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

  • πŸ˜€ The script outlines a post-observation conversation between a supervisor and a teacher, focusing on feedback and development plans based on classroom observation data.
  • πŸ“ 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.
  • πŸ‘¨β€πŸ« 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.
  • πŸ“š The detailed preparation of the lesson plan (RPP) contributed to the teacher's readiness and the positive outcome of the lesson.
  • πŸ” The teacher acknowledges areas for development, such as managing the emotional aspects of students and the time allocation for the learning process.
  • πŸ•’ 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.
  • πŸ‘§ The script highlights the importance of student engagement, as seen in a shy student successfully leading a prayer after being given the opportunity.
  • πŸ€” 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.
  • πŸ—“οΈ 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

πŸ‘¨β€πŸ« 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

πŸ—£οΈ 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.

πŸ§ͺ 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

πŸ’‘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.

πŸ’‘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.

πŸ’‘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.

πŸ’‘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.

πŸ’‘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.

πŸ’‘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.

πŸ’‘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.

πŸ’‘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.

πŸ’‘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.

πŸ’‘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.

πŸ’‘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.

Transcripts

play00:05

Bapak Ibu setelah melakukan tahap

play00:08

observasi di dalam kelas kita perlu

play00:10

melakukan tahap selanjutnya yaitu tahap

play00:14

pasca

play00:15

observasi pada tahap ini percakapan

play00:18

dilakukan antara supervisor dan guru

play00:21

berdasarkan hasil data observasi

play00:24

analisis data sebagai umpan balik dan

play00:26

rencana pengembangan

play00:28

kompetensi hal tersebut perlu kita

play00:31

lakukan untuk mengevaluasi kompetensi

play00:34

mengajar guru dan proses belajar di

play00:37

kelas agar guru yang sudah disupervisi

play00:40

mendapat umpan balik untuk pengembangan

play00:42

pembelajarannya menjadi lebih baik lagi

play00:46

berikut ini contoh ilustrasi pasca

play00:49

observasi pada supervisi akademik

play00:52

berbasis

play00:54

coaching Mari kita simak percakapan Bu

play00:58

danak berik sebagai contoh percakapan

play01:01

dalam tahap pasca observasi pada

play01:04

supervisi akademik berbasis coaching

play01:07

Selamat sore pak Yopi Sore Bu Dita kita

play01:11

bertemu lagi nih untuk membahas hasil

play01:13

observasi pembelajaran bapak pagi tadi

play01:16

ya Iya Bu

play01:19

[Musik]

play01:22

Dita pertama saya ingin dengar dulu dari

play01:25

bapak tadi pagi itu apa yang Bapak

play01:29

rasakan Apakah

play01:31

implementasinya sudah sesuai dengan

play01:33

rencana Bapak Iya Bu Dita Terima kasih

play01:37

sebelumnya Bu Dita sudah bersedia

play01:38

menemani proses pembelajaran saya tadi

play01:40

di kelas Sebenarnya saya merasa Cukup

play01:43

puas Bu dengan apa yang sudah saya

play01:45

lakukan dalam proses pembelajaran tapi

play01:48

tadi saya juga merasakan ada sedikit

play01:50

yang kurang mungkin karena ada yang

play01:52

tidak sesuai dengan apa yang saya

play01:53

rencanakan sebelumnya Bu Dita oke yang

play01:57

mana yang membuat bapak merasa puas saya

play01:59

saya merasa Cukup puas karena pada

play02:01

proses pembelajaran tadi rasanya saya

play02:03

lebih siap dan menikmati Apalagi saya

play02:07

lihat murid juga merasa senang dan

play02:09

sangat antusias dalam melakukan proses

play02:11

pembelajaran di dalam kelas jadi

play02:14

ternyata persiapan Bapak membuat RPP

play02:16

yang detail ini ternyata membuahkan

play02:18

hasil ya Pak ya Iya betul sekali Bu

play02:26

Dita apa yang menjadi pembeda dalam diri

play02:29

bapak

play02:30

dengan membuat RPP yang lebih detail ini

play02:33

Iya ada Bu jadi saat saya melakukan

play02:36

pembelajaran pada hari-hari Sebelumnya

play02:38

saya merasa kurang siap dan tidak

play02:40

terlalu menikmati proses pembelajaran di

play02:42

kelas Terkadang saya juga merasa bingung

play02:46

nanti apa ya yang harus saya lakukan

play02:48

saat proses pembelajaran di dalam

play02:50

kelas Bagaimana jika nanti banyak murid

play02:53

yang belum

play02:55

mengerti Bagaimana jika dalam proses

play02:57

belajar banyak murid yang gaduh namun

play03:00

kali ini dalam pembelajaran tadi saya

play03:02

merasa lebih baik karena saya sudah

play03:04

mempersiapkan semuanya secara detail

play03:07

sehingga saya tahu apa yang akan saya

play03:10

lakukan untuk mengantisipasi hal-hal

play03:12

yang tidak diharapkan Menurut pengamatan

play03:15

saya dalam prosesnya murid juga merasa

play03:18

tenang fokus dan aktif dalam mengikuti

play03:21

pembelajaran di kelas Oke kelihatannya

play03:25

ada hubungannya ya Pak antara ketenangan

play03:27

dan kesiapan bapak

play03:30

Bagaimana kesiapan murid sendiri untuk

play03:32

fokus pada

play03:34

pembelajaran Iya betul sekali Bu jadi

play03:37

kelihatan kalau saya siap murid ternyata

play03:40

juga merasa tenang dan semangat dalam

play03:44

[Musik]

play03:48

belajar Baik saya coba membagikan hasil

play03:51

pengamatan saya ya Pak pada bagian yang

play03:54

Bapak bilang sudah bagus saya pun setuju

play03:58

bapak kemarin bilang mau meminta salah

play04:01

satu anak untuk memimpin doa nah saya

play04:04

lihat memang anak ini pemalu ketika

play04:07

Bapak beri kesempatan Kelihatan sekali

play04:10

bahwa meskipun bahasa tubuhnya kelihatan

play04:13

malu-malu waktu maju itu tetapi dia

play04:16

tetap bisa memimpin doa dengan baik

play04:19

menurut saya suaranya juga lantang

play04:22

Selamat ya Pak sudah menerapkan itu

play04:25

mudah-mudahan anaknya juga merasakan

play04:28

dampaknya terima kasih Bu akan saya

play04:30

terapkan ke depannya Kemudian yang kedua

play04:34

Bapak mengenali murid yang menurut Bapak

play04:37

menggambarkan perasaannya dengan cara

play04:39

yang sepertinya perlu agak diperhatikan

play04:42

ya saya lihat Bapak memilih anak yang

play04:45

menggambar dua gambar di satu kertas

play04:48

begitu ya Pak Lalu Bapak juga selalu

play04:51

bertanya kepada mereka bagaimana

play04:54

perasaannya jadi ada proses penggalian

play04:57

Bapak kepada murid sehingga membantu

play05:00

anak untuk lebih bisa mengenali

play05:02

dirinya itu satu praktik yang bagus Pak

play05:06

yang bisa Bapak teruskan sehingga nanti

play05:09

murid terbiasa awalnya biasa ditanya

play05:12

Bapak lama-lama biasa bertanya kepada

play05:15

diri mereka sendiri begitu ya Pak saya

play05:19

juga lihat pada waktu mulai masuk ke

play05:22

materi pada saat Bapak mulai membahas

play05:25

tentang iklan memang murid jadi lebih

play05:28

fokus ke depan

play05:30

tidak ada yang ribut atau ngobrol

play05:32

sendiri i budita betul sekali memang

play05:35

saya tadi merasa menikmati sekali merasa

play05:37

senang dalam proses pembelajaran dan

play05:40

murid juga merasakan seperti

play05:43

[Musik]

play05:46

itu Nah tadi Bapak juga bilang selain

play05:50

rasa puas ada hal-hal yang Bapak masih

play05:53

ingin kembangkan ya bisa diceritakan

play05:56

lebih lanjut Pak Iya Bu sepertinya tadi

play06:01

yang belum sesuai dengan rencana adalah

play06:02

dari segi waktu proses pembelajaran tadi

play06:05

banyak terpotong oleh pembukaan yaitu

play06:08

Saat pengelolaan emosional siswa oleh

play06:11

karenanya alokasi waktu untuk proses

play06:13

pembelajarannya jadi agak

play06:15

berkurang ya memang penting untuk

play06:18

memfokuskan murid agar lebih siap dalam

play06:20

menerima materi pembelajaran namun tadi

play06:23

sampai menghabiskan waktu 15 menit itu

play06:26

yang saya rasa di luar rencana

play06:28

pembelajaran Oke jadi idealnya berapa

play06:32

menit ya Pak sebetulnya rencana Dir RPP

play06:34

yang sudah saya persiapkan itu sekitar

play06:36

10 menit Bu baik berarti paling lama 10

play06:40

menit ya tadi saya lihat waktunya jadi

play06:44

lebih lama karena murid tertarik sekali

play06:47

dengan aktivitas pembukaannya

play06:49

[Musik]

play06:54

Ya saya juga memperhatikan hal tersebut

play06:57

bahwa Bapak ingin ingin mengembangkan

play07:00

lebih lanjut dalam bayangan Bapak di

play07:03

pengajaran berikutnya misalkan Bapak

play07:06

diberi waktu kurang lebih 10 menit Hal

play07:09

apa yang ingin Bapak lakukan secara

play07:11

berbeda pada proses pembelajaran sosial

play07:14

emosional ini Iya Bu hal yang ingin saya

play07:18

lakukan pada pembelajaran berikutnya

play07:20

adalah tentang bagaimana cara mengelola

play07:22

kelas dan mengelola aspek emosional

play07:25

siswa dengan strategi pembelajaran yang

play07:27

berbeda harapannya para murid dapat

play07:30

lebih fokus dan lebih siap Dalam proses

play07:33

pembelajaran beberapa strategi yang akan

play07:35

saya terapkan yaitu pertama dengan

play07:38

mengajak murid bernyanyi sebelum

play07:40

melakukan pembelajaran sehingga murid

play07:42

bisa lebih bersemangat senang dan

play07:44

antusias dalam mengikuti pembelajaran

play07:47

kedua mengajak murid melakukan aktivitas

play07:50

sebelum atau sesudah pembelajaran dengan

play07:53

permainan sederhana atau F games hal

play07:56

tersebut yang terbayang dalam rencana

play07:58

pembelajaran berikut ut Bu tentunya

play08:01

dengan perencanaan waktu yang sudah saya

play08:03

Tentukan sebelumnya Oke Baik pak Yopi

play08:07

namun ini ada hal yang tiba-tiba saya

play08:10

terpikir terhadap penjelasan Bapak

play08:12

sebelumnya terkait fun game boleh lebih

play08:16

dijelaskan bentuk fan game yang ingin

play08:18

dibawakan ke murid dalam bayangan Bapak

play08:21

Iya Bu Dita jadi ini sama seperti

play08:24

pengelolaan kelas Sebelumnya saya akan

play08:27

memulai dengan memfokuskan murid agar

play08:29

lebih siap sebelum pembelajaran dimulai

play08:32

Hal ini dikarenakan biasanya ada murid

play08:34

yang membawa kondisi atau suasana

play08:37

Perasaan dari rumah atau keluarganya ke

play08:39

kelas sebagai guru saya mencoba mengajak

play08:43

para murid untuk melakukan fun games

play08:45

atau permainan-permainan sederhana yang

play08:47

dapat membuat murid menjadi senang

play08:50

semangat dan antusias dalam mengikuti

play08:52

pembelajaran Setelah kondisi perasaan

play08:54

murid berubah dan terlihat lebih siap

play08:56

dan fokus untuk belajar maka barulah

play08:59

saya akan masuk ke materi pembelajaran

play09:02

[Musik]

play09:06

Oke kira-kira kapan Bapak mau memulai

play09:10

untuk menerapkan rencana ini rencananya

play09:13

Saya ingin menerapkan pembelajaran ini

play09:14

bulan depan Bu Dita Oke bulan depan ya

play09:17

pak di mata pelajaran yang sama atau mau

play09:21

coba di mata pelajaran lain Pak saya

play09:23

ingin membawakan di mata pelajaran IPA

play09:25

Bu Dita rencananya dalam mata pelajaran

play09:28

IPA bulan depan

play09:29

Saya ingin mengajak murid untuk

play09:31

melakukan eksperimen bersama seperti itu

play09:33

Bu Dita

play09:35

[Musik]

play09:39

Oke Pak ini mungkin Sebagai tambahan

play09:42

saja Pak secara umum memang Bapak sudah

play09:46

menunjukkan keinginan untuk menerapkan

play09:49

ini dengan baik Kalau ada yang bisa

play09:51

ditingkatkan ke depannya adalah terkait

play09:54

waktu jadi alih-alih memberikan

play09:57

instruksi oke silakan menggambar mungkin

play10:01

Bapak bisa memberi jangka waktu untuk

play10:03

menyelesaikan aktivitas tersebut

play10:06

misalnya dalam hitungan 15 kalian harus

play10:10

selesai menggambarnya ya oke 1 2 t dan

play10:16

seterusnya sehingga meskipun murid

play10:19

diberikan kebebasan tapi bukan kebebasan

play10:22

yang tak

play10:23

berujung jika ada suatu kendala Bapak

play10:27

bisa menggunakan satu atau menit untuk

play10:30

bisa mengendalikan waktu

play10:32

tersebut mungkin nanti bapak dapat

play10:35

mencobanya kalau mau Hal ini bertujuan

play10:38

untuk memastikan bahwa semua berjalan

play10:41

dalam jangka waktu yang bapak inginkan

play10:44

Baik Bu kalau dilihat pada hasil

play10:47

kegiatannya menurut saya hasilnya sudah

play10:50

bagus ya Pak saya juga melihat Bapak

play10:53

Memang betul sudah menikmati

play10:55

prosesnya sebelum kita tutup proses

play10:58

supervisi ini apakah yang bapak bisa

play11:01

simpulkan dari percakapan kita ini Pak

play11:04

Terima kasih untuk semua masukannya Bu

play11:06

dengan apa yang sudah saya lakukan dalam

play11:08

proses pembelajaran sebelumnya apa yang

play11:11

Ibu sarankan tadi akan sangat membantu

play11:13

saya dalam mengembangkan cara mengajar

play11:15

murid di kelas selanjutnya dan untuk

play11:17

terus berkembang dan menjadi lebih baik

play11:19

lagi Terima kasih banyak loh pak Yopi

play11:22

jadi saya dapat simpulkan bahwa mungkin

play11:25

di poin ini pak Yopi akan selalu

play11:28

memasukkan pengembangan sosial emosional

play11:31

anak di dalam kelasnya pak Yopi artinya

play11:35

dengan berbagai strategi begitu ya Pak

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Iya betul sekali Bu Dita kalau begitu

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saya sudah tidak sabar untuk menunggu

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bulan depan nih untuk mendengar cerita

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pak Yopi lagi dan untuk melakukan

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supervisi akademik bulan selanjutnya

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Terima kasih banyak Pak Iya terima kasih

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kembali bu D Nah Bapak Ibu demikianlah

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contoh percakapan pasca observasi dalam

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supervisi akademik berbasis coaching

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bagaimana bapak ibu semoga video ini

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dapat memberikan manfaat untuk bapak ibu

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semua dalam melakukan supervisi akademik

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yang bermakna bagi guru

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[Musik]

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ya

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Related Tags
Academic CoachingLesson PlanningEmotional ManagementStudent FocusClassroom StrategiesTeaching FeedbackEducational DevelopmentClassroom ObservationStudent EngagementTeacher Supervision