Teacher Performance Assessment
Teacher Performance Assessment
Performance appraisals of teachers conducted to evaluate the performance of teachers in providing learning in the classroom. There are some things that a teacher's performance appraisal of reference, be it in terms of learning persispan or implementation. Here are some things that a teacher's performance appraisal of reference:
There are some things in the assessment of teachers to be aware of, among others:
A. Planning learning
1. Formulate learning objectives
The formulation of learning objectives include:
a. Formulate basic competencies / learning outcomes indicators.
In formulating the basic competencies / indicators formulation clearly stated so as not to cause a double interpretation. The formulation containing behavior (behavior) that can be achieved by students. The composition of the formulation of basic competence in a logical sequence (from easy to difficult), from simple to complex, from concrete to abstract thinking and from low to high levels.
b. Designing a form of accompaniment impact life skills (life skills)
Impact of life skills should be shaped accompaniment contained in lesson plans.
Operational impacts are considered where appropriate accompaniment to the learning activities.
2. Develop and organize the material, media (teaching aids), and learning resources.
a. Develop and organize instructional material
In developing and organizing the learning materials, should be considered descriptors descriptors as follows:
• Coverage of the material (breadth and depth).
• Systematics of matter.
• Compliance with the abilities and needs of students
• recency (conformance with the latest developments in the field).
b. Determining and developing learning media.
What is meant by the media is anything that is used in learning activities, making it easier for students to learn (eg: pictures, original object model and map).
c. Selecting a learning resource
Learning resources can be a resource, textbooks, supplementary books, museums, environmental, laboratory, and so on.
Things to consider in selecting learning resources include:
• Compliance with the aim of learning resources.
• The suitability of learning resources to students' developmental level.
• Compliance with the learning resource material that will be taught.
• Compliance with environmental sources of student learning (contextual).
3. Scenarios to plan learning activities
a. Determining the type of learning activities
Learning activities may include listening to the teacher's explanations, observations, discussion, group learning, simulations, experimenting, reading, and so on.
Use of more than one type of learning activity is expected with the intention that individual differences in students can be served and student boredom can be avoided.
Some things to consider in drafting egiatan learning include:
• in accordance with the objectives,
• according to material to be taught,
• in accordance with the development of children,
• in accordance with the time available,
• in accordance with the media and learning resources are available,
• varied (multiple methods),
• enables the formation of the impact of the planned accompaniment,
• allow student involvement in an optimal
• provide opportunities for the students' inquiry process
b. Arrange the steps of learning
Learning steps are the stages of learning that teachers planned from the beginning until the end of the lesson.
c. Determine the allocation of learning time
Allocation of time learning is a division of time for each stage / type of activity in a meeting.
To assess this point to consider the provision of time for the opening activity, core, and the cover as shown in the following descriptors.
d. Determine ways to motivate students
Motivating students is a teacher attempts to make students learn actively.
Ways that can be done so that students are motivated to follow the lesson:
• Preparing for the opening of the learning materials such as hooks, delivery destination, which is attractive to students.
• Prepare media interest.
• Define the types of activities that are easy to follow students as well as challenge students to think.
• Involving students in activities.
e. Prepare questions (command)
Questions (including the command line) that is designed to include (1) low-level questions that require the ability to remember and (2) high-level questions that require the ability to understand, apply, analyze, synthesize, and evaluate.
Questions prepared teachers can be used for various purposes. Teacher prepares questions to assess / motivate students at the opening stage, during the learning process and at the close of learning.
4. Designing classroom management
a. Determine the arrangement of the background (setting) learning
Structuring learning background includes preparation and setting the room and facilities (seating, furniture and learning tool) is required in accordance with the needs of learning.
It needs to be done in managing the learning setting is:
• Structuring the background (setting) of learning according to learning objectives.
• Structuring the background (setting) of learning appropriate to developmental level (difference invidual) students.
• Structuring the learning setting in accordance with the allocation of time.
• Structuring of learning in accordance with the environmental background
b. Determine ways of organizing students to participate in learning activities.
What is meant by organizing student is the teacher in determining the grouping of activities, giving tasks, managing workflow, and how to work so that it can participate actively in learning.
• Setting the organization of students (individuals or groups, and or classical),
• Assignment to be done,
• Chronology and mode of action is clear,
• Opportunities for students to discuss the results of the task.
5. Plan procedures, type and prepare assessment tools.
a. Determine the procedures and types of assessment
Assessment procedures include:
• initial assessment
• assessment in the process
• the final assessment
Types of assessment include:
• oral tests
• a written test
• conduct tests
b. Create assessment tools and answer key.
Assessment tool can take the form of questions, tasks, and the observation sheet, while the answer key can be a correct answer or answers signs.
6. Document view lesson plans
a. Cleanliness and tidiness
Cleanliness and tidiness lesson plans can be viewed from the physical appearance of the learning plan.
Cleanliness and neatness seen from the following things:
• Writing can be read easily.
• Writing steady (consistent)
• The display is clean (with no streaks or smudges) and attractive.
• Illustration appropriate
b. The use of written language
Written language used in the lesson plan should follow the rules of written language.
The use of good language include:
• communicative language.
• Word choice precise.
• sentence structure standard.
• Writing method in accordance with the EYD.
B. Implementation of the learning
1. Managing space and learning facilities
a. Setting up the space, instructional media, and learning resources
This indicator includes the preparation of instructional media and learning resources that are utilized in the classroom teacher.
Things to consider in managing the living and learning facilities are:
• Media are required learning available.
The media exploited the learning easy.
Learning resources needed are available.
Learning resources easily exploited
b. Carry out daily tasks class
Class daily tasks may be related or not directly related to learning. Implementation of the daily task of effective and efficient class strongly support the learning process.
Daily tasks that need to be teachers, among others:
• Availability of stationery (chalk, markers) and erasers.
• Checking attendance.
• Cleanliness and neatness of the board, clothing students, and classroom furniture.
• Readiness of student learning tools as well as the readiness of students to follow the lessons.
2. Implement the learning activities
a. Initiate the learning activities
Started learning activities are activities undertaken by teachers in order to prepare students physically and mentally to start learning.
Needs to be done in the start of learning, among others:
• Motivate students by asking questions that challenge or tell the events that are hot.
• Linking learning materials with the experience of students (apperception).
• Provide a reference by interpreting the outline of the material and activities.
• Delivering learning objectives to be achieved.
b. Implement the types of activities in accordance with the objectives, conditions of students, classroom situations, and environmental (contextual).
This point indicates the level of conformity between the types of learning activities with learning objectives, student needs, change the situation, and the environment.
Things to consider!
• Learning activities in accordance with the purpose and nature of the learning materials.
• Learning activities in accordance with the development and needs of students.
• Learning activities are well coordinated (the teacher can control the lesson, the students' attention focused on the lessons, classroom discipline is maintained).
• Activities are contextual learning (as demanded by the situation and environment).
c. Using instructional media consistent with the purpose, conditions of students, and the demands of the situation and environment (contextual).
This point to focus on the use of instructional media used in the classroom teacher.
d. Implement learning activities in a logical sequence.
It is used to determine whether teachers can select and organize learning activities so logically one activity to another with an order after another.
Things to consider to achieve this are:
• Activities are presented from easy to difficult.
• Activities are presented relating to one another.
• The operation led to the conclusion.
• There may be a follow-up questions, or homework assignments at the end of the lesson.
e. Implement the learning activities of individual, group or classical.
In learning, variety of activities the individual, group or classical is very important to meet students' individual differences and / or establish the impact of accompaniment that includes:
• Implementation of classical activity, group or individual, in accordance with the objectives / materials / student needs.
• Implementation of classical activity, group or individual in accordance with the time and learning facilities.
• The change from individual activities to group activities, classical to the group or vice versa takes place smoothly.
• The role of teachers in accordance with the type of activity (classical, group or individual) that is being managed.
• In each activity (classical, group or individual) students engaged in an optimal fashion.
• Teachers make changes as necessary activities to avoid stagnation.
f. Learning to manage time efficiently.
Means it is referring to the optimum learning time has been allocated. Included in the efficient management of time include:
• Learning starts on time.
• Lessons end on time
• Learning is implemented in accordance details of the specified time.
• Learning held until they run out of time that has been allocated.
• No delay occurs during learning activities.
• No deviations occurred during learning time.
3. Managing classroom interactions
a. Giving instructions and explanations relating to the content of learning.
This indicator is used to assess the ability of teachers to effectively explain the concepts, ideas, and procedures relating to the learning content.
Assessment needs to observe the reaction of students to the scale of assessments can be determined precisely.
b. Handle questions and student responses.
This indicator refers to the way teachers handle students' questions and comments.
c. Using the expression of oral, written, and cues, including body movements.
This indicator refers to the ability of teachers to communicate with spoken language, writing, and cues including body movements. In detail include:
• Talks smoothly.
• Talk is understandable.
• The material is written on the blackboard or on manila paper (in the form of text and images) and worksheets can be read clearly.
• Cues including proper body movement.
d. Trigger and maintain student involvement.
This indicator focuses on the procedures and methods used in preparing teachers, attract, and encourage students to participate in learning.
Are included in this indicator are:
• Helping students to recall the experience or knowledge already gained.
• Encourage students to participate passively.
• Asking questions that are open are able to explore students' reactions.
• Respond / responded positively to participating students.
e. Confirming mastery learning materials.
This indicator relates to the ability of teachers to establish mastery learning materials in a way summarizes, summarizing, reviewing (review), and so on. This activity may occur several times during the learning process.
4. Be open and flexible as well as helping students develop positive attitudes toward learning.
a. Demonstrate a friendly, warm, flexible, open, understanding, and patience with students.
This indicator refers to the attitudes of the teachers are friendly, warm, flexible, open, understanding, and patience with students. in detail above reflected the attitude of:
• Displays the friendly attitude to the students. *)
• control himself at times facing students who behave less polite / negative *)
• Using words or gestures in a polite reprimand students. *)
• Respect for every difference of opinion, both among students, as well as between teachers and students. *)
*) 1 There is a possibility, as mentioned descriptors action b, c, and d is not done, because the development does not require state action in question. Therefore, in the assessment of indicators 4.1. this, please do one of the following alternatives: (1) if the situation does not demand action b, c, and d, so that these descriptors did not appear, then praktikan deemed to have committed acts a, b, c, and d, with values maximum of 4, (2) if the circumstances demand action b, c, or d, so that one or more descriptors that appear, then praktikan given a value of 1 for every action done right, and (3) if circumstances demand action b, c , or d, but not handled in accordance with the spirit of the relevant descriptors, then praktikan considered not able to perform actions b, c, or d, so it is not rated for any actions committed it.
b. Showed enthusiasm to learn.
This indicator measures the level of excitement of teaching. This excitement level can be observed through the face, tone, voice, movement, gesture, and so on.
Excitement of learning demonstrated by teachers:
• Eye and facial expressions.
• Tone of voice on the important lessons.
• How to approach the student and pay attention to things that are being done.
• Movement or gesture on the part of an important lesson.
c. Develop inter-personal relationships are healthy and harmonious.
This indicator refers to the mental attitude of teachers towards things that are perceived and experienced by students when they mengahapi trouble.
d. Helping students realize the advantages and drawbacks.
This indicator refers to the attitudes and actions of teachers in accepting the reality of the advantages and disadvantages of each student.
Things that need to be shown are:
• Respect for individual differences of each student.
• Giving attention to students who showed a deviation (eg physical disability, shy, aggressive, a liar).
• Provide additional tasks to students who have an advantage in learning or helping students who are slow learners.
• Encourage cooperation between students of slow and fast in learning.
e. Help students develop self-confidence.
This indicator refers to the efforts of teachers to help students develop self-confidence, among others:
• Encourage students to dare to express their own opinions.
• Provide an opportunity for students to give reasons for his opinion.
• Provide opportunities for students to lead.
• Giving praise to the students who succeed or give encouragement to students who have not succeeded.
5. Demonstrated special ability in learning certain subjects.
Teachers can give demonstrations of what the students will diajarkanya mamiliki idea of what will be learned or mastered.
6. Implement an evaluation process of learning outcomes.
a. Carry out the assessment during the learning process.
Assessment in the learning process aimed at getting feedback about the level of goal achievement during the learning process.
b. Carry out assessments at the end of learning.
Assessment at the end of the learning process aims to find out students' mastery of subject matter.
7. General impression of the performance of teachers / prospective teachers
a. The effectiveness of the learning process
This indicator refers to the degree of success in managing the learning of teachers in accordance with the development of the learning process. reflected the learning effectiveness of:
• Learning smoothly.
• The class of control in accordance with the plan.
• The class of control through the adjustment.
• Lead to the formation of the impact of accompaniment (eg there is an opportunity for students to be able to work together, responsible, tolerant).
b. The use of Indonesian spoken.
This indicator refers to the ability of teachers in the use of Indonesian as the language of instruction. This is apparent from:
• Speech is clear and easy to understand.
• Talks smoothly (not halting).
• Use standard words (limiting the use of words local or foreign).
• Talking to use proper grammar.
c. Be sensitive to students' language errors.
Teachers need to show his sensitive to language errors, so that students are accustomed to using Indonesian language properly and correctly. Sensitive taste can be shown in various ways such as reprimand, ordering, repair, or ask again.
d. Penampialan teachers in learning.
This indicator refers to the overall appearance of the teacher in managing learning (physical, teaching style, and assertiveness). Visible from:
• Dress neatly and politely.
• The sound can be heard by all students in kleas concerned.
• The position varies (not stuck on one place).
• Decisive in making decisions.
Performance appraisals of teachers conducted to evaluate the performance of teachers in providing learning in the classroom. There are some things that a teacher's performance appraisal of reference, be it in terms of learning persispan or implementation. Here are some things that a teacher's performance appraisal of reference:
There are some things in the assessment of teachers to be aware of, among others:
A. Planning learning
1. Formulate learning objectives
The formulation of learning objectives include:
a. Formulate basic competencies / learning outcomes indicators.
In formulating the basic competencies / indicators formulation clearly stated so as not to cause a double interpretation. The formulation containing behavior (behavior) that can be achieved by students. The composition of the formulation of basic competence in a logical sequence (from easy to difficult), from simple to complex, from concrete to abstract thinking and from low to high levels.
b. Designing a form of accompaniment impact life skills (life skills)
Impact of life skills should be shaped accompaniment contained in lesson plans.
Operational impacts are considered where appropriate accompaniment to the learning activities.
2. Develop and organize the material, media (teaching aids), and learning resources.
a. Develop and organize instructional material
In developing and organizing the learning materials, should be considered descriptors descriptors as follows:
• Coverage of the material (breadth and depth).
• Systematics of matter.
• Compliance with the abilities and needs of students
• recency (conformance with the latest developments in the field).
b. Determining and developing learning media.
What is meant by the media is anything that is used in learning activities, making it easier for students to learn (eg: pictures, original object model and map).
c. Selecting a learning resource
Learning resources can be a resource, textbooks, supplementary books, museums, environmental, laboratory, and so on.
Things to consider in selecting learning resources include:
• Compliance with the aim of learning resources.
• The suitability of learning resources to students' developmental level.
• Compliance with the learning resource material that will be taught.
• Compliance with environmental sources of student learning (contextual).
3. Scenarios to plan learning activities
a. Determining the type of learning activities
Learning activities may include listening to the teacher's explanations, observations, discussion, group learning, simulations, experimenting, reading, and so on.
Use of more than one type of learning activity is expected with the intention that individual differences in students can be served and student boredom can be avoided.
Some things to consider in drafting egiatan learning include:
• in accordance with the objectives,
• according to material to be taught,
• in accordance with the development of children,
• in accordance with the time available,
• in accordance with the media and learning resources are available,
• varied (multiple methods),
• enables the formation of the impact of the planned accompaniment,
• allow student involvement in an optimal
• provide opportunities for the students' inquiry process
b. Arrange the steps of learning
Learning steps are the stages of learning that teachers planned from the beginning until the end of the lesson.
c. Determine the allocation of learning time
Allocation of time learning is a division of time for each stage / type of activity in a meeting.
To assess this point to consider the provision of time for the opening activity, core, and the cover as shown in the following descriptors.
d. Determine ways to motivate students
Motivating students is a teacher attempts to make students learn actively.
Ways that can be done so that students are motivated to follow the lesson:
• Preparing for the opening of the learning materials such as hooks, delivery destination, which is attractive to students.
• Prepare media interest.
• Define the types of activities that are easy to follow students as well as challenge students to think.
• Involving students in activities.
e. Prepare questions (command)
Questions (including the command line) that is designed to include (1) low-level questions that require the ability to remember and (2) high-level questions that require the ability to understand, apply, analyze, synthesize, and evaluate.
Questions prepared teachers can be used for various purposes. Teacher prepares questions to assess / motivate students at the opening stage, during the learning process and at the close of learning.
4. Designing classroom management
a. Determine the arrangement of the background (setting) learning
Structuring learning background includes preparation and setting the room and facilities (seating, furniture and learning tool) is required in accordance with the needs of learning.
It needs to be done in managing the learning setting is:
• Structuring the background (setting) of learning according to learning objectives.
• Structuring the background (setting) of learning appropriate to developmental level (difference invidual) students.
• Structuring the learning setting in accordance with the allocation of time.
• Structuring of learning in accordance with the environmental background
b. Determine ways of organizing students to participate in learning activities.
What is meant by organizing student is the teacher in determining the grouping of activities, giving tasks, managing workflow, and how to work so that it can participate actively in learning.
• Setting the organization of students (individuals or groups, and or classical),
• Assignment to be done,
• Chronology and mode of action is clear,
• Opportunities for students to discuss the results of the task.
5. Plan procedures, type and prepare assessment tools.
a. Determine the procedures and types of assessment
Assessment procedures include:
• initial assessment
• assessment in the process
• the final assessment
Types of assessment include:
• oral tests
• a written test
• conduct tests
b. Create assessment tools and answer key.
Assessment tool can take the form of questions, tasks, and the observation sheet, while the answer key can be a correct answer or answers signs.
6. Document view lesson plans
a. Cleanliness and tidiness
Cleanliness and tidiness lesson plans can be viewed from the physical appearance of the learning plan.
Cleanliness and neatness seen from the following things:
• Writing can be read easily.
• Writing steady (consistent)
• The display is clean (with no streaks or smudges) and attractive.
• Illustration appropriate
b. The use of written language
Written language used in the lesson plan should follow the rules of written language.
The use of good language include:
• communicative language.
• Word choice precise.
• sentence structure standard.
• Writing method in accordance with the EYD.
B. Implementation of the learning
1. Managing space and learning facilities
a. Setting up the space, instructional media, and learning resources
This indicator includes the preparation of instructional media and learning resources that are utilized in the classroom teacher.
Things to consider in managing the living and learning facilities are:
• Media are required learning available.
The media exploited the learning easy.
Learning resources needed are available.
Learning resources easily exploited
b. Carry out daily tasks class
Class daily tasks may be related or not directly related to learning. Implementation of the daily task of effective and efficient class strongly support the learning process.
Daily tasks that need to be teachers, among others:
• Availability of stationery (chalk, markers) and erasers.
• Checking attendance.
• Cleanliness and neatness of the board, clothing students, and classroom furniture.
• Readiness of student learning tools as well as the readiness of students to follow the lessons.
2. Implement the learning activities
a. Initiate the learning activities
Started learning activities are activities undertaken by teachers in order to prepare students physically and mentally to start learning.
Needs to be done in the start of learning, among others:
• Motivate students by asking questions that challenge or tell the events that are hot.
• Linking learning materials with the experience of students (apperception).
• Provide a reference by interpreting the outline of the material and activities.
• Delivering learning objectives to be achieved.
b. Implement the types of activities in accordance with the objectives, conditions of students, classroom situations, and environmental (contextual).
This point indicates the level of conformity between the types of learning activities with learning objectives, student needs, change the situation, and the environment.
Things to consider!
• Learning activities in accordance with the purpose and nature of the learning materials.
• Learning activities in accordance with the development and needs of students.
• Learning activities are well coordinated (the teacher can control the lesson, the students' attention focused on the lessons, classroom discipline is maintained).
• Activities are contextual learning (as demanded by the situation and environment).
c. Using instructional media consistent with the purpose, conditions of students, and the demands of the situation and environment (contextual).
This point to focus on the use of instructional media used in the classroom teacher.
d. Implement learning activities in a logical sequence.
It is used to determine whether teachers can select and organize learning activities so logically one activity to another with an order after another.
Things to consider to achieve this are:
• Activities are presented from easy to difficult.
• Activities are presented relating to one another.
• The operation led to the conclusion.
• There may be a follow-up questions, or homework assignments at the end of the lesson.
e. Implement the learning activities of individual, group or classical.
In learning, variety of activities the individual, group or classical is very important to meet students' individual differences and / or establish the impact of accompaniment that includes:
• Implementation of classical activity, group or individual, in accordance with the objectives / materials / student needs.
• Implementation of classical activity, group or individual in accordance with the time and learning facilities.
• The change from individual activities to group activities, classical to the group or vice versa takes place smoothly.
• The role of teachers in accordance with the type of activity (classical, group or individual) that is being managed.
• In each activity (classical, group or individual) students engaged in an optimal fashion.
• Teachers make changes as necessary activities to avoid stagnation.
f. Learning to manage time efficiently.
Means it is referring to the optimum learning time has been allocated. Included in the efficient management of time include:
• Learning starts on time.
• Lessons end on time
• Learning is implemented in accordance details of the specified time.
• Learning held until they run out of time that has been allocated.
• No delay occurs during learning activities.
• No deviations occurred during learning time.
3. Managing classroom interactions
a. Giving instructions and explanations relating to the content of learning.
This indicator is used to assess the ability of teachers to effectively explain the concepts, ideas, and procedures relating to the learning content.
Assessment needs to observe the reaction of students to the scale of assessments can be determined precisely.
b. Handle questions and student responses.
This indicator refers to the way teachers handle students' questions and comments.
c. Using the expression of oral, written, and cues, including body movements.
This indicator refers to the ability of teachers to communicate with spoken language, writing, and cues including body movements. In detail include:
• Talks smoothly.
• Talk is understandable.
• The material is written on the blackboard or on manila paper (in the form of text and images) and worksheets can be read clearly.
• Cues including proper body movement.
d. Trigger and maintain student involvement.
This indicator focuses on the procedures and methods used in preparing teachers, attract, and encourage students to participate in learning.
Are included in this indicator are:
• Helping students to recall the experience or knowledge already gained.
• Encourage students to participate passively.
• Asking questions that are open are able to explore students' reactions.
• Respond / responded positively to participating students.
e. Confirming mastery learning materials.
This indicator relates to the ability of teachers to establish mastery learning materials in a way summarizes, summarizing, reviewing (review), and so on. This activity may occur several times during the learning process.
4. Be open and flexible as well as helping students develop positive attitudes toward learning.
a. Demonstrate a friendly, warm, flexible, open, understanding, and patience with students.
This indicator refers to the attitudes of the teachers are friendly, warm, flexible, open, understanding, and patience with students. in detail above reflected the attitude of:
• Displays the friendly attitude to the students. *)
• control himself at times facing students who behave less polite / negative *)
• Using words or gestures in a polite reprimand students. *)
• Respect for every difference of opinion, both among students, as well as between teachers and students. *)
*) 1 There is a possibility, as mentioned descriptors action b, c, and d is not done, because the development does not require state action in question. Therefore, in the assessment of indicators 4.1. this, please do one of the following alternatives: (1) if the situation does not demand action b, c, and d, so that these descriptors did not appear, then praktikan deemed to have committed acts a, b, c, and d, with values maximum of 4, (2) if the circumstances demand action b, c, or d, so that one or more descriptors that appear, then praktikan given a value of 1 for every action done right, and (3) if circumstances demand action b, c , or d, but not handled in accordance with the spirit of the relevant descriptors, then praktikan considered not able to perform actions b, c, or d, so it is not rated for any actions committed it.
b. Showed enthusiasm to learn.
This indicator measures the level of excitement of teaching. This excitement level can be observed through the face, tone, voice, movement, gesture, and so on.
Excitement of learning demonstrated by teachers:
• Eye and facial expressions.
• Tone of voice on the important lessons.
• How to approach the student and pay attention to things that are being done.
• Movement or gesture on the part of an important lesson.
c. Develop inter-personal relationships are healthy and harmonious.
This indicator refers to the mental attitude of teachers towards things that are perceived and experienced by students when they mengahapi trouble.
d. Helping students realize the advantages and drawbacks.
This indicator refers to the attitudes and actions of teachers in accepting the reality of the advantages and disadvantages of each student.
Things that need to be shown are:
• Respect for individual differences of each student.
• Giving attention to students who showed a deviation (eg physical disability, shy, aggressive, a liar).
• Provide additional tasks to students who have an advantage in learning or helping students who are slow learners.
• Encourage cooperation between students of slow and fast in learning.
e. Help students develop self-confidence.
This indicator refers to the efforts of teachers to help students develop self-confidence, among others:
• Encourage students to dare to express their own opinions.
• Provide an opportunity for students to give reasons for his opinion.
• Provide opportunities for students to lead.
• Giving praise to the students who succeed or give encouragement to students who have not succeeded.
5. Demonstrated special ability in learning certain subjects.
Teachers can give demonstrations of what the students will diajarkanya mamiliki idea of what will be learned or mastered.
6. Implement an evaluation process of learning outcomes.
a. Carry out the assessment during the learning process.
Assessment in the learning process aimed at getting feedback about the level of goal achievement during the learning process.
b. Carry out assessments at the end of learning.
Assessment at the end of the learning process aims to find out students' mastery of subject matter.
7. General impression of the performance of teachers / prospective teachers
a. The effectiveness of the learning process
This indicator refers to the degree of success in managing the learning of teachers in accordance with the development of the learning process. reflected the learning effectiveness of:
• Learning smoothly.
• The class of control in accordance with the plan.
• The class of control through the adjustment.
• Lead to the formation of the impact of accompaniment (eg there is an opportunity for students to be able to work together, responsible, tolerant).
b. The use of Indonesian spoken.
This indicator refers to the ability of teachers in the use of Indonesian as the language of instruction. This is apparent from:
• Speech is clear and easy to understand.
• Talks smoothly (not halting).
• Use standard words (limiting the use of words local or foreign).
• Talking to use proper grammar.
c. Be sensitive to students' language errors.
Teachers need to show his sensitive to language errors, so that students are accustomed to using Indonesian language properly and correctly. Sensitive taste can be shown in various ways such as reprimand, ordering, repair, or ask again.
d. Penampialan teachers in learning.
This indicator refers to the overall appearance of the teacher in managing learning (physical, teaching style, and assertiveness). Visible from:
• Dress neatly and politely.
• The sound can be heard by all students in kleas concerned.
• The position varies (not stuck on one place).
• Decisive in making decisions.