Classroom management is a challenge that teachers often face; students who are busy talking to themselves, students do not submit assignments, to a messy class. Rules have been made but students often break them. Marsaria Primadonna, chairman of the Cikal Teachers Campus, said, These challenges can be overcome by applying positive discipline. One of the elements is making a class agreement which is now also encouraged to be implemented in the Independent Curriculum era. “By class agreement, Students are fully involved in making dos and don'ts of actions or behavior in the learning process. So a sense of responsibility will grow from within to carry out the agreement,” explained Pima, Marsaria's nickname. This teacher, who has been teaching for more than twenty years, shared his experience in inviting students to discuss to formulate a class agreement. There are five steps that can be a teacher's guide. 1. Discuss the Importance of Class Agreement with Students at this stage, The teacher can throw several trigger questions to the students. Some recommended questions from Pima are "Why is it important to have a collective agreement in class?” “Why it is important for students to be fully involved in making their deals?” “Why it is important to agree?” “Why not just have the teacher make it and then have it approved by the students?"The result of this discussion was a collective agreement that students need to be active when formulating class agreements. 2. Drawing the Ideal Class At the next stage, The teacher invites students to prepare stationery and draw the ideal class. Students can imagine and be creative so that they can imagine if they are disciplined in complying with the agreement, they themselves feel the benefits. “Why draw? Because students at all levels can draw. Although maybe there are some images that are more abstract, It does not matter,Pima said. 3. Brainstorm ideas after drawing, Students are invited to translate their drawings into written points. Different levels will require different interventions. For example, PAUD students may need teacher help to write. “For PAUD teachers or first grade students, for example, the teacher must ask the students, what they draw and write it down. But for a higher level, they will be more independent,” explained Pima. 4. Discussion to Formulate the Next Points of Agreement, Divide students into small groups to start discussion activities. Thus, Students learn to collaborate and begin to realize that there may be points in their desires that do not match those of their friends. The teacher can provide a discussion canvas as a guide so that the discussion runs effectively. Pima explained, The canvas can be made simple by creating a table containing several questions. “What is your dream class like??” “How can we interact well?” “How to create all that?” “How can we as students make our classes safe and comfortable?” “What class agreements need to be in place?” Teachers can create different formats for discussions but make sure they are easy for students to do. 5. Creating a Sentence of Agreement The final step is to formulate a sentence of class agreement. For upper class teachers, You can invite one of the students to lead the discussion. At this level, All input from each team is collected and then discussed. “Nah, There will be lots of points from each group. They can be grouped together or have the same aim, diparaphrase, and made 3-5 positive sentence. Positive sentences, for example, not 'don't eat in class', but rather 'keeping the classroom clean', like that,” explained Pima. According to Pima according to his experience, Fully involving students like this is very helpful so that the learning process can run comfortably. (Yosi)

Menurut riset National Foundation for Educational Research, guru masuk dalam jajaran profesi yang paling membuat stres. This condition is getting worse after the pandemic because the teacher faces students who experience learning-loss, that is shown by decreasing the literacy level and the numeracy. Amalia Jiandra, Curriculum Coordinator for Foundation Learning Teachers, Sharing his experiences managing emotions when becoming a teacher. This was conveyed when he was a webinar resource "Managing Emotions for Teachers" held by the Cikal Teacher Campus, Karier.Mu, and the village teaching movement on Saturday (27/01). Aware of the emotions of themselves not only the teacher, Everyone is expected to have the ability to be "to be mindful" or completely present. Meaning, aware where he is and what is done. By being aware, then someone will not be too reactive with what happens around him. As a teacher, many things that can trigger emotions including angry, sad, and frustrated. Therefore, The teacher must be fully aware in order to recognize what emotions he really experienced. Realizing emotions allows the teacher to determine the reaction and attitude wisely. "We teachers must have a good goal. For example, we don't want our students to smoke. But if you don't come intact, good goal does not reach students. So just angry that came out and arrived at the students,"Explained Amalia. To practice full awareness, Amalia provides a few tips: Do journaling regularly, write down feelings and thoughts every day. Listen or play musical instruments. Don't have to play music professionally, the important thing is to feel the rhythm and knock. Provide special time to reflect or meditation. Draw, scribbled, and coloring that is not focused on the results but the process. Always express gratitude for 3 things every day. Doing muscle stretching. Walk with consciousness. Amalia suggested that these tips also be applied to her students. Strategies to develop students' positive behavior even though they are able to manage emotions sometimes teachers are still confused about how to deal with students who often violate agreements. Amalia shared three strategies to develop student positive behavior. First, focus on the goals of the positive behavior. For example students arrive late to school. After discussion with students, The teacher knows that his mistakes are in self management. From there the teacher can think of how to help the student. So the focus is not in late. Second, Immediately give a response to encourage positive behavior right then, both when students take negative or positive actions. This response can help students carry out resflections. "Ask questions that build reflective conversations. For example, do you think how to do you can do the task on time? What do you think we learn this for?"Explained Amalia. Furthermore, Give specific feedback. Instead of just saying, "Wow, you are getting smarter!”, The teacher can say "Mr/mother see your calculations more thoroughly, Usually you are wrong in this section. This time the answer is correct. Can tell you how the process of you count?"" This also applies when students act not according to what we don't expect. Try to compare the phrase ‘if you are lazy like this, you don't go up to class, you know" with "Mr/Mrs see you lack enthusiasm. Right? Try to tell me why, can you help you?'Students are invited to reflect and we as teachers facilitate to help them,"Concluded Amalia. (Yosi)

The end of the semester is a tiring time for teachers. The reason, they have a lot of work to do, such as creating an assessment rubric, check student assignments, to write a report. Marsaria Primadonna, chairman of the Cikal Teachers Campus, explain, There are ways to prevent teacher workload from piling up at the end of the semester, namely with backward design. This method also helps so that teachers do not focus on teaching but on learning. “Backward design is reverse designing the process that we used to do in the past. So let's first identify the goal, after that, design the summative assessment and assessment rubric first, new activity,explained Pima, Marsaria's nickname. Teachers often get confused when carrying out assessments. The reason, there are learning objectives that apparently have not been supported by the activities that have been carried out. In the end, the teacher suddenly makes an inappropriate assessment. 3 Step Backward Design Based on his experience teaching almost 20 year, Pima said, backward design really helps him in the process of designing learning. For example, at the end of the semester, he is ready with the assessment rubric so he doesn't need to worry about report cards. Following are the three backward design steps that Pima does. Identification of Goals In the process of designing traditional learning, Teachers usually write down a number of learning activities in advance. However, in backward design, identification of learning objectives must be established at the beginning. “At this level, the teacher thinks, at the end later, The goal is what students can do? Understanding what students want to have within themselves? What competencies? Or what final condition you want to achieve?explained Pima. Designing the Next Assessment, Teachers need to design assessments as evidence and reflection on whether students have achieved their goals. Because it is material for reflection, So the assessment that is designed is not only a summative assessment, but also formative assessment. “Formative assessment focuses on feedback and is carried out periodically throughout the semester. This assessment helps teachers and students to find out the extent of student learning success in achieving goals,” explained Pima. Meanwhile, when designing a summative assessment, Teachers need to understand that this assessment is not only limited to written exams. There are many activities to assess student learning success, for example making a project. Planning Learning Activities Usually this step is done by the teacher first, then in backward design is the final step. Taking into account student needs, Teachers can choose learning activities that can support students in achieving their learning goals. "By planning learning using this method, will make it easier for teachers to create meaningful learning activities according to student needs, and teachers become calmer in carrying out careful planning,” concluded Pima. (Yosi)

Today's schools often demand that their teachers have the capabilities of 21st century teachers. However, Most prospective teachers think wrongly, thought that this ability was only related to the use of technology. Lisna Nurjanah, young teacher who currently teaches at the Independent Student School, explain, 21st century teachers are actually not only related to the use of technology. However, how is a teacher who not only teaches, rather than being a lifelong learner. “Teachers help children learn. Children are the nation's next generation, later they will become great people. If I don't keep learning, how can help them?said Lisna. He only got this new perspective after participating in the Teacher Talent program at the Cikal Teachers Campus at the end of last year. Lisna added, A teacher who is a lifelong learner is a teacher who is free to learn. “I once made a mistake that made students uncomfortable studying in class. This certainly affects learning outcomes. Nah, if I don't study, How can I know if it's wrong and fix it," he said. Principles of 21st Century Teachers There are three principles possessed by 21st century teachers, namely commitment to goals, independent of the method, and consistently reflect. According to Lisna, Teachers often focus on making learning fun and using cool technology until they forget the purpose of the learning. 21st century teachers should be able to plan meaningful learning strategies. Even though it is fun, it does not change the learning objectives that were set at the beginning. Furthermore, independent of the method. Teaching is not an easy profession because each student has their own character and interests. To find the right learning strategy there will of course be many challenges faced. In facing challenges, the self-reliant 21st century teacher looks for ways instead of complaining. Third, consistently reflect. Lisna admitted, before taking Teacher Talent Certification, He rarely invites students to reflect. Not only that, The questions that Lisna asked tended not to be triggering. “In the past, I asked students to reflect, I'm just asking, how do you feel today, what we have learned. It's not consistent every day,” he said. "Now, I invite students to discuss. What is good about our learning process?, what hasn't happened and what we need to improve. I'll ask too, the knowledge we learned today, What is it useful for our friends?, create the environment around us,he continued. Lisna hoped, More and more young teachers are equipped with competencies as 21st century teachers. Thus, he is sure, education in Indonesia will get better. (Yosi)