Selecting Homeroom Teachers to Sustain Active Learning
THE SCHOOL principal of MTsN Binamu, Jeneponto, South Sulawesi, Drs. Irfan has implemented several strategies to keep up active learning in his school. Currently, teachers trained in the BTL2 package act as a driving force for change. Cooperative learning is being implemented in all classes. Even teachers outside the five main subjects are doing it. Students learn more interactively in their groups.
Students are already getting used to giving presentations and discussing the results of his work. Displays of students' work are mounted as a learning resource and used for student portfolio assessment. To strengthen and sustain these achievements, the principal makes good use of the homeroom teachers to manage and monitor learning. Homeroom teacher selection is based on an assessment of teachers' active learning management skills.
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Students learning at MTsN Binamu
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"I am confident that the sense of enjoyment created during lessons makes students study hard, be disciplined, and attend school regularly," said Pak Irfan.
If the class management does not support innovative teaching and enjoyable learning for students, he reviews the performance of the homeroom teacher. A performance review is implemented in any case every three months. The review is used to assess whether there is a need for their replacement. As a mark of appreciation and to reward outstanding performance, the school provides a monthly incentive to its homeroom teachers.
Teacher Friendly Supervision at SMPN 5 Garut
TO IMPROVE the quality of teaching and learning through supervision, Drs. H. Yana Darmana, M.Pd, the principal of SMPN 5 Garut, conducts teacher friendly supervision. The purpose of this supervision is to support and assist teachers to identify and solve problems during their lessons. The supervision by the principal of SMPN 5 Garut has become 'friendlier', and no longer frightens the teachers. Indeed many teachers look forward to it.
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Before the supervision Pak Darmana does the following:
Arranges a time for supervision with the teacher;
Discusses the material to be taught during the supervision;
Helps the teacher in preparing the lesson and gives them feedback;
Assures the teacher that his supervision visit is not intended judge the teacher but to give technical support;
Makes an agreement with the teacher to act both as a supervisor and teacher.
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On the day of supervision, to make the supervision program more effective, Pak Darmana does the following things:
Comes before the teacher enters the class to repeat the "contract" about: the lesson plan, their respective roles and time allocation;
Enters the classroom together with the teacher, so as not to disturb the students' concentration and make them afraid;
Asks the teacher to tell the students that the principal has come to the classroom to help with the lesson;
Reminds the teacher that he, as school principal, will play an active role in the lesson and that the teacher should not forget to make notes about the good points in the lesson and things that happen during the learning process that needs improvement;
Reminds the teacher that he will not take over the role of the teacher.
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After supervising the class, Pak Darmana usually does the following:
Discusses the lesson with the teacher on the basis of mutual respect;
Encourages self-reflection through questions such as, " How did you feel during the lesson? Were there any problems during the lesson, in any part of the lesson? "
Asks what improvements could be made by the teacher;
Provides advice and guidance;
Plans follow-up, for example: " What do you need to do to make tomorrow's lessons better? "
Now classroom supervision is readily accepted by teachers and students and even eagerly awaited. Teachers feel that classroom supervision is a necessary part of their professional development. As a result, when DBE3 project director, Stuart Weston and his entourage visited classes in SMPN 5 Garut, teachers and students appeared comfortable carrying on teaching.
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Students of SMPN 5 Garut felt at ease when Stuart Weston visited them in the classroom.
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Sharing Innovation in Junior Secondary Education
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Edition 08/November 2010
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