Many
people want to become a professional teacher. Being a professional teacher is
not an easy thing. Teachers are required to have characteristics or skills that
fulfill certain requirements and also required to become a professional
teacher. Teachers’ role is very important for us and for the next generation.
Teacher help us to know something that we don’t know before. Teacher gives
knowledge without any sense of selfishness. There are five ways that can help
us to be a professional teacher.
First, teacher is expected to know
the students well. Murray and Christison (2011) states, “Learners’ places in
the world are multiple, changing, sometimes conflicting, and influenced by the
power relations in individual interactions and in society more widely. This influence
may result in the desire to assimilate, adapt, or reject.” That is why teacher
is expected to know the students well, because individual interactions and in
society may affect to students character. Naker (2009) mention that “Children’s
social development is a delicate process that is dependent on how their
environment responds to some of their basic social needs.” “When
children’s social needs are met, they blossom, into healthy and postive
individuals who are committed to their schools and communities. They become
better learners and invest their talents and energies for the betterment of
all.”
Teachers is expected to know the character of their
students, for example the student is lazy or not, emotional or not, there is a
problem or not. Every students have different characters and teacher are
required to know how to deal with that. “Getting to know students and getting
to know about them are important prequisities for effective teaching,
especially since it is becoming increasingly likely that today’s students will
differ more in their demographics, preparations, attitudes, and interests than
we were undergraduates” (Committee on Undergraduate Science Education, 1997,
p.55) not only about students character that teacher should to know but teacher is expected to know the
ability of the students because it will influence learning process.
Second, teachers have to see themself
as the students’ mentor, not their friend. “Mentors are advisors, people with
career experience willing to share their knowledge; supporters, people who give
emotional and moral encouragement; tutors, people who give specific feedback on
one’s performance; masters, in the sense of employers to whom one is
apprenticed; sponsors, sources of information about and aid in obtaining
opportunities; models, of identity, of the kind of person one should be to be
an academic.” (The National Academy of Sciences, 1997, P.2) and Murray (2011)
mention that “A currently popular dichotomy concerning the role of the teacher
is often expressed as ‘sage on the stage’ compared with ‘guide on the side’.
This catchy phrase is meant to capture the difference between teacher-centered
instruction and learned-centered instruction or teacher-fronted instructions
and peer interaction.“ also teacher must be firm to their students.
Teachers have to be a good mentor for their students. “A good mentor is
approachable and available. Often students will not know what questions to ask,
what information they need, or what their option are (especially when applying
to graduate programs). A good mentor can lessen such confusion by getting to know
students and being familiar with the kinds os suggestions and information that
can be useful.” (The National Academy of Sciences, 1997, P.4). Then, teachers
is expected to know about teacher identity. Thornton (2013) state that “by
relating their teaching to something inside themselves – what they really
believe in and stand for.” “relating teaching to something deep in oneself,
beliefs, convictions, and purposes corresponds to the self and it’s powers of
constancy and motivation.” And
Danielewicz (2001) states that “An identity is never fully or finally
achieved; we are always actively being and becoming.”
Third, teachers have to vary and use different teaching techniques. Thornton
(2013) state that “one thing I discovered is that effective teachers have a
purpose for teaching that’s more than simply presenting content. They’ve
discovered for themselves who they really are that can make their teaching
fresh and exiting every day.” That is way teacher is expected to use different
teaching teachniques and know how to make students not easily bored, because it
will make the teacher looks fresh every day. Teachers can use the game to create
classroom atmosphere fun, for example use crossword for teaching about new
vocabulary. Damayanti and Faozah (2016) states, “having games in class
will help young learners English teacher make the teaching situation much more
exciting.” And don’t use the same technique in
learning process, because it will make the students feel bored and not
exciting.
Fourth, teachers is expected have plan everything before they come to the class. Murray and
Christison (2011) states, “teacher plan instruction, both prior to class and
during class, in order to create the optimum environment for student learning.”
Then, teachers is expected to plan a course syllabus because it will help the
teachers to operate the class. “Curriculum and syllabus are often usd
interchangeably in the literature, although some writers make a distinction.
Syllabus is often used to refer to the instantiation of a curriculum in a
particular class or setting.” (Murray and Christison, 2011, P.1). It is not
only about syllabus and curriculum but also teachers is expected to know what
they will do from the beginning until the end of class. “A syllabus typically
includes the organization of topics into an outline of the course study,
readings, exercises, examination, and grading scheme.” (Committee on
Undergraduate Science Education, 1997, p.5) And then,
Teachers is expected to have plan A and plan B.
Fifth, teachers is expected to have
evaluation procedures. Danielson and McGreal (2000) mention, “evaluation
procedures are those methods (the “how”) that teachers use to document or
demonstrate their skills and knowledge (the “what,” or the criteria of good teaching).
The “how” and the “what,” of course, must be aligned.” Evaluation need some key
component, Murray and Christison (2011) state that “there are a number of key
components that must be addressed in program evaluation no matter what the
context may be. These components include texts and materials, financial
resources, support staff, physical facilities, and quality of instruction.”
Next, teachers can do question and
answer with their students.”producing their own questionnaires can help
students in a variety ways. Firstly, itt allows them the time to formulate
question before they use them in a communicative context. Secondly, students
gain in confidence when they are able to use language that they have produced
themselves, and know to be correct. This then provides a solid foundation for
more spontaneous interaction.” (Chandler and Stone, 1999, P.52). Teachers can
make a quiz in the beginning learning process. This way can help students to
recall the materials that teachers have given to them. Teachers can make test
at the end learning process. This way can help teachers to evaluate students
ability.
We can see that being a professional teacher is not
easy. This essay tell us that if we want to be a professional teacher we are
expected to know our student character, we have to be a good mentor for our
students, we are expected to have different technique in learning process to
make our students not easily bored, we have to make plan A and B and the last
is we have evaluate our students ability. So this is five ways that can help us
to be a professional teacher. Hope this essay will help you for being a
professional teacher.
References
Chandler, J., & Stone, M. (1999). The
Resourceful English Teacher: A complete Teaching Companion. UK: Delta
Publishing.
Damayanti, S., & Faozah, S. (2016). Teaching
English to Young Learners Through Games and Songs. Bogor: UIKA Press.
Danielewicz, J. (2001). Teaching Selves.
United States: State University Press.
Danielson, C., & McGreal, T. (2000). Teacher
Evaluation to Enhance Professional Practice. United States: Association
for Supervision & Curriculum Development.
Education, C. o. (1997). Science Teaching
Reconsidered. Washington DC: National Academy Press.
Murray, D., & Christison, M. (2011). What
English Language Teachers Need to Know Volume I. UK: Taylor & Francis.
Murray, D., & Christison, M. (2011). What
English Language Teachers Need to Know Volume II. UK: Taylor &
Francis.
Naker, D. (2009). What is A Good School.
Raising Voices.
Sciences, T. N. (1997). Adviser, Teacher, Role
Model, Friend. Washington DC: National Academy Press.
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