)

Venue: O'Connell Education Centre, Stuart St, Griffith ACT. ( next door to Griffith shops)

Agenda: Speech Competition times and organisation plus matters you would like to discuss

All teachers and associated people very welcome.

Please contact Anita Patel for further information on 62056990(w) or 62956426(h)

COMING EVENTS

Speech and conversation competition:

Primary Speech Competition: Saturday26th August from 3-5pm,at the

Balai Kartini, Indonesian Embassy, 8 Darwin Ave, Yarralumla

Secondary Speech Competition: Saturday 2nd September from 3-5pm at the Bali Kartini, Indonesian Embassy, 8 Darwin Ave, Yarralumla.

Keep posted to this page for further information as it comes.

Australia Indonesia Assocation Winter Dinner

All teachers are invited to the AIA winter dinner at the Pavilion on Northbourne Ave for Wednesday 12th July, at 7 for 7.30pm.

Members are $30 and non-members are $35.

Guest speaker is the Indonesian ambassador, His Excellency Arizal Effendi.

PAST EVENTS

CITA TEACHER VISIT: At the last CITA meeting on 22nd June, teachers visited the cultural section of the Indonesian Embassy at West Deakin to see the resources available for use in schools and also fro teachers.

INDONESIAN SHOWCASE: 18th March at Merici College was a grand success. This showcase day was part of the Multi-cultural festival, introducing Indonesian dancers from Sumatra, Bali and Java. Food galore at lunch time! There were also exhibitions of work from students studying Indonesian in the local schools, Nusantara Bookshop, the Nusa Tenggara Assocation and Bali Gardens.CITA would like to thank all those teachers involved in setting up the exhibition (in the heat!) and who encouraged students to attend. The hall was packed all day!

PROFESSIONAL DEVELOPMENT : Two full days of Professional Development for Primary and Secondary teachers of Indonesian was organised on 22nd and 29th March at the OEC. It was given by Kerry Davies, a former teacher of Indonesian and now running a business in educational consulting for Indonesian teachers as well as Bali Gardens. (see www.baligardens.com.au )

Some of the hand-out information is given below.(Copyright)

If you wish for more detailed templates etc, please email Kerry on kerry.davies@bigpond.com

Topics included

Practical ways of managing the lower ability and lower interest level in a dynamic Indonesian classroom (see below)

Wayang. Beyond the basics. Part 1

Grammar Montessori style(see below) Templates available from Kerry

Speeches in Indonesian (see below)

Lifes Little Instruction booklet for LOTE teachers. (available in booklet form from Kerry)

Please browse below and find information suitable to you. Some information is specific to certain competency levels/age levels.

Practical ways of managing the lower ability and lower interest level in a dynamic Indonesian classroom.

(Specifically geared from Yrs 4-6, but can adapt to younger groups)

For CITA in-service, March 2000 By Kerry Davies

While this is a perpetual challenge for all teachers, the specialised Indonesian "roaming" teacher will find this particularly difficult. Indonesian cultural richness can provide many alternatives. Do not think that you always have to be teaching actual language. Use the variety of drama, art, sport, film and story in your classes.

• Don't feel the pressure that these children need to "achieve". Often the traditional ways of "achieving" are not what these children are about. So take the "guilt" away from yourself and use methods that may make them "happy" in your classroom, with positive actions.

• ð Take away time limits from these students (especially valid for aboriginal students!). Without the pressure of time, they perform better and feel better about themselves. You feel better too.

• Don't feel they have to be writing something or producing something. Tell them they don't have to have an end product. Just try going through the process. Wherever they get to is fine. (Sometimes another child takes up where the other has left off)

• Think laterally. What does this child usually do when they are feeling good? Try to mimic that. (In an educational sense)Ñthe way to find out is not to ask the child first. Observe the child! Watch them in the playground, ask the teachers who have taught them before, see their siblings at work and play, find out family history etcÑthen work things out from there. Only ask the child when there is a relationship built up between you.

• If you keep in mind my kind of saying that says " Your student teaches you" then your attitude to these students will remain positive. This attitude in itself will create success . Success does not always come in production or an outcome. (I HATE that word!) Success comes as a by-product, like happiness. It comes in the little things, it is forever changing, never absolutely complete.

• Just keep in mind your enthusiasm for Indonesia. Find out everything you can about every aspect of the country. You'll probably "fall in love" with it. Then that enthusiasm spreads naturally. You can't help it. It comes from the heart. Be the same with children. When both merge, it is a delight. But it may only happen once or twice. Be grateful. That's good.

ALTERNATIVE METHODS

• Some of these students like doing something practical where there may be instant gratification. Some examples are

1. take the garbage out,

2. wipe the board,

3. tidy up the wet area from the lesson before (you give them trust, you say thank you = better relations)

4. hand out work

5. hold up a teaching aid

6. come into class first to do something for youÑ.and so onÑ.

• ð Some of these students do not like attention from the rest of the class. They like to "hide" or "disappear" in a class. These students often like to have a choice so they can do what the rest of the class does, or get the same result from doing something more appropriate to their needs. examples are

1. A less threatening piece of work

2. A choice not to perform on front of others (these are people who become distressed if they have been given a "speech" or an oral to "perform") Be quiet about it.

3. A choice to do it with you rather than another student (eg bargaining)

4. Video work instead of performing eg they video others, take photos, video themselves. This saves you and gives them kudos.

5. They prepare flashcards etc for the same theme.

6. Use puppets, hide behind a wayang screen etc

• If the class is doing a project or something that student feels they cannot cope with, then offer a choice again, but one that doesn't require a lot of attention from you at the cost to others. examples are

1. You set a separate research sheet and have it placed in a special folder for "their" work. You have a box of books, pictures etc for them to do the research and whenever the class is doing their [project, that student goes to the "box" and does their work. Remember that with Indonesian, pictures often speak louder than words, so if the student find grappling with words difficult, they can collect pictures or cut out from magazines or draw pictures

2. You can draw for them, they can colour it in (eg wayang, masks, batik design)

3. They can make claywork instead of writing on the same theme.

4. They draw cartoon style while others summarize by writing. eg the Ramayana story

Use Montessori methods in your class. Be sure you know the details of how to present Montessori styleÑBuild up a series of sorting cards and activities that can be used over and over again by individuals./couples/groups. Some of these students can create them too. Examples are 1. Cards of numerals and words of numbers 1-10, then graded up to two hundred, then later to random numbers

2. Cards of pictures and words to match

3. Sorting a story out by placing cartoon pictures in the right sequence

4. Use the "guru-murid" style with matching tasks

5. They take out the box of island shapes and place them in the right location on the carpet, so it becomes "Indonesia"

6. A bargain or greeting dialogue is cut up into parts and put into a box. They sort it out on the floor, in sequence.

7. If you're lacking ideas you can ask me to create them (sorryÑI charge $60 an hr but it may be worth it!)

If you have the worst conditions in a Primary School i.e you shift from class to class teaching from kinder to Yr 6 with no specialised classroom, here are some ideas

1. Use withdrawal rooms for these students (available in open plan schools)

2. Use corridors for them, but make sure you can see them

3. Always bring a separate box of alternative materials. Have a basket handy to put them in .

4. Get the resource teacher to help you, especially with the gifted students or the less interested.

5. You need a grant of money (you deserve it,) especially to have materials made for this purpose (because you have lousy conditions.)

6. Make sure you know where the tape recorder is in every class, with ear phones. Your imagination can now see what can happenÑ.(I can tape stories, funny Indonesian style jokes, bargain stories, songs etc onto it, even simple lessons)

7.Use chorus work as much as possible.

8. Use theme work where your materials can be left in that classroom for use the next time,( so you don't have to carry them. )

OTHER RELEVANT ADVICE

• You need to prepare everything well in the holidays. The theme work should be different for each class and all set out with activities so you don't find yourself burnt out through having so much "up front" work at once. Also, allow for the days when you may not be feeling 100%. Eg Yr 4 may be doing oral dialogues, Yr5 quiet research, Yr6 cultural artwork. Then the alternative methods within those themes can be planned.

• Always belong to the union and keep in touch with what is being done for LOTE teachers in your position. If nothing is being done, it will pay you to keep track of everything you do and then write/talk about it and form a pressure group for the union. Keep at itÑdo not give up.

• Be aware of Occupational Health and Safety issues on stress. If you think your level 2 or Principal could not do your job,if they were in the same position as you, without undue pressure, then you need to contact your Occupation health and Safety officer.

Chicken Soup for the Soul for Indonesian teachers

These small stories come from my own experiences in teaching. They may help to encourage you. It reminded me of priorities in teaching.Every child is special.

Marilyn was a terrible speller. She couldn't write as well as other students either. She would forever write "saya rumah" until she was in Yr 10. She was a perpetual D student academically. She struggled along always "forgetting" her homework. But she was nice enough, didn't muck up and it seemed to me at the time that she just sat in my class because she didn't seem to have much choice. I caught up with her on the train years later. She came up and sat beside me, her face beaming. "I finished secretarial college and I got a job. Guess what I'm doing as soon as I have saved up enough! I'm going to Indonesia for a holiday!

Ralph was half deaf. He was also very quiet and didn't talk or highlight his problem. I often felt guilty because I didn't always check him. I was too busy or I'd forget he was even there. Then one day his grandmother came to collect him from the classroom after the lesson. She said to me as her was getting his bag "We had to make his appointment for after your lesson because he said he didn't want to miss it.

Martin was in my Yr 7 class. He was a slow learner. He used to muck up in the corridor but he sat on the floor, sometimes lying on the floor, in my class. He couldn't remember the dialogues that the others could do, so I gave him a piece of paper with it written out. He could just read it. That was fine. And so we continued. When others were researching, he'd sit and flip through a picture book on Indonesia that I always had handy. When they'd present their dialogues he'd enjoy watching them but I never said he had to do it. He was present" in my class but I didn't pressure him. Actually I thought it was a pain having him, always having to provide an alternative task. Then 6 months later, the school counsellor told me in passing that Martin had said to him that it was his favourite class.

It was Ricky's brother. Ricky was the worst kid in the school. "Susah" I thought! Why me! He was of aboriginal background. He missed a lot of school. Came when he felt like it. I couldn't work out what lessons he was there for, and what lessons he had missed. He was a nuisance. He shouted out instead of putting up his hand. He moved about without permission. He seemed to delight in distracting others. One day, just by chance, I thought I'd mention aboriginal ties with Indonesia in history and how Indonesian language duplicates words as in Wagga-Wagga. He still distracted others and carried on. It seemed as if he was oblivious to anything I said. Then one day I was on playground duty and Ricky had to clean up papers in my section for doing something or other. I said I was "Ibu Kerry" the Indonesian teacher, when he asked me "Who the hell are you!" Then he said "Oh you teach my brother, he said you're an okay teacher. You talked about our language. My sister wants to go into your class too." He then collected the papers without carrying onÑ I ended up with all the siblings!

Susie was "difficult". She was more mature physically than other girls in Yr6. She was interested in boys and smoked after school. She'd make snide comments about schoolwork and put down other students. I didn''t like her attitude. We had a project to do for Indonesian. She said she didn't "do" homework. To shut her up one lesson, when others were doing dialogues I said to her. Why don't you do something different. Would you rather do a batik design? I know you're good at things like that." "AwÑokay" she said. I bought the cardboard and photocopied the design from a kain sarung. I gave her the equipment. She worked tirelessly in class for weeks and weeks, absorbed in the detail while others were noisy. From then on, she was no problemÑ.

Copyright: Kerry Davies, Canberra, Australia. March 2000

MONTESSORI STYLE TEACHING METHOD

Maria Montessori was a doctor in Italy early this century (oops, last century) who started a different type of school because of her experience with children in the slums of Rome. Her philosophy was based on observing the child first, then using these aspects All work is activity based methodical consistent approach to each activity;

choice,

independence

respect

the teacher directs individuals

quality surroundings

encouraging the completion of tasks

replacing equipment chosen

have one focus in each learning activity

no competition

each child works at his/her own pace work with reality . (The child can express fantasy but bases their work on what has been learnt through reality.)

She said that developing certain habit patterns through carefully planned learning programs could modify children's behaviour. Children learn best in an atmosphere of freedom with clearly defined guidelines. There are certain very sensitive learning periods, (ages 1-3 is repeated at puberty!) Therefore programs should be adapted to these special times.

Her philosophy was that each child is special, therefore each child will be attracted to education in a different way. One must observe the child first and see their needs. The child will then choose the most appropriate activities he/she needs at the right time for their individual growth. Maria Montessori concentrated on very young children, advocating preschool for the 3-6yr old child, but her methods can be used for any stage of development and age.

There are a lot of books available on Maria Montessori and her methods. The society in Canberra has a lending library. There are 5 Montessori preschools in Canberra. If you can visit one, even during the holidays when there is no-one thereÑor look through the glass window, you will see how different it is. (There is one opposite Red Hill primary) The schools are called Children's houses. Ring the Canberra Montessori Society or the Canberra Montessori School in Yarralumla on 62853494

INDONESIAN LANGUAGE & GRAMMAR WHICH IS SUITED TO MONTESSORI ACTIVITIES IN A PRIMARY SCHOOL CONTEXT

Numbers

Use of sentence structure,

ini/itu,

adjectives

Animal vocabÑputting actual animal plastic creatures onto a board where the words in Indonesian are pasted

Colours

House objects Ñ.same as animals

Classroom surroundings

Traditional dress/costume and islands Island jigsaws

Set dialogues using self correction physical patterns

Above, below, inside etc

Once you have mastered the above, as teachers, you can see the pattern and adapt many sections of language this way.

EXAMPLES FOR BEGINNING INDON EXAMPLES FOR INTERMEDIATE INDON Numbers 1-10

Me verbs and correct prefixes

Numbers 1-50/any length

Object focus variables

Itu/ini and adjectives,

sentence syntax

Sorting synonyms/graded

General knowledge sorting exercise

colours

These exercises are good for students who have missed out on work. They can "catch up" without undue pressure on you. Slower students will like to do them over and over again, when other students are doing more challenging exercises. If anyone would like personal professional development for their needs using this method, please contact me.(62875795) Or of you have a group of teachers with the same needs, it can be cheaper for you. I can also make up sorting boxes and exercises for this. There are some aspects which make these into quality exercises. 1. Have your equipment in good condition. Clear, contacted cut-outs, in nice boxes or envelopes. Make it attractive. 2. Make it as self-correcting as possible. 3. Have them on shelves in your room for students to go to at any time. Always have the students return it to the right spot.

Method for ini/itu and adjectives

This grammar task is best done on the floor of a room. This allows for movement and space. It also prevents pieces of paper dropping and getting lost on the floor. Do not have school bags and equipment on the floor area For a class of thirty students you have 15 lots of each task clipped together with the cut up boxes of words. Put 15 lots of task number one into container number one, 15 lots of task number two into container number two and so on. Put the containers in the middle of the room. Students work in two's. The tasks must be attempted sequentially. Students start by going and getting task number one from container number one. One students becomes the guru and one the murid. The guru reads out each task number one by one, while the murid places the words in the correct way on the floor. When the task is complete, they swap roles and the murid becomes the teacher. The work is confirmed, and much quicker the second time. When they have done that (at their own pace) they then go and put it back in the container and get task number two out of container number two. This goes on until number four task is finished. The first couple to do that, stands up. The teacher checks that each student can do the last task correctly then tells them to keep standing and go round the rest of the class as individuals and observe any couple that are either making mistakes or help any couple with questions. (gently) This keeps everyone busy and the teacher can easily see who are the fast learners and it gives the fast learners a way to help. This method is methodical, children are working at their own pace, having everyone busy etc but needs strong guidance from the teacher who has to have gone through the process themselves. A good teacher will know to put certain students together.

Speeches in Indonesian

For Primary school students or anyone for that matterÑÑ

Mini talks or speeches are part and parcel of any school environment. I am not dealing with dialogues. They are a different style of activity.

Talks and presentations are encouraged by every educational institution but there are times when a teacher must use their discretion and expertise. This is when we have someone who will actually be distressed by talking in front of a class. These are the students who are extremely shy or less confident, or who fear repercussions in the playground when others may sling off at them. It is important to provide a discreet alternative for them. Do not make them do it.! This is detrimental to their education!

Speeches in Indonesian can be very simple at the beginning stages. It is good to have a picture or an aid to talk about. It can start with such things as a child choosing to talk about their cat. The child (Emma) holds up a picture of her cat or draws it on the board.

" Ini kucing."

" Ini kucing saya"

" Kucing hitam dan putih"

". Kucing saya kecil."

" Terima kasih."

The child stays standing. (You can mark the oral work in your book. Or tick that they have been competent. ) Then you point to a confident child who then says out loud from the "audience" to the speaker who is standingÑ

"Terima kasih Emma, silakan duduk." Then Emma smiles and sits down.

The teacher then calls out

"Siapa mau bicara?" (Who wants to talk?)

Then the next child comes to the front, or the teacher suggests someone. Do not do any more than 5 short speeches in any given time, or the students lose interest.

The idea is that children take part in other speeches. They can say thank you to the speechmaker or they can introduce the speechmaker. eg "Kenalkan, ini Emma. Emma bicara tentang kucing". This is important in speechmaking, because the children learn the manners of making a speech and they learn to thank others, in a simple way. It also involves the audience.

You may also use the less confident child, who does not want to get up in front of the class, to read the "thank you" to Emma. Speeches are not to be used too often in a classroom as they are formal and it takes a long time to get round to every child, but they can provide enormous rewards for the individual student, who is able to put together everything they have learnt into their speech.

Here are some topics for Primary school.

Sekolah saya

Keluarga saya

Anjing saya

Rumah saya

Teman saya

Kota saya

Liburan saya

You've got the ideaÑits up to the teacher's imaginationÑ.and children will offer topics. In High schools, this can be extended according to their theme topics, but by the end of Yr 10 students should be able to tell a fairy story eg Three Little Pigs in simple Indonesian. The challenge is for them not to have any notes in front of them to read at all! They can use the board to enhance the audience's comprehension. Their grammar is not so important, as long as they keep talking! It is better to only have one line to say in Indonesian, as long as they are not reading it! Then that needs to be reconfirmed by their friends in the class who thank them, with smiles and respect.

Then, in a lot of work you do in class afterwards, the same method is used to thank people. Of course, as the students gets into more complex language, more complex ways of thanking are more appropriate. An example: I experimented with some yr 10's a few years ago. They each told a fairy tale of some kind, using picture books or the whiteboard. Students introduced them (I just told any student to introduce them because they knew the language and it kept them on their toes). Then the speechmaker would say what story they were going to talk about and say that they were sorry if they made mistakes etc (Indo humility manners)The students were to use drama, and any other way of getting their meaning across. Some changed hats, some brought in masks and so onÑa lot of laughsÑ.it wasn't too seriousÑ BUT after every "talk" someone in the audience was picked to thank them.

Later, when students went to Indonesia themselves, they said that was one of the handiest things to haveÑie. Be able to thank people in Indonesian. By that time, it came naturally to them. There are a lot of cultural aspects that can be taught through practical speeches. These make the difference in the quality of teaching. Its good to have speeches where there are no marks given (High School) just to ease the atmosphere and have some fun

Relax. Laugh. Make heaps of mistakesÑ.it doesn't matterÑ.just have good manners attached!

© CITA