TEACHING PRACTICE AND REFLECTIVE TEACHING

Learning Outcome:

My goal in this course will be to enhance my skills, knowledge, attitudes, and values in the teaching and learning process so that I will become an inspirational, compassionate, and innovative teacher for students throughout their studies. My teaching vision will be to create a comfortable and inclusive learning environment that will foster creativity, curiosity, and critical thinking, while empowering students to become creative, confident, and self-regulated learners.

I use the SMART approach to achieve this learning outcome, namely Specific, Measurable, Achievable, Relevant, and Time-Bound.

Specific:

I will develop stronger skills, knowledge, attitudes, and values as a teacher throughout the learning process.

Measurable:
I will obtain and evaluate feedback from students, colleagues, and stakeholders through a 360-degree feedback process at least once per semester.

Achievable:
I will consistently implement the feedback received and regularly reflect on my teaching practice to ensure continuous progress toward my goal.

Relevant:
This goal will align with my teaching vision and my commitment to becoming an inspirational, compassionate, and innovative educator who recognizes and nurtures each student’s unique abilities and potential.

Time-bound:
I will complete the feedback collection and reflection cycle by the end of each semester (within a minimum period of six months) to support ongoing improvement in my teaching practice.

My Teaching Experiences:
Considering the learning environment in which I teach, several learning activities are already conducted online, such as online teaching and coaching sessions, quizzes, and video-based learning. This approach is influenced by the living arrangements of both the students and the instructor during the study period, as well as the difficulty of coordinating schedules. In particular, the coach resides in a different regency, which makes face-to-face coaching challenging to arrange. For these reasons, online tools are routinely used, although the learning process cannot yet be fully categorized as a blended learning environment. Moreover, adopting a blended learning approach has been challenging, as it requires a thorough understanding of the system and continuous professional development to effectively implement it.

Despite these challenges, I conduct more offline, face-to-face meetings with students to strengthen engagement and interaction. During online sessions, I apply this approach by integrating various digital resources and tools, including videos, quizzes, and interactive discussions. By offering both online and offline learning opportunities, students are given greater flexibility to learn at their own pace and according to their preferred learning modes, while still receiving academic and social support through an inclusive learning environment.

As a nursing lecturer, I am also responsible for supervising and guiding students in conducting skills laboratory sessions, both in the campus laboratory and in clinical practice settings such as hospitals and clinics. I do this process by coaching, so that students' understanding can be deeper. Therefore, the teaching and learning process is not limited to classroom-based activities but also involves experiential learning through direct exposure to real clinical cases in practice settings.

My Teaching Roles:

1. As A Host
   
   In fulfilling my role as a class host, I consistently strive to capture and maintain students’ attention by creating an engaging, supportive, and comfortable learning atmosphere. I make a deliberate effort to greet students warmly and to demonstrate approachability and collegiality, as this helps to strengthen student engagement and encourages them to feel actively involved in the learning process.

   One of the main challenges of serving as a host is the responsibility to ensure that the classroom environment remains both comfortable and interactive. I believe that becoming an effective and dependable host requires substantial experience and continuous self-development. Additionally, maintaining a professional and presentable appearance can serve as an initial strategy to attract students’ attention at the beginning of a session and to establish a positive first impression.
   
   

2. As A Presenter
   Teachers must also be able to effectively fulfill their role as presenters, as they are consistently required to convey various forms of information to students. Therefore, developing strong presentation skills is essential. In performing this role, teachers should be able to prepare appropriate instructional media and understand how to deliver learning materials in an engaging manner that is clear and accessible for students. One effective strategy is to actively encourage student interaction by posing simple, relevant questions that are closely connected to their everyday experiences. I also have received several awards as the best oral presenter at international conferences.
   
   
   
   
   

Reflective Teaching:

I carry out the reflective teaching process using a 360-degree feedback approach.

Feedback from Colleagues

(Martini, Yogi, Purwa) The Module Coordinator and Teachers of Healthy and Happy Aging Minor

Here is a brief summary of the feedback provided by the students after they participated in my class in the minor program:

"You are a very inspiring teacher, able to integrate your research findings into your subject, especially in Geriatric Care in Bali. You are exceptional and empathetic with students. You are also calming, patient, and provide solutions to students." -Martini, Yogi, Purwa

Feedback from Students
(Mellisa and Maryn Zuiker) The Students of Healthy and Happy Aging 2023

The Students of Healthy and Happy Aging 2023 wrote reviews of each lecturer, sharing their views and impressions of them. This feedback has been incredibly motivating and encouraging for me to give my best in the future.

"I want to say what a beautiful and lovely woman you are. You were always there and you were a big help for us all. We couldn't miss you during field trips. I want to thank you for the fun time and for learning a lot from you. I even went to your beautiful house and celebrate your birthday a bit. Thank you for inviting me. I will miss you very much angel..." -Mellisa

"You are such a sweet, caring, and beautiful women and I am so grateful that I met you. You were a great motivational support throughout the journey, from the lessons, the fieldtrips, until the voluntary work. I enjoyed your bright smile so much, keep that for the rest of your life." -Maryn Zuiker

Feedback from Supervisor
(Petra H.)  Coordinator of HHA Minor Program from Dutch

She provided feedback to all teachers, one of which was:

"You have to be stricter with our students, don't allow them to negotiate everything just because they are foreign students." -Petra

I realize that having international students on our campus is a wonderful thing, and sometimes I feel compelled to do my best and make them happy. However, I must set boundaries about what is and isn't allowed and focus on their learning outcomes.

My Teaching Moment:

I will show my teaching practice in this video to describe my teaching style with the students.

My Teaching Practice Video

My Explanation about Teaching Practice Video

My Coaching Practice Video
My Explanation about Coaching Practice Video