scholarly journals An Investigation of Teachers’s Role as Facilitators in Teaching Writing in the Classroom

2018 ◽  
Vol 3 (2) ◽  
pp. 361
Author(s):  
Novi Dewi Purnama
Keyword(s):  
Video Recording ◽  
Qualitative Approach ◽  
Teaching Writing ◽  
Teacher Role ◽  
Teacher Interview ◽  
Teacher’S Role ◽  
Teacher's Role ◽  
Role Based

The aim of this research is to describe in the teacher’s role as facilitator in teaching writing in the classroom. This research is qualitative approach by analysis teacher’s role as facilitator thought the data that have been collected from the student’s and the teacher’s. the technique of collecting data that used by the writer are observation in teacher’s role as facilitator, observation sheet, interview, video recording, and the result of observation. To know the kinds of teacher role as facilitator did teaching writing in the classroom. And the writer analysis teacher’s role in teaching writing in classroom by observation sheet giving mark on it and writer the correct it, until gets the result did. Then, the writer takes the conclusion of teacher’s role as facilitator and teacher interview to appropriate the teacher role in teaching writing in the classroom. This research find come that all of teacher role. Based on the result from interview the lecturer, the teacher as facilitator was applied the teacher.

scholarly journals Peran Guru Dalam Mengembangkan Kecerdasan Musikal Anak Usia Dini Melalui Kegiatan Ekstrakurikuler Drumband Di Tk Muslimat Nu 001 Ponorogo

2020 ◽  
Vol 1 (1) ◽  
pp. 18-26
Author(s):  
Amin Mahmudah ◽  
Umi Rohmah
Keyword(s):  
Early Childhood ◽  
Extracurricular Activities ◽  
Case Study Research ◽  
Qualitative Approach ◽  
Musical Intelligence ◽  
Teacher’S Role ◽  
Analysis Technique ◽  
Teacher's Role

Abstract: Musical intelligence of a child's ability to store notes, remember rhythm and be emotionally affected by music. The development of musical intelligence is one of them by the drumband extracurricular activities. This study aims to: (1). know the role of the teacher as a facilitator in developing early childhood musical intelligence through Drumband Extracurricular activities at Muslimat Nu 001 Ponorogo Kindergarten. (2). know the role of the teacher as a guide in developing musical intelligence of Early Childhood through Drumband Extracurricular activities at Muslimat Nu 001 Ponorogo Kindergarten. This research uses a qualitative approach with case study research. The technique used in collecting data is to use observation, interview, and documentation techniques. While the data analysis technique used is to use the Milles Hiberman technique. The results of this study are (1) the teacher's role as a facilitator is as a provider of the tools needed during the exercise and checking the condition of the tools. (2) the teacher's role as a guide in is to provide guidance and train children in the technique of punching in accordance with the tempo, training and accustoming children to discipline in drum exercises.

scholarly journals Teacher’s Role and the Principles of Teaching Speaking Skill

2019 ◽  
Vol 10 (2) ◽  
pp. 140-156
Author(s):  
Zainol Kamal
Keyword(s):  
Role Play ◽  
Teacher Role ◽  
English Teacher ◽  
Teacher’S Role ◽  
Key Word ◽  
Manager Role ◽  
Speaking Skill ◽  
Teacher's Role ◽  
Public Society

Speaking is productively skill because it can create many words continuously go on. some students want to speak in a certain condition or stimuli. An event when the students express freely what the are feeling in front of the class without being shy to his/her friends. Of course it is not far from teacher’ role, how the teacher make his/her students become active in the class.So that’s why teacher role in this case is ultimate to create an active and creative students. Something that makes the role of teachet is important is if a teacher takes and play his/her role well applied un the class, it will indirectly motivate the students to show their ability up in front of the class and it will affect when the students are in public society. The research showed that teacher role is ultimate in education due to make a class comfort either for the students or for the teacher to reach educational purposes. Additionally, The teacher played the role in the class more namely as Learning Manager role that applied in the class. The reasons are to make students fell comfort in joining the class, to make the students build their confidence up in order to be able to speak English, etc. Based on the result above, it is suggested for the English teacher to select the approppriate roles needed by the students. Teacher may combine or use more than one role in one subject. Then, teacher should pay attention to the students development in terms of students’ speaking ability and have something which challege or treats the students more to speak such as using game or role play. Key Word : Teacher’s Role, Principles of teaching and Speaking

scholarly journals Teacher’s Roles Implemented in Teaching Children and Teenager Classes in Petra Language Center (PLC)

K ta Kita ◽  
2020 ◽  
Vol 8 (1) ◽  
pp. 31-38
Author(s):  
Evelyn Listiyani ◽  
Julia Eka Rini
Keyword(s):  
Qualitative Approach ◽  
Classroom Situation ◽  
Important Thing ◽  
Teacher’S Role ◽  
Similarities And Differences ◽  
Teacher's Role ◽  
The Way

This study analyzed the implementation of teacher’s roles at Petra Language Center (PLC). There were two classes with five to six students in each class taking part in this study. The main theories for this study are from Harmer’s (2001 & 2007) on teacher’s roles. The method used was qualitative approach. The researcher investigated the teacher’s roles implemented in children and teenager classes and analyzed the similarities and differences. The findings revealed that there are several similarities and differences. The main similarity is that the teacher implemented the same number of teacher’s roles types for both classes. The second one is that the teacher’s role as an organizer was more or less equally the same. The differences are in the number of occurrence of each type, the context and the way the teacher implemented those roles in both classes. Additionally, the findings also showed that the most important thing is that the teacher should be able to adjust the roles according to the classroom situation and activities. Keywords: Teacher’s roles, children class, teenager class, similarities and differences of teacher’s roles

scholarly journals Argumentation in science lessons: Focusing on the teacher’s role

2012 ◽  
Vol 1 (1) ◽  
pp. 17-30 ◽  
Author(s):  
Sonja M. Mork
Keyword(s):  
Student Teachers ◽  
Role Play ◽  
Controversial Issue ◽  
Data Sources ◽  
Teacher Role ◽  
Teacher Interventions ◽  
Teacher’S Role ◽  
Teacher's Role

This paper reports data from a case study of role-play debates on the controversial issue of wolves in Norway. The participants are 23 students at the age of 14-15 and their teacher. Transcripts from therole-play debates are the data sources. The focus of the paper is the teacher role regarding managementand teacher interventions in activities involving argumentation. A typology of teacher interventions and reasons for these is developed, that might serve as a useful tool for student teachers andteachers not experienced in managing debates and discussions.

scholarly journals Peran Guru Dalam Meningkatkan Kedisiplinan Beribadah Anak Usia Dini Di Ra Perwanida Dusun Pucangombo Kecamatan Tegalombo Kabupaten Pacitan

2020 ◽  
Vol 1 (1) ◽  
pp. 41-49
Author(s):  
Siti Nafiah ◽  
Evi Muafiah
Keyword(s):  
Early Childhood ◽  
Case Study Research ◽  
Qualitative Approach ◽  
Study Research ◽  
Teacher’S Role ◽  
Teacher's Role

Abstract: The objectives of this study are (1) to describe the discipline profile of early childhood worship in RA Perwanida, Pucangombo Hamlet, Tegalombo Pacitan; (2) to describe the role of the teacher as a guide in improving the discipline of early childhood worship at RA Perwanida, Pucangombo Hamlet, Tegalombo Pacitan; (3) to describe the teacher's role as a supervisor in improving the discipline of early childhood worship in RA Perwanida, Pucangombo Hamlet, Tegalombo Pacitan. This study uses a qualitative approach to the type of case study research. The results of this study are: (1) Discipline profile for children of age in RA Perwanida Pucangombo Hamlet Tegalombo Pacitan in general is included in the category of lack of discipline. (2) The role of the teacher as a guide, the teacher collaborates with parents of parents to take part in implementing / implementing regulations has been determined by the school institution in the sense that parents should support the child. 3) The role of the teacher as a supervisior, being a model / example in applying the discipline of worship to early childhood continuously, the teacher provides supervision

scholarly journals The Study of Teacher Role in Writing 3 Class at the English Department of Petra Christian University

K ta Kita ◽  
2019 ◽  
Vol 7 (1) ◽  
pp. 48-55
Author(s):  
Carmelia Lay
Keyword(s):  
Video Recording ◽  
Teaching Writing ◽  
Problem Solver ◽  
English Department ◽  
Teacher Roles ◽  
Teacher Role ◽  
Christian University ◽  
Writing Class ◽  
The Subject ◽  
Regular Students

In this study, the writer discussed types of teacher role in Writing 3 class at English Department of Petra Christian University. The purpose of this study was to find out the types of teacher roles and different treatments between regular and repeater students. The subject of this study was a lecturer teaching Writing 3 class at English Department of Petra Christian University. The theories used by the writer were types of teacher roles in writing class by Harmer (2007) and Richards (2015). The writer used classroom observation and video recording to collect the data. The findings of this study revealed that there were eight types of teacher role out of nine seen in Writing 3 class which were resource/facilitator, feedback provider/evaluator, motivator, expert writer, cultural informant, collaborator, investigator, and problem solver. As for the treatment, there were different treatments between regular and repeater students. From this study, it could be concluded that the teacher played eight roles out of nine types of teacher roles based on what the students needed and the teacher gave more attention to the repeater students.  Key words: Teacher roles, repeater students, regular students, treatment

The Role of The Students Association in The Promotion of Students' Speech Skills at The Khalid Bin Al Walid Institute at University of Muhammadiyah Mataram (ar)

2019 ◽  
Vol 7 (2) ◽  
pp. 59-72
Author(s):  
Erwin Erwin ◽  
Nasarudin Nasarudin ◽  
Husnan Husnan
Keyword(s):  
Student Organizations ◽  
Language Game ◽  
Qualitative Approach ◽  
The Media ◽  
Role Based ◽  
The University ◽  
Good Deeds ◽  
Speaking Skills

The purpose of this research is to explain the importance of the student organizations and describe their efforts to improve the speaking skills of students at the Mahad Khalid Bin Al Waleed at the University of Muhammadiyah Mataram. This research uses the qualitative approach with the descriptive type. The result shows the student organizations play an important role based on their objectives and functions. The objectives are to help the foundation and all parties in the Ma'had develop the students’ potential and qualification, and to be the place for the students to share their problems and complaints, while the functions are as one of the media to develop students’ quality, both the members of the non-member, and as the good examples and pioneers of any good deeds. The efforts done by student organizations in improving speaking skills are such as by making activities that lead to improving students' speaking skills like sticking vocabularies in each class and Friday activities such as language game, Arabic debate and short lecture.

A Reflexive Approach to Teaching Writing: Enablements and Constraints in Primary School Classrooms

2021 ◽  
pp. 074108832110055
Author(s):  
Mary Ryan ◽  
Maryam Khosronejad ◽  
Georgina Barton ◽  
Lisa Kervin ◽  
Debra Myhill
Keyword(s):  
Time Management ◽  
Deep Understanding ◽  
Writing Pedagogy ◽  
Teacher Talk ◽  
Teaching Writing ◽  
Writing Teachers ◽  
Teacher Interview ◽  
Approach To Teaching ◽  
High Level ◽  
Teaching Of Writing

Writing requires a high level of nuanced decision-making related to language, purpose, audience, and medium. Writing teachers thus need a deep understanding of language, process, and pedagogy, and of the interface between them. This article draws on reflexivity theory to interrogate the pedagogical priorities and perspectives of 19 writing teachers in primary classrooms across Australia. Data are composed of teacher interview transcripts and nuanced time analyses of classroom observation videos. Findings show that teachers experience both enabling and constraining conditions that emerge in different ways in different contexts. Enablements include high motivations to teach writing and a reflective and collaborative approach to practice. However, constraints were evident in areas of time management, dominance of teacher talk, teachers’ scope and confidence in their knowledge and practice, and a perceived lack of professional support for writing pedagogy. The article concludes with recommendations for a reflexive approach to managing these emergences in the teaching of writing.

An Experimental Approach to the Introductory Political Science Course

1982 ◽  
Vol 35 ◽  
pp. 9-11
Author(s):  
William McClure ◽  
Michael Stohl
Keyword(s):  
Higher Education ◽  
Political Science ◽  
Experimental Approach ◽  
Expert Knowledge ◽  
Educational Process ◽  
Introductory Course ◽  
Teacher’S Role ◽  
Teacher's Role ◽  
Receiver Model ◽  
To Receive

The conventional introductory course rests upon the pedagogical assumption that the teacher's function is to transmit information (or knowledge) and that the student's function is to receive it. According to this transmitter-receiver model of the educational process, teaching begins with a “knower” who “transmits” what he knows to a “learner.” In higher education, certain euphemisms are employed to soften and furnish a color of legitimacy to this model: the teacher is a “scholar,” and “authority,” in his field; he possesses an “expert knowledge” which the student has come to school to “learn“; the student is the “learner.” The teacher's role, accordingly, is the active one of transmitting information and the student's role, accordingly, is the passive one of receiving and recording (or memorizing) this information.

Sign in / Sign up

Export Citation Format

Share Document