The document discusses effective teaching strategies for the first days of school. It emphasizes the importance of preparation, establishing clear classroom procedures and rules, and engaging students through icebreaker activities. Effective teachers start by preparing lesson plans, teaching materials and well-organized classrooms. It is crucial to welcome students, introduce procedures respectfully and keep students actively involved during the first lessons. Mastering classroom management from the beginning helps ensure teachers can successfully impact student learning throughout the year.

1. The First Days of School
Being an Effective Teacher Starts from Day One
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2. TUJUAN TRAINING
BELAJAR & BERBAGI CARA MENJADI GURU EFEKTIF #1
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3. K E Y I D E A
MENJADI GURU YANG SUKSES
sangat ditentukan oleh apa yang kita lakukan
PADA HARI-HARI PERTAMA SEKOLAH
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4. EFISIEN atau EFEKTIF?
Melakukan
hal
dengan
BENAR
Melakukan hal
YANG BENAR
SECARA KONSISTEN
EFFECTIVE teachers AFFECT lives
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5. FOUR STAGES OF TEACHING
WE HAVE TO BE HERE
FANTASY SURVIVAL MASTERY IMPACT
MASTERY TEACHING
• Tahu cara menguasai kelas
• Teach for mastery
• Memiliki harapan yang tinggi akan kemampuan siswanya
• Selalu belajar dan menunjukkan tanggungjawab profesi
• Jika siswa tidak bisa mengikuti, akan mencari penyebab,
FANTASY TEACHING
• Guru harus berteman akrab dengan siswa
• Mengajar hanya serangkaian aktifitas
• Tidak ada standar, akuntabilitas, atau performance
SURVIVAL IMPACT TEACHING
• Ketika merasa mengajar hanyalah beban pekerjaan
• Memilih Making menjadi a difference guru untuk in mendapatkan the lives of gaji their ekstra students
liburan
• Sering Pada mengeluhj tahap ini, mengenai kita layak kondisi disebut pekerjaan sebagai dan membuat PENDIDIK
alasan
• Hanya membuat siswa “SIBUK” mencatat/menonton/ merangkum
Insya Allah
• Tidak akuntabel
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siswa
bertanya pada rekan, dan memecahkan masalahnya.

6. SALAH SATU CARA SYARAT TERPENTING
MENJADI GURU EFEKTIF ADALAH
MEMILIKI KEMAMPUAN
KARENA…
GURU EFEKTIF MENGELOLA KELAS
GURU YANG TIDAK EFEKTIF MENDISIPLINKAN KELAS
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7. MANAJEMEN KELAS?
Segala hal yang diusahakan guru untuk mengatur siswa,
waktu, tempat, dan materi demi mencapai pembelajaran
3 PENTING YANG WAJIB DILAKUKAN ADALAH
PERSIAPAN
PERSIAPAN
PERSIAPAN
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8. Persiapan Hari Pertama
1. Siapkan prosedur kelas, lesson plan, dan teaching aids
2. Sambut siswa di depan kelas
3. Siapkan tempat duduk dan tugas pertama yang
menyenangkan
4. Perhatikan cara siswa masuk dan koreksi jika perlu
5. Perkenalkan nama dan sebutkan harapan Bapak/ Ibu
6. Buat peraturan kelas dengan cara “Initial Agreement”
7. Silahkan mulai mengajar berdasarkan lesson plan dan
tetap KONSISTEN dengan Initial Agreement
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9. CONTOH PROSEDUR KELAS
Mierza Miranti for AIScho &DAISc
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10. CONTOH PROSEDUR KELAS
Mierza Miranti for AIScho &DAISc
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11. 3 LANGKAH PROSEDUR KELAS
1.JELASKAN
2.LATIH
3.TEKANKAN
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12. LESSON PLANNING
Target-Time
Activities
Resources
Tasks
TART
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13. How do I PLAN?
What do I want my
students to know?
What do I want my
students to be able
to do?
How will I assess
my students?
Objectives
Activities Assessment
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14. Target-Time : Tujuan pembelajaran & alokasi
waktu
Activities : Pembukaan-Isi-Penguatan
Resources : Alat bantu ajar dan bahan materi
Tasks : Tugas dan rubrik penilaian
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15. • Dikenal sebagai tujuan pembelajaran/
lesson objective
• Disesuaikan dengan kurikulum
• Deskripsi kemampuan yang akan dimikili
siswa di akhir proses pembelajaran
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16. • Menarik perhatian siswa
• AMBAK (APA MANFAATNYA BAGIKU) – Faktor yang membuat
siswa tertarik belajar materi tersebut yang berhubungan
dengan dunia nyata
BE CREATIVE
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17. The Interview
• Pair each student with a student he hasn't met before.
• Give them about 15 minutes to conduct interviews and record results. Include a
list of potential questions and interview topics
• After students gather information and have a chance to talk with one another,
give them another 10 minutes to write up a report.
• Have the kids read the written reports to the class as a way to introduce each
Warmer Example
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student.
• Allow time for students to ask further questions of the newly introduced student
before moving on to the next child's presentation

18. NAME GAME
• Have the students sit in a circle and introduce themselves.
• The catch is that the students must say their name and something
that they like that starts with the same letter.
• For instance, a student may say, "My name is Rachel and I like
reading." The next person introduces himself and the person next to
him. He would say, "My name is Blake and I like basketball. This is
Rachel and she likes reading.”
Warmer Example
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19. AUTOGRAPH SHEET:
• Participants are given a sheet with various traits on it.
• The objective is to find a person in the group who fits one of the
descriptions and get that person’s autograph next to the trait.
• When making up the list, be creative, but include traits pertinent to
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the group.
• Each person may sign each sheet only once. Here are some
examples: Likes broccoli _____________
Balances his/her checkbook ______________
Has been to a fortune teller ______________
Speaks another language _______________
Warmer Example

20. BEACH BALL PASS WARMER
Classic warmer that always work!  The person who catches it has to
answer the question touching their left thumb. They then say their
name, answer the question and throw it to someone else.
EXAMPLE QUESTIONS:
•If you talking your sleep, what would you say?
•What is the first thing you do when you get out of bed?
•Who is one person you wish you never met?
•What is the best job in the world?
•What is your greatest phobia?
•If you were given a canvas and water colors, what would you paint?
Warmer Example
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21. CATCH ME IF YOU CAN
• Players should be paired up.
• All players divide into two lines (facing in) shoulder to shoulder, with partners facing
each other.
•Students should be given approximately 30 seconds to look at their partners, taking in
all details about the individual.
•The leader then instructs the two lines to turn and face away from the center.
•One or both lines has 15-20 seconds to change something about their appearance
(i.e. change a watch to different wrist, unbutton a button, remove a belt, etc.).
• The change must be discrete, but visible to the partner.
•The players again turn in to face each other and have 30 seconds to discover the
physical changes that have been made. P
•layers get to interact with each other and have fun!
Warmer Example
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22. GROUPING
You only need some 3X3 paper to do this. Write based on the
grouping category your want and ask students to find their
match.
A. Object Grouping
B. Category grouping.
1. Animal sound grouping
2. Parts of Speech sound grouping.
3. Pasangan peribahasa.
4. Based on the topic in your subject
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23. • Ideas Mind Maps: based on a word on the board/ a book they have
• Analogy picture: draw an analogy based on a topic that you give
• The 5Ws: ask students to write questions based on your topic
• ACROSTIC Poem: write a poem with the name of your topic in group
• Question leaflets: student make a poster/ leaflets in groups based
on the book/ material they have.
• P-M-I: Plus – Minus – Interesting Points
• Crazy analogy: student write one sentence based on a topic/ word
• Related picture or movie
• Bus stop: put questions chunks all over the room to answer
THOSE ARE LEAD-INS. ANY OTHER IDEAS?
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24. • What are the characteristics of the learners in
the class?
• What do the students already know and
understand?
• How do my students learn best?
• What modifications in instruction might I need
to make?
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25. • Graphic organizers
• Creative play
• Peer presenting
• Performances
• Role playing
• Debates
• Game making
• Projects
• Cooperative groups
• Inquiry learning
• Direct instruction
• Differentiation
• Direct Instruction
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26. • Menampilkan visual aid
• Menceritakan kisah yang menarik.
• Menantang peserta dengan pertanyaan
• Acting!
MENANAMKAN PEMAHAMAN DAN MENJAGA KETERTARIKAN
CERAMAH
YANG SERU
AWAL YANG MENARIK
• Headlines.
• Contoh nyata dan analogi.
• Bantuan Visual.
MELIBATKAN SISWA
• Stop dan tantang siswa!
• Quiz ringan.
• LKS on-the-spot
• Blank alias pura-pura lupa
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27. • Lesson Wrap-up: Leave students with an
imprint of what the lesson covered.
– Students summarize the major concepts
Displays internalized student knowledge
– Teacher recaps the main points
– Teacher sets the stage for the next phase of
learning
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28. • Plan! Prepare! Have on hand!
– Murphy’s Law
• Envision your needs.
• List all resources.
• Have enough manipulatives (when
needed) for groups or individuals.
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29. REFLECTION
• What went well in the lesson?
• What problems did I experience?
• Are there things I could have done
differently?
• How can I build on this lesson to make
future lessons successful?
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30. • Sediakan multiple learning activities
• Guided practice (teacher controlled)
– Use a variety of questioning strategies to
determine the level of understanding
– Journaling, conferencing
• Independent practice
– Practice may be differentiated
• BUILD ON SUCCESS
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31. EVALUATION TASKS
• Assess the learning-Rubric
– Teacher made test
– In-class or homework
assignment
– Project to apply the learning
in real-life situation
– Recitations and summaries
– Performance assessments
– Use of rubrics
– Portfolios
– Journals
– Informal assessment
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32. DO USE ASSESSMENT RUBRIC WITH YOUR TASKS
• Memperjelas ekspektasi guru
• Membantu orang tua memahami apa yang terjadi di kelas
• Dapat melibatkan siswa, menghilangkan subjektifitas
• Memberikan umpan balik yang kaya bagi siswa
• Menghemat waktu
RUBRIK SEBAIKNYA DESKRIPTIF, LET’S CHECK
Reflect the skills and content taught?
Emphasize significant knowledge and important concepts?
Adequately differentiate between superior, adequate, and substandard work?
Provide feedback to improving learning and understanding?
Designate the most important qualities via the distribution of points?
Clearly translate into grades?
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34. Lesson Plans:
Review
Reflection/Open Discussion:
Main components of a lesson plan
Critical thinking skills
Characteristics of a good lesson
Teacher responsibilities
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35. Lesson Plans
Bloom’s Taxonomy
• Use daily in questioning to develop higher order
of thinking skills...critical thinking skills.
– KNOWLEDGE
– COMPREHENSION
– APPLICATION
– ANALYSIS
– SYNTHESIS
– EVALUATION
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36. Lesson Plans
Bloom’s Taxonomy
KNOWLEDGE
•remembering;
•memorizing;
•recognizing;
•recalling identification
and
•recall of information
•Who, what, when,
where, how ...?
•Describe
COMPREHENSION
•interpreting;
•translating from one
medium to another;
•describing in one's own
words;
•organization and
selection of facts and
ideas
•Retell...
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APPLICATION
•problem solving;
•applying information to
produce some result;
•use of facts, rules and
principles
•How is...an example
of...?
•How is...related to...?
•Why is...significant?

37. Lesson Plans
Bloom’s Taxonomy
ANALYSIS
•subdividing something to
show how it is put
together;
•finding the underlying
structure of a
communication;
•identifying motives;
•separation of a whole into
component parts
•What are the parts or
features of...?
•Classify...according to...
•Outline/diagram...
•How
does...compare/contrast
with...?
•What evidence can you
list for...?
SYNTHESIS
•creating a unique,
original product that may
be in verbal form or may
be a physical object;
•combination of ideas to
form a new whole
•What would you
predict/infer from...?
•What ideas can you add
to...?
•How would you
create/design a new...?
•What might happen if you
combined...?
•What solutions would you
suggest for...?
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EVALUATION
•making value decisions
about issues;
•resolving controversies
or differences of opinion;
•development of opinions,
judgments or decisions
•Do you agree...?
•What do you think
about...?
•What is the most
important...?
•Place the following in
order of priority...
•How would you decide
about...?
•What criteria would you
use to assess...?

38. GREAT TEACHING starts with GREAT
PLANNING
Characteristics of great lesson plans
• Clear instructions, explanations, timelines,
expectations, and assessment
• Interactive; hands on activities
• FUN but engaging!
• Allow students to feel a sense of shared
exploration and discovery
• Give students choices
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39. TO BE CONTINUED
INSYA ALLAH
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