Managing the teaching
learning process of mathematics is a practical approach that is important for
mathematics teachers to help them on managing material, students, and class.
There are twelve kinds of managing the teaching learning process of
mathematics:
1.
Developing
Lesson Plan
Lesson Plan is teacher’s detailed description of the
course of instruction for one class. In Indonesia, we called lesson plan as RPP
(Rencana Pelaksanaan Pembelajaran) A daily lesson plan is developed by a
teacher to guide class instruction. Detail will vary on the preference of the
teacher, subject being covered, and the need or curiosity of the children.
There may be requirements mandated by the school system regarding the plan.
A well-developed lesson plan reflects interests and
needs of students. It incorporates best practices for the educational field.
The lesson plan correlates with the teacher’s philosophy of education, which is
what the teacher feels in the purpose of educating the students.
Also, when teacher develop lesson plan, the teacher
must know the contents of lesson plan:
-
Identity
and Information of school, class, subject, time allocation, etc.
-
Aim
of the material
-
Competency
that will be developed during the learning process
-
Description
of the competency
-
Learning
resources that most used during learning process
-
Teaching
contents or material that will be studied.
So, from explanations above, I think that on
developing lesson plan, teacher must pay attention on the meaning of lesson
plan, that lesson plan developed based on the teacher, students’ needs, and
school mandate. So, it must be different between one teacher and other
teachers. Also teacher must pay attention on the contents of lesson plan. So
lesson plan can be work well to teachers and students.
2.
Developing
Student’s Worksheet
One of the characteristics of innovative learning is
developing student’s worksheet. It caused the paradigm of learning is learning
mathematics is doing some exercises. So we need teaching aids, and on of
teaching aids is student’s worksheet. Student’s
worksheet or LKS is a worksheet that contains the information and
command/instruction from teachers to students to do a learning activity in the
form of work, practice, or in form of the application of learning outcomes to
achieve a goal.
A good student’s worksheet must complete the
characteristics of worksheet, which is student’s worksheet can promote students
to construct their own knowledge of mathematics. On developing student’s
worksheet, teacher can use discovery methods, they are structure guide
discovery and unstructured guide discovery. So, a student’s worksheet is not
only collection of many exercises.
Then, there are four steps in developing good
student’s worksheet:
a.
Determining
the instructional aims by analyzing the students by identify who are our
students and knowing the character of our students
b.
Collects
the materials that we need based on instructional aims
c.
Arranging
the students worksheet, at least there are materials, tasks, and exercises
d.
Checking
the student’s worksheet is it consistent with the instructional aim or not.
3.
Developing
Learning Resources
Learning resources are all good sources of data,
people, and the particular form that can be used by learners in learning,
either separately or be combined to facilitate learners in achieving learning
goals or achieve a certain competence.
There are two types of learning resources:
-
Learning
resources are designed (learning resources, by design), the learning resources
that are specifically designed or developed as a component of an instructional
system to provide facilities directed learning and formal.
-
Learning
resources are used (learning resources, by utilization), the learning resources
that are not designed specifically for the purpose of learning and its
existence can be found, implemented and utilized for the purposes of learning.
This learning resources may take from:
a.
Message:
information, teaching materials, etc
b.
People:
teachers, students, etc
c.
Materials:
books, pictures, etc
d.
Tools
or equipment : computer, white board, etc
e.
Approaches,
methods, techniques of solving problems
f.
Environment:
class, library
Thus, we can conclude that learning resources can be
come from many ways, not only based on books and teacher’s note like
traditional methods.
4.
Developing
and Implementing Apperception
Psychologically apperception is the process by which
new experience is assimilated to and transformed by the residuum of past
experience of an individual to form anew whole. In sort, it is to perceive new
experience in relation to past experience. In education, we usually called
apperception as students’ readiness to learn.
Apperception must be done by the teacher when they
want to teach the material. Apperception can provide the basis of students to
learn new material, so the apperception can provide ease in learning. Before
starting new lesson, teachers should try to connect first with lesson material
that has been mastered by the students of knowledge that has been known from
the past or the lessons of experience.
Teacher can know how far students facilitate to do
apperception by take some exercises before the lesson begins or after teacher
have done the material.
5.
Developing
and Implementing Various Methods of Teaching
During learning process, teachers have to use
various methods of teaching, because if teacher only use one method of
teaching, they students will be bored and can’t get the materials well.
There are many teaching methods, and some of them
are:
a.
Assessment provides educators with a better
understanding of what students are learning and engages students more deeply in
the process of learning content
b.
Cooperative
Learning involves
students working in groups to accomplish learning goals
c.
Interactive
Lectures provide short
activities that can break up a lecture
d.
Jigsaws are an option when you have several
related data sets you would like students to explore. In a jigsaw, each student
develops some expertise with one data set, then a few classmates about it
e.
Quantitative
Writing engages
students with numbers by asking them to analyze and use quantitative data in
written reports and arguments.
6.
Developing
and Implementing Various Teaching Aids
Teaching aids is a tool used by teachers, facilitator,
or tutors to help learners improve reading and other skills, illustrate or
reinforce a skill, fact, or idea and relieve anxiety, fears, or boredom, since
many teaching aids are like games.
The aim of teaching aid is to motivate the students
to apply his full attention to materials. There are many kinds of teaching aids;
they are mathematics card, interactive presentation, worksheet, etc.
7.
Developing
and Implementing Various Scheme Interaction
During learning process, there are many interactions
between teacher and students, and between student and student. These
interactions must be happened in a class, because except material, students
also develop social skills. There are three types of interaction in the class:
a.
Whole
class
The
teacher gives some problems to the students in class, then the teacher give a
chance to students to answer the problems.
b.
Small
group
Teacher
dividing into some small groups, and then they discuss the problem in groups.
Teachers monitor the students and give some clue about the answer.
c.
Individual
Teacher
observes each student and gives attention to the students with low ability
So, during learning process, these interactions must
be developed by teacher to anticipate students’ boredom.
8.
Developing
and Implementing Small Group Discussion
During learning process, teacher can use small group
discussion because small group discussion is one of characteristics of
innovative learning. In small group discussion, teacher can develop many
skills, not only materials, because during small group discussion, students
feel freely to presenting their idea to their members.
The steps of small group discussion are: 1) teacher
divide the students become some groups consist of 4-5 members; 2) teacher give
some problems to students; 3) students discuss the problem together in the
groups; 4) teacher monitor the students, are they get some difficulties on
solve the problems; 5) teacher gives some clue about the solution; 6) students
get the solution.
When teacher used small group discussion, he/she
spent half of each mathematics period to let students work in the group. But
sometimes, one group has been done the task, and another group has not done it.
So, teacher can take other exercises to the group who has been done.
9.
Developing
and Implementing Student’s Presentation
After students have done their work, teacher will
let them to presenting their work. The following guidelines will help
mathematics teacher implement the use of student presentation in the class:
Before
oral presentation
a.
Provide
students with an orientation on how to work. Decide on the topics that will be
covered by student reflection
b.
Decide
on what teacher want to learn about students’ mathematical knowledge of the
topics
c.
Decide
on how teacher want to record and grade students’ oral presentations
During
oral presentation
a.
Remind
students that they must communicate their ideas clearly
b.
Point
out that teacher will be taking notes on what they say or do
c.
Observe
and listen as students make their presentation
d.
When
students completes their presentation, ask probing questions for clarifications
as well as to check the understanding
e.
Throughout
the presentation, record students’ statements and actions. Take note of the use
of diagrams and graphs, as well as student’s apparent of confidence
f.
Ensure
that student’s misconceptions are addressed by teacher or the class by the end
of the presentation.
After
oral presentation
a.
Quickly
record any additional comments about specific events from the presentation
b.
Make
decisions about scores after considering comments and notes
c.
Make
an instructional decision based on teacher’s finding.
10. Developing and Implementing The
Cognitive Scheme
Developing and implementing the cognitive scheme is
an approach on learning, where students interact with their environment by
exploring and manipulating object, wrestling with a number of questions and
controversy, or conduct experiments. The basic idea of this theory is that
students will easily recall a concept if the concept comes from the student’s
own knowledge.
The concept of cognitive development of children
representing three forms of representation:
a.
Enactive:
knowledge gained from the motor activity of children who do are like concrete
direct experience or activity
b.
Iconic:
the period when the child’s knowledge is obtained through a dish or other
graphic images such as films and static image
c.
Symbolic:
a stage where the child is act to understand or build knowledge through a
process of reasoning by using symbolic language such as words or other abstract
symbols.
The example of developing and implementing cognitive
scheme is teacher teach 
first, before they teach 
11. Developing and Implementing Student’s
Conclusion to do Reflection
This approach allowed some creative thinking
brainstorming for new ideas. Students are encouraged to take part in full
because all ideas equally recorded. This method describes the knowledge and
experience of the group. Usually, one idea proposed by an individual could
spark other idea. Actually, the overall goal of this method comes with new
ideas or a combination of new ideas. To start a brainstorming session, the
teacher must create or choose one issues to be discussed, the procedures to be
followed. However, they must be ready to intervene when the process take place
with no feeling of dropping their opinion, the session will run smoothly if the
following steps be maintained:
a.
All
ideas welcomed
b.
The
students neither are nor allowed to criticize every idea put forward.
12. Developing and Implementing Assessment
After teacher check how far the students’
apperception and most of students have been got their apperception, then
teacher can get some assessment for students. The
goal of assessment is to monitoring the students’ progress in understanding
materials. This method requires the students’ creation to answers or products
which demonstrate their knowledge or skills. This differs from traditional
testing methods which require students to select a single correct answer or to
fill in the blank.
Some important think on assessing
students are:
a. Students should be active participants,
not passive “selectors of the single right answer”
b. Intended outcomes should be clearly
identified and should guide the design of a performance task
c. Students should be expected to
demonstrate mastery of those intended outcomes when responding to all facets of
the task
d. Students must demonstrate their ability
to apply their knowledge and skills to reality-based situations and scenarios
e. A clear, logical set performance-based
activities that students are expected to follow should be evident
f. A clearly presented set of criteria
should be available to help judge the degree of proficiency in a student’s
response.
