The comfort zone in duties and vocations in the world of education must be immediately abandoned. Educators must continue to develop quality. I dare to carry out coaching and mentoring to support differentiated learning at the PAUD level.
Archipelago Educators Meeting XIII
Select Language
I Want to Change
Class type
[custom_field field="Type_clas"]
Curation status
[custom_field field="status_curation"]
Summary
Good practice elaboration
I serve as Principal at the PETRA Jombang Christian Kindergarten. This year, I have just entered my fourth year of being placed in the Foundation's PAUD unit.
PETRA Christian Kindergarten has been around for a long time with a student-oriented service program. PETRA Christian Kindergarten which is in one yard
with the PETRA Christian Elementary School, the number and layout of the PETRA Christian Kindergarten buildings does not have much space. I am with a large team 8 people
activities with 62 students with all their uniqueness and diversity. PETRA Christian Kindergarten is in the middle of Jombang city among the shops.
Mostly in one class the number of students is between 15 – 20 student with 2 teacher in a class. Diversity emerges among students
should be a strength in the learning process. Especially for children in this age range 4-6 year. For me all the diversity that exists
teachers should be able to accommodate them with appropriate strategies to answer the needs of each student. The human resources that I have are not very strong
in every learning process. The mindset or mindset is at a "comfortable" point so it is difficult to switch to something new.
In reality, the institution that I lead is still unable to see existing diversity as a wealth that should be accommodated.
The learning that occurs is still carried out in groups and does not convey differentiated learning. Until the learning process
occurs in a unidirectional manner, and more oriented towards teacher instruction. As a school principal, I have aspirations to change the learning process
into differentiated learning to answer the needs of each student. However, my dreams were hampered by limited study space and land,
I can't possibly add space and land at this time. The second obstacle is that the teacher's mindset to change is something that is not easy.
I took the first step by taking a personal approach to all teachers. Next I tried to do an assessment of everything
existing teachers. As a step to get data as far as the learning process done by the teacher. The data I get then I
analysis. My next goal is to bring all teachers to have an openness to new things and open themselves to continuous improvement
quality and able to create a differentiated learning process. I asked the teacher several questions related to new things in the world
Education and specifically about differentiated learning.
"What is your opinion, Mrs. Wahju, regarding the current progress in the world of education?”, he is a senior teacher in my institution with confidence
he answered, "Wow, I have been teaching like this for decades, "From the beginning, kindergarten children's lessons were the same as what I taught them." The answer is no
Very different from the answer I also got from Mrs. Wahju from Mrs. Eli, who is a teacher in group A, "Wow, I can't do technology, ma'am, if you have to learn this and that
Just love the young."
I looked at the results of the data analysis that I obtained, made me take steps to coach and mentor all teachers. I am
make several small groups between 8 teacher to facilitate the coaching process that I do in addition to personal coaching and mentoring.
At this stage I provide assistance aimed at helping teachers experience change. I decided to
conveying the progress of the world of education today on several occasions. By sharing together, mutual reflection, and me too
strives to provide triggers in the form of examples to make it easier to provide insight.
I also invite all teachers to carry out a differentiated learning process, with coaching and mentoring I am able to do
assistance. When group learning is carried out at the beginning, before I provide assistance, I try to apply the learning individually
sentra. It is not an easy matter to convey all these changes but with sincerity and sacrifice in the end they can be accepted.
Limited space will change the learning process into a centralized system, So I made a breakthrough that made learning differentiated
carried out in a central system using moving area techniques and teachers provide various play densities in the classroom in one activity day. Through this technique
Students can experience learning with various centers and various density options. In one topic students can study with 4 area which
different and in one area there is minimal 3 density or variety of play. For example, the goal of learning to count, I feature a natural materials center with 4
density of them:
1. Density 1 = counting using river stones → students count according to the number symbols on their desks
2. Density 2 = students count the number of guavas in each box
3. Density 3 = students learn to cut leaves to form number symbols and count the number of leaves cut
4. Density 4 = students make a collage of leaves and fruit according to the number symbols shown
Students are free to choose the learning method they are interested in to learn numbers and counting. Product differentiation, content is created.
I provide a trigger by providing an example that can be observed by all teachers, after that they will enter the creation stage
independently their learning activities. I try to accompany teachers to create goals for the learning process they carry out later
discuss steps that can be taken to achieve the goals that have been set. This includes discussing various activities and
also preparing learning tools. I guide teachers through each process with enthusiasm. I made an example first
a technique that makes it easier to provide images before they compose them independently. I make myself a role model for
all teachers so they don't feel patronized. Especially for those who are senior to me.
I carried out this mentoring process over a period of time 1 year. Of course, it doesn't necessarily mean that the results will be perfect. The process of failing and rising
I still go back. However, that doesn't make me give up on achieving students' learning needs. In the end I managed to change the midset
long associated with the learning process to become a growing mindset so that it is open to any updates that arise according to developments over time.
Through approach, and the right steps I can take to change the situation. I can overcome space and land limitations with appropriate techniques.
Currently, all the teachers at my institution have been able to independently organize a variety of activities that can accommodate the diversity of students. Certainly not
We can obey all students in class, but at least I can respect the diversity of students without any process, only the right teacher. Limitations
Facilities and infrastructure should not be used as obstacles that cannot be resolved. There is always a way to Rome.
No : Aning Irawati, S. Pd.
Department : Headmaster
Institution : TK Kristen PETRA
Curator Note
[custom_field field="Note_kurator"]
I Want to Change
Class type
[custom_field field="Type_clas"]
Curation status
[custom_field field="status_curation"]
Summary
The comfort zone in duties and vocations in the world of education must be immediately abandoned. Educators must continue to develop quality. I dare to carry out coaching and mentoring to support differentiated learning at the PAUD level.
Good practice elaboration
I serve as Principal at the PETRA Jombang Christian Kindergarten. This year, I have just entered my fourth year of being placed in the Foundation's PAUD unit.
PETRA Christian Kindergarten has been around for a long time with a student-oriented service program. PETRA Christian Kindergarten which is in one yard
with the PETRA Christian Elementary School, the number and layout of the PETRA Christian Kindergarten buildings does not have much space. I am with a large team 8 people
activities with 62 students with all their uniqueness and diversity. PETRA Christian Kindergarten is in the middle of Jombang city among the shops.
Mostly in one class the number of students is between 15 – 20 student with 2 teacher in a class. Diversity emerges among students
should be a strength in the learning process. Especially for children in this age range 4-6 year. For me all the diversity that exists
teachers should be able to accommodate them with appropriate strategies to answer the needs of each student. The human resources that I have are not very strong
in every learning process. The mindset or mindset is at a "comfortable" point so it is difficult to switch to something new.
In reality, the institution that I lead is still unable to see existing diversity as a wealth that should be accommodated.
The learning that occurs is still carried out in groups and does not convey differentiated learning. Until the learning process
occurs in a unidirectional manner, and more oriented towards teacher instruction. As a school principal, I have aspirations to change the learning process
into differentiated learning to answer the needs of each student. However, my dreams were hampered by limited study space and land,
I can't possibly add space and land at this time. The second obstacle is that the teacher's mindset to change is something that is not easy.
I took the first step by taking a personal approach to all teachers. Next I tried to do an assessment of everything
existing teachers. As a step to get data as far as the learning process done by the teacher. The data I get then I
analysis. My next goal is to bring all teachers to have an openness to new things and open themselves to continuous improvement
quality and able to create a differentiated learning process. I asked the teacher several questions related to new things in the world
Education and specifically about differentiated learning.
"What is your opinion, Mrs. Wahju, regarding the current progress in the world of education?”, he is a senior teacher in my institution with confidence
he answered, "Wow, I have been teaching like this for decades, "From the beginning, kindergarten children's lessons were the same as what I taught them." The answer is no
Very different from the answer I also got from Mrs. Wahju from Mrs. Eli, who is a teacher in group A, "Wow, I can't do technology, ma'am, if you have to learn this and that
Just love the young."
I looked at the results of the data analysis that I obtained, made me take steps to coach and mentor all teachers. I am
make several small groups between 8 teacher to facilitate the coaching process that I do in addition to personal coaching and mentoring.
At this stage I provide assistance aimed at helping teachers experience change. I decided to
conveying the progress of the world of education today on several occasions. By sharing together, mutual reflection, and me too
strives to provide triggers in the form of examples to make it easier to provide insight.
I also invite all teachers to carry out a differentiated learning process, with coaching and mentoring I am able to do
assistance. When group learning is carried out at the beginning, before I provide assistance, I try to apply the learning individually
sentra. It is not an easy matter to convey all these changes but with sincerity and sacrifice in the end they can be accepted.
Limited space will change the learning process into a centralized system, So I made a breakthrough that made learning differentiated
carried out in a central system using moving area techniques and teachers provide various play densities in the classroom in one activity day. Through this technique
Students can experience learning with various centers and various density options. In one topic students can study with 4 area which
different and in one area there is minimal 3 density or variety of play. For example, the goal of learning to count, I feature a natural materials center with 4
density of them:
1. Density 1 = counting using river stones → students count according to the number symbols on their desks
2. Density 2 = students count the number of guavas in each box
3. Density 3 = students learn to cut leaves to form number symbols and count the number of leaves cut
4. Density 4 = students make a collage of leaves and fruit according to the number symbols shown
Students are free to choose the learning method they are interested in to learn numbers and counting. Product differentiation, content is created.
I provide a trigger by providing an example that can be observed by all teachers, after that they will enter the creation stage
independently their learning activities. I try to accompany teachers to create goals for the learning process they carry out later
discuss steps that can be taken to achieve the goals that have been set. This includes discussing various activities and
also preparing learning tools. I guide teachers through each process with enthusiasm. I made an example first
a technique that makes it easier to provide images before they compose them independently. I make myself a role model for
all teachers so they don't feel patronized. Especially for those who are senior to me.
I carried out this mentoring process over a period of time 1 year. Of course, it doesn't necessarily mean that the results will be perfect. The process of failing and rising
I still go back. However, that doesn't make me give up on achieving students' learning needs. In the end I managed to change the midset
long associated with the learning process to become a growing mindset so that it is open to any updates that arise according to developments over time.
Through approach, and the right steps I can take to change the situation. I can overcome space and land limitations with appropriate techniques.
Currently, all the teachers at my institution have been able to independently organize a variety of activities that can accommodate the diversity of students. Certainly not
We can obey all students in class, but at least I can respect the diversity of students without any process, only the right teacher. Limitations
Facilities and infrastructure should not be used as obstacles that cannot be resolved. There is always a way to Rome.
No : Aning Irawati, S. Pd.
Department : Headmaster
Institution : TK Kristen PETRA
Curator Note
[custom_field field="Note_kurator"]
I Want to Change
Good practice before revised
[Revision_teru]
Good practice elaboration
I serve as Principal at the PETRA Jombang Christian Kindergarten. This year, I have just entered my fourth year of being placed in the Foundation's PAUD unit.
PETRA Christian Kindergarten has been around for a long time with a student-oriented service program. PETRA Christian Kindergarten which is in one yard
with the PETRA Christian Elementary School, the number and layout of the PETRA Christian Kindergarten buildings does not have much space. I am with a large team 8 people
activities with 62 students with all their uniqueness and diversity. PETRA Christian Kindergarten is in the middle of Jombang city among the shops.
Mostly in one class the number of students is between 15 – 20 student with 2 teacher in a class. Diversity emerges among students
should be a strength in the learning process. Especially for children in this age range 4-6 year. For me all the diversity that exists
teachers should be able to accommodate them with appropriate strategies to answer the needs of each student. The human resources that I have are not very strong
in every learning process. The mindset or mindset is at a "comfortable" point so it is difficult to switch to something new.
In reality, the institution that I lead is still unable to see existing diversity as a wealth that should be accommodated.
The learning that occurs is still carried out in groups and does not convey differentiated learning. Until the learning process
occurs in a unidirectional manner, and more oriented towards teacher instruction. As a school principal, I have aspirations to change the learning process
into differentiated learning to answer the needs of each student. However, my dreams were hampered by limited study space and land,
I can't possibly add space and land at this time. The second obstacle is that the teacher's mindset to change is something that is not easy.
I took the first step by taking a personal approach to all teachers. Next I tried to do an assessment of everything
existing teachers. As a step to get data as far as the learning process done by the teacher. The data I get then I
analysis. My next goal is to bring all teachers to have an openness to new things and open themselves to continuous improvement
quality and able to create a differentiated learning process. I asked the teacher several questions related to new things in the world
Education and specifically about differentiated learning.
"What is your opinion, Mrs. Wahju, regarding the current progress in the world of education?”, he is a senior teacher in my institution with confidence
he answered, "Wow, I have been teaching like this for decades, "From the beginning, kindergarten children's lessons were the same as what I taught them." The answer is no
Very different from the answer I also got from Mrs. Wahju from Mrs. Eli, who is a teacher in group A, "Wow, I can't do technology, ma'am, if you have to learn this and that
Just love the young."
I looked at the results of the data analysis that I obtained, made me take steps to coach and mentor all teachers. I am
make several small groups between 8 teacher to facilitate the coaching process that I do in addition to personal coaching and mentoring.
At this stage I provide assistance aimed at helping teachers experience change. I decided to
conveying the progress of the world of education today on several occasions. By sharing together, mutual reflection, and me too
strives to provide triggers in the form of examples to make it easier to provide insight.
I also invite all teachers to carry out a differentiated learning process, with coaching and mentoring I am able to do
assistance. When group learning is carried out at the beginning, before I provide assistance, I try to apply the learning individually
sentra. It is not an easy matter to convey all these changes but with sincerity and sacrifice in the end they can be accepted.
Limited space will change the learning process into a centralized system, So I made a breakthrough that made learning differentiated
carried out in a central system using moving area techniques and teachers provide various play densities in the classroom in one activity day. Through this technique
Students can experience learning with various centers and various density options. In one topic students can study with 4 area which
different and in one area there is minimal 3 density or variety of play. For example, the goal of learning to count, I feature a natural materials center with 4
density of them:
1. Density 1 = counting using river stones → students count according to the number symbols on their desks
2. Density 2 = students count the number of guavas in each box
3. Density 3 = students learn to cut leaves to form number symbols and count the number of leaves cut
4. Density 4 = students make a collage of leaves and fruit according to the number symbols shown
Students are free to choose the learning method they are interested in to learn numbers and counting. Product differentiation, content is created.
I provide a trigger by providing an example that can be observed by all teachers, after that they will enter the creation stage
independently their learning activities. I try to accompany teachers to create goals for the learning process they carry out later
discuss steps that can be taken to achieve the goals that have been set. This includes discussing various activities and
also preparing learning tools. I guide teachers through each process with enthusiasm. I made an example first
a technique that makes it easier to provide images before they compose them independently. I make myself a role model for
all teachers so they don't feel patronized. Especially for those who are senior to me.
I carried out this mentoring process over a period of time 1 year. Of course, it doesn't necessarily mean that the results will be perfect. The process of failing and rising
I still go back. However, that doesn't make me give up on achieving students' learning needs. In the end I managed to change the midset
long associated with the learning process to become a growing mindset so that it is open to any updates that arise according to developments over time.
Through approach, and the right steps I can take to change the situation. I can overcome space and land limitations with appropriate techniques.
Currently, all the teachers at my institution have been able to independently organize a variety of activities that can accommodate the diversity of students. Certainly not
We can obey all students in class, but at least I can respect the diversity of students without any process, only the right teacher. Limitations
Facilities and infrastructure should not be used as obstacles that cannot be resolved. There is always a way to Rome.
No : Aning Irawati, S. Pd.
Department : Headmaster
Institution : TK Kristen PETRA