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SMART UPGRADING | TEACHING SIMULATION

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Summary of the Video’s Main Content

The video is a session of “SMART UPGRADING” (teaching simulation and training) led by mentors/facilitators. It begins with greetings, reminders, and a joint Qur’anic recitation (Surah At-Taubah 37–40), then moves into teaching-simulation breakout groups, followed by Q&A and academic/operational announcements.

1) Opening Procedures and Recitation

  • Organizers remind coordinators/mentors to encourage more participants to join online by:
    • Activating cameras
    • Completing attendance reminders
    • Checking breakout-room readiness
  • The group recites Surah At-Taubah (verses 37–40).
    • Readings and translations are delivered by different mentor pairs.

2) Free Sharing Opportunity (Limited Uptake)

  • Mentors are invited to do “free sharing” (sharing experiences/knowledge).
  • Several allocated mentors were not feeling well, so participants were encouraged to volunteer.
  • The session proceeds to the teaching simulation.

3) Teaching Simulation Structure (30 Minutes + Q&A)

Facilitator (Sis Safira) explains the simulation format:

  • Time limit: Maximum 30 minutes total, including simulation + Q&A.
  • Teaching flow (as real class practice):
    1. Opening
    2. Teaching (memorization, Qur’an recitation, Islamic teachings)
    3. Closing
  • Participants may skip non-essential practice parts if needed.
  • Breakout-room arrangement:
    • Female mentors stay in the main room.
    • Male mentors move to the provided breakout room.

4) Simulation #1: Sis Jauza (English; Student Age ~6)

Student Profile and Classroom Approach

  • The student is about 6 years old:
    • Easily distracted
    • Likes construction vehicles and monsters
    • Can learn steps quickly but needs frequent redirection

  • Mentor emphasis:

    • Mood-setting with a game if the child is distracted (e.g., “find the difference”).

    • Short video familiarization about:

      • Prophets/angels
      • Pillars of faith & Islam
      • Stories/songs Presented step-by-step.

    • Review every meeting:

      • Student has two lessons per week
      • Parent wants consistent retention
    • Memorization progress includes:
    • Many prophet names
    • Movement into pillars of Islam
    • Qur’an surah memorization

Teaching Flow Shown in the Simulation

  • Begins with Qur’an routines (e.g., sitting properly, relevant routines such as reciting Al-Fatihah/istigfar).
  • Uses talqi (repetition after the teacher) and letter-by-letter correction.
  • For Qur’an recitation/memorization:
    • Corrects pronunciation details, including confusion between:
      • long vs. short
      • matching letters
      • handling “long” rules involving alif
    • Uses progressive repetition:
      • small chunks first
      • then combining them
  • Uses stickers and games, including construction-themed motivations, when focus drops.
  • Closes with Qur’an memorization wrap-up and a formal closing routine.

Simulation Q&A (Sources of Game Materials)

Mentors discuss where teaching games/materials come from:

  • Games like “find the difference”:
    • Found on the web
    • Converted into PPT using screenshots
  • Worksheet/game materials:
    • Sourced via Google and educational websites
    • Sometimes assisted by GPT to locate useful links
  • Videos:
    • Taken from YouTube
    • Republished via Canva or downloaded to reduce ads and handle weak signals

5) Q&A Case Discussion: Teenage Student “Bargaining” and Stubborn Recitation

A participant asks about a teenage student who:

  • Can read Qur’an well in theory
  • “Bargains” (e.g., “today we don’t need to…”)
  • Resists correction
  • Becomes emotionally resistant and sometimes practices more lazily—even if he knows the correct way

Advice Shared

  • Sis Citra shares a strategy:
    • Avoid responding with continuous anger
    • If the student refuses correction or recites carelessly, the mentor should pause studying temporarily and let the student experience consequences
    • Reinforce that Qur’an study is not casual—it isn’t permissible to treat it haphazardly
    • As understanding grows, improvement follows

The guidance reinforces discipline and consistency rather than escalating emotional confrontation.

6) Simulation #2: Sis Diva (Female Student Age ~7–8)

Student Profile and Teaching Style

  • Student is around 7–8:
    • Quick learner
    • Easily distracted
  • Student often tells detailed stories (including incidents at school, such as a fight), and the mentor uses these to connect classroom values to real life.

Teaching Flow

  • Opening includes Qur’anic/study prayer.
  • The mentor:
    • Starts with surah review using alternating reading
    • Adjusts pace based on ability and distraction
    • Sets boundaries for interruptions (e.g., eating, sibling wandering, chatting), such as:
      • finish one surah before eating
  • Memorization methods include:
    • Repeat then gradually add (cover/uncover practice)
    • A “challenge” method:
      • cover words
      • ask the student to continue recitation
  • Arabic decoding support:
    • Uses written alphabet support because the student can’t read full Arabic text yet

Dinul Islam / Islamic Teachings

  • Islamic concepts (e.g., heaven/hell) are linked to the child’s everyday questions.
  • The mentor ends with questions and discussion, focusing on interactive engagement rather than only rote delivery.

7) Simulation #3 (Offline): Sis Raudah (Twin Children Age ~4)

Student Profile

  • Offline class with twin children around 4 years old
  • They cannot stay still
  • They prefer learning through art/drawing/writing
  • The mentor adapts materials to fit their interests

Teaching Flow and Activities

  • Starts with ablution/prayer routines and the study prayer (due to time).
  • Focus areas:
    • Learning letter “K” (Ko) in Iqra
      • Discusses shape similarities to other letters
      • Teaches dot placement and sound association
      • Uses sound association (a “cough” reference) to help them remember “K”
    • Clay letter-forming activity plus a sticker competition
  • Dinul Islam through table manners “cooking play”:
    • Roleplay cooking
    • Practice what to do before eating:
      • pray
      • wash hands
      • sit properly
    • Practice right-hand usage and prayer after eating

Closing

  • Uses standard closing routines:
    • istigfar
    • formal prayer sequence

8) Academic Delivery / Operational Announcements

After simulations and Q&A, organizers provide administrative updates:

  • Mentors are reminded to:
    • Fill attendance by the end of the month
    • Submit recaps of student meetings
    • Submit summaries on the 30th (not the 31st)
      • If final meetings occur on the 31st, record them in the same submission window
      • This helps speed salary distribution
  • Mentors in Makassar–Maros–Gowa:
    • A joint Rihla planned for the third week of August with the central team
    • Location will be announced later (mentions K. Adnan as the one informing)
  • Mentors in Greater Jakarta (Jabodetabek):
    • Possibly another event in September, depending on central team planning

Presenters / Contributors (Named in Subtitles)

  • Brother Aril (accompanies this week’s Smart Upgrading)
  • Sis Nati (translation/recitation support for At-Taubah section)
  • Kak Tatang (reciter for At-Taubah section)
  • Brother Jauza (spelled “Jauza/Jauza” in subtitles; mentor in Simulation #1)
  • Sis Safira Brilianti (facilitator for the teaching simulation; also coordinates room management)
  • Sis Jauza (assigned simulation teacher; appears in Simulation #1)
  • Sis Diva (Simulation #2 teacher)
  • Sis Raudah (Simulation #3 teacher; offline simulation)
  • Sis Diva and Sis Raudah (mentioned repeatedly as simulation participants)
  • Sis Citra (shares advice in the teenage-student Q&A)
  • Sis Revina (asks a Q&A about teaching materials/games sources)
  • K. Adnan (mentions as the person who will inform the Rihla location)
  • Harlina, Yasni, Hijrawati (mentioned as mentors who previously shared, but reportedly unwell/not present at the time)

Note: Several additional names appear only in attendance/room updates, but the subtitles clearly include the contributors listed above as presenters/facilitators in the training content and Q&A.

Original video