BRIDGING THE GAP: A STUDY ON SENIOR ENGLISH TEACHER’S RESILIENCE AND KINESTHETIC TEACHING STRATEGIES
DOI:
https://doi.org/10.55197/qjssh.v7i4.1345Keywords:
senior English teacher, teacher resilience, teaching strategies, kinesthetic studentsAbstract
Teachers in Indonesia faced various challenges in their work, one of which is the need to adapt their teaching to the diverse learning styles of students, particularly kinesthetic learners who learn more effectively through movement. However, fulfilling students' learning needs requires careful preparation. If teachers don't have resilience, they may feel stressed and overwhelmed when teaching unique characteristics of kinesthetic learners. Therefore, this study aims to explore how a senior English teacher demonstrates resilience through teaching strategies for kinesthetic learners. The study employs a qualitative case study which involves an experienced English teacher. Data were collected through semi-structured interviews. The results indicated that the teacher demonstrated resilience by continuously adapting her teaching methods based on students’ characteristics, such as using vocabulary games involving movement, group work, and reducing lecture-based instruction to maintain student engagement. Despite feeling physically and psychologically exhausted, the teacher remained committed due to a strong sense of responsibility as an educator, clear teaching objectives, and support from colleagues, the principal, and family. These findings indicate that teacher resilience is crucial in creating effective and engaging learning experiences for kinesthetic learners, while also providing practical and theoretical insights for the field of English language teaching.
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