Starting the First Day of Learning

The first day of learning requires a slightly different teaching approach for vocational school teachers compared to general school teachers (e.g., high school). As educators, we are expected to prepare human resources who are ready to work, both in terms of skills and mindset. Therefore, much of my teaching includes motivation and encouragement to help students discover their interests and talents according to their passion.

Before I go further into how I start teaching with my own methods, let’s take a look at the state of education around us.

Even though vocational and higher education levels are categorized by specific subjects and fields, many students I have encountered still feel lost. Like an adventurer in the middle of a forest running aimlessly without knowing what they are searching for, or a ship captain sailing the ocean without knowing where to dock—this is the condition of many students today.

In some cases, many students also deviate from the true purpose of education. Education should be a means to seek knowledge, expand understanding, or simply satisfy curiosity. However, I often find that some of my students are only chasing grades or a piece of paper in the form of a certificate or diploma.

They believe that achieving high grades or pursuing higher education will guarantee a good job and a decent life. We do not know where this belief originated—it could be a flaw in our education system, and it is our collective responsibility (as parents and educators) to address it.

Based on these observations, I have tried various approaches to find the most effective way to be a good teacher. The first thing I do on the first day of class is:

Asking About Their Hopes in School

This question may seem trivial and easy to answer, such as “To study, sir,” “To become smart,” or “To gain knowledge and skills.”

These answers are not wrong, but they need deeper reflection. What does “being smart” actually mean? In what field? How do we measure intelligence? If grades are the only benchmark for intelligence, it is no surprise that many students are solely focused on achieving high marks.

Asking About Their Dreams

This question is even more interesting. Many of us were frequently asked about our dreams when we were children. But back then, our dreams and aspirations were often unclear.

Why? Because children typically base their answers on societal and parental expectations, without being given the space to explore their own interests. The most common answers are:

• “I want to be a doctor.”
• “I want to be a police officer.”
• “I want to be a teacher.”

These are all noble professions, but are they the only good career paths? Many professions align with more specific passions, such as being a programmer, designer, football player, or writer.

Additionally, I rarely hear students say they want to become entrepreneurs who create job opportunities for others.

Providing Insights About Life

Everyone experiences life, including our students. However, what I mean by “life” here is the real world, where we must strive to achieve a decent living. At the moment, they are still supported by their parents or guardians.

According to the Indonesian Dictionary (KBBI), “life” is defined as a way of living, while “lifestyle” refers to the daily behavioral patterns of a certain group in society. To attain a desirable lifestyle, students must start thinking about how they will earn a living in the future.

We often see jobs that are looked down upon, such as parking attendants, motorcycle taxi drivers, and scavengers. But have we ever asked:

Did they aspire to have this job?

Were they given the opportunity for a better career?

Some people believe that this is simply fate—unchangeable and inevitable. However, fate is something unknown. Since we do not know our fate, we must strive to create a better one.

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After giving students a perspective on life, I hope they will begin preparing themselves for the future. They must develop the necessary skills to compete in today’s globalized world.

I believe that many teachers have already adopted similar or even better methods than mine. These are just my personal reflections, and I welcome any feedback from readers to improve teaching strategies that are more suitable for our educational environment.