Pasca Observasi dalam Supervisi Akademik Berbasis Coaching

Summary

The video script outlines a post-observation coaching session between a supervisor and a teacher, focusing on evaluating teaching competencies and learning processes in a classroom. The conversation highlights the importance of detailed lesson planning, emotional management of students, and the teacher's readiness to adapt and improve teaching methods. The supervisor provides feedback and suggestions for enhancing student engagement and managing class time effectively. The teacher expresses satisfaction with the learning process and a desire to further develop strategies for emotional and social development in the classroom.

Takeaways

• 😀 The script outlines a post-observation conversation between a supervisor and a teacher, focusing on feedback and development plans based on classroom observation data.
• 📝 The purpose of the post-observation phase is to evaluate the teacher's competencies and the learning process in the classroom to provide feedback for further improvement.
• 👨‍🏫 The teacher expresses satisfaction with their teaching process, noting that they felt prepared and enjoyed the teaching process, which was also reflected in the students' enthusiasm.
• 📚 The detailed preparation of the lesson plan (RPP) contributed to the teacher's readiness and the positive outcome of the lesson.
• 🔍 The teacher acknowledges areas for development, such as managing the emotional aspects of students and the time allocation for the learning process.
• 🕒 The teacher recognizes that the emotional management at the beginning of the lesson took longer than planned, affecting the time for the actual teaching content.
• 👧 The script highlights the importance of student engagement, as seen in a shy student successfully leading a prayer after being given the opportunity.
• 🤔 The teacher's approach to understanding students' feelings by asking about their emotions and encouraging self-reflection is commended as a good practice.
• 🎨 The teacher plans to incorporate 'fun games' or simple activities to improve students' mood and readiness for learning before starting the lesson.
• 🗓️ The teacher intends to implement these strategies in the next month, specifically in the subject of IPA (presumably Indonesian, Physics, or another subject), with an experiment planned.
• ⏰ The supervisor suggests setting a time limit for activities to ensure they are completed within the desired timeframe, maintaining control over the class schedule.

Q & A

What is the purpose of the post-observation phase in the academic supervision process described in the script?

The purpose of the post-observation phase is to facilitate a conversation between the supervisor and the teacher based on the observation data, to provide feedback and development plans, and to evaluate the teacher's competencies in order to improve teaching and learning processes.

What does the teacher feel about the preparedness and enjoyment in the teaching process as described in the script?

The teacher feels quite satisfied with the preparedness and enjoyment during the teaching process, noting that the detailed lesson plan (RPP) contributed to this positive outcome.

How does the teacher perceive the students' engagement and enthusiasm during the learning process?

The teacher observes that the students are happy, enthusiastic, and actively engaged in the learning process, which is a result of the teacher's detailed preparation.

What was the difference the teacher noticed when preparing a more detailed lesson plan (RPP)?

The teacher noticed that with a more detailed lesson plan, they felt more prepared and enjoyed the teaching process more, and the students were also more focused and active.

What strategy did the teacher implement to involve a shy student in leading a prayer during the class?

The teacher gave the shy student an opportunity to lead the prayer, and despite the student's apparent nervousness, they were able to perform the task well.

How did the teacher address the emotional aspect of the students during the learning process?

The teacher managed the students' emotions by engaging them in activities that allowed them to express their feelings, such as drawing and discussing their emotions.

What was the issue with the time allocation for the emotional management activity in the class?

The teacher felt that the emotional management activity took up more time than planned, reducing the time available for the main learning process.

What is the teacher's plan to manage the class and students' emotions more effectively in future lessons?

The teacher plans to use different learning strategies, such as singing and simple games, to engage the students and make them more focused and prepared for the learning process.

What specific strategies does the teacher intend to apply in the next teaching session to improve focus and preparedness?

The teacher intends to apply strategies like inviting students to sing before starting the lesson and engaging them in simple games or activities to boost their enthusiasm and focus.

How does the supervisor suggest the teacher manage time more effectively during emotional and social activities in class?

The supervisor suggests setting a specific time limit for activities, such as 15 minutes to complete a drawing, to ensure that students have freedom within a structured time frame.

What is the teacher's plan for implementing these new strategies in the next month?

The teacher plans to implement these strategies in the next month, specifically in the subject of IPA (presumably Science), by inviting students to conduct experiments together.