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  • Jurnal Dwi Mingguan Modul 2.3

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    teguhmujiono23
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    The document summarizes a coaching practice session from Module 2.3. It describes taking on roles as the coach, coachee, or observer. The coaching followed the TIRTA method (Goal, Identification, Action Plan, Responsibility). The writer felt happy, enthusiastic, and satisfied helping the coachee find their own solutions. The lesson was that as a teacher, they must be a partner to students and colleagues, guiding them to solutions without directly providing answers, instead using active listening and thoughtful questions. Going forward, the writer will apply coaching steps to help students solve problems.

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    Jurnal dwi mingguan

    Original Title

    JURNAL DWI MINGGUAN MODUL 2.3

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    The document summarizes a coaching practice session from Module 2.3. It describes taking on roles as the coach, coachee, or observer. The coaching followed the TIRTA method (Goal, Identification, Action Plan, Responsibility). The writer felt happy, enthusiastic, and satisfied helping the coachee find their own solutions. The lesson was that as a teacher, they must be a partner to students and colleagues, guiding them to solutions without directly providing answers, instead using active listening and thoughtful questions. Going forward, the writer will apply coaching steps to help students solve problems.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    12 views1 page

    Jurnal Dwi Mingguan Modul 2.3

    Uploaded by

    teguhmujiono23
    The document summarizes a coaching practice session from Module 2.3. It describes taking on roles as the coach, coachee, or observer. The coaching followed the TIRTA method (Goal, Identification, Action Plan, Responsibility). The writer felt happy, enthusiastic, and satisfied helping the coachee find their own solutions. The lesson was that as a teacher, they must be a partner to students and colleagues, guiding them to solutions without directly providing answers, instead using active listening and thoughtful questions. Going forward, the writer will apply coaching steps to help students solve problems.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    JURNAL DWI MINGGUAN MODUL 2.

    Peristiwa (Fact)

    Dalam Modul 2.3 kami mempelajari praktek coaching. Pada pembelajaran ini kami
    berbagi peran dengan rekan kelompok untuk mengasah kemampuan dasar
    menjadi coaching. Ada yang berperan menjadi coach, coachee maupun ada yang
    menjadi observer (pengamat). Dalam melaksanakan praktek coaching, saya
    menggunakan langkah TIRTA (Tujuan, Identifikasi, Rencana aksi dan Tanggung jawab).

    Perasaan (Feeling)

    Perasaan saat melakukan coaching, saya merasa senang, bersemangat, antusias dan
    puas karena saya dapat menuntun coachee dalam menemukan solusi yang mereka
    inginkan.

    Pembelajaran (Finding)

    Pembelajaran yang dapat saya ambil dari aktivitas coaching adalah saya harus bisa
    menjadi mitra murid maupun sesama guru dalam menyelesaikan masalah mereka tanpa
    saya memberikan solusi secara langsung. Mereka bisa memperoleh solusi dari proses
    kehadiran penuh, mendengarkan aktif dan pertanyaan-pertanyaan berbobot yang saya
    lontarkan.

    Penerapan (Future)

    Di masa depan, saya akan sering melakukan langkah coaching dalam menyelesaikan
    masalah murid saya.

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