Sepulun Tipe Guru

Belajar di kelas itu sebenarnya sungguh menyenangkan. Tapi bagaimana mau senang kalau gurunya tidak “sreg” di mata kita? Itulah namanya belajar di dalam kelas. Semuanya butuh kerja keras. Kalau mau senang-senang yah tinggal pergi ke tempat hiburan.

Dari pengamatan saya selama belajar di dalam kelas ada 10 macam tipe guru diantaranya.

1. Tipe Pengasih Lagi Maha Penyayang

Guru ini selalu memberikan kisi-kisi sebelum berlangsungnya UTS dan US. Kisi-kisinya bukan sembarang kisi-kisi. Kisi-kisi ini hampir 100% akurat persis dengan soal ujian. Sudah pasti yang mempelajari kisi-kisi, ujiannya akan dapat 100.

2. Tipe The Hulk

Nah ini Guru pas menit-menit pertama masuk ngajarnya enak….santai… Tapi setelah 15 menit kemudian dia berubah menjadi MONSTER. Perangainya berubah. Mendadak emosian, marah-marah ke para siswa. Apalagi pas dia lagi asik-asik ngajar ada siswa yang terlambat, maka tamatlah nasib siswa tersebut.

Education Expert : Certification of Teacher is False, Should be Terminated

Source :
http://www.republika.co.id/berita/102219/pakar_pendidikan_sertifikasi_keliru_seharusnya_dihentikan

BANDUNG - Certification of teachers who do not have an impact on improving teaching quality of teachers, it was predicted by education experts before the program was in effect. One expert who has already stated it is an expert on education of Indonesian Education University (UPI) Bandung, Said Hamid Hasan.

According to Said, from the beginning he has made the certification will have no impact on improving kualiatas. Certification''that the concept was wrong and just spend the money,''said Said told Republika, Tuesday (12 / 1).

Said assess what the actual certified by the government in the field was owned by the teacher. Because, it is sertikasi portfolio recognition capabilities already possessed a teacher. Teachers who teach, already has a certificate to teach but must have the certificate again.

''The concept of certification were wrong when associated increase kualiatas. Certification is stopped it. The teachers had no teaching certificate,''said Said.

If the government wants teachers in Indonesia have a certain capability, Said continued, do not need associated with the certification. Instead, teachers are given training. After completing training, the new certificate given in accordance with what has been drilled.

During this, Said says, to meet the certification requirements there are some teachers from attending a seminar just to get the certificate. It was natural, he said, because they are not designed for the seminar. ''If they do not have a current certificate of seminars and in droves looking for seminar certificates, it's not their fault,''he explained.

Because the teacher certification program is already running, said Said, will be abolished if the government should take to eliminate the rare gaps between teachers who already have certification and are not. One way that could be taken, he added, all the teachers who already have the title deed S1 and teaching, should obtain a certificate in accordance with the rights that have been certified teachers.

''For S1 teachers who have not entered the program should be given S1. If you do not have a teaching certificate, must take the first certificate program,''firmly Said.t.

Changed Rayon Code of National Examination High School 2009/2010

Last update of Puspendik, has changed Rayon Code.
Here we attach Rayon table new code:

Please download here

SMA NEGERI 1 SIMO BOYOLALI

Welcome to SMA Negeri 1 Simo

Assalamu 'alaikum Wr. Wb.

Simo 1 Senior High School was established in 1983, occupies an area
area of 3 hectares. At the beginning, before its own building,
for 1 year at Junior High School have as Simo 1. Establishment of Senior High School is 1 Simo
was greeted with enthusiasm by people around the district including
Simo, Nogosari, Klego, Sambi, Karanggede, Ngemplak and even outside the community
Boyolali district as the district of Semarang, Sragen and Karanganyar. It is not surprising since these areas at that time not yet
Senior High School was his. Besides the presence of SMA Negeri 1 Simo increase the number
Simo schools in which at national level ranked 2nd in terms of
the number of schools at the district level. Simo so long ago have
predicate university town.

As growth from year to year SMA Negeri 1 Simo
achievement in both academic and non academic. From year to
in the larger number of alumni who made it into college
either country through the Great Mind / PBUD or UMPTN / SPMB.

In the academic field Senior High School more than 1 Simo 1
last decade has always ranked the 2nd or 3rd in terms of
semester test grades and national test scores.

This year began 2008/2009 SMA Negeri 1 Simo implement Independent School Programs category (SKM). Next we ask blessings from the various parties we may successfully carry out this program, so Insha Allah start the school year 2011/2012 we managed to achieve international school category (SBI), amien.

Finally, with the presence of the media / sites that may be very simple this can be an effective communication media and useful to us all.

Wassalamu 'alaikum Wr. Wb.

Suwarji, S.Pd

Schedule of National Examination and POS UN 2009/2010

:: Announcement

According to the Minister of National Education Tax: 178/MPN/HK/2009 dated 03 Desember 2009 subject: National Exam (UN) Studies Year 2009/2010, it is hereby notified that the National Education Standards Agency (BSNP) will hold the UN in 2010 with schedule as follows:
1. National Exam Schedules SMA / MA, SMALB, and Vocational Studies Year 2009/2010

* UN Main (22 to 26 March 2010)
* UN Susulan (29 March to 5 April 2010)
* UN Deuteronomy (10 - May 14, 2010)

2. National Exam Schedules SMP / MTs and SMPLB Studies Year 2009/2010

* UN Main (29 March-1 April 2010)
* UN Susulan (5 to 8 April 2010)
* UN Deuteronomy (17 - May 20, 2010)

3. Schedule Lessons UASBN Year 2009/2010 SD / MI and SDLB

* UN Main (4 - May 6, 2010)
* UN Susulan (10 - May 12, 2010)

Subjects tested the same as last year except for religious programs for the MA.
Passing the same criteria as last year.
UN students at the school following their providers - each with a random control system and a re-examination.

For the lattice - the lattice National Examination can be found in:

Regulation of Minister No. 74 Year 2009

About the School Final Examination nationally standardized (UASBN) Elementary School / Madrasah Ibtidaiyah / Extraordinary Elementary School (SD / MI / SDLB) Studies Year 2009/2010

Regulation of Minister No. 75 Year 2009

About the National Examination Secondary School / Islamic junior High Schools (SMP / MTs), Junior High School Extraordinary (SMPLB), High School / Madrasah Aliyah (SMA / MA), High School Extraordinary (SMALB), and Vocational High School ( SMK) Studies Year 2009/2010

Regulation of Minister No. 84 Year 2009
Amendment of the Minister of National Education No. 75 Year 2009 About the National Examination Secondary School / Islamic junior High Schools (SMP / MTs), Junior High School Extraordinary (SMPLB), High School / Madrasah Aliyah (SMA / MA), High School Foreign Regular (SMALB), and Vocational Secondary School (SMK) Year 2009/2010 Lessons
Standard Operating Procedures (POS) Implementation of the UN Year of 2009 can be viewed here:

* POS UASBN SD / MI / SDLB Studies Year 2009/2010
* POS UN SMA / MA Studies Year 2009/2010
* POS UN SMP, MTs, SMPLB SMALB, AND Vocational Studies Year 2009/2010

To get more information please contact:

BSNP Building D 2nd Floor Mandikdasmen
Jl. RS Fatmawati, South Jakarta Cipete
Tel. (021) 7668590 Fax. (021) 7668591

Core standards – newly qualified teacher guidance

Theme 1: Developing professional and constructive relationships

Rationale

The education and well-being of children and young people increasingly involves groups of teachers, support staff and other professionals working in schools and across a range of children’s services to support learners to fulfil their educational potential, develop positive values and attitudes and become confident, contributing members of society. The learning and development needs of all children and young people are better met when teachers develop constructive, respectful relationships with colleagues, learners and their parents or carers, founded on effective and considered communication, collaboration and high expectations of all.

Standards

C1	Have high expectations of children and young people including a commitment to ensuring that they can achieve their full educational potential and to establishing fair, respectful, trusting, supportive and constructive relationships with them.
C2	Hold positive values and attitudes and adopt high standards of behaviour in their professional role.
C4	(a) Communicate effectively with children, young people and colleagues. (b) Communicate effectively with parents and carers, conveying timely and relevant information about attainment, objectives, progress and well-being. (c) Recognise that communication is a two-way process and encourage parents and carers to participate in discussions about the progress, development and well-being of children and young people.
C6	Have a commitment to collaboration and co-operative working where appropriate.
C38	(a) Manage learners’ behaviour constructively by establishing and maintaining a clear and positive framework for discipline, in line with the school’s behaviour policy. (b) Use a range of behaviour management techniques and strategies, adapting them as necessary to promote the self-control and independence of learners.
C39	Promote learners’ self-control, independence and cooperation through developing their social, emotional and behavioural skills.
C40	Work as a team member and identify opportunities for working with colleagues, managing their work where appropriate and sharing the development of effective practice with them.
C41	Ensure that colleagues working with them are appropriately involved in supporting learning and understand the roles they are expected to fulfil.

Scope

Education involves a multifaceted partnership between schools, the workforce, parents, carers and other agencies working within and beyond school. These standards are about developing and building professional relationships and how effective communication is used in these relationships to support teachers’ work.

For example, aspects of practice covered by these standards might include:

• using a variety of techniques and strategies to develop learners’ confidence and trust
• developing activities that promote and develop learners’ social, emotional and behavioural skills
• using different strategies of communication (informal and formal) appropriate to the audience that take account of culture, context and linguistic differences
• taking opportunities to communicate with parents and colleagues, in and out of the classroom, and to establish relationships with them which encourage discussions about common issues relating to learners and provide relevant and concise information about their progress, development and well-being
• implementing working protocols and engaging in collaborative working such as team teaching, linking with specialist teachers who work with children with special educational needs or disabilities, or with those involved in implementing the Every Child Matters agenda, both in and beyond school
• developing your knowledge about when and how to refer issues about learners’ behaviour to others within the school
• planning and implementing aspects of support work, guiding and/or directing the work of others.

Questions

Prompt questions that can be used for discussion with your induction tutor:

• What support and guidance have you received in developing constructive relationships with learners, parents and colleagues?
• What opportunities have you had to develop and promote positive behaviour, attitudes and values through your teaching?
• To what extent have your colleagues involved you in the planning of parents’ evenings?
• What guidance and/or opportunities have you been offered in your school to help you work collaboratively with other professionals?
• What additional support or guidance do you feel you need to ensure your planning takes account of the roles of colleagues?

Developing compassion as a way of life for you and your children

by Rachelle de Bretagne

What better reward could there be for a parent than recognizing that they somehow instilled compassion in their children? Compassion is the foundation and cornerstone of successful interaction with others, and is vital to the happiness and balance of a human being. Whether we grasp the concept or not, everyone has experienced compassion in some form, and harnessing the power of compassion and showing it to our children is essential.

It helps them to recognize what compassion is all about when parents set example. It also helps them to realize that our spiritual route in life is every bit as valid as our material one, and will be with us even if the material things in life are taken away from us. Compassion knows no boundaries, is not self-seeking and is illusive to those who find it necessary to try to find it. Trying to find compassion doesn't work. Living it is what people need to experience to truly understand it's power.

*How compassion is developed.

*How to share compassion with a child.

*Learning to forgive.

*Learning to commiserate.

*Learning sincerity.

*Learning selflessness.

*Practicing compassion on a daily basis.

How compassion is developed.

Compassion is that feeling inside which sets you apart from being someone who is self centered and ego driven. Spiritual people know the value of compassion simply because they practice it in their everyday life. The parent who helps a child to understand the fright they inflict on a poor little rabbit when they chase it is exercising compassion. The example they are giving that child is understanding and empathizing with that little creature sufficiently to be aware of consequence of their actions. Similarly when a child is deeply hurt by the loss of a pet, it is his compassion for that pet which makes him sensitive enough to feel loss.

Compassion respects all living beings, nature, peace, calm and harmony, though it goes much further than this. It is developed in small steps throughout our lives, by listening to the needs of others. Imagine being in the place of a child who is starving, and instead of turning away, trying to do something to ease their pain. Of course, we are never put in these situations on a daily basis, though what a family can do as an exercise in compassion is see what they can do for others worse off than themselves. Giving without thought of reward is the best giving that a human being can become involved in. It teaches that the reward gained is a happy heart, and there can be no better example

How teachers can connect effectively with students and families while maintaining professionalism

by Felisa Daskeo

One of the most challenging aspects in the teaching profession is in how the teacher can connect effectively with students and families while maintaining professionalism. If you are a teacher your role is not confined in the four corners of the classroom; you have to extend way beyond in order to reach out and connect to your students and families. Teaching is one of the few professions that needs a diverse and versatile personality; where the teacher needs to be one person in different personalities who could adapt to different situations where the needs arises. The teacher is usually an adviser, a counselor, a mother where the need arises especially for the small kids, a sister or a brother to the older students and a friend to the parents. Above all these, a teacher must always build a good relationship with students and families. Your closeness to your students and families doesn't mean that you need to disregard your role as a teacher in order to build that relationship. It doesn't have to be like that at all. What the student and the family needs is a teacher who will also be a friend.

No matter how close you are to the student and his family, you have to maintain professionalism. Being a friend to your student and his family does not mean that you will stoop down as low as being considerate to the student who does not deserve a passing grade. It does not mean that the student will do what he wants and you will bow to his wishes because he and his family have become your friends. No matter how close you are to your student and to his family, you should always keep a space between you so that you can maintain your proper place as a teacher.

Although not all students abuse the teacher's closeness to them, it is always right as a teacher to maintain professionalism. You cannot allow your student to treat you as his equal by placing his arms around your shoulder while you are walking or inviting you to a drinking spree where they will soon think that you are game. If you allow this to happen, chances are that your students will likely lose their respect to you and treat you like their peers. No matter how close you are to your students, there are always limitations to it. Always bear in mind that you are still the teacher and you should not give yourself away for the sake of friendship.

To maintain the respect they have for you; always keep a good record and do not allow it to be tainted because once your students see something in you that they could use