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The First Days of School 
Being an Effective Teacher Starts from Day One 
Mi e r z a Mi r a n t i f o r A I S c h o & DA I...
TUJUAN TRAINING 
BELAJAR & BERBAGI CARA MENJADI GURU EFEKTIF #1 
M i e r z a M i r a n t i f o r A I S c h o & D A I S c
K E Y I D E A 
MENJADI GURU YANG SUKSES 
sangat ditentukan oleh apa yang kita lakukan 
PADA HARI-HARI PERTAMA SEKOLAH 
M i...
EFISIEN atau EFEKTIF? 
Melakukan 
hal 
dengan 
BENAR 
Melakukan hal 
YANG BENAR 
SECARA KONSISTEN 
EFFECTIVE teachers AFFE...
FOUR STAGES OF TEACHING 
WE HAVE TO BE HERE 
FANTASY SURVIVAL MASTERY IMPACT 
MASTERY TEACHING 
• Tahu cara menguasai kela...
SALAH SATU CARA SYARAT TERPENTING 
MENJADI GURU EFEKTIF ADALAH 
MEMILIKI KEMAMPUAN 
KARENA… 
GURU EFEKTIF MENGELOLA KELAS ...
MANAJEMEN KELAS? 
Segala hal yang diusahakan guru untuk mengatur siswa, 
waktu, tempat, dan materi demi mencapai pembelaja...
Persiapan Hari Pertama 
1. Siapkan prosedur kelas, lesson plan, dan teaching aids 
2. Sambut siswa di depan kelas 
3. Siap...
CONTOH PROSEDUR KELAS 
Mierza Miranti for AIScho &DAISc 
M i e r z a M i r a n t i f o r A I S c h o & D A I S c
CONTOH PROSEDUR KELAS 
Mierza Miranti for AIScho &DAISc 
M i e r z a M i r a n t i f o r A I S c h o & D A I S c
3 LANGKAH PROSEDUR KELAS 
1.JELASKAN 
2.LATIH 
3.TEKANKAN 
M i e r z a M i r a n t i f o r A I S c h o & D A I S c
LESSON PLANNING 
Target-Time 
Activities 
Resources 
Tasks 
TART 
M i e r z a M i r a n t i f o r A I S c h o & D A I S c
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 
m...
Target-Time : Tujuan pembelajaran & alokasi 
waktu 
Activities : Pembukaan-Isi-Penguatan 
Resources : Alat bantu ajar dan ...
• Dikenal sebagai tujuan pembelajaran/ 
lesson objective 
• Disesuaikan dengan kurikulum 
• Deskripsi kemampuan yang akan ...
• Menarik perhatian siswa 
• AMBAK (APA MANFAATNYA BAGIKU) – Faktor yang membuat 
siswa tertarik belajar materi tersebut y...
The Interview 
• Pair each student with a student he hasn't met before. 
• Give them about 15 minutes to conduct interview...
NAME GAME 
• Have the students sit in a circle and introduce themselves. 
• The catch is that the students must say their ...
AUTOGRAPH SHEET: 
• Participants are given a sheet with various traits on it. 
• The objective is to find a person in the ...
BEACH BALL PASS WARMER 
Classic warmer that always work!  The person who catches it has to 
answer the question touching ...
CATCH ME IF YOU CAN 
• Players should be paired up. 
• All players divide into two lines (facing in) shoulder to shoulder,...
GROUPING 
You only need some 3X3 paper to do this. Write based on the 
grouping category your want and ask students to fin...
• Ideas Mind Maps: based on a word on the board/ a book they have 
• Analogy picture: draw an analogy based on a topic tha...
• What are the characteristics of the learners in 
the class? 
• What do the students already know and 
understand? 
• How...
• Graphic organizers 
• Creative play 
• Peer presenting 
• Performances 
• Role playing 
• Debates 
• Game making 
• Proj...
• Menampilkan visual aid 
• Menceritakan kisah yang menarik. 
• Menantang peserta dengan pertanyaan 
• Acting! 
MENANAMKAN...
• Lesson Wrap-up: Leave students with an 
imprint of what the lesson covered. 
– Students summarize the major concepts 
Di...
• Plan! Prepare! Have on hand! 
– Murphy’s Law 
• Envision your needs. 
• List all resources. 
• Have enough manipulatives...
REFLECTION 
• What went well in the lesson? 
• What problems did I experience? 
• Are there things I could have done 
diff...
• Sediakan multiple learning activities 
• Guided practice (teacher controlled) 
– Use a variety of questioning strategies...
EVALUATION TASKS 
• Assess the learning-Rubric 
– Teacher made test 
– In-class or homework 
assignment 
– Project to appl...
DO USE ASSESSMENT RUBRIC WITH YOUR TASKS 
• Memperjelas ekspektasi guru 
• Membantu orang tua memahami apa yang terjadi di...
M i e r z a M i r a n t i f o r A I S c h o & D A I S c
Lesson Plans: 
Review 
Reflection/Open Discussion: 
Main components of a lesson plan 
Critical thinking skills 
Charact...
Lesson Plans 
Bloom’s Taxonomy 
• Use daily in questioning to develop higher order 
of thinking skills...critical thinking...
Lesson Plans 
Bloom’s Taxonomy 
KNOWLEDGE 
•remembering; 
•memorizing; 
•recognizing; 
•recalling identification 
and 
•re...
Lesson Plans 
Bloom’s Taxonomy 
ANALYSIS 
•subdividing something to 
show how it is put 
together; 
•finding the underlyin...
GREAT TEACHING starts with GREAT 
PLANNING 
Characteristics of great lesson plans 
• Clear instructions, explanations, tim...
TO BE CONTINUED 
INSYA ALLAH 
M i e r z a M i r a n t i f o r A I S c h o & D A I S c
M i e r z a M i r a n t i f o r A I S c h o & D A I S c
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First Days Do Matter

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What teachers can do in the beginning to ensure a smooth running of the whole semester/ program.

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First Days Do Matter

  1. 1. The First Days of School Being an Effective Teacher Starts from Day One Mi e r z a Mi r a n t i f o r A I S c h o & DA I S c
  2. 2. TUJUAN TRAINING BELAJAR & BERBAGI CARA MENJADI GURU EFEKTIF #1 M i e r z a M i r a n t i f o r A I S c h o & D A I S c
  3. 3. K E Y I D E A MENJADI GURU YANG SUKSES sangat ditentukan oleh apa yang kita lakukan PADA HARI-HARI PERTAMA SEKOLAH M i e r z a M i r a n t i f o r A I S c h o & D A I S c
  4. 4. EFISIEN atau EFEKTIF? Melakukan hal dengan BENAR Melakukan hal YANG BENAR SECARA KONSISTEN EFFECTIVE teachers AFFECT lives M i e r z a M i r a n t i f o r A I S c h o & D A I S c
  5. 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 M i e r z a M i r a n t i f o r A I S c h o & D A I S c siswa bertanya pada rekan, dan memecahkan masalahnya.
  6. 6. SALAH SATU CARA SYARAT TERPENTING MENJADI GURU EFEKTIF ADALAH MEMILIKI KEMAMPUAN KARENA… GURU EFEKTIF MENGELOLA KELAS GURU YANG TIDAK EFEKTIF MENDISIPLINKAN KELAS M i e r z a M i r a n t i f o r A I S c h o & D A I S c
  7. 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 M i e r z a M i r a n t i f o r A I S c h o & D A I S c
  8. 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 M i e r z a M i r a n t i f o r A I S c h o & D A I S c
  9. 9. CONTOH PROSEDUR KELAS Mierza Miranti for AIScho &DAISc M i e r z a M i r a n t i f o r A I S c h o & D A I S c
  10. 10. CONTOH PROSEDUR KELAS Mierza Miranti for AIScho &DAISc M i e r z a M i r a n t i f o r A I S c h o & D A I S c
  11. 11. 3 LANGKAH PROSEDUR KELAS 1.JELASKAN 2.LATIH 3.TEKANKAN M i e r z a M i r a n t i f o r A I S c h o & D A I S c
  12. 12. LESSON PLANNING Target-Time Activities Resources Tasks TART M i e r z a M i r a n t i f o r A I S c h o & D A I S c
  13. 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 M i e r z a M i r a n t i f o r A I S c h o & D A I S c
  14. 14. Target-Time : Tujuan pembelajaran & alokasi waktu Activities : Pembukaan-Isi-Penguatan Resources : Alat bantu ajar dan bahan materi Tasks : Tugas dan rubrik penilaian M i e r z a M i r a n t i f o r A I S c h o & D A I S c
  15. 15. • Dikenal sebagai tujuan pembelajaran/ lesson objective • Disesuaikan dengan kurikulum • Deskripsi kemampuan yang akan dimikili siswa di akhir proses pembelajaran M i e r z a M i r a n t i f o r A I S c h o & D A I S c
  16. 16. • Menarik perhatian siswa • AMBAK (APA MANFAATNYA BAGIKU) – Faktor yang membuat siswa tertarik belajar materi tersebut yang berhubungan dengan dunia nyata BE CREATIVE M i e r z a M i r a n t i f o r A I S c h o & D A I S c
  17. 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 M i e r z a M i r a n t i f o r A I S c h o & D A I S c student. • Allow time for students to ask further questions of the newly introduced student before moving on to the next child's presentation
  18. 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 M i e r z a M i r a n t i f o r A I S c h o & D A I S c
  19. 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 M i e r z a M i r a n t i f o r A I S c h o & D A I S c 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. 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 M i e r z a M i r a n t i f o r A I S c h o & D A I S c
  21. 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 M i e r z a M i r a n t i f o r A I S c h o & D A I S c
  22. 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 M i e r z a M i r a n t i f o r A I S c h o & D A I S c
  23. 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? M i e r z a M i r a n t i f o r A I S c h o & D A I S c
  24. 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? M i e r z a M i r a n t i f o r A I S c h o & D A I S c
  25. 25. • Graphic organizers • Creative play • Peer presenting • Performances • Role playing • Debates • Game making • Projects • Cooperative groups • Inquiry learning • Direct instruction • Differentiation • Direct Instruction M i e r z a M i r a n t i f o r A I S c h o & D A I S c
  26. 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 M i e r z a M i r a n t i f o r A I S c h o & D A I S c
  27. 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 M i e r z a M i r a n t i f o r A I S c h o & D A I S c
  28. 28. • Plan! Prepare! Have on hand! – Murphy’s Law • Envision your needs. • List all resources. • Have enough manipulatives (when needed) for groups or individuals. M i e r z a M i r a n t i f o r A I S c h o & D A I S c
  29. 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? M i e r z a M i r a n t i f o r A I S c h o & D A I S c
  30. 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 M i e r z a M i r a n t i f o r A I S c h o & D A I S c
  31. 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 M i e r z a M i r a n t i f o r A I S c h o & D A I S c
  32. 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? M i e r z a M i r a n t i f o r A I S c h o & D A I S c
  33. 33. M i e r z a M i r a n t i f o r A I S c h o & D A I S c
  34. 34. Lesson Plans: Review Reflection/Open Discussion: Main components of a lesson plan Critical thinking skills Characteristics of a good lesson Teacher responsibilities M i e r z a M i r a n t i f o r A I S c h o & D A I S c
  35. 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 M i e r z a M i r a n t i f o r A I S c h o & D A I S c
  36. 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... M i e r z a M i r a n t i f o r A I S c h o & D A I S c 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. 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...? M i e r z a M i r a n t i f o r A I S c h o & D A I S c 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. 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 M i e r z a M i r a n t i f o r A I S c h o & D A I S c
  39. 39. TO BE CONTINUED INSYA ALLAH M i e r z a M i r a n t i f o r A I S c h o & D A I S c
  40. 40. M i e r z a M i r a n t i f o r A I S c h o & D A I S c

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