Archipelago Educators Meeting XIII
A conducive and enjoyable learning environment with class agreement can help increase student learning focus and teacher teaching effectiveness. One example of a class agreement that can be implemented is conveying the rules firmly but empathetically and building good communication with students.
CONDUCIVE AND ENJOYABLE LEARNING ENVIRONMENT WITH CLASS CONTRACT
With : New Aida, S.Pd (District Elementary School Supervisor. South Coast)
I am an elementary school supervisor. When I visited the target school, I want to monitor the extent to which teachers in target schools understand class agreements. Based on information from the school principal, It turns out that the implementation of class agreements by teachers in target schools has not been as expected. The principal revealed that several teachers still experienced problems with the behavior of some students. Students often come in and out of class during class hours, often breaks the rules in his class, cheating on a test, come too late, make assignments not on time, and not even following instructions adequately. As a result, the classroom atmosphere is disturbed and the teaching and learning process is hampered, the classroom environment is not conducive. I want teachers to really understand how to implement class agreements so as to create a more conducive and enjoyable learning environment.
This situation occurs because of the teacher's lack of ability and skills in preparing independent learning class agreements. Teachers still tend to make rules unilaterally without involving students in the process. Students do not participate in making class agreements. This is detrimental to the development of their social skills and responsibility. Lack of interaction and collaboration in designing classroom norms can also hinder the creation of an inclusive learning environment and support students' holistic growth. Efforts are needed to provide assistance and support for teachers to understand the importance of independent learning class agreements that involve students actively in order to create a more effective learning environment.
Based on the conditions above, I took several concrete actions to improve teachers' abilities and skills in preparing effective independent learning class agreements. First, I carry out active outreach about the importance of class agreements in the teacher community through Teacher Working Group activities (GFC) class and subject teachers. In this environment, principals and teachers have the opportunity to discuss, share ideas, and understand the best approaches to designing classroom rules that can encourage student participation. Discussion and exchange of ideas in the Teacher Working Group (GFC) this plays an important role in broadening their understanding of successful strategies for implementing class agreements.
Furthermore, The second action I took was providing direct assistance at the target schools. In this framework, I provide in-depth guidance to teachers to design classroom agreements that suit student needs and the learning environment. This assistance involves steps such as direct observation, provide constructive feedback, and collaborate in formulating rules that can support active student participation.
After socialization and mentoring, Significant changes have occurred in the practice of preparing class agreements by elementary school teachers 01 Gambir River, SD 02 Padang Kejai, SD 03 Koto Pulai, SD 06 Talent, SD 08 Binjai and SD 10 Tapan Transverse Market. They now understand the importance of involving pupils in the process. The result, The learning atmosphere in the classroom becomes more conducive and enjoyable, with active participation of students in making rules. When I make my next visit to school, The principal enthusiastically explained the positive changes that had occurred. They revealed that classes are now more organized, students are more responsible for their behavior, and collaboration between teachers and students is increasing. This reflects the success of the action in creating a learning environment that is more inclusive and focused on student participation.
A conducive and enjoyable learning environment with class agreement can help increase student learning focus and teacher teaching effectiveness. One example of a class agreement that can be implemented is conveying the rules firmly but empathetically and building good communication with students.
CONDUCIVE AND ENJOYABLE LEARNING ENVIRONMENT WITH CLASS CONTRACT
With : New Aida, S.Pd (District Elementary School Supervisor. South Coast)
I am an elementary school supervisor. When I visited the target school, I want to monitor the extent to which teachers in target schools understand class agreements. Based on information from the school principal, It turns out that the implementation of class agreements by teachers in target schools has not been as expected. The principal revealed that several teachers still experienced problems with the behavior of some students. Students often come in and out of class during class hours, often breaks the rules in his class, cheating on a test, come too late, make assignments not on time, and not even following instructions adequately. As a result, the classroom atmosphere is disturbed and the teaching and learning process is hampered, the classroom environment is not conducive. I want teachers to really understand how to implement class agreements so as to create a more conducive and enjoyable learning environment.
This situation occurs because of the teacher's lack of ability and skills in preparing independent learning class agreements. Teachers still tend to make rules unilaterally without involving students in the process. Students do not participate in making class agreements. This is detrimental to the development of their social skills and responsibility. Lack of interaction and collaboration in designing classroom norms can also hinder the creation of an inclusive learning environment and support students' holistic growth. Efforts are needed to provide assistance and support for teachers to understand the importance of independent learning class agreements that involve students actively in order to create a more effective learning environment.
Based on the conditions above, I took several concrete actions to improve teachers' abilities and skills in preparing effective independent learning class agreements. First, I carry out active outreach about the importance of class agreements in the teacher community through Teacher Working Group activities (GFC) class and subject teachers. In this environment, principals and teachers have the opportunity to discuss, share ideas, and understand the best approaches to designing classroom rules that can encourage student participation. Discussion and exchange of ideas in the Teacher Working Group (GFC) this plays an important role in broadening their understanding of successful strategies for implementing class agreements.
Furthermore, The second action I took was providing direct assistance at the target schools. In this framework, I provide in-depth guidance to teachers to design classroom agreements that suit student needs and the learning environment. This assistance involves steps such as direct observation, provide constructive feedback, and collaborate in formulating rules that can support active student participation.
After socialization and mentoring, Significant changes have occurred in the practice of preparing class agreements by elementary school teachers 01 Gambir River, SD 02 Padang Kejai, SD 03 Koto Pulai, SD 06 Talent, SD 08 Binjai and SD 10 Tapan Transverse Market. They now understand the importance of involving pupils in the process. The result, The learning atmosphere in the classroom becomes more conducive and enjoyable, with active participation of students in making rules. When I make my next visit to school, The principal enthusiastically explained the positive changes that had occurred. They revealed that classes are now more organized, students are more responsible for their behavior, and collaboration between teachers and students is increasing. This reflects the success of the action in creating a learning environment that is more inclusive and focused on student participation.
Good practice before revised
Good practice elaboration
CONDUCIVE AND ENJOYABLE LEARNING ENVIRONMENT WITH CLASS CONTRACT
With : New Aida, S.Pd (District Elementary School Supervisor. South Coast)
I am an elementary school supervisor. When I visited the target school, I want to monitor the extent to which teachers in target schools understand class agreements. Based on information from the school principal, It turns out that the implementation of class agreements by teachers in target schools has not been as expected. The principal revealed that several teachers still experienced problems with the behavior of some students. Students often come in and out of class during class hours, often breaks the rules in his class, cheating on a test, come too late, make assignments not on time, and not even following instructions adequately. As a result, the classroom atmosphere is disturbed and the teaching and learning process is hampered, the classroom environment is not conducive. I want teachers to really understand how to implement class agreements so as to create a more conducive and enjoyable learning environment.
This situation occurs because of the teacher's lack of ability and skills in preparing independent learning class agreements. Teachers still tend to make rules unilaterally without involving students in the process. Students do not participate in making class agreements. This is detrimental to the development of their social skills and responsibility. Lack of interaction and collaboration in designing classroom norms can also hinder the creation of an inclusive learning environment and support students' holistic growth. Efforts are needed to provide assistance and support for teachers to understand the importance of independent learning class agreements that involve students actively in order to create a more effective learning environment.
Based on the conditions above, I took several concrete actions to improve teachers' abilities and skills in preparing effective independent learning class agreements. First, I carry out active outreach about the importance of class agreements in the teacher community through Teacher Working Group activities (GFC) class and subject teachers. In this environment, principals and teachers have the opportunity to discuss, share ideas, and understand the best approaches to designing classroom rules that can encourage student participation. Discussion and exchange of ideas in the Teacher Working Group (GFC) this plays an important role in broadening their understanding of successful strategies for implementing class agreements.
Furthermore, The second action I took was providing direct assistance at the target schools. In this framework, I provide in-depth guidance to teachers to design classroom agreements that suit student needs and the learning environment. This assistance involves steps such as direct observation, provide constructive feedback, and collaborate in formulating rules that can support active student participation.
After socialization and mentoring, Significant changes have occurred in the practice of preparing class agreements by elementary school teachers 01 Gambir River, SD 02 Padang Kejai, SD 03 Koto Pulai, SD 06 Talent, SD 08 Binjai and SD 10 Tapan Transverse Market. They now understand the importance of involving pupils in the process. The result, The learning atmosphere in the classroom becomes more conducive and enjoyable, with active participation of students in making rules. When I make my next visit to school, The principal enthusiastically explained the positive changes that had occurred. They revealed that classes are now more organized, students are more responsible for their behavior, and collaboration between teachers and students is increasing. This reflects the success of the action in creating a learning environment that is more inclusive and focused on student participation.
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