first days do matter

The First Days of SchoolBeing an Effective Teacher Starts from Day One

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TUJUAN TRAININGBELAJAR & BERBAGI CARA MENJADI GURU EFEKTIF #1

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K E Y I D E A

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MENJADI GURU YANG SUKSES sangat ditentukan oleh apa yang kita lakukan

PADA HARI-HARI PERTAMA SEKOLAH

EFISIEN atau EFEKTIF?

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Melakukanhal

denganBENAR

Melakukan hal

YANG BENARSECARA KONSISTEN

EFFECTIVE teachers AFFECT lives

FOUR STAGES OF TEACHING

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WE HAVE TO BE HERE

FANTASY TEACHING• Guru harus berteman akrab dengan siswa

• Mengajar hanya serangkaian aktifitas

• Tidak ada standar, akuntabilitas, atau performance siswa

FANTASY SURVIVAL MASTERY IMPACT

SURVIVAL TEACHING• Ketika merasa mengajar hanyalah beban pekerjaan

• Memilih menjadi guru untuk mendapatkan gaji ekstra liburan

• Sering mengeluhj mengenai kondisi pekerjaan dan membuat alasan

• Hanya membuat siswa “SIBUK” mencatat/menonton/ merangkum

• Tidak akuntabel

MASTERY TEACHING

• Tahu cara menguasai kelas

• Teach for mastery

• Memiliki harapan yang tinggi akan kemampuan siswanya

• Selalu belajar dan menunjukkan tanggungjawab profesi

• Jika siswa tidak bisa mengikuti, akan mencari penyebab, bertanya pada rekan, dan memecahkan masalahnya.

IMPACT TEACHING

Making a difference in the lives of their students

Pada tahap ini, kita layak disebut sebagai PENDIDIK

Insya Allah

SALAH SATU CARA SYARAT TERPENTINGMENJADI GURU EFEKTIF ADALAH

MEMILIKI KEMAMPUAN

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KARENA…GURU EFEKTIF MENGELOLA KELAS

GURU YANG TIDAK EFEKTIF MENDISIPLINKAN KELAS

MANAJEMEN KELAS?

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Segala hal yang diusahakan guru untuk mengatur siswa, waktu, tempat, dan materi demi mencapai pembelajaran

3 PENTING YANG WAJIB DILAKUKAN ADALAH

PERSIAPAN

PERSIAPAN

PERSIAPAN

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Persiapan Hari Pertama

1. Siapkan prosedur kelas, lesson plan, dan teaching aids2. Sambut siswa di depan kelas3. Siapkan tempat duduk dan tugas pertama yang

menyenangkan4. Perhatikan cara siswa masuk dan koreksi jika perlu5. Perkenalkan nama dan sebutkan harapan Bapak/ Ibu6. Buat peraturan kelas dengan cara “Initial Agreement”7. Silahkan mulai mengajar berdasarkan lesson plan dan

tetap KONSISTEN dengan Initial Agreement

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CONTOH PROSEDUR KELAS

Mierza Miranti for AIScho &DAISc

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CONTOH PROSEDUR KELAS

Mierza Miranti for AIScho &DAISc

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3 LANGKAH PROSEDUR KELAS

1.JELASKAN2.LATIH3.TEKANKAN

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LESSON PLANNING

Target-TimeActivitiesResourcesTasks

TART

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What do I want my students to know?

What do I want my students to be able to do?

How will I assess my students?

Objectives

Activities Assessment

How do I PLAN?

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Target-Time : Tujuan pembelajaran & alokasi waktu

Activities : Pembukaan-Isi-PenguatanResources : Alat bantu ajar dan bahan materiTasks : Tugas dan rubrik penilaian

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• Dikenal sebagai tujuan pembelajaran/ lesson objective

• Disesuaikan dengan kurikulum

• Deskripsi kemampuan yang akan dimikilisiswa di akhir proses pembelajaran

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• Menarik perhatian siswa

• AMBAK (APA MANFAATNYA BAGIKU) – Faktor yang membuat

siswa tertarik belajar materi tersebut yang berhubungan

dengan dunia nyata

BE CREATIVE

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Warmer Example

The Interview• Pair each student with a student he hasn't met before.• Give them about 15 minutes to conduct interviews and record results. Include a

list of potential questions and interview topics• After students gather information and have a chance to talk with one another,

give them another 10 minutes to write up a report.• Have the kids read the written reports to the class as a way to introduce each

student.• Allow time for students to ask further questions of the newly introduced student

before moving on to the next child's presentation

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NAME GAME• Have the students sit in a circle and introduce themselves.• The catch is that the students must say their name and something

that they like that starts with the same letter.• For instance, a student may say, "My name is Rachel and I like

reading." The next person introduces himself and the person next tohim. He would say, "My name is Blake and I like basketball. This isRachel and she likes reading.”

Warmer Example

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AUTOGRAPH SHEET:• Participants are given a sheet with various traits on it.• The objective is to find a person in the group who fits one of the

descriptions and get that person’s autograph next to the trait.• When making up the list, be creative, but include traits pertinent to

the group.• Each person may sign each sheet only once. Here are some

examples: Likes broccoli _____________Balances his/her checkbook ______________Has been to a fortune teller ______________Speaks another language _______________

Warmer Example

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BEACH BALL PASS WARMERClassic warmer that always work! The person who catches it has toanswer the question touching their left thumb. They then say theirname, answer the question and throw it to someone else.EXAMPLE QUESTIONS:•If you talking your sleep, what would you say?•What is the first thing you do when you get out of bed?•Who is one person you wish you never met?•What is the best job in the world?•What is your greatest phobia?•If you were given a canvas and water colors, what would you paint?

Warmer Example

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CATCH ME IF YOU CAN• Players should be paired up.• All players divide into two lines (facing in) shoulder to shoulder, with partners facing each other.•Students should be given approximately 30 seconds to look at their partners, taking in all details about the individual.•The leader then instructs the two lines to turn and face away from the center.•One or both lines has 15-20 seconds to change something about their appearance (i.e. change a watch to different wrist, unbutton a button, remove a belt, etc.).• The change must be discrete, but visible to the partner.•The players again turn in to face each other and have 30 seconds to discover the physical changes that have been made. P•layers get to interact with each other and have fun!

Warmer Example

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GROUPINGYou only need some 3X3 paper to do this. Write based on thegrouping category your want and ask students to find theirmatch.A. Object GroupingB. Category grouping.

1. Animal sound grouping2. Parts of Speech sound grouping.3. Pasangan peribahasa.4. Based on the topic in your subject

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• Ideas Mind Maps: based on a word on the board/ a book they have• Analogy picture: draw an analogy based on a topic that you give• The 5Ws: ask students to write questions based on your topic• ACROSTIC Poem: write a poem with the name of your topic in group• Question leaflets: student make a poster/ leaflets in groups based

on the book/ material they have.• P-M-I: Plus – Minus – Interesting Points• Crazy analogy: student write one sentence based on a topic/ word• Related picture or movie• Bus stop: put questions chunks all over the room to answer

THOSE ARE LEAD-INS. ANY OTHER IDEAS?

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• What are the characteristics of the learners in

the class?

• What do the students already know and

understand?

• How do my students learn best?

• What modifications in instruction might I need

to make?

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• Graphic organizers

• Creative play

• Peer presenting

• Performances

• Role playing

• Debates

• Game making

• Projects

• Cooperative groups

• Inquiry learning

• Direct instruction

• Differentiation

• Direct Instruction

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CERAMAH YANG SERU

AWAL YANG MENARIK• Menampilkan visual aid• Menceritakan kisah yang menarik.• Menantang peserta dengan pertanyaan• Acting!

MENANAMKAN PEMAHAMAN DAN MENJAGA KETERTARIKAN• Headlines.• Contoh nyata dan analogi.• Bantuan Visual.

MELIBATKAN SISWA• Stop dan tantang siswa!• Quiz ringan.• LKS on-the-spot• Blank alias pura-pura lupa

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• Lesson Wrap-up: Leave students with an imprint of what the lesson covered.

– Students summarize the major concepts

Displays internalized student knowledge

– Teacher recaps the main points

– Teacher sets the stage for the next phase of learning

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• Plan! Prepare! Have on hand!– Murphy’s Law

• Envision your needs.

• List all resources.

• Have enough manipulatives (when needed) for groups or individuals.

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REFLECTION

• What went well in the lesson?

• What problems did I experience?

• Are there things I could have done

differently?

• How can I build on this lesson to make

future lessons successful?

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• Sediakan multiple learning activities

• Guided practice (teacher controlled)– Use a variety of questioning strategies to

determine the level of understanding

– Journaling, conferencing

• Independent practice– Practice may be differentiated

• BUILD ON SUCCESS

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EVALUATION TASKS

• Assess the learning-Rubric– Teacher made test– In-class or homework

assignment– Project to apply the learning

in real-life situation– Recitations and summaries– Performance assessments– Use of rubrics– Portfolios– Journals– Informal assessment

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DO USE ASSESSMENT RUBRIC WITH YOUR TASKS

• Memperjelas ekspektasi guru• Membantu orang tua memahami apa yang terjadi di kelas• Dapat melibatkan siswa, menghilangkan subjektifitas• Memberikan umpan balik yang kaya bagi siswa• Menghemat waktu

RUBRIK SEBAIKNYA DESKRIPTIF, LET’S CHECK

Reflect the skills and content taught? Emphasize significant knowledge and important concepts? Adequately differentiate between superior, adequate, and substandard work?Provide feedback to improving learning and understanding?Designate the most important qualities via the distribution of points? Clearly translate into grades?

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Lesson Plans:Review

Reflection/Open Discussion:

Main components of a lesson plan

Critical thinking skills

Characteristics of a good lesson

Teacher responsibilities

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• Use daily in questioning to develop higher order of thinking skills...critical thinking skills.

– KNOWLEDGE– COMPREHENSION– APPLICATION– ANALYSIS– SYNTHESIS– EVALUATION

Lesson PlansBloom’s Taxonomy

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Lesson PlansBloom’s Taxonomy

KNOWLEDGE

•remembering;

•memorizing;

•recognizing;

•recalling identification

and

•recall of information

•Who, what, when,

where, how ...?

•Describe

COMPREHENSION

•interpreting;

•translating from one

medium to another;

•describing in one's own

words;

•organization and

selection of facts and

ideas

•Retell...

APPLICATION

•problem solving;

•applying information to

produce some result;

•use of facts, rules and

principles

•How is...an example

of...?

•How is...related to...?

•Why is...significant?

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Lesson PlansBloom’s Taxonomy

ANALYSIS

•subdividing something to

show how it is put

together;

•finding the underlying

structure of a

communication;

•identifying motives;

•separation of a whole into

component parts

•What are the parts or

features of...?

•Classify...according to...

•Outline/diagram...

•How

does...compare/contrast

with...?

•What evidence can you

list for...?

SYNTHESIS

•creating a unique,

original product that may

be in verbal form or may

be a physical object;

•combination of ideas to

form a new whole

•What would you

predict/infer from...?

•What ideas can you add

to...?

•How would you

create/design a new...?

•What might happen if you

combined...?

•What solutions would you

suggest for...?

EVALUATION

•making value decisions

about issues;

•resolving controversies

or differences of opinion;

•development of opinions,

judgments or decisions

•Do you agree...?

•What do you think

about...?

•What is the most

important...?

•Place the following in

order of priority...

•How would you decide

about...?

•What criteria would you

use to assess...?

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GREAT TEACHING starts with GREAT PLANNING

Characteristics of great lesson plans

• Clear instructions, explanations, timelines, expectations, and assessment

• Interactive; hands on activities

• FUN but engaging!

• Allow students to feel a sense of shared exploration and discovery

• Give students choices

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TO BE CONTINUEDINSYA ALLAH

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