Group 22

1. Nur Laili Azizah ( 207708 )

2. Erlisa Surya Ningrum ( 207727 )

3. Krisna Deva Pratama ( 207722 )

The Exsistence of Teacher in
Learning and Teaching
 The Existence of the Teacher in Teaching

Teaching is a teacher's task that must be carried out properly because it is in

the task of teaching the teacher and transforming the knowledge he/she has
to students.
Another view of teaching as a process of the reading environment in the
hope that students can learn.
There are two basic concepts of teaching, namely:

1. Teaching as a process of conveying material

The process of building in the teacher, namely the teacher acts as a conveyor of learning
material or information to students so that the teacher must prepare various things, for
example how to convey it, what media is needed, or what method is appropriate by the
material to be delivered.
2. Teaching as environmental assistance.
Teaching is student-centered, meaning that teaching is not determined by the teacher
determined by the students themselves. What students want to learn from the topic that
must be studied, how to learn it, it is not only the teacher who determines but the students.
So that the teacher in this case acts as a facilitator or party who helps students to learn.
Therefore, he believes the teaching process is not measured by the extent to which
students have mastered the subject matter, but by the extent to which students have carried
out the learning process.
Develop a program to build: - Use media/learning resources

- The annual program curriculum - Managing class / teaching interaction

implementation interactions

- Semester program / quarterly

- A program unit of lesson
- Planning teaching program Carry out the evaluation:
- Analyze student

Present / implement: - Evaluation results report evaluation results

- Delivering material - Implement improvement and enrichment

programs It
- Using teaching materials
 The Existence of the Teacher in Learning

The learning process or teaching and learning activities cannot be separated from the
presence of the teacher. Without a teacher, learning will be difficult to do, especially in the
context of implementing formal education, teachers are very vital parties. Teachers have
the most active role in the implementation of education to achieve educational goals to be
achieved. Teachers carry out education through learning activities by teaching students or
students.
The Existence of the teacher in learning:
Teachers have many obligations in learning, starting from planning lessons, implementing
the learning process, to evaluating what has been done.
Teacher’s obligation:
1.The teacher has to decide what students should learn.
2.The teacher has to help the learners to learn.
3. The teacher has to make sure that the students have learned.
4. The teacher has to look after the welfare of students.
9 roles of teachers in teaching and learning activities:

1. Information. As executor of informative teaching.

2. Organizer: Managers of academic activities, syllabus, workshops, lesson schedules, and
others.
3. Motivator: The role as an important motivator means to increase enthusiasm and
development of student learning activities
4. Director: Teachers must be able to guide and direct student learning activities following the
aspired goals.
5. Initiator: The teacher is the originator of ideas in the learning process.
6. Transmitter: In teaching and learning activities the teacher will also act as a disseminator of
education and knowledge policies.
7. Facilitator: Teachers are obliged to provide facilities in the teaching and learning process.
8. Mediator: This mediator can be interpreted as an intermediary in student learning activities.
9. Evaluator: The teacher must assess and observe the development of student learning
achievement.
 Teacher Strategies in Teaching and Learning

Teaching and learning strategies are very important to formulate teachers before implementing
learning and need to reformat them if they are not following class conditions, class situations,
characteristics of students encountered and the material to be taught, why is that? Because the
teacher's job is to guide students to get optimal learning outcomes, while the students
themselves are an organism that is always changing and developing, sometimes happy,
sometimes sad, other times smiling, laughing broadly, while others are gloomy, irritable, and
angry. Whereas, the learning event itself is a psychological event.
1. Introduction Activity:

In preliminary activities, the teacher:

(1) Prepare students psychologically and physically to take part in the learning process
(2) Asking questions that link previous knowledge with the material to be studied
(3) Describes the learning objectives or basic competencies that will be achieved
(4) Convey the scope of material and an explanation of the description of the activities by the
syllabus.
2. Core Activities

The implementation of core activities is a learning process to achieve basic competencies

(KD) which is carried out interactively, inspirational, fun, challenging, motivates students to
participate actively, and provides sufficient space for (emergence) initiatives, creativity, and
independence according to the talents, interests and physical and psychological development
of the students.
Core activities use methods that are tailored to the characteristics of students and subjects,
which can include processes of exploration, elaboration, and confirmation.
A. Exploration Process

In exploration activities, the teacher:

(1) involving students looking for broad and deep information about the topic/theme of the
material
(2) using a variety of learning approaches, instructional media, and other learning resources;
(3) facilitate the interaction between students and between students and teachers, the
environment, and other learning resources;
(4) Involve students actively in every learning activity; and
(5) Facilitating students to carry out experiments in laboratories, studios, or fields.
B. Process Elaboration

In the elaboration activity, the teacher:

(1) Familiarize students with various reading and writing through certain meaningful tasks;
(2) Facilitating students through giving assignments, discussions, and others to come up with
new ideas both verbally and in writing;
(3) Provides opportunities to think, analyze, solve problems, and act without fear;
(4) Facilitating students to make exploration reports which are carried out either orally or in
writing, individually or in groups;
(5) Facilitating students to present the results of individual or group work;
(6) Facilitating students to carry out exhibitions, tournaments, festivals, and the products
they produce;
(7) Facilitating students to carry out activities that foster students' pride and self-confidence.
C. Confirmation
In the confirmation activity, the teacher:
(1) Provide positive feedback and reinforcement in the form of oral, written, gestures, and
prizes for the success of the students.
(2) confirm the results of exploration and elaboration of students through various sources,
(3) Facilitating students to reflect to gain learning experiences that have been done,
(4) Facilitate students to gain meaningful experience in achieving basic competencies:
a) Function as resource persons and facilitators in answering questions of students who face
difficulties, using standard and correct language.

b) Help solve problems.

c) Provide a reference so that students can check the results of exploration.

d) Provide information for further exploration.

e) Motivate students who are less or not actively participating.

D. Closing activities

In the closing activity, the teacher:

(1) Together with students and/or independently make lesson summaries/conclusions.
(2) Assessing and/or reflecting on activities that have been implemented consistently and in
a programmed manner.
(3) Provide feedback on the learning process and results.
(4) Planning follow-up activities in the form of remedial learning, enrichment programs,
counseling services, and/or assigning both individual and group assignments according to the
learning outcomes of the educators.
(5) Submit the lesson plan at the next meeting.