Driving school

Teachers as driving forces in transforming the student learning process

Students have characteristics that differ from each other, such as their learning styles and personal development needs, with some being either passive or active, while others take initiative and others need guidance. encouragement.

Each student also has unique potential and abilities, so teachers must be thoughtful in identifying and understanding their development, learning needs, preparation, interests, and potential.

In their efforts to understand their students, teachers are challenged to provide a variety of instructional materials and processes to make passive students more active and creative.

The goal is for learning in school situations to be fun, and if so, students yearn to return to school.

Teaching and learning processes should not consist of simply copying material written on the board, one-way communication, dictating to students or conveying theories, but should be more creative, bringing the experience by trying many fun practices.

The teaching process must develop students’ enthusiasm for developing critical and innovative thinking as well as being oriented towards them and their personal development.

By helping teachers to hone their skills and increase their abilities, the Ministry of Education, Culture, Research and Technology has implemented the Teacher as Driving Forces program to help teachers apply an education holistic.

One of the teachers at Diaspora Christian Education Foundation (YPK) High School in Kotaraja, Jayapura, Province of Papua, Trias Agata Roni, realized that one of the obstacles in the English class she was teaching was that seemed boring, lacked life or was monotonous.

Before joining the Teachers as Driving Forces program, Roni considered herself a fierce teacher. While teaching, she sensed that the students were disinterested or unenthusiastic about the lesson and tended to be passive instead.

Roni, who teaches Years 11 and 12, also admitted the class was not lively, with pupils finding it boring to actively ask questions or share their thoughts, and tended to be lazy to learn.

During a process of self-reflection, Roni stood up and began to think about what changes need to be made to improve the teaching and learning experience.

Having participated in the Teachers as Driving Forces program for nine months, she learned a lot from the independent projects, training and other participating teachers.

Roni mentioned having attended trainings, workshops, conferences and mentoring. In addition to developing a personal skill, she acquired an independent learning experience and a guided, structured and fun group.

The Teachers as Driving Forces program aims to create instructional leaders who encourage student growth and development in a holistic, active and proactive manner.

It also challenges educators to implement student-centered learning as well as being the agents of transformation of the educational ecosystem to realize the profile of students with Pancasila traits.

“I hope that after becoming a teacher (of this program), I can get advice, ways to make learning in the classroom interesting,” said Roni, a graduate of Cenderawasih University in Jayapura, during a recent meeting with journalists and the Ministry team.

While participating in the program, she received proper training that could enhance her teaching skills in which she has a community to exchange information about teaching methods that inspire enthusiasm among students.

Ronim, who has been teaching at the school since 2015, strives to be a teacher who can provide flexibility for students to develop their potential through engaging activities.

The teaching method is not effective in arousing students’ interest, she said. She pointed out that the challenge is how to get their attention to engage in the learning process before giving the topic.

In practice, she first tried to find out the feelings of the students and did not immediately start teaching the material.

“How are you?” is one of the questions that Roni says should be asked to start a lesson that will grab students’ attention.

She also regularly prepares games before the start of classes, in which students are invited to express themselves in English in a playful, simple but fun way.

Without realizing it, the students actually engaged in the learning process while playing.

In addition to researching information via the Internet and working independently, good teaching practices and game ideas can be obtained from the community of teachers who have participated in the Teachers as Driving Forces program.

“I solicited feedback from the community on what would happen if the students got bored and on (ideas to) break the ice. We give each other suggestions if we can’t get new and interesting things,” she explained.

Roni also provides differentiated instruction or learning that gives students the flexibility to enhance their potential based on their readiness, interests, and character.

She explained that differentiated learning not only focuses on projects, but also pays attention to processes and content.

Roni cited as an example that students’ final projects do not need to be the same but can vary from each other.

Students, with a penchant for singing, can complete a final project by writing song lyrics in English and singing them in front of their classmates.

Other students may complete their final project in the form of writing, dancing, crafts, or videos, and may even use social media platforms.

Paying attention to the learning style and character of each student, Roni admitted that they were more confident to converse in English despite some mistakes.

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