Teaching is not only a job of work. A teacher is charged with waking students to the nature of reality, providing a rigorous introduction to a certain discipline, and creating an awareness of their responsibility.
A. A. The
role of the institution is divided into 3 parts, namely:
1.
The organization culture
Basic to the organizational culture of an
institution is its management structure, because, its organization design
"is built by a managerial decision that delineates the number and type of
jobs in the organization and the processes that subordinate, control and link
them, such as authority relationships, communication networks, and specific
planning and organizational techniques.
2.
Quality criteria in an institution
Quality based on the language of quality means quality, level, degree,
level. This understanding refers to the added value provided by education and
the parties who process and enjoy the results that will occur in education. Language teaching institutions
vary greatly in terms of how they view their educational mission. Some schools
– hopefully, the majority – are committed to providing quality educational services.
The following characteristics are
indicators of the quality of the school or educational institution: A sense of mission; A strategic plan; The quality of mechanism; A sound curriculum; Good international communications; etc.
3.
The Teaching Context
The context of language teaching is the
atmosphere or state of a process of interaction between educators and students
in the learning environment. which
is as follows:
·
the size of schools and their administrative
influence on many aspects of teachers' work
·
school equipment and technology are very influential.
·
the workspace provides for its teachers.
·
Teacher’s resource room
·
Teaching facilities and class size
B. B. The Role of Teachers
The role/duties of the teacher in the
learning process include the teacher as Learning Resource; Facilitator; learning manager; Demonstrator;
Advisor; Motivator; and Appraiser.
4.
Skill and qualifications
Language schools are
recruiting better-trained and better-qualified language teachers and operating
within defined standards of quality. Core
components of teacher knowledge include the following: Practical knowledge; Content knowledge; Contextual knowledge; Pedagogical knowledge; Personal knowledge; and Reflective knowledge.
Qualification focus on six areas of basic teaching
skills, they are:
·
Language Awareness
·
The learner, the teacher, and the
teaching/learning context
·
Planning for effective teaching of adult
learners of English
·
Classroom management and teaching skills
·
Resources and materials for teaching
·
Professional development
5.
Support for teachers
Kinds of support can be in the form of:
-
Adequate material
-
Division of responsibilities
-
Course guides
-
Rewards
-
Mentor
-
Etc.
C. C. The Teaching Process
Focuses on teaching practices that occur within a single program, to
achieve quality and sustainable teaching.
6.
Teaching model and principle
Practice from the
adoption of a new task or textbook to the implementation of a new curriculum
has to be accommodated on the part of the designer of the curriculum planner
and, indeed the teachers themselves, will facilitate harmony between a
particular innovation.
7.
Maintaining good teaching
It results from an active, ongoing effort on the part of teachers and
administrators to ensure that good teaching practices are being maintained.
This involves the establishment of a shared commitment to quality teaching and
the selection of appropriate measures to bring it about.
8.
Evaluating teaching
The type of appraisal is the following:
-
Developing the appraisal system
-
The focus of the appraisal conducting the
appraisal
-
Conducting an appraisal
D. D. The Learning Process
9.
Understanding of the course/class
It cannot be simply assumed that learners will be positively disposed
toward to course, will have the appropriate skills the course demands, or will
share the teacher’s understanding of what the goals of the course are.
10.
Views of Learning
The learner enters a course with their views of teaching and learning and
these may not be identical to those of their teachers.
11.
Learning styles
Learning styles can be defined as the preferences students exhibit in
their learning. It refers to
the fact that every person has its method or set of strategies when learning.
12.
Motivation
It is also important to find out what the learners' motivations are for
taking the course.
13.
Support
These
include the kinds of feedback learners will get about their learning and
opportunities that are provided for faster or slower learners.
E. E. Application of Curriculum Through Lesson Plan
The definition of a thorough lesson plan is
the act or process of making plans for something and learning is the act of
teaching something to somebody. So, the learning plan is a plan for teachers to
teach certain subjects at certain grade levels, to a certain topic and one or
more meetings.
A Lesson plan is designed to meet the basic
competencies which can be carried out in one meeting or more. Things that
should be written in the lesson plan are as follows:
a.
Identity of the subject
b.
Competency Standard
c.
Basic Competency
d.
Indicator for competency achievement
e. The Instructional goal
f.
Instructional material
g.
Time allotment
h.
Methodology
i.
Learning activities
j.
Evaluation
k.
Learning Resource
