TOOLKIT BIMBINGAN INSTRUKSIONAL PEMBELAJARAN BERMAKNA-SENARAI PETIKAN

Modul Pementoran RE IPG

Kapasiti Pedagogi
Pembelajaran Bermakna

(KPPBv2.0)

Toolkit Bimbingan Instruksional
Pembelajaran Bermakna
Senarai Petikan

IPG Peneraju

Pembelajaran Bermakna

Institut Pendidikan Guru Malaysia
Kementerian Pendidikan Mal21a
0ys2i0a















































23

Bacaan Tambahan:

Helping

Jame P cha ka, J h N c , a d Ca l DiCleme e Cha gi g f

G d (1994) i a acce ible, cla ic k h e le e e ie ce

cha ge. C ache ki g i h he Ka a C achi g P jec ha e ed he

a h i - age m del a a a f de a di g h diffe e ia e

eache .

D gla S e, B ce Pa , Sheila Hee , a d R ge Fi he Diffic l

C e a i (2000) i e f e e al a di g c mm ica i a d

eg ia i b k de el ed a he Ha a d Neg ia i P jec .

Th ma Da e Thi ki g f a Li i g (2005) ide a e ie f he

cha ac e i ic f k ledge ke .

Edga Schei Hel i g (2009) i a e ef l e la a i f h a

affec a d ha e a hel i g ela i hi .

Da iel Pi k D i e (2009) i a e j able a d h gh - ki g mma f

he e ea ch e i ic m i a i .

Partnership

Pa l F ei e Pedag g f he O e ed (1970) i i ma a he ce al

e behi d he a e hi a ach de c ibed i hi b k. F ie e b k i

a ea ead, b he eff i ake de a d hi idea i ichl

e a ded. Hi b k i d ced me he c ce f a i a d he e f

dial g e c ea e m all h ma i i g c e a i .

Pe e Bl ck S e a d hi (1993) fi i d ced me he idea f

a e hi a a me a h f h ma i e ac i am g e al . Bl ck

e lai h ch ice a d eflec i a e e e ial a ec f a e hi .

Ria e Ei le b k , i a ic la The Chalice a d he Blade (1988), ide

a femi i , a h l gical e ec i e a e hi ela i hi . Shee a

I e ga The A f Ch i g (2010) a d Ba Sch a The Pa ad f

Ch ice (2004) b h ide g ea i igh i he c m le i f ch ice hile

al ffe i g fa ci a i g a ecd e ab hei ic.

Da id B hm O Dial g e (1996) i a h b k b i h clea l e lai ed,

im le, a d e f l idea ab h i e ac e ec f ll . William I aac

Dial g e (1999) i he defi i i e b k he ic, a d i i acked i h

e f l, ef l idea

Pa ke Palme The C age Teach (1998) i a bea if ll i e ,

e f l de c i i f h he head a d hea c me ge he i he a f

eachi g. Palme ha m ch a ab he le f a he ic eflec i i hi

he fe i al k f eachi g.

Fi all , D ald Sch The Reflec i e P ac i i e (1991) i he cla ic k

he ic f eflec i .

=========================

24

 PETIKAN 3
[​ Kembali]

Three Approaches to Coaching

The f ll i g h ee a ache c achi g a e c mm l ed facili a i e,

di ec i e, a d dial gical each i h i i e e g h a d eak e e . While he

dial gical a ach i he e ed b IC im leme i g he Im ac C cle, a h

mma ill be e e ed f all h ee.

Facilitative Coaching

Facili a i e c ache ee c llab a i g eache a e al h make m if all

deci i d i g c achi g. A Si J h Whi m e ha i e i hi i fl e ial b k

C achi g f Pe f ma ce: GROWi g Pe le, Pe f ma ce, a d P e (2002),

The ela i hi be ee he c ach a d c achee m be e f a e hi i he

e dea , f , f afe a d f mi imal e e ( . 20).

Facili a i e c ache e c age c achee ha e hei idea e l b li e i g

i h em a h , a a h a i g, a d a ki g e f l e i . Addi i all , facili a i e

c ache d ha e hei e e i e gge i i h e ec ha a eache

ca d ge be e ba ed he a m i ha (a) c achee al ead ha e he

k ledge he eed im e, a c ach le i hel hem ack ha

he al ead k a d ha (b) c ache h ha e hei e e i e i h c achee

ma i hibi g e b kee i g c achee f m c mi g i h hei li .

25

I he d , The c ach i a blem l e , a eache , a ad i e , a

i c , e e a e e ; he he i a di g b a d, a facili a , a

c el , a a a e e ai e (Whi m e, 2002, . 40).

Facili a i e c achi g ca be ed i all ki d f i a i , i ha he e ial
add e i e ha dial gical a d di ec i e c achi g a e able add e . F
e am le, facili a i e c achi g ma be ed hel a eache ge al g i h a
diffic l eam membe , hel a i ci al lead c l e cha ge i he ch l,
hel a de e hi ime m e effec i el .

I he cla m, facili a i e c achi g k be he he eache bei g c ached

al ead ha e he k ledge he eed im e. I i le effec i e he eache

d ha e he ece a k ledge b i g ab he cha ge he a ee.

F e am le, a eache h i ggli g c ea e a lea e - f ie dl cla m

c l e a d h ha lea ed effec i e a egie f cla m ma ageme ill

likel eed a i c i al c ach hel him ma e eachi g beha i al

e ec a i , ei f ci g a ia e beha i , a d c ec i g i a ia e

beha i . Clea l , facili a i e c achi g ld be a a ia e a ach i

ch a i a i . I ead, he eache ld be efi f m a ic la eachi g

ac ice ch a h e de c ibed i The A a d Scie ce f Teachi g: A

C m ehe i e F ame k f Effec i e I c i (Ma a , 2007), The Skillf l

Teache : B ildi g Y Teachi g Skill (Sa hie , Hale - S eca, & G e , 2008),

High-Im ac I c i : A F ame k f G ea Teachi g (K igh , 2013).

Directive Coaching

I ma a , di ec i e c achi g i he i e f facili a i e c achi g. Tha i , he

di ec i e c ach g al i hel c achee ma e a ce ai kill e f kill . The

di ec i e c ach a d c achee ela i hi i imila a ma e a e ice

ela i hi . The di ec i e c ach ha ecial k ledge, a d hi j b i a fe

ha k ledge he c achee. While he ela i hi i e ec f l, i i e al.

Ic a facili a i e c ache h e hei e e i e a ide he ki g i h

eache , he di ec i e c ach e e i e i a he hea f hi c achi g a ach.

Si ce hei j b i make e eache lea he c ec a d me hi g,

di ec i e c ache ell eache ha d , me ime m del ac ice , b e e

eache , a d ide c c i e feedback eache il he ca im leme

he e ac ice i h fideli .

Di ec i e c ache k f m he a m i ha he eache he a e c achi g d

kh e he ac ice he a e lea i g, hich i h he a e bei g

c ached. The al a me ha eachi g a egie ge e all h ld be

im leme ed i h fideli , hich i a , i he ame a i each cla m. Th ,

he g al f he di ec i e c ach i e e fideli a e m del,

ada a i f he m del he i e eed f child e e g h f a eache .

26

The be di ec i e c ache a e e celle c mm ica h li e hei

c achee , c fi m de a di g i g effec i e e i , a d e i i el ead

hei c achee de a di g lack f de a di g. Si ce he g al i high-

ali im leme a i f a e ac ice, di ec i e c ache eed e eciall be

effec i e a e lai i g, m deli g, a d idi g c c i e feedback.

Whe eache a e c mmi ed lea i g a eachi g a eg g am, di ec i e

c achi g ca be effec i e. H e e , di ec i e c achi g e d de- fe i ali e

eachi g b mi imi i g eache e e i e a d a m , a d, he ef e, f e e l

e ge de e i a ce. Telli g eache he ha e d me hi g a ce ai a

he he he a ea eache m e like lab e ha fe i al ,

a d i f e lead e i a ce m e ha cha ge.

The di ec i e a ach c achi g al f e fail beca e i e im lifie he

c m le ld f he cla m. The i e, g h ma bei g h a e d

ch l a e c m le f e- i e-fi -all a ache lea i g. Wha eache

a d de eed i a a ach c achi g ha c mbi e he facili a i e

c ach e ec f he fe i ali m f eache i h he di ec i e c ach abili

ide if a d de c ibe effec i e a egie ha ca hel eache m e f a d.

Tha a ach i he dial gical a ach.

I hi k ha e ha e a belief i a d a a i f he im a ce f blic

ed ca i if a e ki g i a blic ch l. I i al a a ea j b,

b i ca be e e a di g. I h e ha c achi g i g i g bec me

a da d e a i g ced e i ch l . I ha e ked i h e le ha

ha e aid me ha he ld e e ha e im leme ed he a ge ed

cha ge i h m . I eall belie e i i e f he i gle m

im a hi g ha e c ld be d i g im e he ali f ha i

ha e i g i blic ch l .

Ja ice C e e i I c i al S aff De el e , FDLRS, La g , Fl ida

Dialogical Coaching

The facili a i e c ach f c e i i , i g e i , li e i g, a d

c e a i al m e hel a eache bec me a a e f a e he al ead ha

i ide him elf. The di ec i e c ach f c e ad cac , i g e e i e, clea

e la a i , m deli g, a d c c i e feedback each a eache h ea

e eachi g a eg g am i h fideli . The dial gical c ach bala ce

ad cac i h i i .

Like a facili a i e c ach, a dial gical c ach emb ace i i , a ki g e i ha

em e he c llab a i g eache ide if g al , a egie , a d ada a i

ha ill ha e a mi akable im ac de achie eme a d ell-bei g.

2

Dial gical c ache a k e f l e i , li e a d hi k i h eache , a d

c llab a e i h hem e e f l g al ha ill ha e a e f l im ac

de li e . The em l a c achi g c cle, like he Im ac C cle, ha i d i e

b back-a d-f h c e a i ab he c e eali a d he eache

h ed-f eali i he cla m.

Ic a facili a i e c ache , dial gical c ache d i hh ld hei

e e i e. The k f m he a m i ha he i e eache face i

cla m ca f e be be e add e ed if eache l k a ha he e ea ch ha

ide ified a effec i e eachi g a egie . The ef e, like di ec i e c ache ,

dial gical c ache m ha e a dee de a di g f eachi g a egie he ca

ha e i h eache hel hem im e. Wha e a a e hem f m di ec i e

c ache , h e e , i ha he d d he hi ki g f eache ; a he , he

i i eache a deci i make .

Dial gical c ache d gi e ad ice; he ha e ible a egie i h eache

a d le eache decide he he he a e f hem me he a eg

mee hei g al . Dial gical c ache a e i h eache ide if g al a d

eachi g a egie a d he de c ibe a egie eci el , hile al a ki g

eache h he a m dif he a egie be e mee de eed .

The , he hel im leme he a egie a d ga he da a he he he

lead de hi i g hei g al . Dial gical c ache d kee hei idea

hem el e , b he eali e ha me ime a egie ha e be m dified mee

de eed a d alig i h eache e g h . The al de a d ha

de -f c ed g al ha ma e eache a e e e ial f effec i e c achi g.

D i g dial gical c achi g i c a di ec i e c achi g he a da d f

e celle im leme a i i he c ach i i b he g al i elf. Tha i , if a

eache im leme a a eg i a a ha i adicall diffe e f m h i a

de ig ed be ed, he c ach d e ake a -d a ach a d ell he

eache h each he a eg i h fideli . I ead, he im l a , Le ee

if e ca hi he g al. If he g al i hi , he eache a d c ach ca g back

he de c i i a d c ide he he he a eg h ld be a gh i h g ea e

fideli .

Facili a i e a d di ec i e c achi g b h i l e c e a i , b he d

i l e dial g e. A dial g e i a mee i g f he mi d , m e e le ha i g

idea i h each he . I i a dial g e if I i hh ld m idea , a d i i a

dial g e he I ell ha d . I i a dial g e he I ha e m idea i a a

ha make i ea f he ha e hei idea . A dial g e i hi ki g i h

me e. Tha i he a ach e ake he im leme i g he Im ac C cle, a d

he e f hi b k ide a e -b - e de c i i f h c ache ca

em l ha c cle.

2

I a dial g e . . . b d i i g i . E e b d i if a b d i .

The e i a diffe e f i i i . I a dial g e, he e i a em gai

i , make a ic la ie e ail. Ra he , he e e a mi ake

i di c e ed he a f a b d , e e b d gai . I a i a i called

i - i , he ea he he game i i -l e if I i , l e. B a

dial g e i me hi g m e f a c mm a ici a i , i hich e a e

la i g a game agai each he , b i h each he . I a dial g e,

ee bd i .

Da id B hm O Dial g e (1996, . 7)

===========

2

 PETIKAN 4
[​ Kembali]

Deep Learning, Deep Coaching

The e f c achi g i f e im eme . The ef e, if d e ell, c achi g

ca be i c edibl im a i ce im eme a d a he hea f m ch ha

ma e i life. Whe e ch e lea a d ge be e , i h a c ach,

ee el e a be e life f heal hie ela i hi , g ea e cce e ,

dee e feeli g f c m e e ce, a d m e i ali a d g h. N i i gl ,

Ed a d Deci, e f he ld leadi g e e m i a i , ide ifie

c m e e ce (al g i h a m a d ela i hi ) a e f he mai fac i

m i a i . Whe e g , im e, a d lea , he e i e bec me a be e

e i f el e , e a i me hi g dee i el e ha c a e ha ki d

f g h.

I e f m fa i e a i , Pe e Se ge i e ab hi de i e f lea i g i

The Fif h Di ci li e: The A a d P ac ice f he Lea i g O ga i a i (1990):

Real lea i g ge he hea f ha i mea be h ma . Th gh lea i g e

ec ea e el e . Th gh lea i g e bec me able d me hi g e e e

e e able d . Th gh lea i g e e e cei e he ld a d ela i hi

i.

Th gh lea i g e e e d ca aci c ea e, be a f he
ge e a i e ce f life. The e i
i hi each f a dee h ge f hi
e f lea i g. ( . 13 14)

C achi g ha i de ig ed f im ac a i he dee h ge f lea i g ha
Se ge de c ibe . I i he m i a i g e f lea i g a d cha gi g f he be e
ha ha led h a d f eache
me hei g al h gh c achi g. feel i i e a d m i a ed af e he ha e

J elle Killi , h ha i e e e i el ab c achi g, di i g i hed be ee

ha he efe ed a c achi g ligh a d c achi g hea . C achi g ligh ,

J elle e, cc he c ache a b ild a d mai ai ela i hi m e

ha he a im e eachi g a d lea i g. F m hi e ec i e, c ache

ma ac i c ea e hei e cei ed al e eache b idi g e ce a d

a idi g challe gi g c e a i (K igh , 2009, . 22). I c a , he

c ache a e c achi g hea , he k ide hei c mf e a d e ch

hei c achi g kill , c e k ledge, leade hi kill , ela i hi kill , a d

i c i al kill . The a e i c ea i gl a a e f he belief ha d i e hei ac i

a d ee ami e hem f e e l ( . 23).

30

Coaching heav requires coaches to sa no to trivial requests
for support and to turn their attention to those high-leverage
services that have the greatest potential for improving teaching
and learning.

​Joellen Killion ​ C ache R le , Re ibili ie , a d Reach,

i C​ oaching: Approaches and Perspectives ​(K igh , 2009, . 23)

A I e ked i h c ache , I e f d J elle di i c i e hel f l, a d I e

eaked hem ligh l he be e add e i c i al c achi g m e

ecificall . F ll i g J elle lead, I di i g i h be ee face c achi g a d

dee c achi g. Whe i c i al c ache d face c achi g, imila

J elle c achi g ligh , he ide eache i h e ce , ffe ie

c mme , m del le , c d c ick b e a i , a d ha e ick feedback.

S face c achi g d e i l e eache i he dee k f eig

de -f c ed g al a d c llab a i g il h e g al a e me , a d i all

i le l e ficial eflec i a d li le cha ge.

Whe e gagi g i dee c achi g, he he ha d, i c i al c ache g ide

eache h gh a eflec i e ce ha i l e e i g g al , ide if i g

eachi g a egie be im leme ed each h e g al , c llab a i , a d

ada a i f eachi g a d lea i g il he g al a e me . I h , dee

i c i al c achi g e he Im ac C cle.

A he ecei i g e d f he di i c i be ee dee c achi g a d face c achi g

i he di i c i I make be ee dee a d face lea i g. Whe e e e ie ce

face lea i g, e make mi adj me , me hi g f a hile, b e

d eall make ig ifica e f a d. Dee lea i g, he he ha d, i

lea i g ha cha ge a m i ab h e d ha e d . Dee lea i g

ge he c e f h e a e. A ch, dee lea i g h ld be he c me f

dee c achi g.

Dee lea i g ca ha e i i i e a d ega i e a . O e f m dee e

lea i g e e ie ce cc ed he I a i m ea l e ie . A he e d f

ea a i e i , m a e age g ade a D- ( ha j a i bi ab e a a e age

f F!), a d i e i fficial e i f m me ha I ld be elc med back

f a hi d ea . A e ea ld, I lef ch l di c aged b m

e f ma ce, b e e m e di c aged b m dee e e ha I eall a

ca able f cce . I had a bad ca e f ha Ma i Seligma ha labeled lea ed

hel le e , a belief ha I im l did hi k I c ld be cce f l ma e

ha i ie migh e e hem el e .

31

I m ed f m m O a i i e i Ja e , Albe a, a i i he

Ca adia R ckie , i la ge a e ca e m g i g belief ha I a a d al a

ld be a fail e. O ce i he m ai , h gh, I ickl fell i l e i h he

a al bea , a d I a ed e d e e f ee eeke d hiki g a d he climbi g

i he backc . L ki g a he m ai e e da , I a d a dee e a d

dee e i climbi g. I fel c m elled im e, a d I k c e climbi g

afe , ead e e b k I c ld fi d m ai ee i g, ck climbed af e k a

he R ck Ga de cliff ide f ,ad e climbi g alm e e

eeke d i h Pe e Ama a d Ch i D la , e e ie ced climbe h

ge e l le me ag al g.

F me, he e a me hi g e f l ab lea i g h climb, lea i g h

ma age he ca abi e , i , e , a d he gea , a d feel a f d e e

f acc m li hme e e ime m f ie d a d I eached he mmi f a he

m ai . Each m ai I climbed cha ged me a li le bi , a d eek-b - eek I

e came m lea ed hel le e .

Climbi g a gh me ha I c ld c l m life. I e back i e i iha e

ide i , a d he ec d ime a d I lea ed be a cce f l de , l ima el

i i g a ha d- -ge Ca adia S cial Scie ce a d H ma i ie Re ea ch C cil

ch la hi ha f ded m d c al d f he a e hi a ach, hich

a d a he hea f m k c achi g. The h i ha I migh be i i g

hi b k if I had m ed he R ckie a d lea ed h climb.

M e ece l , I had a he dee lea i g e e ie ce. F ea ag , m ife,

Je , a d I e e e j ed ee bea if l a i e i li e . L ke a

b la e i m life, a d f ma ea I had dedica ed m f m ime

e ea chi g, i i g, a d c l i g. Like ma he h a e dee l dedica ed

hei fe i al g al , I f e e l ked eigh - a d i e -h eek , i i g

a icle , b k , a d e ea ch al , a eli g, e e i g, a e di g mee i g ,

c l i g, a d f h.

W k eemed be g i g ell, a d I fel e c aged ee m b k a d idea

ha ed. Tha cce j e c aged me d m e k, a d I came belie e

ha if I a ki g, I a a i g m ime. I fac , I m a hamed ecall ha

he Je ld a k me hel a d he h e hel i h L ke, m a

e e a , Tha a g d e f m ime. I fel I eeded dedica e m elf

im i g he li e f de , e e if ha mea I had ime f he m

im a e le i m life. I a c i ced ha he be a I c ld hel m

famil a k ha d a d ide f hem. If I did ha ell, he I a a g d

famil ma .

32

Si m h af e L ke a b , m ill i ab ha a g d e f m ime

a came c a hi g d . Je ld me ha e eeded alk. O e e e i g af e

L ke a a lee , e a d a he ki che able a d he ld me ha I a

i ki g l i g m e ,a d l ha , I a i ki g l i g he . I c ld be

a cca i al dad a d h ba d, he a ed. Y , he aid, h ld be a

lea a im a a k. A d, ife h ld be, .

The , i he ki de a d m c m a i a e a , Je i ed all he e e

I had mi ed i L ke a d he life a d all he hi g he had d e he I a a

ab e ee a e . Je a g aci he he li ed ff all I had mi ed, b he

a al clea . M famil h ld e e be a a e f m ime! J he i e: M

famil a he be e f m ime. If I l a ed be a g d fa he a d

h ba d, I ld ha e m life a d.

Je c mme e e ai f l hea . U il ha c e a i , I h gh I a

bei g a g d h ba d a d fa he , b he h a I had ki ed he h le

h ba d a d fa he a c m le el . Tha igh a e f he m diffic l f m

life, b i a al e emel im a . Tha kf ll , I li e ed h gh he ai , a d I

ec g i ed I had cha ge. I a ed b da ie m k a d a el ime,

a d I ha e i e make m famil m i i . I e lea ed ha fe i al

cce i h e al cce i e h ll , a d I e lea ed I ha e li e

diffe e l . F me, ha a dee lea i g.

Lea i g climb cha ged he I ld m elf ab h I a b h i g me,

agai a d agai , ha I c ld cceed a d ha I c ld c l he c me f m

life. The im le ac f climbi g he mmi f ma eak c i ced me, e

b e , ha I c ld be a cce , ha I a d med a life f fail e. Climbi g

ga e me a m e i i e f m life.

M c e a i i h Je a m e diffic l . I came face face i h he eali

ha I a a g d a I h gh I a . I lea ed ha if I a ed be he fa he

L ke I imagi ed I a , I had make me d ama ic cha ge . Whe lea i g i

diffic l , he i i e f el e ha cha ge, c ci l

c ci l , e f e ch e ig a ce e dee lea i g. All i all, life i a l

ea ie he face ch i g a me e e hi g i g i g j fi e ha i i

g dee e a d eall ee h e ca im e. Dee lea i g, h e e , i e f

he be a eall im e.

The e e e ie ce , e lea a , he he ai f l, d ama icall cha ged m

life f he be e . I i cl de hem he e beca e I hi k he ill a e he ce al

challe ge a he hea f dee lea i g. Lea i g a d cha ge f e a ea be

diffic l , b lea i g a d cha ge a e e e ial. The g d e i ha lea i g a d

cha ge f e i l e he h hel cha ge f me h e e le a e m

33

climbi g a e a d Je . F ma eache , ha e i a i c i al
c ach.

I hi k ha e eed f d g h i ed ca i beca e e ha e bee

e c e i h j ee bi f g h. We ha e fig e h ge

m e e le e gaged, a d I hi k e a e l ki g a he hea f cha ge. We

a e all i g fig e h e a e, a d eali i g ha ha e h gh a

eali i eali , ha h e h gh e a e i h e a e, i a ai f l

hi g. Y le g f hi d eam ha ha e a d acce hi ai f l eali .

B ha h e bec me ad l .

Jea Cla k Admi i a , Cecil C P blic Sch l , Cecil C ,

Ma la d

The Im ac C cle de c ibed i hi b k ha bee de el ed a d efi ed hel

i c i al c ache hel eache e e ie ce dee lea i g. I , he

eache lea , he ca g ide de e e ie ce he dee lea i g, hich, a

ed b Pe e Se ge i he a i ab e, ge he hea f ha i mea

be h ma .

========================

34

 PETIKAN 5
[Kembali]

A Coaching C cle

The a e hi a ach i a he hea f he Im ac C cle ha i c i al
c ache e i h eache . The Im ac C cle i l e h ee age : Ide if . Lea .
Im e. I hi b k, I dedica e m f he age de c ibi g hi c cle.

We . . . ha e a mall a f hi ki g ab acc abili . We

hi k ha e le a e ca e f m bei g acc able. We

belie e ha acc abili i me hi g ha m be im ed.

We ha e h ld e le acc able, a d e de i e e a d a d

i hme cheme d hi . . . The e belief a e d mi a

i c l e ha he a e diffic l e i , e he a e he

e belief ha kee f m e e ie ci g ha e l g f .

Pe e K e e ba m a d Pe e Bl ck F eed m ad
Acc abili a W k: A l i g Phil hical I igh he
Real W ld (2001, . 3)

O e c ach h e he Im ac C cle i J i L f d, a i c i al c ach a

Ree e -Hi ge Eleme a Sch l i Ca , Te a , j h f Ama ill . J i

c llab a ed i h Meli a Kimb gh, a eleme a eache a Ree e -Hi ge . All

eache i J i ch l e e e ec ed e im eme g al , a d Meli a

gh J i beca e he a ed i c ea e he e gageme f he de i

he cla m. A J i ked i h eache a Ree e -Hi ge , d ead ha he

ide g al e i g ha J i did (h J i de c ibe he Im ac C cle) a a e f l

a f eache fig e h each m e child e , e ime m e a d

m e eache a ked a e i h he . T a he c achi g ce i h

Meli a, J i ffe ed ide ec d Meli a cla Meli a c ld be e he

e e f c ed he igh g al. T c ea e he ide , J i ed he iPh e ec d

me f he le . The he ha ed i h gh he Teachi g Cha el Vide

C llab a i T l, Team . J i al ga e Meli a he Wa ch Y S de a d

Wa ch Y Self eflec i f m fill a he a ched he ide . Fi all , J i

a d Meli a a ched he ide e a a el a d he g ge he di c he

ide .

We e a deb ief mee i g, J i ld me, he e e came ge he a d e
h gh he Ide if Q e i . The Ide if Q e i , hich lie a he hea f he
Im ac C cle, hel ed J i be a m e effec i e c ach:

35

The e i hel me be a be e li e e a d hel me a f c ed ha he

[ eache ] a e hi ki g. The m me I a gi e ad ice, I m elf b g i g

back he e i beca e he eache k ha he a ; he k ha

i b he i g hem. S if I j m hem eflec a d hi k ab he e he

ld like f c , I d a m ch be e j b hel i g hem e a mea i gf l g al ha

ma e hem.

Af e he had m ed h gh he I​ dentif Questions,​ Meli a a d J i ag eed ha

i c ea i g de e gageme ld be a e f l g al. The ide f Meli a

cla had e ealed ha ab half f he de e e ff a k d i g mall-g

ac i i ie , Meli a e a g al ha 90 e ce f he de ld be a k

d i g mall-g ac i i ie .

T each he g al, J i gge ed Meli a e e ime i h a a eg called

Ch ki g I c i . T hel Meli a lea he a eg , J i did e e al hi g

hel he lea h ch k i c i ha he de ld be m e

e gaged. Fi , J i ec g i ed ha Meli a migh eed m dif he a eg

ick me he a eg if ch ki g did hel he de hi hei g al. A J i

e lai , N e e a eg k he fi ime. S me eache l e a a eg

a d i migh k eall ell f hem, b he migh ha e i fi d ha i d e

k f hei de . H e e , J i ha f d ha he he a e i h

eache ch a Meli a a d hel hem fi d a a eg ha k f hem,

e e all he ill hi hei g al. I fac , l e eache he ha ked i h i

he a h ee ea ha hi he g al.

J i did ma he hi g hel Meli a lea h ch k i c i . F

e am le, he ha ed a checkli h gh G gle D i e, he a d Meli a c ld

ada he a eg a eeded. Whe I ha e a checkli i h a eache , J i ld

me, e g h gh he li ge he make e he clea i . The he I

ha e he checkli G gle D i e, I al a a , He , I m e di g hi

ca hel make i be e . I bec me a li i g d c me ha im e i h

each e eache lea i g he a eg a d gi i g i .

J i al dee e eache de a di g f a egie b m deli g c - eachi g.

Like ma he , J i ha f d ha he m la a f a eache ee a

a eg i i i he cla m f a eache cam h i g he a eg

effec i el . J i ha al c ea ed a ide lib a f a egie ha he ha e i h

eache ha he ca ee ha i l k like im leme a eachi g a eg ,

like he ch ki g i c i a eg ha Meli a ed i c ea e e gageme .

Ai ed , ce Meli a i c a ed he ch ki g i c i a eg , he
de
hi he g al f i c ea ed e gageme ickl af e a fe m difica i .

36

Whe J i ec ded ha he efe a a a ge ide ee h cl e

Meli a de e e he g al, i clea l h ed ha e e de a

e gaged. Meli a de had g e f m 50 e ce a k 100 e ce

a k. A d ama ic a he cha ge a f Meli a de , a e e m e d ama ic

cha ge migh ha e bee e e ie ced b Meli a. She e f m bei g gl

ed c achi g e h ia icall ai i g i . A he e d f he ime ki g

i h J i, he e he f ll i g le e he i ci al:

I ld a he ha e m e hai eaked e b e ha make a g al- e i g

ide ! Tha i ha a g i g h gh m mi d f he a ea ega di g

ide g al e i g. Wh ld I a ha e me e c me i m cla m

a d film me a I ggle? Wha if he a e j dgi g me a d hi k I m a e ible

eache ? I am c mf able he e le a e i m cla m! The e

dee - ea ed fea had ke me f m e f he m al able hi g I ha e e e

e e ie ced a a eache . Thi ea , f e eed a d f a i , I decided

gi e i a h . I eeded ee ha a kee i g m cla f m e f mi g a I

k e he h ld. I had ied e e hi g I k e a d I eeded fig e he

blem. Le me j a ha I am a belie e . I a hi g ha I h gh i

ld be. I did e e eall ice J i a he filmed m kid . Whe I a ched he

ide , J i hel ed me e a g al, ga e me me a egie ,a dIg

k. I ha ked bea if ll . The cha ge i m kid a d hei e f ma ce i

a di g. We ill ha e a l f k d , b I ha e me al able l ha I

ill e ea af e ea . Vide g al e i g ha g e f m me hi g I ld e e

d , me hi g I ill e e d . If I ca d i , a e ca .

Meli a de cce a g ea f de a d g ea f Meli a, b

cce e like Meli a al affec he e i e ch l. Whe eache a Ree e -

Hi ge hea d ab i , he became m e a d m e i e e ed i c achi g. D i g

J i fi ea , he e e e l eigh eache h , a J i e e ed i , e e b a e

a d ki d a d le me e hem a g i ea ig . Y k , I lea ed a l ha fi

ea . The ec d ea , d had ead h gh he g ade le el a d h gh

f ie d , a d m e eache e e e ci ed ab ge i g i l ed ee if i ld

make a diffe e ce f hem, . A a e l , i ea J i had hi eache

i l ed i c achi g. Thi ea [he hi d ea ], J i ld me, e ha e f -

eache .

T mma i e, he Im ac C cle ha J i em l ed i l ed h ee c m e .

First​, J i a d Meli a g a clea ic e f eali h gh ide a i g. The , he

ide ified he g al f 90 e ce f de bei g a k a d ch e a eachi g

a eg ha ld hel hem each he g al. ​We refer to this stage as Identif .

Second,​ J i ed a checkli a d m deled he a eg make e Meli a

de d h e he ch ki g i c i a eg . ​We refer to this stage

as Learn. Fi all , J i a d Meli a m i ed g e a d he g al a d made

m difica i he eachi g a eg 3
as Improve​.
il he g al a hi . ​We refer to this stage

3

 PETIKAN 6
[Kembali]

PEERS Goals

Jackie Je ell i a i c i al c ach f m O hell , Wa hi g , h a e ed

i h m c lleag e a d me a he Ka a C achi g P jec a he U i e i f

Ka a Ce e f Re ea ch Lea i g. Jackie a a highl cce f l c ach;

alm e e eache he ked i h hi a e f l g al, b he I a ked he

ide if e c achi g a e hi ha he a e eciall d f, he ch e he

c llab a i i h M ica Och a.

M ica a a fi - ea eache i O hell ki g ge he fe i al

ce ifica i a Wa hi g S a e U i e i . She ig ed f c achi g he he

hea d Jackie gi e a b ief e e a i he ic. M ica he gh Jackie

af e he i ci al b e ed he cla a d gge ed he k ai f

i e ac i i c ea i g he am f i i e a e i he ga e de he

he a e ki g d c i el .

M ica a i e e ed i ki g a i f i e ac i , a d i a i e ie i h

me, he aid ha he he eached Jackie, I eall did k ha d . I

came i eall c f ed. The e e e ma hi g ha I c ld d , b I j did

k h i a gig f ld. Jackie ke elli g me e e hi g ld be fi e.

O ce he ide ec ded m le a d k da a, i a ed bec me e clea

f me.

Si ce Jackie a a a e i h a he Ka a C achi g P jec , he l ima el

a ici a ed i m e ha eek f fe i al de el me . He e he lea ed

h ga he da a, lea ed he eachi g a egie i High- Im ac I c i

(K igh , 2013), a d m im a , e ha , he lea ed h a l he Im ac

C cle. Jackie ma e f he k ledge a d ce e f c achi g a f he

e ha ced h gh he a e hi i h D . Ma i Elf d f m he Ka a C achi g

P jec a he U i e i f Ka a . W ki g a Jackie c ach, Ma i hel ed Jackie

m e h gh ma adbl ck ha migh ha e he i e ed he f m m i g

f a d.

S he Jackie me i h M ica, he k e he ld eed a b ge i g a

clea ic e f eali a d he e ha ic e a a j m i g ff i f M ica

e a g al. Jackie fi e a ide ec d M ica cla f ab e

mi e a d a fe he ide M ica c m e . She ga e M ica he

eflec i f m i cl ded i Cha e 2 a d e e hem i h M ica f a fe

3

mi e , a he e i he c achi g j al, make e he did ha e a
e i ab he ide eflec i f m .

M ica ld me ha hea i g he a g i g ha e a ch he elf ide a

e. I a he fi e a I did a k i h Jackie beca e

ha i g a ch m elf a e f m bigge fea . H e e , a chi g ide f

he le a , i M ica d , hel f l. O ce I a able l k a m ide ,

i all a ed bec me clea e me. I h gh he cla a li e i g me, b

he I a ched he ide , I a ha I had he de a e i a d he e e

j fidge . I had a l f de h a ed a ici a e, a ed eak .

S , i a g d.

M ica had g e i c achi g hi ki g he a ed im e he a i f

i e ac i , b he ide h ed ha he e migh be m e im a hi g f he

k . Jackie ffe ed ga he da a i M ica cla . She b e ed he

le , ga he ed da a ime a k a d a i f i e ac i , a d ma ed h

M ica de e e i g hei ime ( ee he I c i al C ache T lki f

m e i f ma i ma i g i c i al ime). She al li e ed de a

he e e ki g a d e d he c mme he made a he c m le ed he

a i eade kh ak.

I ed ha he bigge i e i M ica cla a ha de e e

- a k d i g eade k h , a a f he da he he ked i mall

g c m le e a i a k ela ed eadi g. M de e e ge i g

he a k d e d i g cla a d 75 100 e ce f hem had a la e i cla

c m le e hei k a d mi ece each da . M ica k e he h ld be ge i g

he k d e, b he did k h ge hem d i .

Wi h he hel f Ma i Elf d f m e ea ch ce e a he U i e i f Ka a ,

Jackie lea ed a l he Im ac C cle i h a high-deg ee f fideli i h M ica

a d he he eache he c ached. Jackie ed m f he me h d f ge i g a

clea ic e f eali ha I di c ed i Cha e 2: ide , b e i g le ,a d

lea i g f m de . O ce he had ga he ed he da a, he me i h M ica

ide if a g al, ha e ha e c me efe a a PEERS g al.

O e ea ch i c i al c achi g ha led ma i igh i ma

cce fac f c achi g. F e am le, e ha e lea ed ab he im a ce

f m deli g, effec i e e i , d c mm ica i kill , he m hel f l

eachi g a egie , h e l e da a, a d f h. O m im a fi di g,

h e e , i ha g al a e e e ial f c achi g cce . Whe eache a e

i h c ache e a d mee mea able de g al , c achi g im e

i c i . Whe he e i g al, he e i a eal da ge ha c achi g ill ha e

la i g im ac .

40

Whe I a c d c i g i e ie f hi b k, I a e ci ed i e ie B b

Ga m h , al g i h A C a, igi a ed he idel ed C g i i e C achi g

m del. I a ed e l e he diffe e ce be ee c g i i e c achi g a d

i c i al c achi g, i a ic la , a d he a ea f g al e i g. O e ea ch

had e ealed ha g al e i g i a i al a f c achi g, a d I a ed hi b

B b. S , I a ked him, H im a i g al e i g i c g i i e c achi g? Ca

c achi g be effec i e if he e i a g al? B b e l a he i : The h

a e i . I a i al ag eeme .

B b he e gi e me e am le f h he a g al a e e ial f
c achi g:

Fi , a eache m be clea ab hi he g al , a d he ac f c achi g h ld
hel he eache cla if he g al . E e hi g el e i he le ide ha .
C achi g i h a g al i like a iga i g i h a c m a .

Rela edl , e ha e ha e call a blem- e l i g ma i hich e migh k

i h me e h i di e ed, h e efficac i l . The ca fig e ha

d . I migh be a i c i al i e, i migh be a i a i i h a c lleag e.

I ha c e a i , e ill f c he g al, b e k ha he a e i

highl em i all fl ded, he f e ca ide if a g al f hem el e . B , e

li e ca ef ll . I e e ce, ha e a e d i g i ge i g he e ee

e gh ab ha i g i g i h hem i h ha i g he c e a i g i g

he e i i g a e a he ha he de i ed a e. S , he e belie e ha e

de a d a c ce al g al f he e he e i , e a e he g al. Whe e

ee he e e ligh a d he b d cha ge , e k e ha e hi a di . The e

ca a he c e a i i h he e ab ide if i g e ce ge hem

hei g al.

Whe e ea ch eam bega d g al e i g, e a ed he e ma

e le a b a ki g eache e SMART g al , g al ha a e a i l

de d be S ecific, Mea able, A ai able ( Ac i able/A ig able),

Reali ic (Rele a ), a d Timel ( Time B d). H e e , a I died he li e a e

g al e i g, I came belie e ha eache a d c ache ca e be e g al if

he c ide a diffe e ac m, PEERS, hich i cl de a fe addi i al fac

ha a e e im a he e i g g al . Teache h c ea e g al ha add e

he PEERS fac ill likel fi d ha hei g al ill ha e m e im ac , a d

c ache h g ide eache de el PEERS g al ill likel fi d ha hei

a k i g eache bec me m ch ea ie .

We de el ed he PEERS g al f ame k e ea . I ead idel i he field

f g al e i g a d ha ed ha I a lea i g i h he c ache i Bea e ,

O eg , a d O hell , Wa hi g . The , he ied he m del a d ided

41

feedback h i c ld be e i ed il e e e a i fied e had a e f l
m del. Bel , I de c ibe he f ame k a d me f he li e a e ha i f med i
de el me .

Powerful

If a c ach a d eache a e g i g e d he ime i ake hi a g al i

e e ie ce, a e age, fi e i h he eed make e he g al i h

he ime he e g i g i e . Ed ca ha make a im a

diffe e ce i de li e h ld h gh hei ible g al b a ki g a

im le e i : Will hi g al make a eal diffe e ce i de li e ?

The eache ha a PEERS g al, c achi g ha a m me m f i .

PEERS G al :
P ef l
Ea
Em i all C m elli g
Reachable
S de -F c ed

A I e lai ed i Cha e 2, e a e f l g al, c ach a d eache eed ge a

clea ic e f eali b e ie i g (a) ide f he le , (b) he c ach

b e a i da a, (c) de i i ga he ed b i e ie , (d) de k,

(e) me c mbi a i f he e a ache . If a eache d e ha e a clea

ic e f he eali f he cla m, he i k e di g a l f ime i g g al

ha l ima el ha li le im ac de li e .

S ch a he ca e i h M ica Och a. Had he ee a ide f he le , he

ld ha e a ed f c he eff i c ea i g he a i f i e ac i . B

ch eff ld ha e b gh ab he cha ge he h ed f , beca e he

ide e ealed ha he m e im a a ea f c ce i he cla a ha

de did de a d ha he e e ed d d i g eade

kh .

Af e he had a ched he ide a d Jackie had ha ed ha he had b e ed i

he cla , M ica ide ified ha he eal i e i cla a ha he de did

de a d ha he e e ed d . Tha i igh all ed he e a g al

ha had he e ial ha e a eal im ac he de abili ead ha

de ld m e f m bei g a k 76 e ce f he ime a lea 90

e ce f he ime d i g eade k h . The abili ead fl e l i e f

he m im a c me f de i eleme a cla m , a d M ica

42

k e he de ld lea le he e e e gaged. He g al a a
e f l e.

Eas

P e f l g al ha a e c m le im leme a e a hel f l a ef l

g al ha a e im l a ed a d he ef e, ea ie im leme . C m le , c f i g

g al , ma e h m ch e ial he ha e f i i e cha ge, f e e d

he c a hea f eali ed g d i e i . Ra he ha leadi g e le

fl de i c m le i , im le g al de c ibe a de i a i a d he h e a h

he de i a i .

Sim lici i he l ima e hi ica i . bi g a h S e e
A le 1977 b ch e, f m Wal e I aac

Jb

I hi bi g a h S e e J b (2015), Wal e I aac e ha , like ma leade i

he field f de ig , im lici a S e e J b ma a. I ake a l f ha d k

make me hi g im le, J b ld I aac , l de a d he de l i g

challe ge a d c me i h elega l i . J b , I aac e, fel ha

de ig im lici h ld be li ked maki g d c ea e.

E e h gh im lici a ea acc m li h, J b g al a make

de ig a d d c ha made e li e ea ie .

Sim le ca be ha de ha c m le : Y ha e k ge
he e d beca
hi ki g clea make i im le. B i i hi i e

ce ge he e, ca m e m ai .

S e e J b f m B i e Week, Ma 25, 1988

Like he de ig e S e e J b de c ibe , c ache h ld al i e f he

im lici ha make i ea ie f eache hi hei g al . The eali i ha

e le a e m e likel achie e g al ha he hi k he ca achie e. A Ke

Pa e a d hi c lleag e i e i I fl e ce : The P e Cha ge A hi g

(2008), Whe i c me al e i g beha i , eed hel he a e l

e i . Fi : I i h i ? . . . A d ec d, ca he d hi hi g? ( . 50).

Pe le ill i e f a g al he he c ide i h hile a d he he belie e

he ca hi i , a d a e f l a d ea g al i e e le belie e he ca hi .

43

A i c i al c ach h de i e c ea e im le a d ea g al eed hi k

like a de ig e h i al a i i g f cla i . A effec i e i c i al c ach

hel eache ide if he m im a g al a d he m efficie a

eali e hem. A G eg McKe ha i e i E e iali m: The Di ci li ed P i

f Le (2014), I i ab maki g he i e ible i e me f ime a d

e e g i de eaea highe i f c ib i b d i g l ha i

e e ial ( . 5). C ache ca al f ll he ad ice f J h Maeda, f me

e ide f Rh de I la d Sch l f De ig , h e i The La f Sim lici

(2006) ha im lici i ab b ac i g he b i , a d addi g he mea i gf l

( . i ).

M ica g al, a i , a ea abl ea achie e. Vide ec di g f

le e ealed ha de e e e i i g lea i g, ha he ac all e e

e i e e ed i lea i g, b he im l did de a d ha he had d .

Si ce de did de a d ha he e e d , he did d a hi g. I

he c achi g c e a i i h Jackie, M ica e he g al a i c ea i g he

e ce age f de h e e a k 90 e ce im l b maki g e

de k e ha he had d .

Emotionall Compelling

A cha ge i l e h e le feel a m ch a i i l e h he hi k, a d

i c i al c ache a he cha ge leade eed ec g i e he imac f

em i i cha ge. A R ge Fi he , e f he ld leadi g eg ia i e e ,

e, Y ca ha i g em i a m e ha ca ha i g

h gh . A all ime , a e feeli g me deg ee f ha i e ad e ,

e h ia m f a i , i la i e gageme , ai lea e. Y ca

em i a d ff like a ligh i ch (Fi he & Sha i , 2005, . 9 10).

Simila l , i hei b k S i ch: H Cha ge Thi g Whe Cha ge I Ha d (2010),

Chi a d Da Hea h de c ibe h ea a d em i a e b h e e ial f

b i gi g ab cha ge. Acc di g Hea h a d Hea h, em i a e like a

ield ele ha ha ha be ei ed i b ea . O em i al ide, he

e, i a ele ha , a d a i al ide i i ide .

Pe ched a he Ele ha , he Ride h ld he ei a d eem be he

leade . B he Ride c l i eca i beca e he Ride i mall

ela i e he Ele ha . A ime he i - Ele ha a d he Ride di ag ee

ab hich di ec i g , he Ride i g i g l e. He i c m le el

e ma ched. ( . 7)

C ache ha hel e le e g al ha he ill be m i a ed hi m
eak ell a hei ea . Whe e le fail cha ge, i
all e le em i a
de a d a blem. F e am le, m ke
beca e he d

44

de a d ha ciga e e a e heal h , b ha d e make hem i . A g al
ha ill c m el e le ac i e ha e le de a d a d feel (Hea h &
Hea h, 2010).

Whe I ke i h M ica, he made i clea ha he had ch e a g al ha a

em i all c m elli g f he . She a dee l di a i ed b he de lack

f e gageme , a d he a ed he cla a d. The e ed me. M

k h ime a a igh ma e, M ica c fe ed. I ha ed c mi g k i he

begi i g beca e he e e a e diffic l cla . I babl ld ha e i m

j b if I had ked i h Jackie, he added.

Reachable

Teache a d c ache al eed c ide he he hei g al, h e e

admi able, i e ha ca ac all be eached. A eachable g al i e ha b ild

h e.

Sha e L e , h a a e ea che a he U i e i f Ka a a d he Gall

O ga i a i , ha bee de c ibed a he ld leadi g e e h e. I Maki g

H e Ha e : C ea e he F e Y Wa f Y elf a d O he (2014), L e

i e ha h e e i e h ee eleme . Fi , h e e i e a g al ha e a

idea f he e e a g , ha e a acc m li h, h e a be.

Sec d, feel h e, e eed age c , e cei ed abili ha e li e da

da . . . [ k ledge ha ] . . . e ca make hi g ha e . Fi all , h e

e i e a h a , la ha ca f a d.

G al ha m e ac m be clea l a ed. Cla i di l e e i a ce,

Hea h a d Hea h i e, a d he ef e he gge ha he m effec i e g al

ide a de i a i ca d a i id ic e f m he ea - e m f e ha

h ha c ld be ible ( . 76). Simila l , Heidi G a Hal , a cia e

di ec f he M i a i Scie ce Ce e a C l mbia U i e i , de c ibe ge i g

ecific a e f he m im a a ec f g al e i g:

Taki g he ime ge ecific a d ell e ac l ha a

achie e em e he ibili f e li g f le f elli g elf ha

ha e d e i g d e gh. I al make he c e f ac i

eed ake m ch clea e . . . Th a d f die ha e h ha ge i g

ecific i e f he m c cial ( h gh f e e l ked) e ake i

eachi g a g al. (2012, . 7 8)

A g al ha f e h e ha a ea able cha ce f bei g achie ed beca e (a)
eache belie e he ca achie e i (age c ) a d (b) i i cl de a a eg

a egie ha ca hel hem achie e i ( a h a ). I c ea i g de achie eme
i a admi able g al, b i i a eachable g al le eache a d c ach ca

45

de c ibe i clea l a d ide if a a eg ha ill hel hem each he g al.

I c ea i g achie eme b dec ea i g -i c i al ime f m 22 e ce 5

e ce b eachi g de e ec a i f a i i , f e am le, i a m e

eachable g al beca e i de c ibe a clea de i a i a ell a he a h a ha

a eache ca ake ge he g al.

The be g al ha e a fi i h li e (a clea , eci e de c i i f ha ill be diffe e

if a g al i hi ), a a d ick ( me a f mea i g g e a d he g al), a d a

a ge he fi i h li e (a eachi g lea i g a eg ha ca make he

cha ge ha e ). Im eci e g al c ea e f a i , b clea l de c ibed g al

b ild h e a d ha e he e ial lead la i g, i i e im eme i

de li e .

Whe M ica a d Jackie e hei g al, he had a eci e g al i mi d (90 e ce

ime a k) a d a addi i al g al ha made he de i a i e e m e c c e e

f M ica. Whe he a ed ki g ge he , ab e f e -fi e f

M ica de e e mi i g ece beca e he had c m le ed hei k.

M ica a ed ed ce ha mbe m e ha h ee de mi i g

ece a d made ha he ec d g al.

Student-Focused

Fi all , effec i e g al a e de - a he ha eache -f c ed. Whe eache

ch e eache g al ( I a e g a hic ga i e a lea ice a eek ),

he ma im leme a a eg each ha g al b ha e idea he he i

made a diffe e ce f de . Addi i all , mea e f e celle ce i b il i

he g al, i h he e l ha e le ma im leme he g al l a d ill mee

he g al.

A de -f c ed g al, he he ha d, ide clea feedback he he

cha ge make a diffe e ce f de . Addi i all , de -f c ed g al

ca i h hem a b il -i mea e f ali . If a eache i effec i el im leme a

eachi g ac ice, i i likel ha he ill achie e he g al. The eache ill ha e

kee efi i g hi e f he ac ice il he i able im leme i effec i el ,

ha i e ca lead achie eme f he g al.

The de -f c ed mea eable g al f M ica de a ha a a e age

f a lea 90 e ce f he de ld be a k a e age d i g eade

k h ime. Jackie hel ed M ica g ide he de he g al b clea l

eachi g he e ec a i f k h ac i i ie . I alm all f i eleme ,

M ica g al a a PEERS g al.

46

Questions to Identif a PEERS Goal

Q e i i g i a e e ial a f all h ee age f he Im ac C cle, be e

de a d e i i g, a I ll e lai i m e de ail la e i hi cha e , I ha e

i e ie ed c achi g e e , ead b k a d a icle , a d lea ed f m he

i c i al c ache i T eka, Ka a , Bea e , O eg , a d O hell ,

Wa hi g , h a e ed i h e ea ch eam . I al lea ed i e a bi ab

e i i gf ma i i g ce: famil d c . Whe I a ga i i g hi

cha e , I i i ed D . Sama ha D la d, a d i ce he al a im e ed me a

a a e me e i e , I a ked he if he had a i . She did di a i me.

Sam ga e me me e idea de a d ei f ced ma idea ha I had

f d a I died he li e a e, d i g i e ie , a d i h c ache . I lef m

a i me i h m heal h ack a d m eb k f ll f e idea ab

e i i g.

The kill f he c ach i he a f e i i g. A ki g i ci i e
e i f ce e le hi k, di c e , ea ch.
La B id a d Ram Cha a E ec i : The Di ci li e f Ge i g

Thi g D e (2002, . 74)

Creating a Welcoming Environment

4

O e hi g m d c ld me i ha he i e i e i al ab i g c ea e a

e i g he e e le feel a ea e igh f m he m me he e e he ffice ha

he ill be m e likel e dh e l e i . Sam i de ig i g a e

cli ic, a d he ld me ha i he e e i g, he g i g ha e e le ame

hei fa i e g a a f he a e k he fill i he he c me he cli ic.

The he he a ie c me he e ami a i , Sam ill ha e hei g la i g

he he i d f a i i . She ill al ha e me hi g ea i he ai i g

a ea, like chilled a e i h c c mbe lice , a d he e e c ide i g ha i g

ce ai ce i ed i he facili , all i h he g al f c ea i g a ace he e

e le feel c mf able alki g.

F D . D la d, he m im a a f c ea i g a elc mi g e i me i

lea i g ab he a ie . The m e he k ab ha e e he

hem, he be e he ca e d hem i a a ha hem a ea e, a d he

m e e he a ie ill be lea i g h bec me heal hie .

I e e mee a i c i al c ach h ha fig ed h i e ee

ce i a ch l ( ma e h m ch he migh a ), b c ache ca d

a l c ea e a elc mi g e i me . A i h D . D la d a d he a ie , he

abili eache a ea e likel a i h lea i g ab hem. If c ache fi d

ha a eache like ch c la e (a d h d e ?), he migh b i g ch c la e

a mee i g. If eache feel m a h me mee i g i hei cla m, he c ach a d

eache ca mee i he eache cla m. Wha ma e i ha he c ach lea

ab c llab a i g eache a d d e ha he ca d hem a ea e.

The e a e he im le hi g a i c i al c ach ca d eache a ea e.

F e am le, c achi g h ld al a ake lace i a e i g he e c e a i

a e i a e. Teache ma be g a ded if he a e eaki g he e he eache ca

hea hem. T he be f hei abili ie , c ache al eed fi d lace he e

c ach a d eache ill be i e ed. F e am le, a c ach ca ad

di b ig he d he m he e c achi g i cc i g kee e le

f m i e i g. T ge he be a e , c ache h ld d all he ca c ea e

elc mi g e i me f c achi g c e a i . Teache h a e edge

ge a m ch f c achi g a eache h a e a ea e.

Building Trust

D . D la d al ld me ha he e i i g i effec i e l he he a ie

he . We ha e f d he ame hi g agai a d agai a e e died

c achi g. Whe I e Fl ida i h a eam f e ea che d me highl

4

effec i e c ache , i e ie af e i e ie em ha i ed ha i c i ical f

c achi g.

I ha e i e a le g h ab i Be e C e a i : C achi g O el e a d

Each O he Be M e C edible, Ca i g, a d C ec ed (K igh , 2015). He e a

ick mma f he fi e fac ha b ild .

Fi , e le ill if dem a e a h cha ac e . A di h e

e ill e e all be f d , a d if e le di c e he ha e bee lied ,

he ill ha e a ha d ime i g agai . Sec d, f e , c ache h ld

i e be eliable. C ache h d ha he aid he ld d he he aid

he ld d i a e m e likel be ed.

A hi d fac ha i fl e ce i c m e e ce. We e le h ha e he

k ledge a d kill hel achie e g al . F c ache , hi mea ha

ge i g be e h ld al a be a a f hei game la . C ache h ld al a

be de el i g hei c achi g kill , c e k ledge, a d e all effec i e e .

O e a d hi i a l a d ac ice he Maki g I Real gge i a he

e d f each cha e i hi b k. C ache ca im e hei c e k ledge b

e i g a ide ime ead, e ead, mma i e, he i e, a d de c ibe he idea

a d ac ice i he eachi g ma al a d b k f he eachi g a egie he

ha e.

The f h eleme i b ildi g i a m h. We a e m e likel e le

h a e a m a d . We ha e f d ha c ache h d dem a e

a m h, e e he he e e e i e ha c ld be e emel hel f l f

eache , ggle e e ge he c achi g ce a ed. S meb d

h dem a e a m h de a d eed a d feeli g , ha e ii e

i f ma i f e e l a d effec i el , li e , a d b ild em i al c ec i .

F m e i f ma i he e a d he effec i e c mm ica i habi , ee m

b k Be e C e a i : C achi g O el e Be M e C edible, Ca i g, a d

C ec ed (K igh , 2015).

b maki g a d e di g bid f em i al c ec i .

B ildi g T

1. Cha ac e : A e h e , a a e , a d -j dgme al? D
h?
eed cha ge ha ca be m e ha e m e ime

2. Reliabili : Wha ca a ha dail i e ( ch a
ha ca be m e
be eliable? Wha i al ca add

f mal la i g ime, i g emi de )

eliable?