Lecturer or Learning Facilitator
30 fulfilling prophecy. As a facilitator, a lecturer needs to facilitate the students to
develop their skills. It is also important to increase the students’ feeling to learn
because in educational psychology, the good feeling of students will become a good motivation to learn Schunk, Pintrich, Meece, 2008. It is right for
students to obtain lecturers’ expectation to motivate the students and also to
increase the students’ achievement. Becoming a good facilitator is also the right of lecturer as a professional lecturer. It is important for the lecturer to be a
professional lecturer because professionalism is also a critical component of teaching students. When lecturers think about professionalism, the lecturers might
think also about their attitude. There are some characteristics of lecturers that show professionalism as a
teacher as stated by Schunk, Pintrich, Meece 2008. Those are: the attendance, the appearance, the attitude, the communication, the flexibility, the confidence,
the willingness, the teamwork, the organization, the growth, the fairness, the honesty and the humor. When a lecturer grows self-fulfilling prophecy in the
process of teaching and learning, the lecturers will use their professionalism to fulfil the expectation that they believe. An American psychologist
Csikszentmihalyi 1997 as cited in Schunk, Pintrich, Meece 2008 mention that motivated teacher who has enthusiasm in teaching is the one who loves their
subject matter and who shows by their dedication and their passion that there is nothing else on earth they would rather be doing.
The R osenthal and Jacobson’s research 1968 as quoted by Schunk,
Pintrich, Meece 2008 find a strong interest in understanding the behaviors
31 trough which perceivers transmit their beliefs to targets. Meanwhile, Rosenthal
1973 and Brophy 1983 as cited in Madon, Willard, Guyll Scherr, 2011 reviewed mediators of teachers’ self-fulfilling effects on students’ academic
outcomes. Rosenthal 1973 focuses more on broad dimensions of behavior that transmit teachers’ beliefs to students including the degree to which teachers: 1
create a warm and friendly environment for students; 2 provide students with opportunities to develop their skills; 3 provide students with opportunities to
practice their skills; and 4 provide students with performance-based feedback. Therefore, teachers who implement self-fulfilling prophecy might show those
aspects in their way of teaching. As a group leader of the class, the teacher embodies the class spirit.
Broadly speaking, if the teachers show commitment toward the students’ learning and progress, there is a very good chance that the students will do the same thing.
It is important as a learning facilitator that everybody in the classroom be aware that the teacher cares about the students; that the teacher is not only for the matter
of salary; that the success of students is important for the teacher; that the teacher is ready to work just as hard as the students toward the success. Based on Dornyei
2001 there are many ways of expressing that the students learning matters to the teachers. They include offering concrete assistance; offering to meet students
individually to explain things; responding immediately when a help is requested; correcting tests and papers promptly; showing concern when things aren’t going
well. Teacher’ beliefs, such as about their teaching abilities and their students’
learning capabilities, influence their relations with students Davis, 2003 as cited
32 in Schunk 2008, p.307. Developing a personal relationship with the students
and achieving their respect are easier said than done. Therefore, when the teachers realize their responsibility toward students, the teacher must provide the best way
they can to help students in achieving the goal.