THE PAPER

STUDENTS’ CHARACTERISTIC AND TEACHING STRATEGIS

Arranged by:
RUDI HARTONO TAELAGAT
Reg. No. 190081015710033

Teacher Professional Education

STATE OF MEDAN UNIVERSITY
2019
 INTRODUCTION

A. The Background
An experienced teacher knows that not every teaching strategy that you use will be an
effective one. the teaching strategy is learning strategies are a set of material and learning
procedures that are used together to generate learning outcomes for students or planning the
selection of ways that will be used by teachers in learning activities where in the learning
process focuses on student activities.

Actually teachers have to know the students’ characteristics before you give some materials
because it is easy to teach them.

B. The Scope

The scopes of this paper are to explain about students’ characteristics, teaching

strategies, the relationship of students’ characteristics and teaching strategies, the choice of

teaching strategy, and the conclusion.

C. The Purpose and Benefit

The purpose of this paper is to fulfill lecturers’ task from Prof. Dr. Berlin Sibarani,

M.Pd. The benefits of this paper are giving more knowledge and information about students’

characteristics, teaching strategies, the relationship of students’ characteristics and teaching

strategies, and the choice of teaching strategy.

 CHAPTER II
DISCUSSION

1. Student’s characteristic
According to Sardiman (2001: 118): "Characteristics of students is the overall pattern of
behavior and abilities that exist in students as a result of the nature and social environment so
that it determines the pattern of activities in achieving their goals.

Hamzah. B. Uno (2007) Characteristics of students are aspects or qualities of individual

students consisting of interests, attitudes, motivation to learn, learning abilities thinking
skills, and initial abilities possessed.

This is chart of learner characteristic:

1. Diversity
Learner Diversity is the group and individual differences that we see in students
(Pearson,2010). We are living in a society in which we are all learning from a diverse
group of people. Every student comes from a different background and has a different
way of thinking. Teachers today are faced with a great deal of variations of diversity in
schools. In order for a teacher to successfully reach the students, he/she must have the
knowledge and understanding of issues with gender, ethnicity, culture, language,
socioeconomic status, ability, religion and much more. These differences influence
learning in the classroom.
2. Learning Context
Learning context is defined as the situation in which something is learned or understood,
a situation that can impact how something is learned or what is taught.
When you take advice from a friend but would not take the exact same advice if given by
your mother, this is an example of a situation in which the learning context matters
greatly.
An example of learning context is the external learning environment including the
quality of equipment and facilities and the training level of the teacher
3. Learns’ goals
It’s something that learners are trying to do or achieve.

4. Prior knowledge or skills

Prior knowledge is the knowledge the learner already has before they meet new
information. A learner's understanding of a text can be improved by activating their prior
knowledge before dealing with the text, and developing this habit is good learner
training for them.
Example
A group of young learners are going to read about dolphins. First they talk about what
they already know in a brainstorm activity.

Pre-task activities are a good way to explore and share prior knowledge. Making
predictions about content, answering true or false questions, agree on ‘5 things you know
about...' and class or group brainstorming are all effective tools.

5. Digital Natives
Digital native is a term coined by Mark Prensky in 2001 used to describe the generation
of people who grew up in the era of ubiquitous technology, including computers and the
internet. Digital natives are comfortable with technology and computers at an early age
and consider technology to be an integral and necessary part of their lives. Many
teenagers and children in the first world today are generally considered to be digital
natives as they mainly communicate and learn via computers, SNS and texting.
Here’s a list of generalized characteristics common to many but not all adult learners.

 Autonomy. Adults typically prefer a sense of control and self-direction. They like
options and choice in their learning environment. Even adults who feel anxiety from self-
direction may learn to appreciate this approach if given proper initial support.
 Goal-oriented. Many adults have specific goals they are trying to achieve. They prefer to
partake in learning activities that help them reach their goals.
 Practical. Adults in the workplace prefer practical knowledge and experiences that will
make work easier or provide important skills. In other words, adults need personal
relevance in learning activities.
 Competence and mastery. Adults like to gain competence in workplace skills as it
boosts confidence and improves self-esteem.
 Learning by experience. Many adults prefer to learn by doing rather than listening to
lectures.
 Wealth of Knowledge. In the journey from childhood to adulthood, people accumulate a
unique store of knowledge and experiences. They bring this depth and breadth of
knowledge to the learning situation.
 Purposeful. Workplace training is often part of an initiative that involves change. Adults
want to know the purpose of training and the motivation underlying an organization’s
training initiative.
 Emotional Barriers. Through experience, adults may fear a subject, have anxiety about
a subject or feel anger about forced changes in job responsibilities or policies. These
emotions can interfere with the learning process.
 Results-oriented. Adults are results-oriented. They have specific expectations for what
they will get out of learning activities and will often drop out of voluntary learning if
their expectations aren’t met.
  Outside responsibilities. Most adult learners have numerous responsibilities and
commitments to family, friends, community and work. Carving out time for learning
affects adult learners.
 Potential physical limitations. Depending on their age and physical condition, adult
learners may acquire psychomotor skills more slowly than younger students and have
more difficulties reading small fonts and seeing small images on the computer screen.
 Big Picture. Adults require the big picture view of what they’re learning. They need to
know how the small parts fit into the larger landscape.
 Responsible for Self. Adult learners often take responsibility for their own success or
failure at learning.
 Need for Community. Many self-directed adult learners prefer a learning community
with whom they can interact and discuss questions and issues.

2. THE TEACHING STRATEGY

a. Definition of the Teaching and Strategy

According to Oemar Hamalik the definition of teaching strategy, is: "the whole method and
procedure that focuses on the activities of students in the teaching and learning process to
achieve certain goals. While Kemp, explained that the learning strategy is "a learning activity
that must be done by teachers and students so that learning objectives can be achieved
effectively and efficiently

So, we include that the teaching strategy is learning strategies are a set of material and
learning procedures that are used together to generate learning outcomes for students or
planning the selection of ways that will be used by teachers in learning activities where in the
learning process focuses on student activities.

1. Modelling
After telling students what to do, it’s important to show them exactly how to do it.
Model how you expect them to complete an assignment, so they understand what
they’re supposed to do. This will help your students who are visual learners, too.

2. Mistakes
 If you’ve ever accidentally spelled a word wrong on the board, you know that students
love to identify mistakes. When you’re teaching a new skill, make an example riddled
with mistakes. Let students practice the skill by identifying and fixing the mistakes for
you.

3. Feedback
Students don’t always know if they’re doing a good job without you telling them so.
Regularly provide written or verbal feedback for individual or group assignments.
Also, it can be beneficial to turn the tables sometimes. Let the students provide you
feedback to tell you how you’re doing, too.

4. Cooperative Learning
Students learn effectively when they’re working together. Plan activities that require
students to work together and learn from one another. In the process, they’ll also learn
critical thinking skills, communication skills, problem solving skills, and more.

5. Experiential Learning
Students learn by doing, so create experiences for them to see the concepts in action.
Let them practice the concepts in a safe environment. Then, they should reflect on the
experience and discuss what they learned from it. Classroom activities that you could
do for experiential learning include fun games, experiments, or simulations.

6. Student-Led Classroom
When students get to be the teacher for the day, they learn things that they wouldn’t
have learned otherwise. You could have students team teach or work in groups to teach
a new topic. You’ll find that other students will learn from their peers’ unique take on
the subjects.

7. Class Discussion
Another way for students to teach each other is through class discussions. As students
take turns discussing the subject, you can assess their knowledge and discover which
students grasp the concepts and to what extent.
 8. Inquiry Guide Instruction
By asking questions and working together to solve the problems, students get to be
involved in the learning process. The class can work together to determine the answer
and report it. As students do the work to discover the answers on their own, they
remember the concepts better and more fully.

9. Lesson Objective Transparency

Rather than letting your students figure out what they should be learning on their own,
just tell them. Clearly state your lesson goals or objectives. You could announce it in
class or write it on the board. Just make it simple and clear for all of your students to
understand. Then, they know what they’re working towards and what they should know
by the end of the class. This also really helps to reduce student anxiety come test time.

10. Graphic Organizer

Graphic organizers summarize the information in a concise manner. Using a flow chart,
Venn diagram, or web, students get to see the information in a new light. This helps
them organize the information in their minds, so they can better grasp the new
concepts.

Here are a few teaching strategies as well:

1. Cooperative Learning: The Jigsaw
Cooperative learning gives students the opportunity to work with others and see different
points of view. Research shows that students learn more effectively when working
together rather than apart, and it is also known to improve self-confidence in students.
The jigsaw technique is especially effective because each student is responsible for one
another’s learning, and students find out really quick that each group member has
something equally important to contribute to the group in order to make the task a
successful one. Students are exposed to and use many skills throughout this strategy:
Communication, problem-solving skills, cognition, and critical thinking -- all of which
are essential for a successful academic career.

2. Inquiry-Based Instruction
 Inquiry-based learning implies involving students in the learning process so they will
have a deeper understanding of what they are learning. We are born with the instinct to
inquire -- as babies we use our senses to make connections to our surroundings. Inquiry-
based learning strategies are used to engage students to learn by asking questions,
investigating, exploring, and reporting what they see. This process leads students to a
deeper understanding of the content that they are learning, which helps them be able to
apply these concepts they are learning in new situations. In order for our students to be
able to be successful in the 21stcentury, they need to be able to answer complex questions
and develop solutions for these problems. The Inquiry-based learning strategy is a great
tool to do just that.

3. Differentiated Instruction: Learning Stations

Differentiated instruction strategies allow teachers to engage each student by
accommodating to their specific learning style. According to Howard Gardner’s Multiple
Intelligence Theory, every person has a different mind, and therefore each person learns
and understands information differently. Differentiating instruction offers a way to
meet all students’ needs. One helpful strategy to differentiate instruction is learning
stations. Learning stations can easily be designed to enable students with diverse learning
needs. Teachers can set up each station where students will be able to complete the same
task, but at the level and style that is specifically designed for them.

4. Graphic Organizers
Graphic organizers are a simple and effective tool to help students brainstorm and
organize their thoughts and ideas in a visual presentation. Simply put, they help students
organize information so it is easier for them to comprehend. Graphic organizers can be
used for any lesson; to structure writing, brainstorming, planning, problem solving, or
decision-making. The most popular organizers are the Venn diagram, concept map, KWL
chart, and T Chart.
5. Utilizing Technology in the Classroom
Integrating technology into the classroom is a great way to empower students to stay
connected in this technological era. Technology-rich lessons have been found to keep
students motivated and engaged longer. Some examples of utilizing technology in the
classroom are to create web-based lessons or a Webquest, multimedia presentations such
 as a video, animation, or some type of graphic, utilizing a tablet or an iPad, taking your
class on a virtual field trip, participating in an online research project, or even creating a
class website. Any of these technology integration strategies will have a positive impact
on student learning.

3. THE RELATIONSHIP BETWEEN THE STUDENT’S CHARACTERISTIC AND

THE TEACHING STRAGEGY
Every student comes from a different background and has a different way of thinking.
Teachers have to get a lot of teaching strategy to guide learners. In order for a teacher to
successfully reach the students, he/she must have the knowledge and understanding of issues
with gender, ethnicity, culture, language, socioeconomic status, ability, religion and much
more.

The teacher has to make sure that the students have learnt - s/he has to assess them.
Assessment helps teachers and students to see how well the students are progressing, so that
they can attend to any weaknesses.
If teachers know students’ characteristics, teacher is easy to teach them.
It sets a standard, so that society is given people who are competent to practice.

4. THE CHOICE OF TEACHING STRATEGY

Choosing a teaching and learning strategy is not an easy task. Strategies need to be chosen
carefully in order to contribute most effectively to student learning. Anytime students are
actively engaged in learning, exploring new ideas, and grasping the conceptual nature of the
discipline, they are learning in a deeper and more meaningful way to apply that knowledge
and those skills to other parts of their lives.
The following information in this section outlines some strategies that may be used to
enhance student learning:
Lecturing: Ten Things to Remember
Adapted from Cashin, W.E. Effective Lecturing. www.theideacenter.org
a. Lecturing is especially useful to convey knowledge, but is not well suited for
higher levels of learning.
b. Decide what you want the students to know and be able to do as a result of the
teacher.
 c. Outline the teacher notes — first your major points, then the minor points that
elaborate on or explain each major point.
d. Choose relevant, concrete examples, in advance of the lecture, selecting examples
familiar and meaningful to the students.
e. Find out about the students, their backgrounds, and their goals.
f. Permit students to stop you to ask relevant questions, make comments, or ask for
review.
g. Intersperse periodic summaries within the lecture.
h. Start with a question, problem, current event, or something that just grabs the
students’ attention.
i. Watch the students. If you think they don’t understand you, stop and ask them
questions.
j. Use active learning techniques. Use technological aids, such as multimedia
presentations.

5. CONCLUSION
An experienced teacher knows that not every teaching strategy that you use will be an
effective one. There will be some hits and misses, and depending upon your teaching style,
and the way your students learn, you will figure out which strategies work and which do not.
It may take some trial and error, but it doesn’t hurt to try them all. Actually teachers have to
know the students’ characteristics before you give some materials because it is easy to teach
them.
 REFERENCES
Marshall, K. (2011) Employment patterns of post-secondary students, Ontario Undergraduate
Student Alliance, November 11

Gerlach, V.S. & Ely, D.P. (1980). Teaching and Media A Systematic Approach.

New Jersey: Prentice Hall.

Goodwin, Jamie. (2018). Teachers, Student, Teaching, high scholl, classroom, middle school, elementary,
college. Retried April 11, 2018, from https://go.magoosh.com/schools-blog/top-10-teaching-strategies

http://theelearningcoach.com/learning/characteristics-of-adult-learners/

https://www.teachhub.com/top-5-teaching-strategies

https://go.magoosh.com/schools-blog/top-10-teaching-strategies