SUCCESS TEACHING IN

AFKAARUNA EARLY YEARS

Suci Hanifah
FACTORS INFLUENCING KIDS
EDUCATION
 Parenting at home
 Environment—MEDIA, neighbour,
relatives
 School—Educators, school environment,
schoolmates
 Personality
Active or passive
Shy or brave
BASIC PERSONALITY
 Choleric: adventurous, determined, outspoken,
competitive, strong-willed
 active and coomunicative
 Sanguine: playful, sociable, talkative, lively, imaginative

cooperative
 Melancholy: detailed, orderly, persistent, respectful, deep

follow the rule

 Phlegmatic: thoughtful, controlled, adaptable, attentive,
diplomatic
 follow when they agree, unfollow when they disagree
PHYLOSOPHY OF TEACHING KIDS
 “Best interest of child” means the basis for any
decision taken regarding the child, to ensure fulfillment
of his basic rights and needs, identity, social well-
being and physical, emotional and intellectual
development;
 “Child friendly” means any behavior, conduct, practice,
process, attitude, environment or treatment that is
humane, considerate and in the best interest of the
child;
PRINCIPLES OF EDUCATOR

 T = Teaching  Uswah hasanah

 E = Education  disesuaikan dengan tahapan usia

 A = Activity  bervariasi agar selalu menarik bagi anak.

 C = Communication  kalimat&gesture positif dan

efektif
 H = Heart  dengan hati ikhlas, sehingga educator
tidak merasa tersiksa dan frustasi.
 E = Encouragement  memberi motivasi
BASIC SUPPORT TO GET SUCCESSFUL
TEACHING IN KIDS
 Keep intrinsic motivation--modeling enthusiasm and
curiosity rather than competition, reinforce thinking
processes rather than praising the child. 
 Share their knowledge regularly—ask and
communicate with children
 Remember that 
children need to be active---well-planned, interesting
learning plans fail if the children need a break.
 Be sensitive to children need---learning doesn’t happen
if a child is over tired, hungry, upset, scared or
worried
IT’S GOOD TO REMEMBER…

 That children often do not have the

vocabulary to express themselves.
 To use reflective listening to help
children understand what is
upsetting them.
 That sometimes children work well
in groups and this helps them
learn to share and develop ideas
and at other times they need to be
alone with ample time to figure
things out.
 To relax and have fun with your
students!
WHAT IS OUR GOAL??

ARE YOU SUCCESS AS EDUCATOR??

WHAT SHOUL D TEACHERS DO
KOMPONEN WHAT SHOULD TEACHERS DO

T-Uswah

E-Sesuai usia

A-Variatif

C-Positif&Effective
communication

H-Ikhlas

E-Motivasi

R-Readiness
SO…HOW TO BE EFFECTIVE
IN ?
1. INTRODUCE A NEW TOPIC WITH
THINGS TO INVESTIGATE
 Effective kindergarten teaching occurs when students are
offered content, actual things to investigate (as opposed to
only learning cute songs and completing worksheets about the
topic).
 Learning a new concept is easier when it is repeated in many
different subject areas.
 Give a students time to express his/her new knowledge in
many ways.
 Creative movement and poetry, paint it with a large paper and
paint, illustrate and label the stages in a science learning center,
stories and songs.
 Continue kindergarten topics for as long as the students
demonstrate curiosity
2. KEEP LESSONS OPEN ENDED AS LEARNING IS
DEVELOPMENTAL

 Effective kindergarten teaching happens when teachers

remember that children develop physically and progress
academically, socially and artistically at different rates.
 Offer open-ended activities to meet the developmental
stages of all students. An open-ended activity is any
activity that all children can have success with. The more
advanced child may add words, a more complex drawing
or use a higher level of thinking than a child at an earlier
stage of development.
PROVIDE LOTS OF INSTRUCTION,
PRACTICE AND TIME TO LEARN
NEW SKILLS AND CONCEPTS

 Be creative – there are lots of ways to practice skills

using puzzles, games, diagrams and more.
 Do not automatically think “worksheet” when you
think of skill practice.
 Practicing concepts and skills does not need to be dull
and repetitiv
KID’S HANDLING
TIPE ANAK
 Pendiam—follow the rule
 Pemalu—takut—sulit beradaptasi

 Agresive—pemberani
INSIDE TIME
 Pastikan semua anak berada di dalam kelas---anak yang kondisi
khusus tidak mau inside, pastikan tetap terawasi (titipkan staf lain)
 Setiap anak yang berada di dalam kelas harus dengan pengawasan
educator.
 Jika membutuhkan pembagian kelompok, tiap kelompok harus
didampingi oleh 1 orang educator
 Jika pembagian kelompok melebihi jumlah educator dalam kelas,
kelompok yang tdk didampingi harus diberikan tugas atau permainan
mandiri
 Kelas harus memiliki rules yang disusun bersama anak

 Educator harus sensitive terhadap diskriminasi dan bullying

 Formasi duduk anak diusahakan dalam formasi U shape atau lingkaran

(educator masuk dalam garis lingkaran) untuk memudahkan pengawasan
 Stationary yang berbahaya seperti strepler, gunting dan cater harus
diletakkan di tempat yang sulit dijangkau anak-anak.
OUTSIDE TIME
 Pastikan semua anak berada di luar keas---anak yang sedang tidak
bisa/mau outside, pastikan tetap terawasi (ada staf yang dititipi)

 Saat free time atau menunggu hometime/naptime kegiatan anak harus

dengan pengawasan educator minimal 3 orang (di playground, di hall
dan disekitar kelas). Rasio ideal 1:7

 Jika pembelajaran di luar kelas membutuhkan pembagian kelompok,

maka tiap kelompok harus didampingi oleh 1 orang educator

 Untuk kegiatan ke luar madrasah, gunakan alat bantu (tali, dsb) untuk
menjaga formasi berbaris anak dan memudahkan pengawasan

 Kegiatan keluar madrasah harus didampingi minimal 2 orang educator