CULTURE AND CLIMATE OF SCHOOL
IN INDONESIA
Classroom management in the development of the culture and climate of the school is all efforts aimed to create an atmosphere and learning conditions in the classroom in order to be conducive and fun as well as to motivate students to study well according to his ability. In other words, a class management efforts to organize everything in the learning process, such as the physical environment in the classroom and the learning system.
Effective learning requires conditions conducive classroom. Classes that are conducive learning environment that encourages learning process intensive and effective. Learning strategies pursued any teacher would be ineffective if it is not supported by the climate and conditions conducive classroom. Therefore, teachers need to organize and manage the learning environment in the classroom such that fun, safe, and stimulate each child to be involved to the maximum in the learning process.
Setting learning environment is needed for children able to control the fulfillment of emotional needs. The learning environment that gives freedom to the child to make choices will encourage children to get involved physically, emotionally, and mentally in the learning process, and therefore, will be able to bring the activities of creative-productive. That is why every child should be given the freedom to make choices according to what is able and willing to do.
Good classroom management, can be done in six ways as follows;
the creation of the physical classroom environment conducive
of spatial learning as learning centers
the creation of a conducive learning atmosphere,
determination of learning strategies and
the use of media and learning resources, and
assessment of learning outcomes.
For more details six ways mentioned above will be explained in the following description.
Physical Environment Class
The physical environment in the classroom includes setting learning space is designed in such a way so as to create conditions of class menyenagkan and to foster the spirit and desire to do well, such as: setting tables, chairs, cabinets, pictures of affirmation, displays of student work that is accomplished, the tool teaching-tool, instructional media, and if necessary accompanied by musical nuances that corresponds to the material taught or musical nuances that can build excitement for student learning. The design of good classrooms meant to instill, cultivate, and strengthen the sense of religious and spiritual behaviors of students. With good classrooms, students can communicate freely, respect and value each other's opinions. In addition, the classrooms are laid out well, teachers will be free to give maximum attention to each student's activity.
The setting tables and chairs
Arrangement of tables and chairs should enable students can benefit and give keluasaan to the mobility of movement for learning activities. Tables and chairs also should be moved, transferred, and arranged flexibly. Give flexibility to the students set up their own or choose a desk-chair respectively, although it might look messy and unorganized. Basic principles need to be considered in the setting of tables and chairs is the order which can stimulate and retain a high level of learning engagement. In addition, the seating position of students should not remain in a certain position, it would be better if the seating position of students changed at any time so that the interaction between the students in the classroom is more pronounced and it will foster socialization among them and overcome the boredom of students with seating positions permanent.
Here are a few forms of arrangement of tables and chairs that can be selected by teachers to increase engagement and interaction with other students in the learning process.
Model U
Figure 4.1 Model Letter U image Model arrangement of tables and chairs U model can be selected for various purposes. In this model, the students have a board to write and read, can see the teacher or visual media with ease and allows them to be directly opposite each other. The composition of the model also makes it easy to share teaching materials to students quickly, where teachers can get into the letter U and running in different directions.
In drawing up the tables and chairs U model, provide sufficient space between one seat to the other so that a small group of students consisting of three or more people can come and go from his place easily.
Corak Model Team
Figure 4.2 Model Styling Team image In this model, the tables are grouped semicircle or oblong in the living room classroom to allow teachers to interact with each team (group of students) can put the chairs around the tables to create an intimate atmosphere. Students can also rotate the circular seat facing the front of the classroom to see the teacher or blackboard.
Model Table Conference
image This model is suitable if relatively rectangular table. This arrangement reduces the dominance of teaching and increase student engagement.
Figure 4.3 Model Table Conference
Circles Model
Figure 4.4 Model Circle image In this model, the seating of students arranged in a circle so that they can interact face to face directly. Model circle like this is suitable for the full group discussion. Provide sufficient space, so that the teacher can have the students draw up their seats quickly in which a variety of small groups. If they want to write, they can turn to each table, but if they discuss, they can rotate the seat to face to face with each other.
Model Fishbowl
Figure 4.5 Model Fishbowl image This arrangement allows the teacher conducting discussions to prepare the role play, debate, or observe the activity of the group. The most special arrangement consisting of two concentrations chairs circle. Teachers can also put a conference table in the middle, surrounded by chairs on the outside.
Breakout Model groupings
Figure 4.6 Breakout Model Groupings image If the class is large enough or if the space allows, put tables and chairs where small groups of students can perform learning activities that are based on team tasks. Place the arrangement of the fragments groups far from each other so that the teams that do not interfere with each other. But avoid placing indoor small groups too far from the main classroom so that the relationship between them can be maintained.
image Model Workstation
Image 4.7 Workstation Model This arrangement is appropriate for the type of laboratory environment, where every student sitting in pairs on a specified table to do a task (such as operating a computer, the machine, do work Laboral, etc.) shortly after dimenostrasikan. The table is set in such a way, so that students can work in pairs as a partner to learn. This arrangement is appropriate for use when the subject involves independent tasks (seat work) as well as small group work. Some things to keep in mind the following to apply this model.
Arrangement of tables and chairs should be moved, pinned dahkan, and arranged in flexion bell.
Provide flexibility to the students set up their own or choose a desk-chair respectively, although it might look messy and unorganized.
Arrangement of tables and chairs is good is that memung can enable students can interact and give keluasaan to the mobility of movement for learning activities. Basic principles need to be considered in the setting of tables and chairs is the order which can stimulate and retain a high level of learning engagement.
Displaying pictures and colors
Displaying pictures and color selection need the following suggestions:
Students need to be involved in the procurement and arrangement of the exhibits that are needed in the classroom. Students, for example, may be asked to make a drawing, poster, motto, poetry, or excerpts of verses, hadith, and messages specific figures, to be selected and displayed in the classroom.
To menghin of saturation terha dap pictures and posters fill the same affirmation, teachers need to periodically replace pictures or posters.
To optimize the arrangement of space, then the results should be displayed student work to meet the classroom. The display may be the work to individual's, turned away the late, or group. Displays can include images, maps, diagrams, models, original objects, poetry, essays, and so on. Classrooms are filled with displays of student work, and done well, it can help the teacher in the learning process because it can be used as a reference when discussing an issue. In addition, the selected students' works on display can function as a reward and praise to motivate students to do better work and inspiration for other students.
the use of music
The presence of soft music in the sound of the class is also believed to strengthen the endurance and concentration of student learning. In addition, the study while listening to music can create a pleasant atmosphere and a sense of welcome to stay in the classroom. Therefore, if funds allow, in each class can be provided radio tape to play and play soft music, especially when students work on tasks that require concentration and high thinking. It would be better, if the class has been prepared with a good sound-system. In general, all the music options to support learning activities in the classroom is a kind of instrumental music. Only in the interval or for the purpose of giving special effects to choose music that contains lyrics. And if you have to use the music with lyrics, choose one that contains a positive message.
Structuring Classrooms as Learning Centers
Learning centers is a special area in the classrooms to organize the material, equipment, tools, and their work is related to the subject, skill or activity. Learning centers may be located on tables, shelves, corners, or even under the desk. Learning centers can be permanent or only associated with certain activities or areas of learning, such as publishing centers, centers of learning math, reading cafes, etc. Learning centers could also be flexible and temporary (laid out for the purposes of a specific theme or units studied).
In addition, the involvement of students also helps build skills "home care" that dipelukan to maintain the atmosphere of active class and student-oriented. For these masud, teachers can encourage students to have and put forward several options in setting the ground rules for their center-based activities.
Some good practice in managing the centers of learning (good practice) stated the following:
In arranging the class into learning centers, a number of teachers engage students, especially in the planning and provision of learning resources magnified necessary. Involving students in designing classrooms into centers of learning can build a sense to bang gaan and unity among students.
Moving-class system (class switch) is an alternative that can be taken to streamline the arrangement of the classroom as learning centers. In the moving-class system, the specific classrooms laid out specifically to support the learning of specific subjects. There science classes, language classes, math classes, art classes, and so on. These classes are arranged into a sort of home-room or special learning centers. Tables, chairs, appliances, media, display, and the various aspects in the classroom be arranged according to the needs and karaketeristik an pembel teaching certain subjects.
The use of moving-class system as it has several advantages, as follows:
Atmosphere and classroom order to expedite the activities and the learning process. All elements in the classroom into a kind of reinforcer (booster) and a stimulator to excite and learning activities on specific subjects.
Allows use of means, facilities, as well as various media and tools to learn more efficiently. Media and Science teaching equipment, for example, does not need to exist in all the classes, all the learning needs of these subjects adequately placed and laid out specifically in a particular class. Similarly, the needs of media and learning aids on subjects more specifically laid out in separate classes.
Every day, students can enjoy and experience the learning process in place and a variety of learning environments. Mobility exercise like this can avoid the students of saturation due to spatial monotonous class.
Movements experienced by students when class movement allows the interaction that is more active and alive among students. It can stimulate and develop attitudes of empathy, cooperation, caring, and a wide range of prosocial attitudes of other students.
Management of Student Activities
Typically, the management of student learning activities carried out in various forms such as individually, in pairs, small groups, or classical. Some of the considerations taken into account when managing perIu students. Among other types of activities, destination activities, student engagement, learning time, and the availability of facilities / infrastructure. It is very important perIu taken into account is the diversity of student characteristics. Teachers have to understand that every student has a different character. Therefore, teaching and learning activities need to be designed with an atmosphere that allows every student obtain the same opportunities to demonstrate and develop their potential. Here are some examples of the different characteristics of each student (see Table 1).
Table 4.1 Characteristics of Student Diversity Factor
and Implications for Management Students
Diversity factor
management Students
Contents (by content)
Provides opportunities for students to learn the different materials in the same target or different competency.
Interest and motivation of students (by interest)
Provides opportunities for students to be creative in accordance with the interests and motivation to learn regardless of the competence of the same or different. It is expected that able to spur students' motivation to learn more independently.
Speed learning stages (by piece)
Provides opportunities for students to study (work) in accordance with its learning speed. Diversity could be on the competence and / or the content of the subject matter, as well as student activities.
The level of ability (by level)
Provides opportunities for every student to achieve competency men to the maximum in accordance with the level of capabilities. Diversity could be on the competence and / contents of the subject matter as well as student activities.
Reaction given students (by respond)
Provides opportunities for students to demonstrate a response through presentation / presentation of their work orally, in writing, object creation, so on.
Cycle ways of thinking (by circular sequence)
Provides the opportunity for each student to master the material in ways based on the perspective they select. The structure of knowledge (by structure) provides the opportunity for students to choose (select) material based on controlled manner, for example: from easy to difficult, from the known to the unknown, from close to far.
Time (by time)
Giving attention to each individual student who likely has a different duration to achieve mastery in learning.
The learning approach (by teaching style)
Give different treatment to each individual in accordance with the situation of students.
time management
Learning takes place during a specific time period. Time is a limited resource that needs to be allocated and used efficiently and effectively. Learning implementation time allocation for each subject has been allocated in units of a certain hour. The allocation of teaching hours must be used optimally to produce a change in student learning.
To optimize the use of the time available for the needs of learning, teachers need to be aware of the following instructions.
Avoid wasted time due to delays in the preparation of the source or media, delay start learning early, or too much of it under the time to complete administrative tasks. Teachers need to find ways to work efficiently in completing administrative duties that are necessary.
Done to menunjung learning program. The use of computers is one way that can be taken.
Starting on lessons on time. Avoid spending too much time face the problem of students being late or other students. Teachers sometimes spend too much time taking care of students late or incorrect behavior-custom displays more. Such students should be handled after the lesson time, or transferred to a school counselor.
Avoid clicking PBM stop prematurely. If the scenario pembel teachings prepared well, teachers can mememperkirakan kinds and quantity of learning activities in accordance with the allocation set time. Thus, the resources allotted time un tuk every hour learning can be used effectively and efficiently.
Avoid the things that can interfere with learning during making processes. Attain procedures and routines so that students in the classroom and hindered done smoothly and quickly. Use written instructions, plans, or drawings to help students understand what should ban Kukan, how and where a task to be done. Tata necessary equipment and materials in such a way in an easily accessible location and is used by all students when needed. Good classroom setting, as described previously, can help expedite the learning activities in the classroom.
Increase time on-task every student to attend each session of teaching pembel tan. Time on-task students, the bulk of time where students are actively involved ter mentally in the learning process. This can be done by me ngait the lessons with interesting things, is involved, and in accordance with the interests of students.
Maintain the momentum of learning. Momentum is the moment of learning, opportunities, or certain special occasions where the class is at a very favorable condition and is actively involved in the learning process early. Each student strives to learn from each other. Sustaining momentum se learned long learning process is one of the keys to maintaining a high level of learning engagement. In classes that keep mo men tum well, students always have something to do and so work began no more disorders that impair learning concentration.
Creation atmosphere Learning
Environmental learning system includes a variety of things that can facilitate the learning process in class such as: competence and creativity of teachers in developing learning materials, the use of methods and learning strategies vary, the timing of the learning process and the use of media and learning resources that correspond to the learning objectives and determination of evaluation to measure student learning outcomes. Keselurahan aspects described above is designed in such a way in the learning process.
That became the emphasis in the creation of a conducive learning atmosphere is the creation of the learning environment (1) fun, (2) fun, (3) educating, and (4) strengthen.
Fun and exciting
Fun and exciting feelings associated with affective aspects. Teachers must have the courage to change the climate of love to be. Teachers should be able to invite and immerse students in a preferred learning conditions and challenges students to create actively. The design of integrated learning with contextual learning materials should be developed constantly with well by the teacher. For this purpose the teachers trained:
be friendly
familiarize yourself always smiling
Air communication with courtesy and worth
fair to all students
always patient with a variety act and behavior of students.
creating a creative learning activities through themes pulled me close to student life.
Feeding and strengthen
Feeding is not just related to cognitive aspects, but also with multiple intelligences (multiple intelligence). Equally important is how teachers can stream normative education into subjects so be adaptive in the child's everyday life. This is what is the main purpose of the fundamentals of life skills (life skills). Therefore, teachers are trained:
Choosing themes and hindered clicking encourage child is not just a thought, but also can feel and act to accomplish the tasks that are the responsibility of his.
The techniques of creating a pleasant atmosphere in learning, because if the child se nang and fun, of course not only the cornerstone kecer obtained, but to his well kar me his "kepriba dian children" that strengthens them as learners.
Provide a sufficient understanding of the importance to provide flexibility for students in the learning process.
Do not have too many rules made by the teacher and must be obeyed by the child would cause the children are always filled with fear and once blanketed guilt.
Some practice the creation of a good learning atmosphere (good practice) is presented below.
Before starting the lesson, with a friendly attitude and full of smiles greet teachers and some students asked about the state of readiness of each student to learn. There was even a teacher who opens the lesson begins with a short chant and then assign someone the students to continue the song.
At the beginning of the lesson, the teacher familiarize students to pray together so that God continues to provide health and ease in understanding the lesson. Furthermore, teachers also do not forget to give enlightenment-spiritual enlightenment to the students so that they always honor and respect, honesty and responsibility for any given task.
During the learning process, the teacher always develop effective form of communication, so that students can ask questions or express opinions in a pleasant atmosphere and feel depressed, do not be afraid or feel guilty.
Application of Learning Strategies
Before discussing learning strategies, we must first understand the concept of learning as shown below.
Students will be easier to build understanding, if able to communicate his ideas to other students or the teacher. In other words, it will be easier to build understanding through interaction with social kungan ling.
The interaction allows the improvement of students' understanding through discussion, ask each other, and explain each other. The interaction can be enhanced with a buzzer teaching groups.
Penyam Paian gas ga's by the students can sharpen, mem lam regulations, establish, or me nyem pumakan ga IDEAS earn it because mem tang scrambling of other students or teachers.
In the learning process of students always perIu dido rong for mengkomuni ed ideas, ha sil creations and findings to other students, teachers or other parties. Thus, learning allows students socialize by clicking value differences (of opinion, attitude, abi ladies, achievement) and trained to work together. That is, learning that is expected to encourage students to develop empathy so that mutual understanding can be established by aligning knowl knowledge and actions.
With such understanding of the foregoing, the teachers realized that learning strategies are important in learning activities in the classroom, because the strategy can create learning conditions that support the achievement of learning objectives. In addition, the learning strategy selected and used well by teachers can encourage students to actively participate in learning activities in the classroom, and use good learning strategies can have an impact on increasing teachers' teaching skills and self-confidence.
Some of the strategies that can create a culture and climate in the school can be argued, among others, (1) problem-based learning, (2) learning inquiry, (3) based learning project / task, (4) cooperative learning, (5) learning participatory, and ( 6) instructional scaffolding.
0 Response to "CLASS MANAGEMENT STRATEGY IN DEVELOPMENT CULTURE AND CLIMATE OF SCHOOL IN INDONESIA"
Posting Komentar