Pasca Observasi dalam Supervisi Akademik Berbasis Coaching

Pelatihan Mandiri

4 Feb 202412:22

Summary

TLDRThe 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.

Outlines

00:00

👨‍🏫 Observing and Supervising Teaching Competencies

The initial stage of observation in the classroom leads to the post-observation stage. This involves a dialogue between the supervisor and the teacher, analyzing observation data to provide feedback and development plans. This is crucial for evaluating teaching competencies and classroom learning processes, ensuring the teacher receives constructive feedback. An example of post-observation in academic supervision based on coaching is illustrated. The dialogue between Bu Dita and Pak Yopi serves as a model for post-observation conversations in academic supervision based on coaching.

05:00

🗣️ Discussing Teaching Experiences and Outcomes

Bu Dita and Pak Yopi discuss the morning's teaching session. Pak Yopi shares his satisfaction with the lesson, feeling well-prepared and seeing the students' enthusiasm. Bu Dita agrees, noting that detailed lesson plans (RPP) contributed to a successful session. Pak Yopi explains that previous lessons lacked preparedness, causing confusion and ineffective teaching. The detailed RPP helped anticipate issues, leading to a smoother session. Students were more focused and engaged, correlating teacher readiness with student attentiveness.

10:02

🎨 Recognizing and Encouraging Student Participation

Bu Dita compliments Pak Yopi on encouraging a shy student to lead a prayer, noting the student's improvement in confidence. She also highlights Pak Yopi’s effective strategy of engaging students in self-expression through drawing, helping them articulate their feelings. This practice is seen as beneficial for continuous student development. Pak Yopi expresses his enjoyment in teaching and acknowledges the positive response from students. However, he notes a need to manage time better, as the initial emotional management phase took longer than planned, affecting the overall lesson time.

⏱️ Improving Time Management in Lessons

Pak Yopi identifies time management as an area for improvement, aiming to allocate no more than 10 minutes for the emotional management phase. Bu Dita suggests setting time limits for activities to ensure lessons stay on track. Pak Yopi agrees and outlines his plan to incorporate different strategies, such as singing and simple games, to better manage classroom dynamics and emotional readiness. He plans to implement these strategies in his science lessons next month, focusing on experiments to engage students.

🧪 Planning Future Lessons with Improved Strategies

Bu Dita advises Pak Yopi on time management, suggesting he gives students a specific timeframe for activities to ensure efficiency. Pak Yopi summarizes that he will include emotional and social development in his lessons using various strategies. Bu Dita looks forward to hearing about his progress and conducting future academic supervision. The video concludes by emphasizing the importance of meaningful academic supervision for teacher development.

Mindmap

Keywords

💡Observation

Observation in the context of the video refers to the process of systematically watching and recording the activities that occur in a classroom setting. It is a fundamental aspect of educational supervision, allowing supervisors to gather data on teaching methods and student engagement. For instance, the script mentions 'observasi di dalam kelas' which translates to 'observation in the classroom,' highlighting its importance in the evaluation process.

💡Supervision

Supervision in education is the act of overseeing and guiding the professional practice of a teacher. It involves providing feedback and support to enhance teaching effectiveness. The script discusses 'tahap pasca observasi' which means 'post-observation phase,' indicating a conversation between a supervisor and a teacher to discuss the outcomes of classroom observation.

💡Feedback

Feedback is the process of providing evaluative comments or suggestions to someone, often used in educational settings to help teachers improve their teaching methods. In the script, the term 'umpan balik' which means 'feedback' is used to describe the supervisor's response to the teacher's performance based on the observation.

💡Development Plan

A development plan is a structured approach to improving skills or performance over time. In the video script, 'rencana pengembangan' or 'development plan' is mentioned as a necessary step following the analysis of observation data, aiming to outline a path for the teacher's professional growth.

💡Teaching Competence

Teaching competence refers to the ability of a teacher to effectively facilitate learning. The script emphasizes the need to 'mengevaluasi kompetensi mengajar guru' or 'evaluate the teacher's teaching competence,' which is crucial for identifying areas of strength and areas that require improvement.

💡Classroom Management

Classroom management involves the strategies and techniques used by teachers to create a conducive learning environment. The script discusses the teacher's preparedness and how it affects 'proses pembelajaran di dalam kelas' or 'the learning process in the classroom,' showcasing the impact of classroom management on student engagement.

💡Emotional Management

Emotional management in an educational context refers to the teacher's ability to handle students' emotions to facilitate learning. The script mentions 'pengelolaan emosional siswa' or 'students' emotional management,' which is a key aspect of creating a positive learning atmosphere.

💡Strategies

Strategies in education are methods or plans employed to achieve specific learning objectives. The script refers to various 'strategi pembelajaran' or 'learning strategies' that the teacher plans to implement to improve focus and readiness among students.

💡Student Engagement

Student engagement refers to the level of interest and involvement students have in their learning activities. The script illustrates this concept through the teacher's observation that students were 'senang dan sangat antusias' or 'happy and very enthusiastic' during the learning process.

💡Academic Supervision

Academic supervision is a systematic process of guiding and supporting academic staff in their professional development. The video script provides an example of 'supervisi akademik berbasis coaching' or 'academic supervision based on coaching,' which is a form of supportive and developmental interaction between a supervisor and a teacher.

💡Coaching

Coaching in an educational setting is a collaborative approach to professional development that focuses on reflection and goal setting. The script uses the term 'berbasis coaching' or 'based on coaching' to describe a supportive method of supervision that aims to enhance the teacher's teaching practices.

Highlights

The importance of post-observation discussions between supervisors and teachers to provide feedback and development plans.

The supervisor's role in evaluating teaching competencies and learning processes in the classroom.

The teacher's satisfaction with their preparedness and the students' enthusiasm during the learning process.

The impact of detailed lesson plans (RPP) on the teacher's preparedness and enjoyment of the teaching process.

Observation findings showing students' calmness, focus, and active participation in the classroom.

The connection between the teacher's preparedness and the students' readiness to learn.

The teacher's strategy of allowing a shy student to lead the prayer, demonstrating adaptability.

The teacher's recognition of students' emotional states through drawing activities and inquiries.

The teacher's intention to continue developing emotional and social competencies in students.

The teacher's plan to manage classroom and emotional aspects of students with different learning strategies.

The teacher's idea to engage students with fun games to improve their mood and focus before learning.

The teacher's reflection on the time management during the emotional management activity in class.

The supervisor's suggestion to set a time limit for activities to ensure they run within the desired timeframe.

The teacher's plan to apply these strategies in the next month's teaching, specifically in the IPA subject.

The teacher's anticipation of conducting experiments with students as part of the upcoming learning activities.

The supervisor's feedback emphasizing the integration of social and emotional development in the classroom.

The teacher's gratitude for the feedback and the plan to implement the suggestions for future improvement.

The supervisor's eagerness to hear about the teacher's experiences and the next academic supervision session.