TEACHING ACTIVITIES

     Since ancient times, teachers have played a crucial role in a nation's empowerment and education that no other factor in its history could possibly replace. The more important teachers are in fulfilling their jobs and responsibilities, the more certain it is that people will become more dependable and prepared. Stated differently, the future of mankind is mirrored in the current state of teachers, and the way dynamics of life develop is highly influenced by the "image" of instructors in the community.

Teachers are professional educators whose primary responsibility is to educate, teach, guide, direct, train, assess, and evaluate pupils in early childhood education through formal education, basic education, and secondary education, according to Law Number 14 of 2005, Article 1.

In order to educate the nation and its citizens, national education, which is based on Pancasila and the Republic of Indonesia's 1945 Constitution, aims to help students realize their potential as human beings who believe in and are devoted to God Almighty, have noble character, are healthy, knowledgeable, capable, creative, independent, and democratic and responsible citizens. As per the National Education System Law Number 20 of 2003, the government establishes a national education system to fulfill this role.

As educators, we must have occasionally wished with all of our hearts that our pupils would eventually be able to automatically and spontaneously record everything we said. If we look closely, we are frequently more occupied performing tasks connected to class administration that are exhausting and never done than we are repeating the information we teach, whether it be commandments, principles of living with people, or the material we teach. In order for some kids to maintain order in the classroom, teachers frequently need to be watchful. We even need to watch out for specific pupils who need to be reminded to pay attention in class or be alert for those who need to be instructed to remain silent after a set amount of time.

Teacher’s Obligation, Republic of Indonesia Law Number 14 of 2005 about Teachers and Lecturers, Article 20 letter d, states that teachers have the following obligations when performing their professional duties: (d) respect laws, statutes, and teacher codes of ethics; as well as moral and religious principles.

Then Article 35 paragraphs 1-3:

·       The teacher's workload includes the main activities, namely planning learning, implementing learning, assessing learning outcomes, guiding and training students, as well as carrying out additional tasks.

·       The teacher's workload in carrying out the learning process as referred to in paragraph (1) is at least 24 (twenty four) face-to-face hours in 1 (one) week.

·       Further provisions regarding teacher workload as referred to in paragraph (1) and paragraph (2) are regulated by Government Regulation.

Teacher Abilities, In learning, teachers must have the following abilities:

·       Understand the content of a material

·       Designing learning

·       Observe individual students and see whether they are actually learning or not

·       Observe other teachers' lessons and learn useful things and

·       Developing with other teachers (colleagues)

Teacher’s Duties:

·       Never arrive late for class or school.

·       Always be ready to learn.

·       Recognize students’ by name and their academic standing.

·       Reward students’ and refrain from yelling.

·       Consult openly with colleagues if there are issues regarding students' learning

·       Do everything you can to get better.

There are three kinds of planning that an educator needs to do:

·     One-year Plan: The number of topics covered for each topic in a year is specified in the annual plan. Determine the right number of subjects to assign, keeping in mind the requirements of the curriculum and the total amount of subject matter accessible. All of this ought to be covered from an annual standpoint.

·     Subject Plan: Relates to the material that will be covered in greater detail in a specific topic.

·    Lesson Plan: A lesson plan is called a learning plan (RPP). In order to prepare, we first research the subject that will be taught and then decide on learning objectives. However, don't create too many objectives since this may lead to teachers rushing through the process and confusing the pupils. The following stage is to decide on the learning situation as well as the kinds of instruments and resources that will be utilized.

The process of students interacting with teachers and learning materials in a classroom setting is called learning. Acquiring science and information, developing skills and habits, and shaping attitudes and beliefs in children are all made possible through the help of educators. To put it another way, education is a process that aids in students' successful learning.

Conversely, learning and teaching share a similar definition but have distinct implications. Within the educational setting, instructors impart knowledge and skills to students in order for them to grasp the material until they reach a predetermined goal (cognitive aspect). This can also impact a student's changes in attitudes (affective aspect) and abilities (psychomotor aspect). However, this teaching process creates the impression that it is solely the responsibility of the instructor. However, interaction between professors and students is necessary for learning.

There isn't just one way to go about the learning process. There are three fundamental approaches that can be used, such as:

·   Lecture: The lecture method is a way of teaching where a number of students—who often listen passively—are given information and knowledge orally. Syah Muhibbin (2000). It can be argued that the lecture technique is the only most cost-effective way to teach material and the most successful at overcoming the dearth of books or other references that are within the financial and intellectual grasp of students.

·       Individual and Group Activities: In individual activities, a teacher gives assignments to students that are independent, meaning that the assignment is done individually. While group learning can give students the chance to actively participate, the teacher's primary responsibility when using this method of instruction is to closely monitor the group's development and keep an eye on it. Children's social skills and group work can both be enhanced by group learning (Ornstein, 1990:410). For instance, small group learning permits pupils to have more adaptable dynamics in the classroom as opposed to classical learning. It is more beneficial when individual pupils voice their thoughts to larger groups. Basically, there are three groups of students in the class:

a)    Group A: bright pupils who grasp the lesson's material with ease.

b)   Group B consists of pupils with average skills who require some time to comprehend the lesson's material.

c)    Group C consists of sluggish learners who find it difficult to comprehend the lesson's material.

What justifies the usage of group activities? This is due to a number of factors, including:

a)    Students who catch rapidly can assist students who catch slowly in learning more effectively.

b)   Students who pick things up fast might help slower pupils grasp a subject better by explaining it to them.

c)    Every student can find solutions by hearing what other students have to say and applying those ideas to their own difficulties.

d)   It is possible for all students to develop stronger bonds with one another.

Cooperative Learning may be promoted by group instruction. Research indicates that working in groups during study sessions might help students develop: (1) a good feeling of self and a sense of community; (2) self-actualization and mental health; and (3) information acquisition and a growing awareness of the possibility of alternative truths in the child. emanating from group members, (4) the development of constructive communication, (5) the approval and assistance of other group members, (6) the integrity of member relationships, and (7) the potential to lessen the onset of conflict amongst group members.

Teachers should make the most of their time to reflect after every class, as this is the best method to enhance student learning. There are three basic stages of reflection, which are as follows:

·     Individual Reflection: It is an attempt to rectify newly learned material in order to raise the standard of learning. The first step is for the teacher to draft questions for himself. An example of a teacher's personal reflection question is as follows: “Can every student comprehend the lesson's subject today?”  “Can I manage my time well?”

·       Reflection With School Colleagues: Reflections completed on their own have a number of shortcomings. It is also sometimes quite helpful to ask other teachers in the school to watch us learn, and then we can reflect together.

·  Conversation With More Experienced Educators: Teachers can also reflect by working together at MGMP meetings, which can be a crucial opportunity to consider what they have learned. A teacher needs to see other people's open lessons and reflect with them in order to acquire significant reflection findings. The outcomes of this reflection can be applied to future learning to increase our understanding.

By: VANIA CALISTA SETIAWAN

EED3C - 202232031 ; For Curriculum and Material Development's Mid Term Test

English Education Department (Muria Kudus University)