A study on the experiences and the perceptions of elementary school teachers’ and students’ English grammar teaching and learning

2014 ◽  
Vol 21 (4) ◽  
pp. 111-148
Author(s):  
Heekyong Choi ◽  
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Teaching And Learning ◽  
School Teachers ◽  
Grammar Teaching ◽  
English Grammar ◽  
Teachers And Students

A Discovery Approach to Teaching Programming

1984 ◽  
Vol 32 (4) ◽  
pp. 16-28
Author(s):  
William H. Doyle
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Discovery Learning ◽  
School Teachers ◽  
Teachers And Students ◽  
Simultaneous Study ◽  
Successful Approach ◽  
Approach To Teaching ◽  
Programming Skills ◽  
Program Output

This journal has recently featured articles that stressed the importance of having elementary school teachers and students learn to write simple computer programs. This emphasis suggests the need to share successful strategies for helping teachers to gain elementary programming skills. Teachers will then be more likely to introduce or offer direction for students' programming in their classrooms. One successful approach uses discovery learning and leads naturally to programming without creat ing inhibiting anxiety. The objective is not to produce expert computer programmers but rather to help teachers understand the elementary constructs of BASIC and to begin writing simple programs. The approach uses short programs that illustrate educationally sound uses of computers in the classroom. The central, elementary constructs of BASIC are taught through the simultaneous study of program listings on paper and program output on the monitor.

scholarly journals The Use of Learning Strategies during the COVID-19 Pandemic in Efforts to Improve Learning Outcomes of Elementary School Students

2021 ◽  
Vol 10 ◽  
Author(s):  
Sintia Kazelia Jaya ◽  
Muhlasin Amrullah
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Learning Activities ◽  
School Teachers ◽  
School Students ◽  
Effectiveness And Efficiency

This study discusses the learning strategies used by elementary school teachers to students in instilling online learning in Muhammadiyah 1 Krian Elementary School. This needs to be researched, because learning strategies are one of the important aspects in giving birth to the character of students who are intelligent, creative and have character. The purpose of holding a learning strategy is to realize effectiveness and efficiency in teaching and learning activities. Strategy is a pattern that is deliberately planned and determined to carry out an action. The strategy also includes the objectives of the activity, the students involved in learning, the content of the activity, the process of the activity, and the infrastructure that supports learning activities. With the appropriate learning strategies during the COVID-19 pandemic, it is hoped that it can improve the ability of students, especially at SD Muhammadiyah 1 Krian to participate in a quality teaching process, where learning will provide opportunities for participants to ask questions, discuss, and actively use new knowledge gained and easy to understand. The formulation of the problem raised in this study is how the learning strategies applied by SD Muhammadiyah 1 Krian teachers will depend on the approach used, while how to implement the strategy can be determined through various learning methods. The existence of this learning strategy will affect the learning outcomes of the students themselves. The conclusion is that with the learning outcomes students are expected to be able to achieve a result that has been achieved after experiencing the learning process with their environment to obtain knowledge that is in accordance with the learning objectives.

scholarly journals The Implementation Of The Scientific Approach In Integrative Thematic Learning To Support Communication Skills of Elementary School Teachers in Cluster IX Surakarta

2019 ◽  
Vol 8 (5C) ◽  
pp. 318-322
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Interpersonal Communication ◽  
Communication Skills ◽  
Research Method ◽  
Participant Observation ◽  
School Teachers ◽  
Scientific Approach ◽  
Teachers And Students ◽  
Thematic Learning

This study aims to determine the Communication Skills of Elementary School teachers through the implementation of the Scientific Approach in Integrative Thematic Learning. this research was conducted on cluster IX Surakarta as many as 10 teachers. The research method used is a qualitative research method with participant observation techniques, interviews and documentation. Participant observation place when Integrative Thematic Learning with the Scientific Approach was carried out by teachers. The validity of the data is done by triangulation techniques which include: triangulation of methods, data and sources. the results of the study indicate that the Scientific Approach provides opportunities for teachers to think critically and creatively in broadening their learning horizons. where as Integrative Thematic Learning helps teachers and students collaborate, express as, find problems, determine alternative problem solving and interact with each other. The implementation of Scientific Approach in Integrative Thematic Learning builds interpersonal communication and intrapersonal communication in everyday life, Communication Skills is a need to interact with each other through dialogue, listening, asking questions, delivering messages and talking politely with others. The conclusion of this study is that the implementation of the Scientific Approach provides opportunities for teachers and students to interact, talk effectively, communicate in Integrative Thematic Learning. the conclusion is the teacher Communication Skills are trained and formed effectively to improve Communication Skills through effective learning, varying models, strategies, methods, and techniques in a variety of ways.

scholarly journals Elementary School Teachers’ Training Needs: Innovating Digital Competence

2021 ◽  
Vol 13 (3) ◽  
pp. 2327-2334
Author(s):  
Yudin Citriadin ◽  
Mohammad Viktor Farid Hakim
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Training Needs ◽  
Digital Learning ◽  
Digital Competence ◽  
School Teachers ◽  
Digital Products ◽  
Digital Competencies

The purpose of the study was to determine the training needs needed by teachers in making digital products to facilitate the learning process. Training is as a way for teachers to innovate digital competencies. The participants of this study were 10 elementary school teachers (F=6 and M=4). Participants are homeroom teachers from grades 1 to 6, and 4 were subject teachers (Mathematics, English, local content and sports). This study used the descriptive qualitative method. Observation, documents and interviews collected data. The data analysis process used the Miles and Huberman model through data reduction, data presentation, drawing conclusions and triangulation. The results show that teachers need workshops that can directly practice making digital teaching tools such as learning videos and developing videos on the YouTube channel. However, they have difficulties with the technological devices they have. There are 30% of teachers who have full technology equipment, and the rest rely on smartphones for online teaching and learning. Thus, schools can consider providing technology tools that teachers can use in developing digital competencies and digital learning tools.

scholarly journals The Role of the Kelompok Kerja Guru (KKG) in Implementing Lesson Study to Improve the Performance of Elementary School Teachers

2020 ◽  
Vol 2 (3) ◽  
Author(s):  
Suwarno Suwarno ◽  
Yatim Riyanto ◽  
Eni Wuryani
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Lesson Study ◽  
Teaching And Learning ◽  
Snowball Sampling ◽  
School Teachers ◽  
Probability Sampling ◽  
Teaching Aids ◽  
The Right

Law of the Republic of Indonesia Number 14 of 2005 concerning Teachers and Lecturers article 20 paragraph (b) mandates that to carry out their professional duties, teachers are obliged to continuously improve and develop academic qualifications and competencies in accordance with the development of science, technology, and art (Undang‐undang Republik Indonesia Nomor 14 Tahun 2005). The existence of this law is expected to provide the right opportunity to improve its professionalism through training, writing scientific papers, Kelompok Kerja Guru (KKG) and Musyawarah Guru Mata Pelajaran (MGMP). This research uses a qualitative approach. The informants used in this study were the teachers who were members of the Kelompok Kerja Guru Cluster 2, Duduksampeyan Regency, Gresik Regency who implemented the 2013 curriculum. The technique of taking research informants conducted in this study was using non probability sampling. Non-probability sampling techniques used in this study were purposive sampling and snowball sampling. Kelompok Kerja Guru are also forums or places that can be used to foster and enhance the professionalism of elementary school teachers (Depdiknas, 1997: 46). KKG has benefits including as a place to accommodate and solve problems faced by teachers in teaching and learning activities, discussions, examples of teaching, demonstration of the use and manufacture of teaching aids (Alwi, 2009). Based on the discussion of research findings about the role of the Teacher Working Group (KKG) in implementing learning to improve the performance of elementary school teachers, there can be some conclusions that the role of the Kelompok Kerja Guru in carrying out the stages of lesson study activities has been effective because the KKG can provide understanding, guidance, goals, and benefits of lesson study.

Factors associated with the notion that native speakers are the ideal language teachers: An examination of elementary school teachers in Japan

2007 ◽  
Vol 29 (1) ◽  
pp. 7 ◽  
Author(s):  
Yoko Goto Butler
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Native Speakers ◽  
Native English Speakers ◽  
Language Teachers ◽  
School Teachers ◽  
Ideal Language ◽  
Teachers And Students ◽  
English Speaking ◽  
The Ideal

Recently, there have been a number of studies focusing on the qualifications of native and nonnative language teachers. The notion that native speakers constitute the ideal language teachers appears to be widespread among teachers and students. This concept has been particularly influential in English teaching, although its validity has been questioned. This study aims to identify perceptional factors that are most likely to be associated with the notion held among many nonnative English-speaking teachers in East Asia that native English speakers are the ideal language teachers. This study focuses on Japanese elementary school teachers who have been asked to introduce English activities in their classes. Based on a detailed questionnaire, completed by 112 Japanese elementary school teachers, a number of perceptional factors were identified. These include: (a) their self-assessed English proficiency levels, (b) their attitudes towards nonstandard forms of English, and (c) their sense of pride in their own language and cultural heritage. 近頃、ネイティブ、ノン・ネイティブの教師の資質に関する議論が多くなされている。ネイティブ・スピーカーが理想の語学教師であるという考えは、教師や学生の間で広く浸透しているようだ。この考えは、英語指導に影響を及ぼしてきたといわれるが、その妥当性は疑問視されている。本研究は、英語を教える東アジアのノン・ネイティブ教師の間で、どのような認知要因が、ネイティブ・スピーカーが理想の語学教師であるとする考えに結びついているのかを見極めることを目的としている。本研究では、最近英語活動を行うことになった日本の小学校教師をケースとしてとりあげた。112名の小学校教師に記入してもらったアンケート調査の結果より（1）自己評価による英語力のレベル、（2）スタンダードではない英語に対する態度、（3）自らの言語（日本語）や伝統文化に対するプライドの3つの要因が、ネイティブ・スピーカーが理想の語学教師であるという考えに結びついていることがわかった。

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