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
Selasa, 10 Maret 2009
Kamis, 05 Maret 2009
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.
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.
Selasa, 03 Maret 2009
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.
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.
Minggu, 01 Maret 2009
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.
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.
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