Teacher Professional Placement; How to do it ?

Professional placement is a part of student enrichment in educational program. Students assigned to stay at school for a few weeks. Taking a part in school working activities in order to get the real experiences is the goal addressed. Fist appropriate step to complete the said program is school observation. Identifying how the school is, what it needs, etc.

How to observe the school in fast and comprehensive way ? Then you know what the priorities are and what you are going to do.

 

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  1. 1. Preparation and Survey of PPL Locations

    Before the PPL activities began and our group had divided the things that should be discussed by students were the PPL location survey with the aim of getting to know the atmosphere of the work environment so that it was mentally awakened and more comfortable. Try to use the alma mater jacket because of this as your pride.

    2. Prepare mentally

    The most important thing for PPL compilation is mentality, while a good teaching mentality will determine the quality of prospective teachers in the class. the best tips for mental building are to practice using teaching material in front of a mirror. I do this myself in the dikos. thus we will more easily self-introspect our performance when teaching in front of the class, not to be nerfes, confident.

    3. Optimizing Material

    When it comes to material, we as teachers must understand the material we teach and it is certain because PPL will be in accordance with the study program taken by students. However, the course material will be different from the one in the field, therefore we must discuss about the material to be discussed in the practice location.

    4. Use the Latest Teaching Materials

    Students of PPL participants are invited to always look for the latest learning sources by using internet facilities to get teaching materials and self-development, as well as to get information on what is used in schools that we make practices.

    5. Consultation with Tutor Teachers and Supervising Lecturers

    So that we are more optimal in exploring our teaching abilities, it will be supportive every time we consult with the tutor teacher or supervisor as a corrector.

    6. Prepare RPP

    Every student will be asked for lesson plans by the tutor asking for structured and planned class learning.

    7. Preparing Learning Methods

    Supporting our success in implementing PPL we are preparing what methods we will use in our learning model later.

    8. Prepare Yourself by Asking the Senior of PPL

    This also becomes important because information from seniors is a side science that we can get from the experience of peacock’s first PPL and we can take good from their PPL implementation.

    9. Learn to Become a Real Teacher

    This attitude is very important to prepare yourself when PPL because PPL time is a reflection of you when you become a teacher later.

    10. Self Development Motivation

    The most important and last thing is the main purpose of our PPL, what he means is that PPL is not a burden and also just a self-awareness to develop abilities.

  2. Before the PPL activities begin and our group has been divided, the thing that must be discussed by students is the survey of PPL locations with the aim of getting to know the atmosphere of the practical environment so that the mentality is awakened and more comfortable.
    see VISION MISSION and school goals.
    Prepare mentally
    The most important thing for PPL compilation is mentality, while a good teaching mentality will determine the quality of prospective teachers in the class.
    Optimizing Material
    When it comes to material, we as teachers must understand the material we teach and it is certain because PPL will be in accordance with the study program taken by students.
    Consultation with Tutor and Supervising Lecturer
    So that we are more optimal in exploring our teaching abilities, it will be supportive every time we consult with the tutor or tutor as a supporting corrector with our abilities in front of the class so that this is needed to make performance evaluation materials so that we can proceed well.
    then look at curriculum, syllabus and lesson plans.
    Prepare Yourself by Asking the Senior of PPL

    This also becomes important because information from seniors is a side science that we get from the experience of the peacock first of PPL and we can take good from their PPL Implementation.

  3. Observation aims to determine the process and steps of learning activities at every level of elementary school, Know the appropriate learning methods, models and strategies to be used in the learning process. to find out and discuss problems or obstacles that arise in the learning process. know where the school address is, how far is the distance traveled, what is the state of the school, what is the vision and mission of the school, how is the school curriculum. so that someone ppl full of preparation and what will be assisted at the school to advance it because in a school must have achievement instruments such as curriculum and vision and mission where both of these instruments aim to achieve the final results in printing print students. A Vision different from a Mission, A Vision Statement describes the future position the company wants. Elements of Vision and Mission are often combined to provide a statement of the company’s goals, objectives and values. Mission is something that must be achieved while vision is something that must be pursued for that achievement. as outlined in curriculum, the curriculum is a set of subjects and educational programs provided by an educational provider that contains lesson plans that will be given to participants in one period of education. [1] The preparation of these subjects is adapted to the conditions and abilities of each level of education in the delivery of such education and employment needs. The length of time in a curriculum is usually adjusted to the aims and objectives of the implemented education system. This curriculum is intended to be able to direct education towards the direction and objectives intended in overall learning activities.

  4. [16/2 09.47] K Irwan: Getting into classrooms and conducting teacher observations is one of the most important jobs a principal can have, but carving out time for these visits (and the subsequent reports) is always a challenge. Here are five ways to maximize the time you spend in your school’s classrooms.
    1. Prepare yourself, prepare the teacher.
    So much of what makes a great observation takes place before you even step inside the classroom. Know the framework you are basing your evaluation on, and communicate that clearly to teachers. Per Charlotte Danielson, be clear about what you expect to see in the classroom, and what you’ll be evaluating both pre and post observation. Interpret what you see fairly, and make sure your ratings coincide with others in the school and district. You don’t want to be known as either the easy or hard evaluator.
    [16/2 09.49] K Irwan: 2. Look for learning, not teaching.
    “Instead of observing a teacher teaching a lesson, I start out with the idea that I’m observing learning in Mrs. Smith’s class,” retired principal Jim Thompson told Education World. “That is where I try to keep my emphasis. The more I focus on learning—evidence of student learning in classrooms and evidence of teacher learning through the development of a collegial learning community—the stronger my school will be.” Thompson is now the director of Instructional Coaching Services from Genesee Valley Educational Partnership in New York.

    He leans on Rick DuFour’s three essential questions to help guide his assessment.

    What do we want students to learn?
    How do we know students are learning?
    What do we do when we find out students are not learning?
    3. Properly judge the lesson plan.
    Creating a great lesson plan is akin to walking a tightrope in a windstorm. Lots of factors can push a teacher off his intended mark. Principal Ron Tibbets tells Education World there are three factors he considers when evaluating a teacher’s lesson planning.

    Are students engaged? And if they aren’t, how long does it take to get them back on task? And if they are, is the content challenging them enough to stretch their learning?
    Does the teacher make it clear to her students what they should be learning? This sounds basic, but is often missing. Having a teacher post essential questions is a great way to cover this aspect.
    Classroom participation. Getting students to answer questions is a lot more complicated than calling on the first hand to go up. Check to see if teachers are varying whom they call on, waiting sufficiently to allow more students to participate, and varying their question types to include factual, divergent, and higher-order questions. For a rubric that covers questions, discussion and student participating, see this rubric from Charlotte Danielson.
    Solving a Homework Question Together
    A multi-ethnic group of adults are taking college courses at a local university. They are studying together and are working on a homework assignment in a classroom.
    4. Tie your observation to the professional learning at your school.
    Charlotte Danielson reminds principals to tie their observation findings back to the professional learning community (hopefully) already in place at the school or department. Encouraging professional discussions about teaching and learning helps everyone in your school. If a teacher nails her lesson and observation, invite her to share tips with peers. If she needs help in one or more area, be sure to point out other teachers she can connect with to discuss sticking points

    5. Give feedback promptly.
    Be clear with teachers about what you’ll be observing for (hopefully tied to their teacher goals for the year), take good notes, offer one positive note as you leave the room, and follow up quickly with a full report. Just like students crave to see their work corrected and returned quickly, teachers crave timely (as soon as possible!), meaningful feedback. Wrapping up an observation within one week lessens the potential for doubt

  5. Hasil Telusur
    Hasil Terjemahan
    Indonesia
    Inggris
    Pertama dan utama. Cari tau list sekolah – sekolah yang tahun itu bermitra sama jurusan kamu (biasanya tinggal dating ke kantor jurusan terus minta infonya). Jadi kamu sudah punya bekal nama-nama sekolah yang selanjutnya akan kamu kepoin latar belakangnya.
    · Dari list nama sekolah yang sudah kamu punya, kelompokkan mereka dalam beberapa bagian, dua diantaranya:
    -Yang terdekat dari tempat tinggal kamu.
    Ini biar kalau kamu gak mau pusing soal ongkos pulang dan pergi ke sekolah. adapun dari beberapa kriteria tersebut diantaranya adalah yang pertama kita lakukan adalah melihat Visi dan Misi serta tujuan sekolah tempat kita akan melaksanakan PPL kemudian kita cermati apakah visi dan Misi serta tujuan tersebut agar kita dapat mengetahui lebih jelas tentang visi dan misi apakah sesuai dengan kriteria. kemudian kita bandingkan dengan tujuan sekolah dengan implementasi kenyataannya apakah srkolah itu mampu mengaplikasikan Visi dan Misinya.

    First and foremost. Find out the list of schools that year partnered with your department (usually just come to the department office and keep asking for information). So you already have the provisions of the school names, which you will then pick the background.
    · From the list of school names you already have, group them in sections, two of which are:
    -The closest to where you live.
    This is so if you don’t want to be bothered about going home and going to school. As for some of the criteria, among others, the first thing we do is look at the Vision and Mission and the purpose of the school where we will implement PPL, then we examine whether the vision and mission and objectives so that we can know more clearly about the vision and mission, whether in accordance with the criteria. then we compare it with the school’s goal with the actual implementation of whether the school is able to apply its vision and mission.

  6. Prior to the implementation of PPL activities, a program is prepared first
    based on the results of observations made on PPL activities. Preparation
    is the most important element when going to do an activity.
    The success of a ninety percent agenda depends on
    the preparation. preparations made before PPL takes place or ways of school observation to be effective before PPL, among others
    as follows :
    1. Micro Teaching
    Micro teaching is a small simulation of a class so
    can give an idea of ​​the class atmosphere. micro teaching
    is a stage that must be done to apply theories
    basic education and basic theory methodology and learning media.
    2. School Observation
    a). Seeing the School’s Vision, Mission and Objectives. the vision, mission and goals of the school are very important because it involves what the school will achieve in the future. In the formulation of the vision and mission must be in accordance with the school component. b). Observation of School Environment / School Reality
    This observation was held to determine the condition of the school as a whole
    in-depth so students can find out their potential sharing,
    weaknesses, and opportunities to adjust and give
    overview of work programs that will be carried out. Things that
    need to be considered in that observation is the physical environment
    schools, school infrastructure, and teaching and learning activities
    generally.
    3. Guidance Activities with Teacher Guidance in Schools
    Guidance with the supervisor is done in order
    teaching preparation in class, begins with studying the syllabus,
    making lesson plans, making learning modules, managing classes, questions
    evaluation, and use of learning and manufacturing media tools
    teacher administration. In addition to consulting the material to be
    taught at the same time if there are difficulties in understanding teaching material
    can be resolved.
    4. Making Preparation Before Teaching
    Teaching preparation includes, among others, the creation of Teacher Administration
    including; Learning Implementation Plan (RPP), Teaching Materials,
    Jobsheet and evaluation questions.
    Everything related to the material and preparation that will be
    delivered at the teaching and learning activities consulted first
    first to guide the competent supervisor in question.
    Guidance is carried out at all times including approval of the Plan
    Implementation of Learning (RPP), the suitability of the material to be
    delivered with the topic of Basic Competence and determining the media (tools
    and materials) learning used, technical matters of management
    good class, question making and evaluation etc

  7. Before doing ppl
    How nice I have to know the address of the institution … can it be passed by a motorized vehicle or a car that can be on foot right?
    Oken a valid address is one of my ppl walk instructions ..
    If I already know the address of the school, can I see if this school has many majors
    Like tkj, gb, automatic, etc., because this is a support in the future ppl that will be done at the school.
    Next is the vision and mission of the school to become a media to bridge the current and future conditions of the organization, improve better work standards, a sense of belonging to the organization, grow and increase the responsibilities and work ethics of employees.

    The benefits of the state of the school are supporting things such as cleanliness, regulations, supporting tools in our ppl, video clips and other supporting tools to facilitate teaching to students.
    The curriculum is a set of subjects and educational programs provided by an educational provider that contains lesson plans that will be given to participants in one period of education.
    In this section, we must know how the school system is in teaching students whether with theory or with practice it could be with both of them, in learning Indonesian, English, Arabic, mathematics, physics, chemistry, geography, in the school.
    We also need to know the area of ​​the environment
    There are two categories 2 environments, namely biotic environment of living things such as trees, ornamental gardens and animals
    Another one is abiotics such as school buildings and fields
    This can also be used for outdoor learning initiatives

  8. field experience (PPL) is a activity designated by students of the tarbiyah science. before carrying out practical teaching exercises, making observations in learning activities. in the implementation of teaching activities Improving the quality of graduates who have pedagogical, personal, social, and professional competencies Developing science, technology, and arts that are competitive and globally insightful. Carry out services devoted to learning models, learning evaluations, and scientific writing. Implement a valid and reliable data documentation and processing system.6. Organize training activities for students to improve learning and improve the quality of student learning outcomes, Organize field practice activities to synergize between theoretical academic activities and empirical activities of practice. PURPOSE The creation of educational services that are practical, economical, and easily accessible, Producing graduates who have pedagogical, personality, social, and professional competencies Increasing the ability of graduates who master science, technology, and arts that are competitive and globally insightful. Implementation of services related to learning models, learning evaluations, and writing scientific writings. Arrangement of valid and reliable data processing and processing systems. The implementation of training activities for students to improve learning and improve the quality of student learning outcomes, The implementation of field practice activities to synergize between theoretical activities and practical activities. The realization of a generation of Muslims who are knowledgeable and apply creative and quality ideas, and carry out good knowledge

  9. field experience (PPL) is a activity designated by students of the tarbiyah science. before carrying out practical teaching exercises, making observations in learning activities. in the implementation of teaching activities Improving the quality of graduates who have pedagogical, personal, social, and professional competencies Developing science, technology, and arts that are competitive and globally insightful. Carry out services devoted to learning models, learning evaluations, and scientific writing. Implement a valid and reliable data documentation and processing system.6. Organize training activities for students to improve learning and improve the quality of student learning outcomes, Organize field practice activities to synergize between theoretical academic activities and empirical activities of practice. PURPOSE The creation of educational services that are practical, economical, and easily accessible, Producing graduates who have pedagogical, personality, social, and professional competencies Increasing the ability of graduates who master science, technology, and arts that are competitive and globally insightful. Implementation of services related to learning models, learning evaluations, and writing scientific writings. Arrangement of valid and reliable data processing and processing systems. The implementation of training activities for students to improve learning and improve the quality of student learning outcomes, The implementation of field practice activities to synergize between theoretical activities and practical activities. The realization of a generation of Muslims who are knowledgeable and apply creative and quality ideas, and carry out good knowledge

  10. The question of what makes a great teacher has been around for a long time. It’s an enquiry that poses many problems because there’s simply no set recipe for success, and different approaches work for different professionals and students.

    The Sutton Trust has published a report that reviews the research into effective teaching, finding that popular practices, such as lavishing praise on students or allowing them to discover key things for themselves, actually have no grounding in research.

    The author of the report, professor Robert Coe from Durham University, says this is a “starter kit” for thinking about what makes good teaching. So, what does the report recommend? Here are 10 salient points to take away:

    1. Know your subject
    The report, which looked at more than 200 pieces of research, found that there were six main elements to great teaching and one of the most important ones was subject knowledge. It may seem obvious, but the report found that the best teachers have a deep knowledge of their subject, and if that falls below a certain point it has a “significant impact” on students’ learning. Targeted help for teachers, giving them an understanding of particular areas where their knowledge is weak, could be effective.

    2. Praise can do more harm than good
    The wrong kind of praise can be harmful for students, the report found. A number of studies conducted by education experts, including Carol Dweck professor of psychology at Stanford University and Auckland University professors John Hattie and Helen Timperley, have observed this.
    Deborah Stipek, the dean of the Stanford Graduate School of Education, said that praise is meant to be encouraging but it can actually “convey a teacher’s low expectations”. Stipek said that if a pupil’s failure was met with sympathy rather than anger then they were more likely to think they had done badly due to a lack of ability.

    The report adds the caveat that the findings are open to interpretation, however, as teachers can do things well or badly, and some methods are not appropriate in all circumstances.

    3. Instruction matters
    The quality of teaching has a big impact on the achievement of students’ from poorer backgrounds, and effective questioning and assessment are at the heart of great teaching. This involves giving enough time for children to practise new skills and introducing learning progressively. Defining effective teaching isn’t easy, the report conceded, but research always returns to the fact that student progress is the yardstick by which teacher quality should be assessed.

    4. Teacher beliefs count
    The reasons why teachers do certain things in the classroom and what they hope to achieve has an effect on student progress. Mike Askew, the author of Effective Teachers of Numeracy, found that beliefs about the nature of maths and what it means to understand it, along with teachers’ ideas about how children learn and their role in that process, was an important factor in how effective they were.

    Evidence to support this is not conclusive, however. A study by professor Steve Higgins of Durham University and the University of Newcastle upon Tyne’s David Moseley about teacher beliefs in ICT did not find a convincing relationships between beliefs and pupil progress.

    5. Think about teacher-student relationships
    This may also seem obvious, but the interactions teachers have with students has a big impact on learning – as well as the “classroom climate”. The report said that it was important to create a classroom environment that was “constantly demanding more” while affirming students’ self-worth. A student’s success should be atributed to effort rather than ability.

    6. Manage behaviour
    Interestingly, this wasn’t as significant as subject knowledge and classroom instruction as a factor contributing to teacher success. But classroom management – including how well a teacher makes use of lesson time, coordinates classroom resources and manages the behaviour of students – was noted as important.

    7. There’s no evidence that setting works
    Putting students in groups depending on their ability makes little difference to their learning. Although setting can in theory let teachers work at a pace that suits all pupils and tailor content, it can also create an exaggerated sense of all pupils being alike in the teacher’s mind. This can result in teachers not accomodating to the various different needs within one group and in some instances going too fast with high-ability groups and too slow with low ones.

    8. Don’t worry about learning styles
    A survey showed that more than 90% of teachers think individuals learn better when they get information in their preferred learning style. But despite the popularity of this approach psychological evidence shows that there is no evidence this actually works. You can read more about the evidence on learning styles here.

    9. Learning should be hard at first
    One finding that may surprise you is that approaches that appear to make learning harder in the short term can actually lead to students retaining more information in the long term. Elizabeth Ligon Bjork, professor at the University of Michigan and Robert Bjork, professor at the University of California, said that varying the type of tasks you ask pupils to do improves retention even though it makes learning harder initially.

    10. Build relationships with colleagues and parents
    A teacher’s professional behaviour, including supporting colleagues and talking with parents, also had a moderate impact on students’ learning.

  11. Bagaimana cara mengamati sekolah secara cepat dan komprehensif?
    Jawab :
    Yaitu melalui pengamatan / obsevasi secara menyeluruh terhadap situasi dan lingkungan sekolah yang bersangkutan baik dari segi fisik maupun non fisik ataupun sarana penunjang lainnya serta norma dan kegiatan yang ada di sekolah.
    Pengamatan tersebut meliputi:
    1. Kondisi fisik
    – keadaan lokasi
    – keadaan gedung
    – keadaan sarana / prasarana
    – keadaan personalia
    – keadaan fisik lain ( penunjang)
    -penataan ruang kerja
    2. Kondisi siswa
    3. Potensi guru
    4. Potensi karyawan
    5. Fasilitas kegiatan belajar mengajar (KBM)
    Media.
    6. Keadaan perpustakaan
    7. Keadaan laboratorium
    8. Bimbingan konseling
    9. Bimbingan belajar
    10. Ekstrakurikuler
    11. Organisasi dan fasilitas OSIS
    12. Organisasi fasilitas UKS
    13. Administrasi ( karyawan, sekolah, dinding)
    14. Karya tulis ilmiah siswa
    15. Karya ilmiah guru
    16. Tempat ibadah
    17. Kesehatan lingkungan
    18. Koperasi sekolah
    19. Kondisi lembaga, meliputi :
    – Struktur organisasi tata kerja
    – Program kerja lembaga
    – Pelaksanaan kerja
    – Iklim kerja antar personalia
    – Evaluasi program kerja
    – Hasil yang dicapai
    – Program pengembangan
    – Visi dan misi lembaga

  12. There are seven things you can do to be successful while undergoing PPL. 1. Come on Time Sometimes, the distance between the post and the school where you PPL is is a bit far. So, in conditions like this you should be good at managing time. Try to get you to school on time. You may be accustomed to going to campus at 8, but at the time of PPL you should already be at school at 7 in the morning. Shame, right, with other students or teachers if you are late coming to school. In addition, discipline is also included in the evaluation criteria when PPL. 2. Take advantage of free time to make RPP When undergoing the PPL, you will act like a teacher. The thing you have to do before teaching is to make a lesson plan. This is also the main task of students, because at the end of the PPL activity, you must collect a minimum of 18 RPPs. Even though it’s a little, if you delay doing it, it will be fatal. Do not let you get confused with PPL tasks and the implementation of KKN work programs. Well, the solution is when you have free time at school or no teaching hours, rather than you just chatting with friends better take advantage of your time to make lesson plans. All of you can consult with the tutor. 3. Try to be more familiar with teachers and school principals While in the PPL school, you should also be good at getting along with teachers and school principals. Let’s just say that you are part of the school. In addition, you also have to use your time to discuss with teachers about school management. 4. Create School Work Programs You can also structure PPL administrators at school. Maybe by determining the chairman, treasurer and secretary. In addition to teaching activities, you also have to do non-teaching activities that can benefit your PPL school. Join the school student council, so you can carry out extra activities such as clean classes between classes, sports and art competitions, or IT guidance activities. 5. Maintain neatness and politeness As a prospective educator, when you are in a PPL school you must also be good at maintaining your appearance and attitude. For men who might be smokers, avoid smoking while at school. Show a good attitude in front of students so that you deserve to be emulated. 6. Teach in a Creative Way When in class, teaching creativity is highly demanded. Because, this will train your skills in terms of teaching. Be confident and don’t be shy when in class. There are about twenty pairs of eyes staring at you in front of the class. So you have to act like a real teacher. Apply a fun learning system so that students do not feel bored.

  13. Before carrying out the PPL (field experience) task then the thing to do is to observe the school effectively by observing the school, in observing the school it is necessary to look at aspects in school observation. These aspects include school life, namely:

    a. Environmental conditions
    – Physical environment: for example buildings, study rooms, equipment available / teaching media, library, teacher’s room, halls, cafetaria, restrooms / restrooms, bicycle places and so.
    – Background of students in general – Implementation of school administration and organization
    – Extra and intra-curricular activities applicable To obtain data concerning the physical environment, students can use the form in accordance with attachment. b. Classroom Observations in General
    – Class situation in general
    – The state of the space with the court
    – The possibility of specificity in a certain class.
    c. Teacher Observations in General
    – Principal’s working relationship with the teacher, between friends colleagues, with students and administrative staff
    – How to prepare a teaching program – How to provide special guidance
    – Implementation of teaching
    – Physical attitude in front of the class
    – How to use both classical and individual media
    -Evaluation implementation
    To carry out this evaluation, the civil service was asked to give at least one tutoring model to do it.
    d. Teaching Friend Observation If a candidate carries out a teaching exercise assignment, some other friends can join him in class then discuss together with the tutor and mentor. For observation props according to listed in the attachment.
    e. The time and implementation of observations are adjusted to the conditions each school.

  14. Preparations made before PPL took place, among others
    as follows :
    1. Micro Teaching
    Micro teaching is a small simulation of a class so
    can give an idea of ​​the class atmosphere. Micro teaching
    is a stage that must be done to apply theories
    basic education and basic theory, methodology and learning media.
    2. School Observation
    a. School Environment Observation
    Observation of the school environment is carried out after it is there
    submission of the PPL group to the school. The purpose of
    This observation was held to determine the school’s condition as a whole
    in depth so that students can find out sharing potential,
    weaknesses, and opportunities to adjust and give
    overview of work programs that will be carried out. Things that
    need to be considered in that observation is the physical environment
    schools, school infrastructure, and teaching and learning activities
    generally.
    b. Observation of Learning in Class
    Observation of learning in class aims to make students able
    directly see and observe the learning process at SMK
    Ma’arif Greetings. Based on observations that have been made,
    students get input on how the teacher teaches and
    methods to be used in the learning process. Besides the attitude of students in receiving learning can also provide
    a description of how the right method to be applied to
    teaching practice.
    3. Guidance Activities with Teacher Guidance in Schools
    Guidance with the supervisor is done in order
    teaching preparation in class, begins with studying the syllabus,
    making lesson plans, making learning modules, managing classes, questions
    evaluation, and use of learning and manufacturing media tools
    teacher administration. In addition to consulting the material to be
    taught at the same time if there are difficulties in understanding teaching material
    can be resolved.
    4. Making Preparation Before Teaching
    Teaching preparation includes, among others, the creation of Teacher Administration
    including; Learning Implementation Plan (RPP), Teaching Materials,
    Jobsheet and evaluation questions.
    Everything related to the material and preparation that will be
    delivered at the teaching and learning activities consulted first
    first to guide the competent supervisor in question.
    Guidance is carried out at all times including approval of the Plan
    Implementation of Learning (RPP), the suitability of the material to be
    delivered with the topic of Basic Competence and determining the media (tools
    and materials) learning used, technical matters of management
    good class, question making and evaluation and so on.

  15. 1. Observation and Field Orientation
    Some of the activities carried out by PPG Study Program students at the observation and field orientation stages are as follows.
    • Prepare yourself with various instruments needed for conducting field observations and orientation.
    • Consult with partner school principals to determine observational goals, and arrange a schedule of daily activities.
    • Collect and analyze the data needed by: looking at the situation and condition of the school, such as the condition of the teacher, school facilities, procedures for using and maintaining school facilities and infrastructure; interviewing school principals, TU staff, field study teachers, school counselors, homeroom teachers, and school library staff; observe the activities of students inside and outside the classroom; and teacher activities inside and outside the classroom.

    2. Clinical supervision is carried out with the principles:
      (1) collegial and interactive relationships that are synergistic and open; (2) democratic; (3) based on students’ needs and aspirations; and (4) prioritizing student initiatives and responsibilities.
    The steps in clinical supervision are: (1) performance observation by the tutor teacher and supervisor, (2) students assess their own performance (self assessment), (3) discussion with the tutor teacher and supervisor, and (4) planning improvements.
            PPL procedures and activities are carried out in a block pattern. The PPL procedures and activities are explained as follows.
    PPL procedures and activities carried out during one semester, namely in the second semester of the academic year. In the first semester PPG Study Program students complete the SSP Workshop which produces learning tools for all levels of education units (SMP, SMA, SMK, and PLB). In the second semester, PPG Study Program students implement learning tools in accordance with the academic calendar of partner schools.
    PPL in schools is carried out with the following activities.
    1) Preparation and Exploration of Learning Resources.
    2) Implementation of Workshop Results into Learning Practices consisting of:
    • carrying out scheduled learning activities (guided practice and independent practice),
    • consult and reflect on the learning practices that have been carried out,
    • keep a journal of activities,
    • correcting student work,
    • diagnose learning difficulties,
    • carrying out Classroom Action Research (CAR), and
    • participate in school management activities (school meetings, school administration, and other school activities).
    3) Extra-curricular.
    4) Preparation of PTK Results Report
    5) Presentation of PTK Results

  16. Pertanyaan : Bagaimana cara mengamati sekolah secara cepat dan komprehensif ?

    Jawaban : Melalui analisis situasi sekolah, kondisi sekolah, kondisi tenaga kependidikan, kondisi siswa dan kondisi administrasi pendidikan.
    -Mengamati dan merumuskan permasalahan sekolah, menelaah potensi – potensi dan kelemahan yang di hadapi sekolah sehingga dapat merumuskan kegitan – kegiatan sebagai langkah strategis yang dapat mengembangkan sekolah agr berdaya guna.
    -Mengamati kondiai fisik sekolah, seperti nama sekolah, alamat sekolah, gedung sekolah, kondisi gedung sekolah, alat praga sekolah labolatorium, kantin dan perpustakaan sekolah atau potensi atau fasilitas sekolah.
    -Mengamati terhadap potensi guru dan karyawan, mengetahui kelebihan dan kelemahan masing – masing guru, mengetahui jumlah identitas dan jumlah semua guru di sekolah.
    -Mengetahui potensi masing – masing siswa, latar belakang siswa dan jumlah siswa perkelas maupun keseluruhan.
    -Mengamati administrasi sekolah, visi – misi, program cara kerja lembaga, program pengembangan dan evaluasi pembelajaran sekolah.

  17. School as a system, which is a unit consisting of components that are interconnected with each other that form a unified whole. while the school itself consists of several components (inputs, processes and outputs) that are interrelated with one another so that the school can be said to be a system.

    understanding effective school is a school that has a good, transparent and accountable management system, and is able to empower every important component of the school, both internally and externally, in order to achieve the school’s vision-mission-goals effectively and efficiently.

    the concept of an effective school is a school that is able to optimize all inputs and processes for the achievement of educational output, namely school achievement, especially student achievement marked by having all the abilities in the form of competencies required in learning. effective school characteristics, namely:

    1. strong principal’s leadership.

    2. High expectations for student achievement.

    3. emphasis on basic skills.

    4. regularity and controlled atmosphere.

    effective school leadership by the principal because the principal is a figure (key person) in realizing the vision, mission and goals of the school which is an effective school.

  18. Students must practice carrying out observations pre-PPL before the implementation of PPL begins with the goal to find out how the school’s conditions and processes are learning that takes place in real school. When implementing PPL students practice have no difficulty in adapting to class and learning process in the class itself. Activities carried out related to PPL, both before and after the implementation of PPL, through several stages including Class Observation Activities.
    Observation Learning in the classroom is an observation activity carried out by students of practice, before the implementation of PPL. Observation of learning in class is an activity of observation of various characteristics in the learning process teach in class.
    This observation has the goal of knowing the learning process that takes place at class, which is opening a lesson, the method used, the principles of teaching used, the use of media, evaluation and steps to close the lesson. As an initial stage of socialization with students who will be taught. As a prediction in determining the steps and strategies to be taken in implementing classroom learning. Implementation of teaching practices in the classroom. Observation activities were carried out to assist the PPL program which will be implemented. As for things that are monitored in Observation activities include: the condition of the school, the vision and mission of the school, the curriculum, the syllabus of the Learning Implementation Plan (RPP) and the Learning Process.

  19. PPL is the usual activity performed on University. In order to meet one of the graduation requirements in getting the a bachelor’s degree .
    In activity it takes good preparation. In terms of physical and mental.
    As already described, that in the activities are one of the most important components. Namely the process of the placement professional teacher’s, which is where the process includes the activities of the observation of the school, identy the school, also make observation on the school.

    I will explain ” how to observe the school effectively before PPL”
    In observing the school that would later become the place we do the PPL, do the observation the physical observation of the school building, school environment , school facilities, are also things that become a completeness in teaching.

    In conducting the observation , the following are things that should be done :
    1. Look at the school building , that we’ll use for the implementation of the PPL. Whether the school building were fit for use or not ? Is the location were close to human settlement or not? Whether the school building were close to the highway or not
    2. How the facilities, environment, and curriculum around the school

  20. The earliest step taken before practicing work experience is school observation. The purpose and goal is to find out what you want to achieve in school and that can be seen in the mission and vision of the school. If we already know the mission and vision of the school then it will really help the steps what we will do according to and refer to mission and vision of the school, then after learning the new mission and vision we see the state of the school environment, it can begin with the teacher’s environment, how the teacher conducts teaching and learning activities with many theories or practices? interest in theoretical or practical lessons, the third is to observe the facilities and infrastructure available whether supporting the results to be achieved in accordance with the mission and vision of the school or not? do not let the available facilities are incomplete and may not even support the mission and vision of the school.

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