Name : Rezki Firdaus
Student’s ID : 1407335
Topic :
Teachers: Who are and what tasks?
Date : September 23rd ,
2014
A.
Introduction
Teacher use about themselves indicates the range of views that they
have about their profession. Teaching as the exercise of group leadership
(Dornyei and Murphey 2003: chapter 6). It is our role as group development
practitioners that really counts, they suggest. Foster good relationships with
the groups in front of us so that they work together cooperatively in a spirit
of friendliess and harmonious creativity. Teaching style involves an increasing
encouragement of and reliance on the group’s own resources and the active
facilitation of autonomous learning that is in accordance with the maturity
level of the group’.
Two
things need to be said about this view of the teacher’s craft. In the first
place, being democratic and letting students participate in decision making
takes more effort and organization than controlling the class from the front.
Teacher and learner may feel more comfortable with a more autocratic leadership
style, and while this might not suit the preference of some, especially
methodologist, it is highly attractive to others.
B.
Teacher Roles
The
teacher role is making the way we dress, the stance we adopt and out attitude
to the class make an immediate impression on students. Teacher is a as
facilitator to describe a particular kind of teacher, person who make learner
autonomy through the use of groupwork and pairwork by knowledge.
Teachers have 5 functions:
Teacher as controller
Teacher as controller means act as
controllers, they are charge of the class and of the activity taking place and
are often leading from the front. In many context it is the most common teacher
role, and many teacher fail to go beyond it since controlling is the role they
are used to and are most comfortable with.
Teacher as Prompter
Teacher as prompter means sometimes when
teacher are involved in a role-play activity, they may still have the thread
but be unable to proceed productively for lack of vocabulary. To make it clear
hold back and let them work things out for themselves or, instead, “nudge” them
forward in a discreet and supportive way. When we prompt, we need to do it
sensitively and encouragingly with discretion.
Teacher as Participant
Teacher as participant teacher liven thing
up from the inside instead of always having to prompt or organize from outside
the group. When it goes well, students enjoy having the teacher with organize
from outside the group. The danger when teacher act as participant, of course,
they can easily dominate the proceeding. But it also due to the fact that even
in the most egalitarian classroom, the teacher is still frequently perceived of
as “the authority” and tends to be listened to with greater attention than
other students.
Teacher as resource
When we are acting as resources, we will
want to be helpful and available, but at the same time we have to resist the
urge to spoon feed out students so they become over reliant on us.
Teacher as tutor
It is difficult to be a tutor in a very
large group since the term implies a more intimate relationship than that of a
controller or organize. It is essential for us to act as tutors from time to
time, however difficult this may be. Nevertheless, as with prompting and acting
as a resource, we need to make sure that we don’t intude either too much.
À Native
speaker and non-native speaker
Native
speaker, on the other hand, often have the advantage of a linguistic confidence
about their language in a classroom which non-native speaker teacher sometimes
lack of indeed, it may be difference in linguistic confidence which account for
some differences in teaching practices between the two groups (Medgyes 1992).
Non-native
speaker teacher have many advantages that their native colleagues do not. In
the first place, they have often had the same experience of learning English as
their students are now having and this gives them instant understanding of what
their students are going troughs.
C.
Comments
So what is
teaching? Teaching there are five role as controller, prompt, participant,
resources and tutor. Between Native speaker and non – native speaker, native
speaker focus on linguistic and so confidence in language whereas non- native
speaker non place the linguistic in the first place but they gives more instant
understanding in what the student’s studying.
D.
Conclussion
So what is teaching? Teaching there are
five role as controller, prompt, participant, resources and tutor. Between
Native speaker and non – native speaker, native speaker focus on linguistic and
so confidence in language whereas non- native speaker non place the linguistic
in the first place but they gives more instant understanding in what the
student’s studying.
E.
Bibliography
Brown,
H. Douglas. 2001. Teaching by Principles. An Interactive Approach to Language Pedagogy.
Englewood Cliffs: Prentice Hall.
Harmer, Jeremy. 2007a. The Practice
of English Language Teaching. Malaysia: Pearson Education Limited.
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