The Skill Enquire

Skill enquire to represent the skill having the character of base which qualify for next skill domination.
Activity enquire from research result report that teacher use 30% from its time.
Generally target enquire is to obtain;get the information, improving interaction learn with the student and student with the student.
Four pallet of an teacher require to master the skill enquire :
1. Student more active its discourse method moment [is] selected [by] a teacher, activity learn more varying
2. Student habit hide to enquire because habit in society
3. Applying of Approach CBSA claim the student involvement to enquire
4. Ascription that question raised [by] a eye teacher to test the elementary knowledge student

Approach Ekspositif

Approach Ekspositif [is] approach pattern majoring the forwarding of items or information presentation. Teacher become the determinant instruct the school activity. bigger Teacher role than student role. With the this approach ekspositif [is] school activity [is] information presentation which is in the form of definition, [common/ public] prinsif, fact and event.
From information presentation need the existence of conclusion or action or deed accompanying, in the form of duties done [by] teacher with student or by teacher have determined [it]. action And orderly duty leboh execution follow the scent the teacher. Evaluate in the form of tes of assignation or tes memory. Presentation repeat to accompany in this approach ekspositif. this Approach ekspositif reality [is] information process.
In course of learning to teach the this approach ekspositif applying with the [common/ public] stages;steps as follows:
a. Information presentation with the discourse method, demonstrate practice
b. Tes Assignation, congeniality, memory and presentation repeat
c. Applying opportunity in practice do the problem, making example [of], compiling duty of civil or group
d. gift of new information applying Opportunity in real problem and situation.

Environment as source learn

One of difficulty which [is] often heard from all teacher [is] its rareness [is] source learn or substance which can be used in school activity execution.
Book (it) is true a lot of there are [in] bookstore [in] town / metropolis [of] but how with [in] small town or [in] purilieus in Indonesia. How degan of elementary school circumstance, junior high school [of] exist in a[n area?
Whether/What let to look for and overcome the selftaught substance problem?
In fact there [is] a[n potency which we not yet pay attention to better. Each;Every school [of] however minimizing the nya and where even also its outlying always own the source learn very useful that is :
a. environment of school Environment
b. Society [of] around school with all life medium and its regulation
c. goods Or substance [is] not used again
All that is [in] outside class can be [entered/included] [by] into class to be used as source and substance learn to teach. Basically each;every school own the rich environment to be exploited to to become the media learn or as source learn.

Role Learn in develop;building knowledge [of] [at] child

In growth [of] a child, a lot of skill and knowledge owned [is] obtained [by] [through/ passing] learning and playing at. [Through/ passing] learning and playing at child can recognize the good vinicity world [of] people who there [is] about nya and also object which he meet in playing at.
In develop;building knowledge [of] [at] child is not quit of teacher role. Teacher role expected [by] [is] teacher capable to develop;build the knowledge [of] [at] child by giving opportunity which seluas-luasnya [of] [at] child for the bereksplorasi of, so that child able to develop;build the knowledge from what he was doing. There are some matter which must be paid attention to by teacher, for example [is] :
a. Teacher become the model which is both for child
b. Learn as playfellow
c. Learn as motivator
d. Learn as fasilitator
A teacher should have can alter the role those who passive to at first become the dynamic and creative teacher. This matter in line with opinion that conditions accomplishment learn the prefosional will alter the teacher role which from the beginning sabagai orator which verbalistis become with power of dynamic in creating a[n atmosphere and environmental learn which invitation learning environment.

METAKOGNISI

Metakognitif [is] knowledge [of] a child recognize and control the cognate function [of] themselves. One of type metakognisi [is] metamemori, that is the understanding of child will the way of its memory job. At the (time) of child grow, they gradually obtain;get the understanding recognize the type of appropriate cognate process and interest and how to monitor the activity bounce the them.
Some Process of Executive or Function Metakognitif
a. Formulasi of Problem and its resolving possibility
b. Process awareness will be cognate [is] which [is] [is] needed to solve the problem
c. Activity of cognate strategy and Method
d. Flesibilitas mounting
e. Control for distraksi and ansietas
f. Pemonitoran process the trouble-shooting
g. Faithfulness in opinion
h. Desire for the resolving of good.
Ability Metakognisi [of] [among/between] one child with the other child experience of the difference, that is [among/between] older child with the more young child, [among/between] child which live in the town with the child which live in the hinterland, and also a its child yag life less get the formal education will be more be tardy reach the performasi.
Child owning metakognitisi expanding goodness can enable the x'self exploit its interest [is] there [is] efficient with interest apablia compared to [by] a child which its executive function [do] not expand better.

Multiple Intelegence

Generally student cendrung have the strength in one or two kinds of intellegence. Even though later on their day will be skilled enough in a few kinds of intellegence, become our tujuab as teacher [is] mengenalkan/mempertunjukkan/menjelaskan to student as kinds of way of activity / activity learn the

Intellegence have Ianguage
[There] no secret in teaching student having this strength, they like the besekolah and school like with the them

Intellegence Matematis-Logis
Teach the matematik from konkret to abstraction, connecting matter which abstraction into all day long. Use the computer to assist to learn the, mnomonik, way of visual in the form of picture

Intellegence Spasial-Visual
Demonstrating video, film or presentation visually [is] other, for what you wish the student to learn something matter

Intellegence Kinestik-Tubuh
Use the drama, pantomime and pembacaa story, poem and others Make some place learn in class and perbolehkan student make a move among other things, unite the Iesson with the music or student earn the menyanyikan in the form of rap or lilting

Intellegence Interpersonal
Use the way of learning with the cooperation and give the opportunity he to lead, to giving some variation [of] in their and perbolehkan duties for the resolving of unique

Intellegence Intrapersonal
Give he opportunity to write the journal [of] about this topic of its favorite, that is their/his self. Let he work [by] xself. they cendrung refuse the cooperation

Naturalist Intellegence
They take a fancy to the crop live and animal. Their Perbolehkan learn the botany by planting crop in pot [in] class or dihalaman school.

Quantum Teaching

Quantum Teaching [is] science and methodologies used in device, presentation, and facility Supercamp. Created [by] pursuant to education theory [of] like Accelerated Learning ( Lozanov), Multiple Intelligences ( Gardner), Neuro-Linguistic Programming ( Grinder And Bandler), Experiental Learning ( Hahn), Socratic Inquiry, Cooperative Learning ( Johnson And Johnson), and Elements of Effective Instruction ( Hunter), Quantum Teaching relate best from best become a packet multisensorik, multikecerdasan, and compatible with brain, what in the end of melejitkan ability learn to inspire and pupil ability for the achievement of.
Quantum Teaching rely on the concept " bring their world to our world, and squire our world to their world".
Principles of Quantum Teaching :
1. Anything converse the
Anything from class environment till your body language, from paper which you allot till your Iesson device; altogether send the message [of] about learning.
2. Anything aim to …..
All that [is] happened in your composition have a purpose ..... all
3. Experience [of] before name gift
Our brain rapidly grow with the existence of complex excitement, movement to feel to like to know. Therefore, process to learn best happened [by] when student have experienced of the information [of] before they obtain;get the name to what end which they learn
4. Confess each;every effort
Learn the megandung risk. Learn to mean the step go out from freshment. At the (time) of student take action this, they make a merit of the confession for efficiency and their x'self belief
5. If learned competent, competent hence [is] also celebrated!
Celebration [is] breakfast of champion student. Celebration give the feed back [of] concerning progress and improve the positive emotion association learntly.