From Learning To Teaching

Globalization and Education

2012-04-25T17:53:00.000-07:00

The influx of market forces and the colonization of education by business practices are shown in many ways. Educational institutions are beginning to act more like corporations as they adopt the discourse of ‘customers’, ‘markets’ and ‘efficiency’. Conversely, corporations are themselves beginning to take over educational enterprises. For example, large multinational companies like Motorola are now creating their own universities which can be used to disseminate precisely the training and knowledge that the corporation requires. In 2008 the MacDonalds fast-food chain gained British government approval to offer its employees awards equivalent to an A level or advanced diploma level.

The characteristics of the corporate educational institution are that it:

identifies internal and external markets: (1) internal markets: units or academic departments; (2) external markets: learners, parents, communities, government agencies;
packages knowledge, educational programmes and services as commodities;
distributes resources competitively;
measures educational effectiveness by the achievement of targets;
operates bureaucratic top-down rather than collegial management systems;
sells a share of the educational enterprise to external investors.

The educational corporation:

may operate virtually, on a global basis, with no physical location;
combines work-based, professional training with education;
cooperates with educational institutions on equal terms;
devises its own curricula and programmes of study;
may admit external learners as customers;
awards certification and credits to its learners;
blurs the boundaries between education and business.

In the future there is likely to be a further merging of corporations and educational institutions as the commodification of education continues and spreads to all sectors of education. The use of online and blended learning processes will facilitate this process.

The other aspect of globalization which has already had a marked effect on education is that of the discourse of lifelong learning. According to this discource, workers will need to upskill on a continuous basis, as knowledge is transformed, in order that companies, regions and states can maintain their competitive advantage. Lifelong learning is not simply concerned with the workplace and workplace training – it affects all educational providers and all types of provision, though the extent to which it acts as a catchphrase to justify economic imperatives is debateable.

Knowledge itself has become the main commodity for exchange – the World Trade Organization (WTO) has recently categorized education as a tradable commodity – which has far-reaching implications for learners, or ‘customers’ as they are increasingly known. If education is a commodity, it must be like other products and be accountable to the shareholders who own it. Education as a commodity therefore has had to standardize its products in the interests of the market and its major shareholders, the consumers and providers. In higher education, a proliferation of private providers has led in many countries to greater student choice, but also to the potential for lowered educational standards.

The commodification of education has affected all levels of the educational system. In school systems, market forces have led to consumer choice in relation to educational provision. For example, the British school system under the ‘New Right’ Conservative government in the 1980s responded to the demand for parental school choice and an open educational market. This led to the need for educational transparency in the form of school league tables and the assessment of school performance on the basis of Standard Attainment Testing (SAT) of students. This publication of performance indicators meant that schools wanted to attract only the clever or the academically motivated. The net result was, ‘It is not what the school can do for the child that counts, but what the child can do for the school’.

Networks and Education

2012-04-25T17:45:00.001-07:00

Educational networks have always existed, connecting groups of scholars who communicate together in scholarly activity and publication across institutions and countries. Such scholarly groups may share their research and expert knowledge without the necessity for physical contact.

Modern ideas of educational networks are shown in ‘communities of practice’ in which practitioners can actively create and share knowledge. In communities of practice, knowledge is always ‘situated’, not necessarily within a specific location, but always within a culture and a background. Knowledge is not pre-existing, but constructed from the practices of the group. The community confers identity on its members; to be excluded from the community is to be excluded from the knowledge the network constructs, and to possess no community identity. Power is dispersed or shared between the group members, rather than in a hierarchical or top-down fashion.

There are many implications of seeing education as comprising communities of practice, not least for the traditional power of the teacher. An unforeseen type of educational networking is shown by Internet sites such as ‘Rate my teacher’ which are constructed by school children and students to providetheir own evaluations of schools and teaching. Such sites, which have sprung up in many countries, are almost impossible to control and show the effective ways in which networks can operate to subvert formal systems in the interests of the members.

The value of networks lies in their power to:

connect groups of learners and practitioners separated by distance;
disseminate power throughout the network to create more equal relationships between learners and teachers;
confer identities on learners;
create instantaneous communication-flows;
actively construct and disseminate knowledge.

The dangers of educational networking lie in:

the ability of the network to exclude outsiders from knowledge;
the possibilities of illusion and deception created by virtuality;
the difficulty of monitoring and regulating networks;
privacy issues in relation to membership of networks.

Individualization and Education

2012-04-25T17:40:00.002-07:00

Traditionally, education was seen to have a socializing function, inducting individuals into the roles expected of them by society. But as society is no longer homogeneous, this suggests a different focus for education – that of the recognition and celebration of individualism as part of the strengthening of identity.

There are many indications of the promotion of individualization as a modern aim of education. These include:

an emphasis on self-expression in learner’s writing and literature;
the promotion of personal projects in education;
an emphasis on the learner’s individual psychology;
an emphasis on the individual learner’s strengths and styles;
a concern for the development of self-esteem in learners;
a promotion of learner reflection and reflexivity and the development of reflexive tools.

Not all of these emphases on individualism arise from responses to social fragmentation. The recognition and celebration of learner difference may also arise from equality and diversity agendas in a pluralist society.

Teachers And Social Changes

2012-04-25T17:31:00.002-07:00

Teachers need to be aware of social and contextual developments in the world; they cannot confine themselves to the classroom or to the abstract reformulation and testing of knowledge. The world enters the classroom on two legs. Already, networks and new technologies are being used in ways that could not have been predicted when they were developed. Predictions of an increase in global market forces could be overthrown by the realities of global warming, but it is better to be prepared for both.

The embodied teacher will still be necessary in the future, in spite of further technological developments and the disappearance of schools as physical entities as we know them. If past experience has shown anything about technological advance and distance education solutions, it is that the technology on its own is always insufficient to support the learner. Somewhere, a person is needed to connect physically, experientially and emotionally to the physical experience of the learner.

Whether in the present or for the future, teachers need to develop or clarify a personal philosophy and a set of values. They may endorse some, and oppose ones imposed on them, with which they do not agree. Educators have to consider and identify their theoretical positions. Discourse with other practitioners and novices in communities of practice can lead to speech acts and the establishment of communicative rationality which can guide shared knowledge construction and rationality.

The social forces which operate throughout the world are structural and outside the control of individual agency. The social changes we have identified here are creating new forms of knowledge and new ways of experiencing the world. But in the end, there will still be a teacher and a learner however they communicate.

Project-Based Learning

2012-04-05T22:49:00.000-07:00

Project-based learning is a process-centered learning, the relative term, focusing on the problem, meaningful learning unit incorporating concepts from both components of the knowledge, discipline or field. On a project-based learning takes place in collaborative learning activities in a heterogeneous group. Given the nature of work is a collaborative project, the ongoing development of learning skills among students. On the individual strengths of project-based learning and how learning can strengthen the work referred to the team as a whole.

There are several criteria to consider in the implementation of project learning. Here are five criteria, namely: (1) project-based learning-centeredness; (2) focuses on questions or problems; (3) constructive investigation or design; (4) student autonomy, and (5) realism.

Project serve as the center of the core curriculum in project-based learning. Through this project students will experience and learn the concepts. Project-based learning focuses on questions or issues that are driving through the concepts and principles. This project can be built around a thematic unit or a combination of topics from two or more. The project also involves students in a constructive investigation. This investigation may include design, decision making, problem discovery and solving, discovery or development process model. And so can be called a project that meets the criteria for project-based learning, the activity must include the transformation and construction of knowledge on the part of students. The project encourages students to experience learning at a significant rate. Project-based learning more priority on the project of autonomy, choice, labor time is not complicated, and student responsibility. The project is realistic. The project gives authenticity to the student. These characteristics include the topic, task, role played by students, the context in which the project is done, partner who work with students, the resulting product, the target for the products and performance criteria which products are judged.

In general project-based learning conducted through three stages of project planning, project implementation, and evaluation of projects. Planning activities include: identification of real problems, find alternatives and formulate problem solving strategies, and planning. The implementation phase include: guiding students in the completion of the task, in the conduct product testing (evaluation), presentation between groups. Evaluation phase includes an assessment of processes and products that include: the learning progress of the project, the actual process of problem solving, team and individual performance progress, notebooks and research records, contract learning, computer usage, reflection. While the assessment of such products in terms of: the work and presentations, non-written assignments, project reports.
Through project-based learning students will experience and learn the concepts. Project-based learning focuses on questions or issues that are driving through the concepts and principles. The project also involves students in a constructive investigation. This investigation may include design, decision making, problem discovery and solving, discovery or development process model.

The project encourages students to experience learning at a significant rate. The project gives authenticity to the student. These characteristics include the topic, task, role played by students, the context in which the project is done, partner who work with students, the resulting product, the target for the products and performance criteria which products are judged.

Pedagogical Competency

2012-04-04T06:38:00.002-07:00

Competency is a set of knowledge, skills, and behaviors that must be owned, lived, ruled, and actualized by the professionalism of teachers in carrying out the task. The competencies that must be possessed by the teacher include pedagogic competence, personal competence, social competence, and professional competence acquired through professional education. Pedagogical competence as defined in this paper, include the ability of the learners understanding of the depth and organization of learning that educates. Understanding of learners, include an understanding of the psychology of child development. While learning to educate includes the ability to design learning, learning to implement, assess process and outcomes, and make improvements on an ongoing basis.

Teacher pedagogical competence that is a teacher in the management of the learning ability of students to at least include:

1. Insight or understanding of educational foundation.
Teachers have an educational background in science, so has the academic and intellectual skills. Referring to the learning management system based on the subject (subjects), the teacher should have a match between the scientific back ground to the subject of the coache. In addition, teachers have the knowledge and experience in organizing learning in the classroom. Authentically both cases can be proven with academic diplomas and diploma teaching skills (teaching certificate) from an accredited institution of government.

2. Understanding of learners
Teachers have an understanding of the psychology of child development, so knowing the exact right approach is made on their students. Teachers can guide children through difficult times experienced in the age of the child. In addition, teachers have the knowledge and understanding of children's personal background, so as to identify the problems facing children and to determine appropriate solutions and approaches.

3. The development of curriculum / syllabus
Teachers have the ability to develop national education curriculum tailored to the specific conditions of the school environment.

4. The design of learning
Teachers have to plan a learning system that utilizes existing resources. All learning activities from start to finish have to be strategically planned, including the anticipation of possible problems that may arise from the planned scenario.

5. The implementation of educational and interactive learning
Teachers create learning situations for children who are creative, active and fun. Provide ample scope for children to explore the potential and ability that can be trained and developed.

6. Use of learning technologies.
In organizing learning, teachers use technology as a medium. Providing learning materials and administer the use of information technology. Get children to interact with technology.

7. Evaluation of learning outcomes
Teachers have the ability to evaluate learning conducted covering the planning, response of the child, the child's learning, methods and approaches. To be able to evaluate, the teacher must be able to plan a proper assessment, take measurements correctly, and making conclusions and solutions accurately.

8. Development of learners to actualize their potential range
Teachers has the ability to guide the child, creating a place for children to recognize their potential and trained to actualize its potential.

One effort to do this is to develop the capability to carry out classroom action research. Classroom action research is based on planning and solutions to problems faced by children in learning. So the results can increase a child's learning and teacher planning target can be achieved. In principle, the pedagogical competences can always be improved through the development review of issues and alternatives solutions.

Classroom Action Research: Reflections on Teacher Personality

2012-04-04T05:38:00.004-07:00

Teachers need to realize that classroom action research can help teachers to develop teacher professionalism through continuous observation of the learning effort. Through analysis, reflection, and evaluation of efforts undertaken learning, teachers can also be helped to develop his personality. If you as a teacher in analyzing, reflecting, and evaluating the use of horizontal divergence is also a way of thinking, you will find that the context and learning problems and improve processes, in addition related to the student (intelligence, passion, a means of learning) is also related to the teacher, may also personality. Teachers who want to be healthy mentally need to reflect on the issue in its class, is not impossible that some of the problems are the dominant role of the teacher that can cause stress on students, causing resentment. or the other. On the other hand many successful people who talked about the personal role of the teacher. How should the personal commitment of teachers in and through the classroom action research?

1. The teacher should perform intimate
Teaching of technology that positions the teacher as a facilitator in active learning, is to emphasize and accentuate the need for active participation of students. But teachers also need to be essential to perform intimate. The role of teachers as researchers who designed the study can be equated with the role as director, and teacher role and improve the implementation of sustainable learning can be thought of as an actor. A good actor is an actor who appeared intimate, live up to his role well. A good director is a director who can guide the actor to play a role as scripted. If an actor is always dependent on the director, means the actor has not been intimate. Similarly, when the teacher was always skeptical about efforts to improve learning and depending on the designer or a partner in the research, it means that the teacher is not performing intimate. Conversely, if the teacher is running its own, independent, and other researchers who become partners (other teachers, lecturers, principals and other parties) no intervention or inputs to the teachers, the researchers did not perform intimate. Researchers can be seen performing intimate because the design can run, inputs and theoretical insights as well as references from the research can give a sense of his research.

How to make a personal film director and actor to perform intimate in classroom action research? Condition is always to meet and discuss, give each other feedback, and develop collegial relationships, rather than bureaucratic. Collegial relationship will create a climate much more open, willing to give input, and there are efforts to sustain and support each other.

2. Study in teacher professional indifference spiral cycle as the implementing classroom action research

It is very important and interesting what Kiliion & Todnem presented on professional reflection of a teacher in applying and implementing classroom action research. Teachers in professional reflection-cycle continuous spiral are observed in the operational implementation of classroom action research technical terrain only. The whole description of the processes and procedures of the classroom action research presents the picture of continuous spiral cycle to improve teaching and learning process. How it will affect classroom action research spiral cycle for teacher professional indifference, especially from the side of the personality of the teacher?

Spiraling cycle of the teacher's personality or so-called spiral cycle of professional indifference should not take place as described spiraling cycle of learning. Professional indifference spiral cycles last a lifetime teacher of teachers themselves. Nobody can reach the final stage more quickly, some are slow, and may also not enough to reach a high enough level. Study is when summarized as follows.

The first level or first spiral cycle is the appearance of indifference to the task. Does each person have apathetic teachers on duty. Is there some teachers who remain ignorant of their duties untill retirement?

The second level or second cycle is the emergence of compassion on the proxies, concerned when students did not succeed, proud when her students succeed.

The third level is a reflection on, in, and for action. There is a reflective study for learning that has been done, when done, and when designing the next improvement.

The fourth cycle is intimate in the task, if a teacher has to love his profession, then wherever located and in whatever position he thinks and behaves as a teacher.

The fifth cycle appeared in the person of whom no envy, nothing but pride when proxies successful.

In the cycle to begin six to nine cycles associated and fused between individual teachers with the material being taught. A teacher of personal development to reach the sixth cycle appears to be a reflection of technical levels. Knowledge displayed in its efforts to provide supplies technical skills in their students.

In the seventh cycle of teachers as professionals are always want to give the stock concept, not just technical ability. This teacher has reached levels of the concept of reflection.

On the eighth cycle of the teacher appears further, that the packing study on surrogate reaching moral-ethical reflection levels.

While the cycle is the ninth appearance of the concepts the teacher, his theories have built itself into a professional who has an intimate theoretical construct.

It can be estimated that the description of the ranks may not be affordable by the teacher, or even perhaps have not been digested. But at least try to reach at least the third level. Do not let the first level alone is not able to reach them.

Differences in ranks between the sixth to the ninth may be a lot of older teachers and experienced teachers and have long been not reach them. Do not be discouraged because at least through the determination to implement the increase and improvement classroom action research learning, as teachers will be brought and guided and provided the ability to pace the walk to the lighthouse which direction should we develop our profession.

Classroom Action Research: Analysis, Reflection, and Evaluation

2012-04-04T05:20:00.001-07:00

One basic thing to consider in the evaluation of classroom action research, namely: teachers not engaged in the evaluation of classroom action research, because the main task of the teacher is teaching and learning improvement efforts. Instead of researching and evaluating. Indeed, the main task of the teacher is teaching, improve the learning process, monitoring the learning process, look at learning outcomes, trying to improve learning, so that students become more successful. But improve learning, look at learning outcomes to address the problems of research or evaluation studies not only by the teacher or the teacher is always charged, unless the classroom action research made take the form of teacher as researcher. Thus means that there are two answers to make possibility of analysis, reflection, and evaluation of the classroom action research.

First, when used in the form of teacher as researcher, the research and evaluation models designed a simple recording and analysis.

Second, when used in the form of collaborative classroom action research and evaluation instruments need to be designed more carefully and also be more sophisticated. And do not charge a duty to record and use a research instrument to the teacher, but should be done by the researcher, in this case the partners (faculty / expert lecturer / head of school / supervisor / other teachers).

Criterion validity of action research lies in application or functioning of action, to seek an improvement over the problem at hand. With these criteria then the teacher can prove the validity of studies based on data that may be evidence that the act of learning the teacher succeeded in improving student achievement, for example. Explicitation criteria are intended for teachers are not overburdened with other tasks, except task increased professionalism as teachers. The task of increasing teachers’ professionalism of ongoing efforts to conduct the analysis intangible, reflection, and evaluation for improvement of learning. First goal of action research rather than development of science but rather to solve the problem of action, in order to obtain a better outcome measures. Criterion validity is the success of actions to solve the problem of action.

Nature of the function of teachers in classroom action research

2012-04-04T05:05:00.000-07:00

Nature of classroom action researches are investigators: a manager and executive in question is something routine activities, especially as a teacher in the classroom. Its main task: to make learning in schools run and managed optimally. When all was done by trained professionals are highly educated and have enough attention and effort to continue making improvements to his performance, there will be a continuous process to make such repairs or improvements on their routine activities. Thus the main tasks of a professional educator who will work as well as routine tasks are always accompanied by efforts to improve the quality and quantity of performance. When the two properties it: that is running the routine of work and concern for the quality of their performance, while equipped with a person's character and temperament of a researcher who is always trying to make the evaluation of all performance, it was complete was a character who always seeks to reflect the paradigmatic model of thinking in action research.

Said to be paradigmatic for any thought and whatever is done, and whatever the purpose and function of activity always refers to the pattern: run routine tasks, improve the content and quality of routine tasks, research activities, and evaluate activities. These four activities are done simultaneously, at least performed in a single cycle of alternating-interactive, not alternately, but the ongoing reflective.

Said to be reflective because the process of empirical observation and preparing abstracts and ongoing back and forth quickly, sometimes appear to think sometimes horizontal vertical. Paradigmatic reflection of action research is a process of observation, making the process of abstraction, the process design activities or actions, as well as the activism itself to proceed quickly, mixed well with the four reference: doing routine, routine repair, research activities, and evaluate activities.

Paradigmatic reflection on Classroom Action Research

2012-04-04T04:35:00.003-07:00

Good teacher needs to have perfect indifference to the work. There is always an effort of reflective thinking. There is clarity of mind to conduct reconnaissance, the introduction of return in order to improve the job details. Highly educated teachers, including teachers in all types and levels of future education needs to have his indifference to the task.

Love and be happy for the success of the students care, and patient resilient to the problems that arise over child care. Effort to seek continued to be more successful by Killion & Todnem a reflection on action, in action, and for action. Reflection on action occurs when the action has been created and reviewed again. Reflection in action occurs at the time of the study held the action undertaken. Reflection for action occurs at the time thinking about the next action by reflecting on the past, which took place, and his predictions for the future. Continuous spiral cycle is intended in the description of the classroom action research as a whole is an attempt to think reflectively on, in, and for action and make the effort sustainable actions while running a routine of teaching, as well as developing, researching and evaluating.

In more detail can be presented to give weight and meaning to the cycle of continuous spiral sustained classroom action research every teacher should listen to the process as follows: "beginning with indifference to the task, unfortunately on the subject of proxies, makes reflection on, in, and for action, and finally intimate in the task. "

Forms of Classroom Action Research

2012-04-04T04:27:00.000-07:00

Form of action research by Oja and Smulyan (1989) distinguished four forms of action research, namely:A. Teachers as researchers2. Collaborative Action Research3. Simultaneous-Integrated4. Experimental Social Administration.(classroom action research form for schools to adopt from Oja and Smulyan grouping.)
In the form of classroom action research which views the teacher as a researcher has a feature that teachers themselves are examined in a class action research process. In this form the primary purpose of classroom action research is to improve teaching practices in the classroom where the teacher is fully involved in the planning process, the action (action), and reflection. In this form of research, teachers find their own problems to be solved through research class action if the other party involved in such research, its role is not dominant. Instead the involvement of other parties from the outside only consultative in the search and refine the learning problems faced by teachers which if worthy to be solved through action research class. So, in the form of action research: Teachers as Researchers, the role of outsiders is the CII in the research process.
In the second form, Classroom Action Research Collaborative, involving multiple parties, both teachers / principals, and teachers in unison with the aim to improve teaching practices, contribute to theory development, and career advancement of teachers. Action research model of this kind are always designed and implemented by a team consisting of teachers, university lecturers and or principal. The relationship between teachers and lecturers are partnerships, so that they can sit bersamat to think the problems will be examined through a collaborative action research class. In the process of research like this is not merely an outside party who acts as an innovator. Teachers can also do this through working closely with college faculty. With a work atmosphere like that of teachers and faculty can learn from each other and complement each other to increase the professionalism of each.
In the third form, Simultaneous integrated, action research was the main goal is for two things at once to solve practical problems in learning, and to generate scientific knowledge in the field of learning in the classroom. In such a form of action research, teachers involved in the research process, especially in the aspect of class action and reflection on teaching practices in the classroom. Nevertheless, learning problems studied and identified by researchers coming from outside. So in this form teacher is not the originator of the idea of what issues should be examined daiam its own class, so the teacher rather than an innovator in this study. Instead of taking the position of innovators is outside teacher researchers.
In the form of a recent class action research, Experimental Social Administration, emphasized the impact of policies and practices. Nevertheless this form of teachers not involved in the planning, action, and reflection on own learning practices in the classroom. So many teachers do not provide input to the process that shaped this research. Full responsibility for research lies in the external action, although it peneiitian objects located within a particular class of a teacher. In this form of research work on the basis of certain hypotheses, then perform various forms of the test in an experiment.

How to Implement Classroom Action Research?

2012-04-04T04:20:00.001-07:00

To be able to initiate and implement a classroom action research, there are practical tips from McNiff we need to consider, namely:

1. Depart from the small problems first.
If the learning process may include planning, implementation, and evaluation, take one aspect or even part of one aspect of learning. For example, teachers can conduct action research in the planning aspects of learning: how to communicate syllabus to students, set a goal of learning for certain subjects, certain subjects scheduling, etc.. In planning the implementation aspect of learning the teacher can conduct classroom action research with various minor problems such as: improving the quality of the teacher asks the students, the relevance of the method with teaching materials, the problem of grouping students for the sake of learning in the classroom, and so on.

2. Plan of action research it carefully.
Application of classroom action research to improve the learning process must be carefully planned Careful planning is essentially the scenario involves any actions that would be attempted. in the study, issues which must be solved first, the class which should be included, where fellow teachers who should be involved in the study, to whom should ask for consulting assistance, etc.. In short, all activities must be conducted in the research scenario must be carefully planned, carefully and thoroughly.

3. Develop a realistic schedule.
Classroom action research involving students to participate in trying various measures in the study through several rounds (cycles). Therefore, teachers should determine the schedule of each tested with a realistic action. That is, do not get any schedule that does not comply with: the demands of the curriculum, the range of student learning in the school formally (for example: Semester I, semester II), the schedule of subjects every day, and so on. To avoid failure in scheduling have also been prepared on an ideal schedule and the schedules are somewhat more loosely so that if there is inaccuracy in the implementation of an action of a rotation can be anticipated from the beginning.

4. Involve other parties
Teachers in conducting action research needs to involve other parties to the validity of the actions that were attempted to be maintained. Action research has a soul or the nature of the other parties involved rather than a study in others. Therefore, the involvement of other parties such as other teachers, students, principals, supervisors, should be viewed as partners in implementation of classroom action research.

5. Make other relevant parties informed
In the classroom teacher action research to inform the activities that will be tested in this study to other parties concerned. The main purpose for doing this is to act in the study were not regarded as a subversive activity, destabilizing an already established tradition. If teachers will try out certain actions in the learning process, principals, teachers, parents need to be told it's going. This needs to be done so that the teacher as a researcher will get the support of both administrative, psychological, and professional support.

6. Create a feedback system
In the classroom teacher action research to create a feedback system. The system is actually an important part of the learning process. Therefore, in classroom action research the researcher (teacher) should immediately notify his research results to other relevant parties in order to allow him to get feedback. Feedback system is essential to be created so that researchers obtain corrective feedback, and can even improve the direction of future research if the research is still in the early rounds.

7. Make a writing schedule
Since the beginning researchers need to make a schedule of writing the results of research both formally and informally. By writing to all processes, activities, and research results class action, meaning it is possible for researchers to have a clearer idea about what is and will happen. Thus the researcher or teacher will be more thoroughly understand the learning process that is being repaired through a class action research. In addition to the actual researchers also need to think about the criteria for success of measures designed to improve learning processes and or products. Therefore, the determination of success criteria measures also should be considered by the partners and teachers who want to conduct collaborative action research-grade. Determination of these criteria is very important to consider that after a class action research teacher finally figured out how to see the success that result from the research in a collaborative class action they have done.

Benefits of Classroom Action Research

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There is many benefits to be gained by doing classroom action research. It is among others can be seen and studied in some educational component and or classroom. Benefits associated with the learning component include the following:

Of learning innovations,
Curriculum development at school level and at grade level,
Increased professionalism of teachers.

Innovation in learning, teachers should always try to change, develop, and improve her teaching style so that he could produce a model of learning in accordance with the demands of its class. Teachers are always dealing with different students from year to year. Therefore, if a teacher doing research a class action of its own class, and depart from their own problems, then produce a solution to the problem, then it implies that he has been involved in the process of learning innovation. With such an innovative way of learning really took off from the reality of the problems faced by teachers in classroom teaching. Of learning innovations such as this in itself would be far more effective than upgrading, upgrading to a similar purpose. Why is that? Because upgrading is rarely depart from the theory that is not necessarily fit the needs of individual teachers for problem-solving learning in class.

In contrast, action research class will always be relevant to the needs of teachers to make innovations in the learning process. In addition to research activities that depart from the reality of teachers, classroom action research process is open for teachers to formulate their own problems, examine teacherself, and then evaluate the effectiveness of their own for learning models in its class. This is in accordance with the opinion of Rapoport (1970), among others, which states that action research has concern for the solution of practical problems faced by humans in their daily work.

In terms of curriculum development, in relation to the role of teachers as curriculum developers, classroom action research can also be effectively used by teachers. Classroom teacher should also be responsible for curriculum development in schools and or classes. For the purposes of curriculum development at grade level, classroom action research would be very beneficial if used as a source of input. It becomes so because, according to Elliott (1992), the process of curriculum reform is not theoretically neutral. Instead, the process will be influenced by the ideas of the interconnected nature of education, knowledge, and teaching. Classroom action research can help teachers to better understand the nature of the empirical, and not just a theoretical understanding of nature.

If the study viewed a class action aspect of the professionalism of teachers in the learning process, has a very important benefit. Professional teachers are certainly not reluctant to make changes in learning practices in accordance with the conditions of its class. Classroom action research is one medium that can be used by teachers to understand what happens in the classroom, and then raise it toward improvements in a professional manner. Even in the context of teacher professionalism, McNiff (1992: 9) states that the class action research teachers are challenged to have the openness to experience and learning processes are new. Thus the actions step, in the classroom action research is also an education for teachers. Involvement of teachers in classroom action research, therefore, will indirectly improve the professionalism of teachers in the learning process.

Professional teachers need to look at and assess critically their practice learning in the classroom. By looking at their performance alone, then reflected, and then corrected, the teacher will eventually get professional autonomy. Important concept in education is always the effort to repair from time to time in the learning process. Improvement of learning to do research was the result of a class action would allow for teachers, as researchers in classroom action research, to enhance professionalism in a systematic and systemic.

Classroom Action Research Objectives

2012-04-04T03:34:00.001-07:00

The purpose of doing research is the most straightforward class action is to practice and improvement of learning that should be done by the teacher. Currently our society is growing so fast. As a result the demand for educational services that must be done by teachers is also increasing. Action research is one of the most strategic ways for teachers to enhance or improve services and education for teachers in the classroom context. Even McNiff (1992) asserts that the main basis for the implementation of Classroom Action Research is to repair. Said improvements here and have a context associated with the learning process.

That goal can be achieved by performing a variety of alternative measures in solving the problems of learning in the classroom. Therefore, the class action is the focus of research lies in the alternative actions planned by the teacher, then tested, and then evaluated whether alternative measures could be used to solve the learning problem faced by teachers yany. If the repair and improvement services in the context of teacher professional learning can be realized thanks to the holding of classroom action research, there is also an accompanying goal can be achieved simultaneously in the research activities.

Accompanying what purpose is it? Attainable goal is to be the office during the process of training in classroom action research process took place. This can happen because the main purpose of Classroom Action Research is an improvement and an increase in service learning. Thus the teacher will be more practice applying a variety of alternative measures in an effort to improve the service of learning, from the acquisition of general knowledge in the field of education that can be generalized. In other words, the teacher will get more experience about learning skills in reflective practice, and instead aims to gain new knowledge from research carried out was a class act. Borg (1986) also mention explicitly that the primary purpose of action research is the development of skills of teachers based on the learning problems faced by teachers in their own class, and instead aims to achieve common knowledge in the field of education.

Characteristics of Classroom Action Research

2012-04-04T03:14:00.001-07:00

What are the important characteristics of a classroom action research? All research is trying to solve a problem. Viewed in terms of problems to be solved, classroom research has important characteristics, namely that the problem appointed to be solved through classroom action research must always depart from the practice of the learning problems faced daily by teachers. So classroom action research will be implemented if the teacher is aware of the early problems associated with the process and product of learning he faced in the classroom. Then from the problem that teachers recognize the importance of the issues to be resolved in a professional manner.

If a teacher feels that what he practices daily in the classroom is not problematic, classroom action research no longer necessary for the teacher. The problem is that not all teachers will be able to see for himself what he has done help others to see what has been done in the teaching-learning process in class. In such a context other teachers / lecturers and teachers can sit together, discuss with the teachers to find and formulate problems of learning in the classroom, teachers and other teachers / lecturers to conduct collaborative classroom action research. From this will arise the awareness of the possibility of many problems that done during the teacher's conduct teaching and learning process. If teachers are willing to do classroom action research collaboratively with professors / teachers, many of the benefits to be gained both professionally and in improving his career functionally. The scientific paper is required by teachers in the future. Collaborative classroom action research will be able to offer vast opportunities for the creation of writing for teachers, teaching in the classroom in accordance with the draft classroom action research that will be collaborate with other teachers / lecturers.

Following characteristics can be seen from the real form of research activity itself. Classroom action research specific characteristic, namely the existence of actions (action) specific to improve teaching and learning process in class. Without a specific action of a study can also be done in the classroom, which is then often called a "study class". For example, teachers can conduct research on students' level of frequency in the ditching, the research was done without any specific actions, exemplified the kind of research that was not included in the study a class action. The research was exemplified just wanted to know, do not want to improve both high levels of truancy students through specific actions.

Conversely, if the study were teachers tried various measures to prevent truancy, so that the teaching-learning process can be run better and more effective, new research studies were included in the category of class actions. Action to prevent the high truancy students may be able to shape the creation of Presence system performed by the students themselves, may be shaped by the transfer of supervision, from and to the students themselves, the system may be created daily tests on the days in which students used to take action absent , and so forth. Classroom studies conducted to try out various actions such as this becomes an important characteristic for classroom action research.

Classroom Action Research: What Is It?

2012-04-04T02:59:00.000-07:00

Classroom action research is currently growing rapidly in developed countries such as Britain, America, Australia, and Canada. Educational research experts recently gave considerable attention to the classroom action research, because this type of research is able to offer new ways and procedures to improve and enhance the professionalism of teachers in the teaching-learning process in the classroom by looking at various indicators of the success of learning processes and outcomes that occur the students. McNiff (1999: 1) in his book Action Research Principles and Practice looking at classroom action research as a form of reflective research conducted by the teachers themselves that the results can be used as a tool for curriculum development, school development, development of teaching skills, and as a form of self-evaluation teachers.

In classroom action research teachers can examine their own teaching practice which he did in class. With classroom action research, teachers can do research on students' views of aspects of the interaction in the learning process the teacher and the other classroom action research / collaborative educational experts can also do research on the process or product and reflective learning in the classroom. Most importantly, by doing teacher action research to improve teaching practices become more effective.

However, can the question arises: "Should teachers learning to sacrifice for the sake of doing classroom action research?" Basically no, because just by doing classroom action research teachers will be able to improve the quality of learning processes and products. Classroom action research should not burden the teachers in their daily work. If the teachers do it collaboratively with college faculty, especially educational expert will not aim to rule out the daily task of teaching. Instead classroom action research can be implemented in an integrated way with daily activities. Therefore, teachers do not need to worry and fear of interfere with the curricular targets if it will carry out the classroom action research.

Classroom action research can also bridge the gap between theory and practice of education. This can occur because after researching their own activities, in their own classroom by involving the students themselves, through the actions planned, implemented, and evaluated, the teacher will receive systematic feedback on what has always been done in teaching and learning. Thus teachers can prove whether a theory of teaching and learning can be implemented well in the class he has. If there were theories that are incompatible with the conditions of its class, the teacher can adapt the classroom action research through the existing theory for the sake of learning processes and or products are more effective, optimal, and functional.

From the other hand, in the classroom action research, the teacher can also see, feel, and appreciate learning whether the practices that have been done have high effectiveness. If the teacher feel it can conclude that certain learning practices such as: giving students homework is too much, verbal feedback to students in classroom activities are not effective, how to ask the teacher to the students in the class are not able to stimulate students to think, and so on, then the teacher can tentatively formulate specific measures to improve the situation through the classroom action research procedure.

From the above discussion we can define in a more straightforward understanding of classroom action research. Classroom action research can be defined briefly as:
"A form of research that is reflective to perform certain actions in order to improve and or enhance the practices of classroom learning in a more professional."

Therefore, the classroom action research is closely related to the practice of the learning problems faced daily by teachers. For example, if the teacher faces the problem of low student interest in reading, so that these conditions greatly impede the achievement of curricular goals, then the teacher can conduct research for a class action can be increased student interest in reading. Teachers with classroom action research can try a variety of actions that a particular learning program is like trying to use reading materials that have interesting pictures and stories, the stories take advantage of local, using a book that has a funny story, and so forth. Of the learning program is designed as a form of classroom action research finally able to fix the problem of low teacher reading students. Vice versa, if in fact the student has had a high reading, but will not be able to utilize appropriate reading materials, teachers can also perform classroom action research to find and select the appropriate therapy on student errors in the use of reading materials that are less functional.

How to Cultivate Good Relationship with Principal

2011-11-22T04:30:00.001-08:00

How to Cultivate Good Relationship with Principal

Here are some tips for a teacher to be able to cultivate good relationship with the principal:

You should always try to see things rom the perspective of a principal. Principal task is not an easy task. There are so many needs and problems that must be accommodated by a school principal. If you see a problem from the viewpoint of the principal, it will help you to better understand the policy taken.

If you encounter a problem or complaint, tell the school principal in a clear and courteous, accompanied by a logical explanation. You should show the facts to support your intent, not by shouting or sarcasm words.

Do not get to see the principal if only you’re having problems. There are many things that can be discussed with the principal issues related to education at your institution, or even just talk only mild. In addition to professional relationships, create also your interpersonal relationships with the principal.

If the principal has done something that helpful for you, express your gratitude by promptly and earnestly. This is a proof that you appreciate the efforts made to your principal.

Possibly related:

Educational And Psychological Applications Related to Child_Teacher Relationships

Involvement of Parents and Children's Achievement

2011-11-22T02:54:00.001-08:00

Involvement of Parents and Children's Achievement

Do you as parents are always actively involved in your child's education? Many research results indicate that the active involvement of parents, for example, the father of the child's school activities will increase their achievement in school.

Students have a greater chance to get good grades when their father often involve themselves in school. Moreover, when students come from the complete family (father-mother, or stepfather-mother), even in families with single fathers. The involvement of the mother also has the same connection. Students tend to have a greater chance to obtain good grades. In the schools that their parents active in school activities, school dropout, suspension, or expelled from school is low.

Parental involvement is high activeness of people categorized by three or four parents in school activities, such as attending school committee meetings, attended the event organized by the class or school, and became a volunteer at the school. So, if you want your kids to be students who have a greater chance to succeed and get good grades in school, then you should be more actively involved in school activities.

Bullying and Status: How to get it and how to keep it.

Observed Interactions Between Teachers and Children

CTL (Contextual Teaching and Learning) Approach to Empower Students

2011-06-14T22:06:00.000-07:00

Until recently, education in Indonesia is still dominated by a class that focuses on teachers as the main source of knowledge, so that the lecture will be the first choice in the determination of learning strategies. Learning design, often ignore prior knowledge of students. In connection with this case, it would require an approach that can empower students' learning. One approach to empower students is contextual approach (CTL: Contextual Teaching and Learning).

CTL (Contextual Teaching and Learning) initially developed by the Washington State Concortium for Contextual Teaching and Learning, involving 11 universities, 20 schools and institutions engaged in education in the United States. One of the activities is to have trained and provide an opportunity for teachers from six provinces in Indonesia to study the contextual approach in the United States, through the Directorate of Junior High Ministry.

Contextual Teaching and Learning (CTL) is the concept of learning that help teachers to link between the materials taught with real-world situations students and encourage students to make connections between the knowledge possessed by its application in their lives as family members and society (U.S. Department of Education, 2001). In this context students need to understand what the meaning of learning, its benefits, is in what status they are, and how to achieve it. Through this approach students will realize that what they learn can be useful as stock of his life later. This will make them feel the need for provision of knowledge and skills useful for later life, and students will try to respond.

The task of teachers in contextual learning is to assist students in achieving its goals. That is, teachers deal more with strategy than giving information. Teachers just manage class as a team that works together to find something new to students. Teaching and learning process is more marked than teacher centered student centered.

According to the Ministry of Education teachers have to implement some of the following: 1) Review the concept or theory that will be studied by students. 2) Understand the background and life experience of students through the review process carefully. 3) Learning environment and residential school students who subsequently choose and associate with the concept or theory that will be discussed in contextual learning. 4) Designing teaching by linking the concept or theory studied by considering the experience of its students and their environment. 5) Carry out an assessment of student understanding, the results of which will be used as material in lesson reflection against the plan and its implementation.

Contextual Teaching and Learning (CTL) is influenced by the views of constructivism which holds that the nature of knowledge about the concept will affect the learning process. Learning is not just memorizing but constructs knowledge through experience. Knowledge is not the result of ''gift'' from others such as teachers, but the result of a process that is conducted every individual construct.

CTL as an approach to learning has 7 (seven) principles. These principles underlying the implementation of the learning process by using CTL. Components include constructivism, inquiry, asking (questioning), community learning (learning community), modeling (modeling), reflection (Reflection), a real assessment (authentic assessment)

Constructivism is the process of build or develop new knowledge in students' cognitive structure based on experience. According to constructivism, knowledge is indeed coming from the outside but is constructed by and from within oneself. Therefore, knowledge is formed by two important factors, namely the object becomes the subject of observation and ability to interpret the object. Those two factors are equally important. Thus knowledge is not static but is dynamic, depending on the individuals who see and constructing.

Interactive Learning

2011-06-14T21:24:00.000-07:00

Interactive learning has two characteristics of the learning process first involves the mental processes students the maximum, not only requires students merely hear, noted, however requires the activity of students in the process of thinking. Second, the learning process to build the atmosphere of dialogue and the process of continuous questioning that is directed to improve and enhance students' thinking abilities, which in turn is the ability to think it can help students to acquire knowledge that their own construction.

Interactive learning (Dimyati and Mudjiono, 1999:297) is a teacher in a programmed activity in instructional design, to make students learn actively, which emphasizes the provision of learning resources. Undang-Undang Sistem Pendidikan Nasional No. 20 tahun 2003 states the learning is a process of interaction of educators and learners with learning resources in a learning environment. Learning as a learning process that was built by the teachers to develop creative thinking that can enhance students' thinking abilities, and can increase the ability to construct new knowledge as a good effort to increase mastery of subject matter.

Learning activities involve several components or elements, namely the learner, educator or teacher, learning objectives, lesson content, teaching methods used, the appropriate learning media for use and evaluation of students' progress using a standard test. All these components interact with each other in the learning process ended on learning objectives. Because of that learning activity is an integral system, within a system of learning or instructional system at the school.

Viewed from an institutional point of the school, in terms of supporting the smooth running of learning activities, school principals play a significant role, because it contributes significantly to the acquisition of a learning system. While each teacher has a high professional competence in carrying out his professional duties, but not supported by adequate institutional services, of course, the learning activities would not be maximal.

The role of school principals to provide learning facilities, will guide the growth of the professorship, and other professional support to a separate force for teachers perform their professional duties. After the teachers to get institutional support, the next thing that needs to be prepared by teachers is associated with autonomous learning approach that became the teaching professional.

Expert has delivered a number of theories and concepts of learning approaches. This approach generally refers to the psychological approach related to the ability of learners to capture or receive a lesson in learning activities. Learning approach to something very important, as seen from psychological angle every child has different capabilities in a lesson, for it required an appropriate approach to potential students.

The troubleshooting in implementing interactive learning approach including factors such determines the level of student success. Approach the starting point on the psychological aspects of distinction seen from the growth of child development, intellectual ability, and other capabilities that support the ability to learn. This approach is performed as deemed appropriate strategies to facilitate students understand lessons and also learn the fun.
Learning approach would not rigid should use a particular approach, but its straightforward and well-planned, it means choosing the approach tailored to the needs of teaching materials as outlined in the learning plan. The interactive learning approach that is commonly used by teachers according to Sagala (2003:71), among others, the concept and process approaches, deductive-inductive, expository and heuristic, and the approach to intelligence.

In interactive learning, teachers must realize that learning has a very complex nature because it involves aspects of pedagogical, psychological and didactic at the same time. The way teachers using the approach of giving an understanding to students, providing information and solving approach to the problems faced by students.

Contextual Teaching and Learning (CTL): The 7 Principles

2011-06-12T07:43:00.000-07:00

CTL (contextual teaching and learning) as an approach to learning has 7 principles. These principles underlying the implementation of the learning process by using CTL (contextual teaching and learning). The seven principles include:

1. Constructivism
Constructivism is the process of build or develop new knowledge in students' cognitive structure based on experience. According to constructivism, the experience is met by the outside, but constructed by and from within oneself. Therefore, the experience is formed by two important factors i.e. the object becomes the subject of observation and ability to interpret the object.

2. Inquiry
The second principle is the inquiry in contextual learning. That is, the learning process is based on a search and discovery through a process of thinking systematically. Knowledge is not the result of considering a number of facts, but the outcome of the process of finding itself. Thus in the planning process, teachers are not preparing a number of materials to be memorized, but stimulate learning that allows students to find their own materials to be understood.

3. Questioning
Learning is basically asking and answering questions. Questioning can be regarded as a reflection of the curiosity of every individual, while answering the questions reflects a person's ability in thinking. In the learning process, teacher does not submit the information for granted, but the lure for students to find themselves. Since questioning has very important role, because through the questions teachers can guide and lead students to find any material that is learned.

4. Learning Community
In the contextual teaching and learning CTL) implementation of learning communities can be done by applying learning through study groups. Students are divided into groups whose members are heterogeneous good views of learning ability and speed of learning. Let each other learn in their group, who quickly pushed to help the slow learners.

5. Modeling
Modeling is a learning process as an example to demonstrate something that can be emulated by every student. For example, the teacher gives examples of how to pronounce a foreign phrase. Gym teacher gave examples on how to throw a ball and so forth.

6. Reflection
Reflection is the process of settling the experience has been learned that is done by re-sorting events or events that have gone through the learning. Through reflection on learning experiences that will be included in students' cognitive structure that will eventually become part of the knowledge that has been formed.

7. Authentic Assessment
Authentic assessment is the process by the teacher to gather information about the students learning progress. This assessment is needed to determine whether students are actually learning or not. Does knowledge of student learning has a positive influence on both the intellectual and mental development of students.

Questions Box in Cooperative learning

2011-06-11T06:55:00.000-07:00

The media holds a very vital role in the failure or success of the learning process in class. Learning will be more meaningful if the child has his own what he had learned, not just knew it from the teacher's information. Therefore we need a media that is able to bridge the students to experience the natural process of learning and fun. Excellent learning will enhance the creativity of students and teachers in a balanced manner. Questions Box is an alternative medium for teachers to stimulate students' intellectual and emotional involvement in proportion.

Involving students in higher level thinking and enhance cooperation are two behaviors that would be found in 21st-century classroom, where learning is always centered on students. Therefore, the process of learning in the classroom should really involve all the potential and ability of students optimally. Teachers experienced a shift of roles, from a learning resource that tends to be dominant and monopolize the flow of information in class, a motivator and facilitator of learning for students of their students. With the advancement and development of technology, the teacher's role is actually more effective in improving the success of learning in the classroom through the use of varied media and communicative.

It seems that questions the media box, to be one alternative in developing students' skills and facilitate cooperation in the learning process at school. The characters stand out in the application of instructional media questions box, namely a simple, competitive and creative.

Simple, because the questions the media box can be made by all teachers in a way that is easy, equipment consists of a box, questions (a list of questions / problems in accordance with the theme or topic). Materials that can be used as media box can use objects that are not used, or it could be through the recycling of objects around the school is wasted. Teachers can move students in making the media box, either individually or in groups

Competitive, this medium requires that all students in each group vying to earn points in the form of "star". Groups that are less creative, it will automatically lose a lot of star group with another group, fair competition among groups to be a prominent characteristic of the learning.

Creative, teachers can conduct competitions among groups to create a design box (box) which will serve as a medium of learning in the classroom. Usually students will compete to show their creativity to be the best model in the making of the media box in accordance with the tasks assigned by the teacher.

In the question box approach, the teacher has many option, models applied learning in the classroom is highly dependent on the ability of teachers. But one thing is very vital in modern learning that is centered on student activities. Therefore, the learning process that questions the media box to apply, at least in the learning cycle applications, covering three phases of the deal, questions game box, and collective evaluation.

Phase agreement
At this stage the teacher with students prepare an initial agreement in the classroom learning process. Its activities include the formation of groups, socialization rules discussion, sweepstakes decision about the box, the old rules and the activities planned.

Phase gaming questions Box
Students in the group each took a raffle for decision about the box. Any questions that have been taken by one group answered directly, and can be addressed by other groups. Discussion about the material not only coming on the textbook, but is free. Each group is given the freedom to convey the response from various sources, such as the Internet, newspapers, magazines, journals or other relevant sources. The group that is able to respond to questions correctly and logically entitled to a star. Groups that have collect a lot of stars so automatically obtaining better value. Instead the group who get a little star, then the group's value is relatively small. A cooperation and competition in the learning process of a healthy and enjoyable for all students. To be more passionate and competitive higher, preferably topic or material in the box questions submitted a week earlier, but that does not mean leak point. So that each group has the opportunity to seek information from various sources related, for example books, internet, or other sources.

Collective evaluation phase
Collective evaluation phase is a phase that teachers do with students. Teachers can convey the value of the group based on the number of stars, to evaluate the process of discussion, and giving awards to the winning group. One thing must be embedded in learning with media questions Box is sportsmanship, compete in a healthy, happy, and always looking for the latest information.

Application of questions the media box in the classroom learning will reduce student dependence on teachers, because students should be encouraged to seek the latest information related to the topic that will be discussed in class. It is time for student-centered learning process, not the teacher. In the context of student-centered learning, it appears that questions the media box, become an alternative for teachers in this country.

Quantum Learning Characteristics

2011-06-11T06:37:00.000-07:00

Common characteristics that make up the figure of quantum learning as follows:
• Quantum learning originate in cognitive psychology, quantum physics, although not all the terms and concepts of quantum bit worn. Therefore, the views about teaching, learning, and learners derived, transformed, and developed from the various theories of cognitive psychology; not a theory of quantum physics.
• Quantum Learning is more humanistic, not a positivistic-empirical, "animalistic", and or nativistic. Human as the learner becomes the center of attention. Self-potential, the ability of the mind, power motivation, and so forth of the learners are believed to develop optimally, or optimal. Reward and punishment is deemed not exist because all human efforts are commendable.
• Quantum Learning is more constructivistic, rather than positivistic-empirical, behavioristic, and or maturasionistic. Therefore, according to the opinion of the writer, shade of constructivism in learning quantum is relatively strong. In fact it can be said here that the quantum of learning is one reflection of the philosophy of cognitive constructivism, social constructivism is not.
• Quantum of effort combines Learning [integrate], synergizing, and elaborate factors as potential human self-learner with the environment [physical and mental health] as a learning context. Or more correct to say here that the quantum of learning are not separate and do not distinguish between res and res cogitans extenza, between what is inside and what outside. In the view of quantum learning, mental-physical environment and the ability of the human mind or self are equally important and mutually supportive.
• Quantum Learning focuses on quality and meaningful interaction, not just a transaction of meaning. It could be argued that the interaction has become the key words and central concepts in quantum learning. Therefore, learning quantum emphasis on the importance of interaction, frequency and accumulation of quality and meaningful interaction. Here the learning process is seen as the creation of quality interactions and meaningful that can change the energy of mind and a natural talent ability learners into the lights that are beneficial to the success of learners.
• Quantum learning accelerate great emphasis on learning with a high degree of success. Here pemercepatan learning assumed as a quantum leap. In short, according to quantum learning, the learning process must take place quickly with high success. For that, all the barriers and obstacles that can slow down the learning process should be removed, eliminated, or eliminated. Here the various tips, how, and techniques can be used, for example lighting, musical accompaniment, a refreshing atmosphere, comfortable environment, a relaxed seating arrangement, and so forth.
• Learning is emphasized nature quantum and reasonableness learning process, not keartifisialan or circumstances which made up. Kealamiahan and fairness cause cozy atmosphere, fresh, healthy, relaxed, relaxing, and enjoyable, moderate pretensions keartifisialan and generate an atmosphere tense, stiff, and boring. Therefore, learning must be designed, presented, managed, and facilitated in such a way that can be created or manifested a natural learning process and fair.
• Quantum learning quality emphasized the significance and the learning process. The learning process is not significant and not quality produce failure, in terms of learning goals are not achieved. Therefore, all efforts that enable the realization of the significance and kebermutuan learning must be done by the teacher or facilitator. In this context need to be presented by the experience that is understandable and meaningful to learners, especially the experience of learners need to be accommodated adequately.
• Quantum Learning has a model that combines the context and content of learning. Context includes the atmosphere empowers learning, a strong foundation, an exciting environment or support, and design a dynamic learning. Contents include the presentation of excellent learning, facilitated a flexible, learning skills-to-learn, and life skills. Context and content are inseparable, mutually supportive, that plays like a symphony orchestra. Separation of the two only will bring about the failure of learning. Cohesiveness and conformity both functionally would lead to high learning success; proverbial perfect symphony game played in an orchestra.
• Lessons focus on the formation of quantum academic skills, skills [in] life, and physical or material achievements. All three must be considered, treated, and managed in a balanced and relatively similar in the learning process, not only one of them. It is said that because of successful learning is not only the formation of academic skills and physical achievements of learners, but more important is the formation of life skills learning. To that end, the curriculum should be structured in such a way that can be realized harmonious combination of academic skills, life skills, and physical achievement.
• Quantum learning assign values and beliefs as an important part of the learning process. Without certain values and beliefs, the learning process less meaningful. Therefore, learners must have certain values and beliefs are positive in the learning process. In addition, the learning process should inculcate values and positive belief in self-learners. Value and negative beliefs will bring about the failure of the learning process. For example, learners need to have confidence that the error or failure is a sign of learning; error or failure is not a sign of stupid or end of everything. In the learning process developed values and beliefs that punishment and reward (punishment and reward) are not needed because every effort must be recognized and appreciated. Positive values and beliefs need to be constantly developed and strengthened. The more powerful and stable positive values and beliefs held by learners will likely succeed in higher learning. It was said, because "these values into glasses through which we view the world.
• Quantum learning prioritizes diversity and freedom, rather than uniformity and order. The diversity and freedom can be said as a keyword in addition to interaction. Therefore, in developing quantum learning greeting: Welcome to the diversity and freedom, goodbye uniformity and order! This is where the needs is recognized diversity of learning styles of students or learners, the development activities of diverse learners, and use a variety of tips and methods of learning. On the other hand need to be removed uniformity learning styles of learners, learning activities in class, and usage tips and teaching methods.
• Quantum learning integrating the totality of body and mind in the learning process. Total activity between body and mind to make the learning can take place more comfortable and more optimal results.

How to Teach 1st Grader Elementary School Students?

2011-06-10T07:07:00.000-07:00

For fellow teachers who teach in the class of elementary school, whether the illustration below also occur in your class:

The teacher is explaining a lesson to the class. There are children who cry because it disturbed their neighbor. The teacher approached the boy who cried asking for silence, as well as reminding children who disrupt order not to repeat his actions.

Other children (who are not considered teachers) started to walk left his seat, there is also a disturbing his friends. The teacher asks the children to walk to re-sit in place originally.

However, the atmosphere becomes increasingly noisy classroom because children are more precisely began fighting with other children. If the situation in your class as described above, what do you do?
High Level Need Patience

For most primary school teachers, teaching 1st grader was a very heavy task, because it requires a high level of patience in its implementation to be successful.

If teaching in a high class teacher to concentrate towards the achievement of learning objectives in a rapid, in class I the teacher must be patient. Quality learning is important, but education for the class of elementary school students is much more important.

Yes, class of elementary school students are still strongly influenced by the home situation, with great indulgence, and very risky if the teacher made a mistake (either words or actions). Not the fault of the teachers will get a protest from students. But this error will be taken and the effect on student life to adulthood.

For example, in the learning process first grade students are on average still plain will have difficulty following the learning process when teachers apply the learning model that requires seriousness. On the other hand, teachers also will have difficulty achieving the purpose of learning if students are only following the will of the postscript still like to play and could not sit still in his seat. As a result, the learning process tends to fail in the sense that teachers can not meet the needs of students to achieve learning objectives.

How do I fix this? Efforts should be done is to package the seriousness of teacher learning in the game so seriously not impressed by the students. Yes, teachers need to be creative in manipulating the activity of learning to be invisible to students as a "big game" is interesting to follow.

This is not an easy issue. Teachers need to learn a lot from students. What makes students happy, they learn how dominance sense, the theme of what is suitable for presenting a particular subject matter, who could become the leader of the group, who had dared to express themselves and who are still too timid?

All answers to the questions above inventoried, analyzed, and then used as reference in preparing lesson plans.
Students Disciplined Investment Class I SD

Relation to investment discipline, teachers should also ensure that discipline is not something boring or scary. Discipline is a necessity. Therefore planting should be in strict accordance with the child.

Penalties provided for a violation, but the sanctions should make students realize that what is done must be useful for their self and for other friends.

For example, students can not sit still when the lesson in class (this is common), in this case teachers need to stop for a moment, waiting for students to sit back. Tell the children that teacher happy if the kids sit neatly when the learning process takes place.

Or change the learning strategy that enables the children could stand or walk when the learning process.

Teaching With Love love

2011-06-10T06:52:00.001-07:00

Have you ever as a teacher when not in class or on the streets for a private event and then all of a sudden longing to the students? If so, then the seed of love to his pupils had penetrated into the path of your blood. Many teachers teach only to the degree necessary, without love, without heart, and without care. Most importantly enter the classroom, hours completed, out of the classroom, and spend a semester always value because of the demands of school.

Try to teach with love though hard to give it a try, surely we will be calm, peaceful, and enjoyable. Here are tips on teaching with love.

1. Prepare menu
Like a mother who prepares dinner for family outings, meal menus must be prepared well in order to give satisfaction to the audience of these dishes. Similarly, teachers who will bring the seeds of love, prepare a menu with a good lesson for students can be enjoyed well too.

2. Appreciate Students
Children are children rather than adults in a small form. Respect the child as they are a figure of the child. Bring your world into their world. Each utterance is a golden child so need to be responded with gold as well.

3. Smile
When you smile with a student, she'll give love 100 times in retaliation for that smile. Then, the smile of a teacher will be stored in the memory of children who most deeply. Memories that can ultimately unleash the potential of the child's own self. A smile is a multivitamin that is able to stimulate the child psychologically.

4. Become Actor
When in class, become an actor capable of captivating the students. Use hands, stamping feet, glances, expression, and tone of voice in an integrated manner. A good actor will be able to immerse the audience to continue caring unnerved while understanding its meaning.

5. Be Friend with Them
She was born of a feeling, its presence was not invited, no departure of the volunteer. Friendship often ends with a romance but the romance never ends with friendship. Be a friend for a sincere student. Throughout their life, students will always be sincere to their teacher.

That is, the five basic tips for teachers who teach with love. Love is not weak but will arouse our teaching force. Love is not self-taught but humiliating blow valor. Love is not debilitating but uplifting spirit. Sometimes we realize how deeply we love someone, when we're lost, and sometimes we also realize how the need for someone to love us, when we most need it. Following poem also need to be an inspiration to teach with love.