Good School

good schoolRekan-rekan manajemen sekolah, guru, orang tua dan yayasan serta pencinta pendidikan, saya baru saja membaca beberapa hal tentang sekolah yang baik.  Karakteristik sekolah yang baik ini dikumpulkan oleh Postman & Weingartner ke dalam tulisannya: Characteristics of a Good School (1972).

Saya sengaja mengambil beberapa tulisan aslinya dan tidak saya terjemahkan, khawatir mengurangi makna dari pesan yang ingin disampaikan.  Semoga memberi inspirasi bagi kita semua.

A school is good. . .

when its daily time sequences are not arbitrary (45 minutes for this, 45 minutes for that, etc.) but are related to what the students are doing. If something takes 20 minutes to do, why drag it out? If something takes an hour and 20 minutes to do, why cut it short?

A school is good. . .

when students do not merely serve time in required courses, as if they were serving a jail sentence. In a bad school, there is a preoccupation with “taking” courses, such as English 6, Social Studies 8, and Science 7. A good school is more concerned with the achievement of competence than it is with time-serving. Thus, in a good school, the question is not, “Have you taken. . . ” but “Have you learned. . .”

A school is good. . .

when its activities bring together students of great diversity in background and ability. There is, in fact, no evidence that bright children learn less when they are with slow children than with they are with other bright children. There is evidence that when children are labeled “slow” they tend to develop a bad – sometimes incurable – case of low self-esteem.

A school is good. . .

when it moves away from valuing memorization and ventriliquizing and moves toward question-asking, problem-solving, and research.

A school is good. . .

when it moves away from factory like processing procedures and toward more humanistic individualized judgments. In the best schools, this means a relatively nonpunitive grading system, no homogeneous grouping, a minimum of labeling (“good student,” “slow student,” etc.), and a minimum of permanent record-keeping.

A school is good. . .

when it priorities are broadly conceived, rather than narrowly hierarchical. For example, in many schools a student may be judged slow solely on the basis of reading and mathematical ability. The same student may be an excellent musician, actor, or even group leader, but will receive very little formal recognition for these skills. This is patently silly, and in good schools, the evaluation system has been adjusted to deal with this problem.

A school is good. . .

when it is small enough so that supervision ( and just about everything else) can be a personal – i.e. human-problem, not a logistics problem. It is practically impossible for collaborative and meaningful associations to occur in a building with 5,000 students, or 3,000. No one really knows what the maximum size of a humanized school is, but in various experiments around the country, the figure that keep coming up is somewhere around 250.

A school is good. . .

when teachers forego their role as sole authority figures, view themselves as learners, and try to develop the idea of a learning community in which the teacher functions more as a coordinator or facilitator of activities than as a dictator.

A school is good. . .

when students are not constantly placed in competitive roles with each other, but function instead in collaborative relationships. Ideally, a good school strives to achieve something approaching a family feeling, in which each member is helped to grow in his/her own way, but not at the expense of someone else.

A school is good. . .

when it moves away from bureaucratic paternalism and toward increased community participation. In the best arrangements, this means that there are established channels through which parents can express their grievances against the school and also participate in its functioning.


2 thoughts on “Good School

  1. Ass. Bu Angi, sy Dwi dari SD Ibnu Sina Bandung.
    Bu, sy telah membaca artikel tentang good school yg Ibu tulis, barangkali mohon penjelasan lebih lanjut tentang ‘a good school, the question is not have you take….. but have you learned’. Bu, bagaimana melaksanakan prinsip ini di lapangan? Bukankah kita memang dibatasi oleh waktu serta sejumlah kompetensi yang harus dicapai ? Mhn penjelasannya Bu. Terima kasih.

    • Bu Dwi, maksud dari pernyataan tersebut adalah kita sebagai guru diingatkan agar dalam setiap pembelajaran harus memikirkan kedalaman dan kebermaknaan materi, bukan hanya sekedar sekilas info dan yang penting gugur kewajiban. Kalau masalah waktu sih, tentunya pada saat membuat silabus guru kan sudah memperhitungkan alokasi waktu untuk setiap topik materi dan kegiatannya.

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