Improving the Teaching-Learning Process through the Facilitation Skills of Social Science Teachers

Abstract

INTRODUCTION

According to Lev Vygotsky, social interaction plays a fundamental role in the development of cognition. Therefore, the 21st-century classrooms should integrate collaborative, engaging and exciting classroom activities. Teachers are now facilitators of student learning and creators of productive classroom environments in which students can develop skills necessary in their future workplace. Teachers must, therefore, embrace new teaching strategies and plan of school-based activities suitable to characteristics of learners, understand that students have different learning styles and preferences, and provide learning opportunities for students to learn. Teachers as facilitators of student learning are still the most important person considering their task in preparing relevant activities that will develop student's attitudes, skills, aspirations, and behavior.

METHODS

This study used a quantitative method of research employing a survey questionnaire with statements indicating the skills of teachers in facilitating learning and observation as the tool to gather relevant data. The researcher used the result of classroom observation results of Social Science teachers during July and August of the School Year as the baseline data.

RESULTS

The result of the classroom observations revealed that Social Sciences teachers are satisfied with regards to the delivery of their teaching-learning process. Furthermore, it shows that teachers have rated themselves low in facilitation skills. This means that they lack confidence in demonstrating current knowledge of the subject matter at all times. Therefore, teachers in Social Science preferred to help through coaching and mentoring.

DISCUSSIONS

Based on the results, the researcher found that teachers should (1) continue the coaching and mentoring program for teachers; (2) expand the coaching and mentoring to other teachers; (3) develop a year-round activity for coaching and mentoring; (4) create a technical working group to work full time on the process of coaching and mentoring; and (5) continue evaluating the results on the impact of coaching and mentoring to teachers.