Building An Effective Educational Communication: A Study on Educator-Educatee Relationship in an Effective Teaching and Learning

2018 ◽  
Vol 2 ◽  
pp. 84-94
Author(s):  
Sunhaji Sunhaji
Keyword(s):  
Classroom Management ◽  
Effective Teaching ◽  
Learning Process ◽  
Teaching And Learning ◽  
Interpersonal Relationship ◽  
Educational Communication ◽  
Effective Communication ◽  
Learning Activity ◽  
Instructional Effect ◽  
Effective Teaching And Learning

This paper discusses about educational communication, particularly in teaching and learning process. Teaching and learning is a dymanic educative interaction process between educators and educatees. Building communication in teaching and learning constitutes an important medium to realize an effective teaching and learning. Effective communication has significant impact on the successful goal achievement. Communication can be said as effective when there is two-way flow of information between communicator and communicant, and this information is equally responded to as expected by both of them. An effective communication is characterized by a good interpersonal relationship. When an effective communication takes place between teachers and educatees during teaching and learning, then it is a successful teaching and learning process. Communication in teaching and learning is highly complex in nature since it involves paedagogical, psychological, and didactical aspects. The paedagogical aspect refers to the fact that teaching and learning take place in an educational environment. Therefore, teachers are demanded to accompany their students to successfully learn and accomplish their competences. The psychological aspect refers to the fact tha students have varied development extents and these require varied materials to be taught, including various varieties in learning, ranging from learning concepts, learning attitudes and learning motoric skills. Finally, the didactic aspect refers to the operational stage of student classroom management in attending the teaching and learning activity. Teaching and learning are said to be effective when the teaching and learning process produces good products, be it the products of instructional effect and nurturant effect. The product of nurturant effect has wider impact as outcome; this nurturant effect is thought as more important as compared to the instructional effect.

IMPLEMENTASI MODEL PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DENGAN PENDEKATAN KONTEKSTUAL SEBAGAI UPAYA MENINGKATKAN KUALITAS PEMBELAJARAN DI SMP NEGERI 13 KOTA MALANG

2014 ◽  
Vol 5 (1) ◽  
Author(s):  
Romlah .
Keyword(s):  
Effective Teaching ◽  
Learning Process ◽  
Teaching And Learning ◽  
Instructional Material ◽  
Lesson Plan ◽  
Teaching Model ◽  
Traditional Teaching ◽  
Review Time ◽  
The Subject ◽  
Effective Teaching And Learning

IMPLEMENTASI MODEL PEMBELAJARANPENDIDIKAN AGAMA ISLAM DENGAN PENDEKATANKONTEKSTUAL SEBAGAI UPAYA MENINGKATKAN KUALITASPEMBELAJARAN DI SMP NEGERI 13 KOTA MALANGOleh :Romlah *)Fakultas Agama Islam UMMABSTRACTIslamic Education teaching and learning process considerably applied traditional teaching modelsresulting low student’s interest in the subject. It influenced the internalization of Islamic Educationvalues to students. According to the above background, contextual approach was assumed to create amore meaningful and effective teaching and learning process. The study revealed that most teachersdeveloped instructional material merely based on Teacher Association for Islamic EducationReference, a discrepancy between lesson plan and the implementation was found due to insufficienttime and too-much material, and a problem in applying various methods was found due to student’sbasic competence diversity ranging from the 75-80% to 20-25% mastery creating less conduciveatmosphere for effective teaching and learning process. Accordingly, Islamic Education teachersneeded to review the previous materials using questioning technique and point particular students toanswer the questions during the review time to attract more attention.Keywords: Implementation of IslamicEducation Teaching Model, ContextualApproach, Improving the Teaching andLearning Process

Incorporation of GTM and CLT: An Effective Way to Teach & Learn English in Bangladesh

2021 ◽  
pp. 47-51
Author(s):  
Asif Al Matin
Keyword(s):  
Effective Teaching ◽  
Learning Process ◽  
Education System ◽  
Teaching And Learning ◽  
Native Language ◽  
Language Skills ◽  
Long Time ◽  
Teaching Learning ◽  
Effective Teaching And Learning

The two very prominent methodologies are GTM and CLT in the education system in teaching & learning English in Bangladesh. To show the importance of the combination of these two phenomenal methods is the purpose of this paper. In Bangladesh GTM is commonly used for a long time, and at present CLT is also a very famous method. In this paper, the two methods are elaborated clearly in effective teaching and learning of English in Bangladesh. The study focuses on GTM and CLT in respects of achieving four skills, accuracy/fluency, teaching-learning process, handling the students’ feelings and emotions, the role of the native language of students, the language skills that are emphasized, and the way of teacher’s response to students’ errors. Though CLT is the more beneficial method nowadays GTM also has some positive things to offer. Based on the data and findings, this paper has also presented some suggestions for effective teaching and learning of English in Bangladesh.

The Hidden Curriculum and Classroom Procedure: Informed Personal Views of Teachers

2020 ◽  
Vol 7 (10) ◽  
pp. 562-572
Author(s):  
Kankam Boadu ◽  
Gideon Boadu ◽  
Gloria Nyame
Keyword(s):  
Effective Teaching ◽  
Sample Size ◽  
Learning Process ◽  
Teaching And Learning ◽  
Hidden Curriculum ◽  
Study Data ◽  
Emerging Themes ◽  
Effective Teaching And Learning

The study examined how teachers perceived the hidden curriculum.  A sample size of twenty teachers was purposively selected and involved in the study. Data were collected through interviews, and the emerging themes formed the focus of the analyses. The study found that teachers possessed a good understanding of the hidden curriculum and its features. Again, teachers perceived the hidden curriculum as important to the teaching and learning process. It was also observed that due attention should be given to its uses. It was concluded that teachers perceived the hidden curriculum positively as it matters to effective teaching and learning.

scholarly journals Effective Teaching and Learning

1970 ◽  
Vol 22 (1) ◽  
pp. 32-33
Author(s):  
Mohammad Jalal Uddin ◽  
Abdus Salam
Keyword(s):  
Effective Teaching ◽  
Learning Process ◽  
Teaching And Learning ◽  
Positive Change ◽  
Dynamic Relationship ◽  
Teacher Needs ◽  
Class Room ◽  
Written Word ◽  
Teaching Learning ◽  
Effective Teaching And Learning

Teaching-learning process involves teacher and learner in a set of dynamic relationship in order to bring positive change in the behavior of learner. To facilitate learning the teacher needs to make teaching in an organized fashion keeping in mind objectives, contents, methods, assessment and sequence of instruction. Some values are to be communicated in the class room which can not be communicated easily by written word. This small article focuses on essential aspects of the subjectDOI: 10.3329/medtoday.v22i1.5603Medicine Today Vol.22(1) 2010. 32-33

Who Gets to Chew the Cracker? Engaging the Student in Learning in Higher Education

2005 ◽  
Vol 2 (2) ◽  
pp. 302-318 ◽  
Author(s):  
Shelly Cunningham
Keyword(s):  
Higher Education ◽  
College Student ◽  
Effective Teaching ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Skill ◽  
Effective Pedagogy ◽  
Effective Teaching And Learning

Masterful professors not only grow in knowledge of their discipline, they also grow in sharpening their teaching skill. This article examines effective teaching and learning in the higher education context. More specifically, it looks at how effective pedagogy aims to see the student fully engaged in the learning process. It explores what it means to engage the college student in learning, why it is important, and several strategies to facilitate engagement in learning. Really, in its simplest form, it is all about who gets to chew the cracker!

scholarly journals An Investigation of Classroom Management Strategy ( A Case Study of Tenth Grade English Teachers at SMAN 2 Kota Bengkulu)

2019 ◽  
Vol 3 (2) ◽  
pp. 156-170
Author(s):  
Dona Novianti Ulfa ◽  
Rudi Afriazi ◽  
Elfrida .
Keyword(s):  
Classroom Management ◽  
Learning Process ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Management Strategies ◽  
English Teachers ◽  
Dominant Strategy ◽  
Classroom Management Strategies ◽  
Tenth Grade ◽  
Effective Teaching And Learning

The objective of this research was to find out the classroom management strategies implemented by the English teachers and the reason in applying the most often strategy than others strategies. This study employed the descriptive qualitative method, the subject of the research were the English teachers (2 persons) at SMAN 2 Kota Bengkulu.. The data was collected by using observations checklist and interview. The result of the research revealed there are 5 strategies used by the teachers in managing the classroom; 1) Strategies to arrange the classroom, 2) Strategies to build positive relation with the student, 3) Strategies to create positive classroom environment, 4) Strategies to prevent misbehavior and5)   Strategies to handle the students’ discipline situation. In 5 meetings the total aspects of the first strategy applied by the teacher 1 and teacher 2 was about 33 and 37. The second strategy was 30 and 31. The third strategy was 26 and 24. The fourth strategy was 25 and 28. The last strategy was 25 and 24. Furthermore, the reasons of why the teachers applying the most often strategy than others strategies because it helps the teachers in the teaching and learning process to be more conducive. Beside that the strategies also help the teachers to create an effective teaching and learning process. Therefore, it could be concluded that the English teachers of SMAN 2 Kota Bengkulu used all the 5 strategies asmentioned by Marzano (2003) in managing classroom but not all aspects they used in teaching and learning process. The dominant strategy implemented by Teacher I and Teacher 2 were strategy to arrange the classroom. Meanwhile, the least strategy implemented by both teachers were the strategy to handle the students discipline situation.

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