The preparation of teaching English as extracurricular in elementary school is divided into some parts, they are: model of syllabus, purpose of learning, material of learning, media of learning, method of learning, assessment, and source of learning. Model of Syllabus. Based on the observation, model of syllabus at MI Muhammadiyah Gorontalo is based on the curriculum of KTSP. The reason is to put English teachers at ease in composing the material of learning. By that, the components of syllabus still refer to KTSP guideline, i.e., competency standard, basic competency, learning material, learning activity, indicator, assessment, time allocation, and learning source.
The challenge is how to organize and record the observations in a systematic way and to make effective use of the information. Without a coherent framework, teachers’ observations run the risk of being fragmented and therefore pedagogically less useful. Comparison of student performance with performance objectives indicates the extent to which students attain these objectives. Checklists and rating scales are particularly useful because they lend themselves to specificity and detail. Systematic observation of student performance can be viewed as ‘testing’.
Cognitive style, also known as thinking style, refers to the customary patterns of behaviors which often emerge in cognitive process. Cognitive style is not significantly related to the ability of thinking reasoning among students, mostly formed by attitude and expression during the process of perception, memory and problem solving. Cognitive style is individual differences in the cognitive process with great varieties, such as field independent style and field dependent style, reflective style and impulsive style, and wholist style and analytic style. Field independent style and field dependent style are individual differences in cognitive style what Herman Witkin, an American psychologist, has discovered in his research. Field independent
The lesson wheel is also focused on the learner by means of the SMART task that is formulated according to the ability and proficiency of the learners. In the process of planning a lesson with help of the lesson wheel, the learners’ strengths and weaknesses are taken into consideration. On account of learners constructing their own meaning of information, the information that they have to deal with should interest them. The pertinent question is the part of the lesson wheel that grasps the learners’ interest and therefore it is possible for them to construct meaning from the lesson. Vygotsky introduced the concept of the More Knowledgeable Other (MKO) (2016:61) and hence learners do not necessarily have to gain knowledge from the teacher.
It assists my learners in learning and helps in identifying their strengths and weaknesses. It helps me to decide what information or skills students still need to learn. Basically, it drives the next instruction. I have also noticed that assessment is totally class specific. What might work for one batch would not work for another.
Moreover, in order to make the students become active learners during the reading process, teacher should engage students through both immediate and non-immediate talk which includes discussions of word meanings, making predictions and inferences, and relating the text to personal experiences (Dickinson and Tabors, 2001 cited in Lane and Wright,
The students must be taught to have independence. Self-regulated learners are not willing to listen or don’t care what their peers have to say about learning a particular subject. They understand how they learn. This is more an issue of furthering the development of a student into self-directed learner not that of self-directed learning failing. It is only natural that there be a culture shift from the lecture sort of feed-me kind of mentality to that of one who goes and hunts for their own information to learn.
Operant conditioning has to take into account that each student is different and unique. A reward that works for one student may not work for the rest of them and it does not leave room for other types of learning especially theories that occurs without the use of reinforcements and punishment. As quoted by Miller (2006) and Thornberg (2009), “The main purpose of emphasizing good discipline management in a classroom is to facilitate students to fully utilise the teaching aids, learning materials as well as their peers in an organised
What more! Create learning opportunities and allow space for individual approaches to learning. Most importantly in an effective teaching, teacher act as a facilitator and allows students to take responsibilities for their own learning but not indoctrinating knowledge to the students head. Teachers play a vital role in teaching and learning that enhance students to become independent and critical thinkers while modeling life-long learners. In addition, the role of a teacher is to reach the heart and mind of the children, expand their intellect and knowledge.
Role of English teacher in developing speaking skills in students: Language is primarily spoken form. To know language means to understand and speak the language. The teacher has to conduct the following tasks which are helpful to learn and strengthen one’s speaking skills 1. By conducting Just A Minute (JAM), teacher can build up confidence in students. They have to express their views on particular topic in English in a minute.