Teachers as the driving force to transform student learning processes

School students have different characteristics, such as learning styles and personal development requirements. Some are passive or active, some take the initiative and others need encouragement.

Also, because each student has his or her own potential and abilities, teachers need to be careful to identify and understand their development, learning needs, preparations, interests and potential.

To understand students, teachers are required to provide a variety of teaching materials and processes to make passive students more active and creative.

The goal should be that learning at school should be fun, and if so, students will crave to return to school.

The process of education and learning is not only a copy of board-written materials, one-way communication, dictation to students, and the provision of theory, but also life to experience by trying more creative and fun exercises. You need to blow it in.

The educational process must not only build student enthusiasm for developing critical and innovative thinking, but also be directed towards them and their self-development.

To help teachers develop their skills and develop their abilities, the Ministry of Education, Culture, Sports, Science and Technology has implemented a teacher program as a driving force for teachers to apply holistic education.

One of the teachers at the Diaspora Christian Education Foundation (YPK) High School in Jayapura, Papua, said that one of the obstacles in her English lessons was that she felt bored or lacked life. I noticed that. Monotonous.

Before becoming part of the teacher as a driving force program, Roni regarded himself as a fierce teacher. While she was teaching, she felt that her students tended to be passive instead of indifferent or enthusiastic about the lesson.

Roni, who teaches in grades 11 and 12, also admits that the class is not active, it is boring for students to actively ask questions and share ideas, and it tends to be a hassle to learn. I did.

In the process of introspection, Roni stood up and began to think about the changes that must be made to improve the teaching and learning experience.

After attending Teachers for nine months as a driving force program, she learned a lot from independent projects, training, and other participating teachers.

Roni talked about attending training, workshops, meetings, and mentoring. In addition to developing her self-development, she gained an independent learning experience and a guided, structured and fun group.

Teachers as a driving force program aims to create educational leaders who encourage the growth and development of students who are holistic, positive, and positive.

It not only implements student-centric learning, but also builds educators who will be agents to transform the education ecosystem to realize student profiles with Pancasila characteristics.

“I hope I can get some tips and tricks to make learning in the classroom interesting after becoming a teacher (of this program),” said Roni, a recent graduate of the University of Senderawashi in Jayapura, a team of journalists and the ministry. I talked while meeting.

While attending the program, she received appropriate training that could enhance her educational skills. There she has a community of exchanging information about teaching methods that build student enthusiasm.

Having been teaching at school since 2015, Ronim aims to be a teacher who can provide students with the flexibility to develop their potential through interesting activities.

She argued that the lecture method was not effective in attracting students’ interest. She pointed out that the challenge was how to engage their attention in the learning process before giving the subject.

In fact, she first tried to know the feelings of the students and did not immediately start teaching the subject.

“How are you feeling?” This is one of the questions that Roni feels should be asked to start a class that draws students’ attention.

She also prepares the game on a regular basis before the class begins. There, students are invited to speak English in a simple, fun and playful way.

I have been working on learning while actually playing without noticing it.

In addition to searching for information over the internet and working independently, you can get great teaching practices and game ideas from the community of teachers who participated in the driving teacher program.

“We’ve been asking for feedback from the community about ideas for getting bored and breaking ice, and if we don’t get something new and interesting, we’ll suggest each other,” she explained.

Roni also offers differentiated teaching or learning that gives students the flexibility to increase their potential based on their preparation, interests and personality.

She explained that differentiated learning not only focuses on the project, but also on the process and content.

As an example, Roni said that students’ final projects do not have to be the same, but they can be different from each other.

Students who like to sing can write English lyrics and sing in front of their classmates to create the final project.

Other students can do the final project in the form of writing, dancing, handicrafts, or video, or even use a social media platform.

By paying attention to each student’s learning style and personality, Roni admitted that he was confident in speaking in English, even though he still made some mistakes.

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