DAFTAR LABELKU (klik saja jangan ragu-ragu)

Kamis, 15 Maret 2012


My senior advised me that the effective teacher is  a wise teacher. Of course  there is no a guarantee at all that old people  must be wise. As  a junior teacher can be wiser. Studies prove that we can become wiser by cultivating these habits:
The wise persons calmly consider alternatives, even in crises, and acts upon controllable factors. The shoul be more patient,  and  more careful.
Reflect upon your life and consider the major lessons you've learned. Write them down.
Broaden your exposure to people of all ages, political orientations, occupations, social classes, and cultures. Listen and gain knowledge from their vast and various experiences.
The next time you're about to disagree with someone, stop and ask questions. Try to understand his or her point of view.
Don't waste brain resources on negative thoughts--they drain mental energy.
Younger people are generally egocentric and eager to recite their accomplishments. Older and wiser people tend to speak of the successes of others.
Any sentence that begins "There is no doubt that..." or "It is an established fact that..." should be viewed skeptically.
Thinking lessons from history, philosophy, psychology, literature, or religion.
At my daughter's wedding, I was simultaneously happy for her new life and sad she was leaving. There is much ambiguity in life, and the wise accept this.


      How lucky I am. I was given an opportunity to be an English teacher, even though my parent is only as a  manual  worker.
        Really I must be grateful. How to show that I belong to a grateful man..Of course I must learn how to be a qualified teacher.
   I  am really waiting for the enlightenment of others to improve my teaching quality.
I try to take the advice from my senior. One of my senior advice as follows:
Mas Katno, you are very wonderful and lucky. Teaching is  your regular job. So you must keep promise that you must take this mandate seriously. Teaching is  your life. Teaching is the most wonderful, exciting and rewarding job in the world, but it takes time, skill and dedication to do it right.  I just suggest you about many basics designed for the teachers:
Plan your lessons carefully. Start with what you want them to learn, not what you want them to do. Lessons should always have a central learning objective, and any activities you plan should be focused on achieving this aim. So start with, "I want the children to learn that..." and then decide what they will do.
Plan for a variety of learning styles. One simple way to think about this is VAK. You can (very crudely) divide learning styles into three parts: Visual learners who learn by seeing, auditory learners who learn by listening, and kinesthetic learners who make associations by doing something. Have something for everyone in your lesson.
Create a sense of order. Decide upon classroom routines and stick to them. Do you want children to line up outside or come straight in to your classroom? Where should their bags and coats go? Do you want them to stand behind their chairs before they leave? Once you have established the routine, stick to it! Children appreciate this more than you think - especially children with special needs. Autistic spectrum disorder children, the visually impaired, those with behavioral difficulties, will all do better if they know what they are supposed to do.
Use a starter task. Get students used to the idea that there will be a 5 minute task for them to do straight away when they come in to your classroom. Make it fun and stimulating, with a time limit to not let it drag on.
Share your learning objectives with your students. They must be very clear about what you want them to learn. Write the learning objective on the board in child friendly language. Refer to it throughout the lesson and return to it at the end. Learning objectives should be framed in language like: "Our Learning objective is to... discover how, explore, learn, revise, reflect on, think about, discuss, develop..."
Give clear success criteria for tasks. Children want to know exactly what you want them to do, and how they will be assessed! Ideally the success criteria should rise from the learning objectives in the lessons building up to the task - that way there are no surprises. The children should actually be able to work out what the success criteria are! Sometimes it is appropriate to let students nominate their own success criteria.
Use a variety of assessment methods - teacher assessment is great, but don't neglect peer and self assessment.
Give the lesson pace - motivate students and move them on. Put time limits on activities and watch for the "fidget factor". If your students are bored, change the activity type. Switch between learning styles to keep everyone on their toes! Remember that kids like to be challenged - they don't want to be patronized with easy stuff - give them something to get their teeth into.
Praise, praise, praise! Tell the children what they are doing right - praise them for it and try your best to minimize the attention you give to unwanted behaviour. Kids like to know when they are doing what you want.