scholarly journals Meningkatkan Motivasi Guru Melalui Supervisi Secara Berkala dan Pemberian Penghargaan Guru Terbaik

2021 ◽  
Vol 2 (6) ◽  
pp. 827-838
Author(s):  
Wati Rahayu
Keyword(s):  
Student Wellbeing

SMP N 1 Pangandaran merupakan sekolah unggulan di Kabupaten Pangandaran  dengan guru yang senior dan beberapa merupakan guru inti, guru tutor dan instruktur kabupaten kurikulum 2013. Namun hasil raport mutu tahun 2019 pada standar proses masih belum optimal. Tujuan dari penelitian adalah meningkatkan motivasi guru dalam proses pembelajaran, meningkatkan kompetensi calon kepala sekolah, meningkatkan prestasi peserta didik dan menciptakan student wellbeing. Penelitian ini dilakukan 2 siklus, dengan teknik yang dipakai teknik individual dengan model supervise tradisional, pada siklus pertama pendekatan tidak langsung dan pendekatan kolaboratif pada siklus 2. Metode observer tidak langsung pada siklus 1 dan observer langsung pada siklus 2. Setiap siklus ada perencanaan, pelaksanaan, refleksi, monev dan tindak lanjut. Melalui supervise secara berkala dan pemberian penghargaan guru terbaik pada siklus 1 menghasilkan 98% guru merasa termotivasi, rata-rata hasil nilai supervise proses pembelajaran 94,23, hasil monitoring keterlaksanaan kegiatan 98,8, evaluasi peningkatan calon kepala sekolah 95,4, evaluasi hasil kegiatan 98,5, evaluasi peningkatan prestasi peserta didik 83, pencapaian student wellbeing 81,6 dan pada siklus kedua menghasilkan 100% guru merasa termotivasi, rata-rata hasil nilai supervise proses pembelajaran 98,10, hasil monitoring keterlaksanaan kegiatan 99,7, evaluasi peningkatan calon kepala sekolah 98,75, evaluasi hasil kegiatan 99,17, evaluasi peningkatan prestasi peserta didik 84,6, pencapaian student wellbeing 86,1. Dari hasil penelitian terlihat menunjukan angka sangat baik dan naik sehingga disimpulkan Supervisi secara berkala dan pemberian penghargaan kepada guru terbaik dapat memotivasi guru dalam proses pembelajaran, meningkatnya prestasi peserta didik, pencapaian student wellbeing dan peningkatan kompetensi calon kepala sekolah.

Development of an online transdisciplinary student wellbeing bundle: a thematic analysis (Preprint)

2020 ◽  
Author(s):  
Jena Buchan ◽  
Bonnie Clough ◽  
Jonathan Munro ◽  
Tatjana Ewais ◽  
Jaime Wallis ◽  
...  
Keyword(s):  
Focus Groups ◽  
Thematic Analysis ◽  
Personal Growth ◽  
Professional Staff ◽  
Self Awareness ◽  
Online Student ◽  
Student Wellbeing ◽  
Community Connectedness ◽  
Emerging Themes ◽  
Further Development

BACKGROUND The consequences of burnout for tertiary students across the health professions are well documented and include higher rates of mental health challenges, suicide, alcoholism, and relationship problems. As a key stakeholder in University-offered wellbeing services and support, it is desirable for students to hold a central role in development of such resources, particularly given effectiveness relies on student uptake. Hence there is a compelling need to develop a student-driven approach to promote wellbeing in the tertiary setting at individual, curricula, and systems levels. OBJECTIVE Based on this need, an online student-focused platform was developed using a bottom-up approach to support participant-driven enhancement of wellbeing and resilience to counteract burnout. This study reports on the development of the initial online “Student Bundle”, providing a foundation to inform the design of more locally based approaches to improve wellness and prevent burnout. METHODS Students and academic and professional staff from Griffith University Health groups were invited to participate in a series of focus groups. Sessions sought to collect information on desired structure, resources and overall content of the Student Bundle, with a thematic analysis undertaken to identify emerging themes. RESULTS Focus groups were conducted separately with staff (n=17) and students (n=7). Six main themes in relation to the development of the bundle emerged: Communication/Engagement; Accessibility/Flexibility; Professional practice; Community; Awareness; and Opportunity for personal growth. Stakeholders emphasized a bundle should be engaging and proactive to address wellbeing issues, incorporate aspects linked to professional identity and foster community, connectedness and self-awareness, providing an opportunity for growth. CONCLUSIONS Our research has revealed significant needs in relation to how an online student-focused wellbeing bundle could be delivered and what it could provide. Findings from this study will be used to guide further development and implementation of a multimodal, interactive student wellbeing bundle.

“Siamo vicini, no?”

2017 ◽  
Vol 40 (2) ◽  
pp. 194-211 ◽  
Author(s):  
Vincenza Tudini ◽  
Antonella Strambi
Keyword(s):  
Leisure Activities ◽  
Positive Relationships ◽  
L2 Acquisition ◽  
Maintenance Strategies ◽  
Language Programs ◽  
Student Wellbeing ◽  
Text Chat ◽  
Shared Experiences ◽  
Rapport Building ◽  
Face Saving

Abstract Focusing specifically on the negotiation of commonality, this study explores rapport building (Spencer-Oatey, 2000) in online intercultural text chat, where Australian students of Italian interact with L1 Italian speakers. Although the initial purpose of the examined chat exchanges is to facilitate L2 acquisition, analysis of transcripts indicates that participants also seek to establish affiliation and friendship, through discussion of shared experiences, preferred leisure activities, and personal likings. Such orientation to like-mindedness and commonality can be an implicit concern in their interactions, as well as an explicit mentionable in their talk. Participants also successfully engage in complex face-saving and rapport maintenance strategies where there is potential for disagreement. Overall, the data suggest that identified rapport-building language and behaviors promote the establishment of positive relationships, as a key component of online intercultural text chat. Thus, from a pedagogical viewpoint, these interactions appear beneficial both for L2 learning and student wellbeing. The study concludes with suggestions for the integration of similar tasks into language programs.

scholarly journals Conducting Teacher Stage Coaching Using SAC Media during pandemic Through Techniques

2021 ◽  
Vol 2 (2) ◽  
pp. 152-161
Author(s):  
Helwiya Helwiya
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Media Use ◽  
Student Wellbeing ◽  
Technology And Learning ◽  
Utilization Of Technology ◽  
Student Achievements ◽  
The Media ◽  
Prospective Principals ◽  
And Training

oaching techniques can be done by the principal to conduct mentoring, mentoring and training on teachers and tendik whose performance is still not in accordance with the standards set. Especially online learning (online) or online learning during the covid-19 pandemic, has a variety of ineffective opportunities. In addition, the problem of utilization of technology and learning media used in the implementation of learning is not maximal. The media used does not support the implementation of the teacher-selected learning model. Improving the competence and skills of teachers in using the media during the pandemic also needs to get the attention of the principal. In the Project to Improve the competence of prospective principals, the author conducts activities to improve the competence of teachers in the implementation of the learning process, especially the use of media through coaching techniques. Based on the results of the study obtained can be concluded that the use of android-based media, one of which is Smart Aplication Creator (SAC), is able to increase the activities of students in following learning from home, which is implemented during the covid-19 pandemic. This can be seen in five aspects, namely based on observation of the implementation of learning, the effectiveness of media use, the results of activities, student achievements and student wellbeing. In the observation aspect of learning implementation there was an increase from 76.50 to 90.39; from the effectiveness aspect of media use increased from 68.33 to 86.11; from the aspect of the evaluation of activities there was an increase from 74.17 to 90.00; from the student achievement aspect increased from 71.94 to 88.89 and from the student wellbeing aspect increased from 81.84 to 85.59.

Student wellbeing and issues of mental health

SecEd ◽  
2020 ◽  
Vol 2020 (2) ◽  
pp. 17-23
Author(s):  
Pooky Knightsmith
Keyword(s):  
Mental Health ◽  
Young People ◽  
Day School ◽  
School Staff ◽  
Health Issues ◽  
Student Wellbeing ◽  
Practical Guide ◽  
Mental Health Issues ◽  
The Common

Every day, school staff will encounter students struggling with issues of mental health. In this practical guide, Dr Pooky Knightsmith looks at spotting the signs, the common mental health issues, how to intervene, talk and listen to young people, referring successfully to CAMHS, and eight tips for supporting young people

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