Parents always try to do the best for their children as they are a part of their sole and heart and no parent wants to suffer their kids in their life. Every father or mother wants to see their children as a successful and settle in their life. In past children used to start their studying or starts to go school usually when they are of 4 or 5 years but now with the inception of play schools children starts to learn the basics in very early stages. Preschools or Play schools can be found in almost every country and city of the world. With the increase in nuclear familiar families and increased per capita, preschools are now also famous in many metropolitan cities of India. You can find Playschool in Gurgaon or in Delhi.
For families, living in metropolitan cities like Gurgaon, in which both mother and father are working Preschool in Gurgaon has emerged like God blessings wherein they can send their children while they leave for their offices without worrying about the security and early education of their children. These preschools take care of your children like you take. These playschools not only keep your children under secure custody but also educate them with fun filled activities which are specifically designed especially as activities for preschool children.
Due to the increase in popularity and the number of nuclear families living in Gurgaon there is a complete chain in Gurgaon which is commonly dubbed as Play school chain Gurgaonor Preschool chain Gurgaon. There is no specific minimum age bar for children to be introduced in preschools however there are various crèche in Gurgaon which have their minimum age bar, the reason behind this age group restriction can be any like these crèches might not have suitable employees for the type of care required for children with less age group.
There are various day centre in Gurgaon which sometimes like to take their children to various Children Activity Centre in Gurgaon . In order to get the best preschool, like Montessori School Gurgaon, in Gurgaon a family need to first of all check the list of those preschools which either are nearer to their residence or are on the route to their office so that they can pick or drop their kids easily. Once the schools are selected a family can take a quick round of all the selected playschools and can check the services and the environment and the basis of this they can choose
Rabu, 24 Agustus 2011
MODERN DAY EDUCATION
MODERN DAY EDUCATION COMPUTERS AND TEACHERS IN MODERN DAY EDUCATION There is no doubt that education and the learning process has changed since the introduction of computers. The search for information has become easier and amusing, and connectivity has expedited the data availability. Though, with the dawn of the ICT era, expert systems have made computers more intelligent and interesting, they have not yet become a substitute of the human interaction in the learning process. In my opinion what can be expected, is a change of a teachers' role but not their disappearance from the classroom. Nobody can argue that the acquisition of knowledge is more fun and easier with computers. The mere activity of touching and exploring of the device constitutes an enjoyable task of the kid. This, accompanied with the relaxing attitude and software interactivity, usually conduces to a better grasping of the new knowledge. At higher education level, the availability of digital books stimulators and other academic materials, provide the student with an ever accessible source of information, that otherwise would not be at hand. But, besides the increasing complexity and behavior of intelligent software, which is usually embedded in the academic digital material, the need of human interaction in the learning process will always be present. There is the necessity for the human be able to determine what the specific needs of each individual are. The expertise of the teacher in how to explain and adapt to complex concepts to different individuals can hardly be mimicked by a computer no matter how sophisticate the software is. As computers are becoming a common tool for teaching, teachers should be more aware of their role as guides in the acquisition of knowledge rather than transmitters of facts. They must be open minded in the changes that are taking place, keep updated and serve as problem solvers in the learning process, thus allowing the students discover the facts by themselves.
Take it from http://www.articledeck.com/modern-day-education.html
Take it from http://www.articledeck.com/modern-day-education.html
Minggu, 21 Agustus 2011
Complete Details of essay writing outline
Well-built essay sketch out has an important effect to produce an original piece of work. Making essay outline is always supportive to carry out the process faster and professionally. No doubt the time utilized to make an essay outline will be definitely saved when you deal practically with essay writing. In fact, you will be able to save a lot of time more than the time utilized to make an essay outline. The time saved is not useless, you can use that time for proofreading and editing purposes. An outline for essay is not just a list of all the vital information that you intend to comprise in your essay but it involves essential regulations that you sense needless at the time of making an outline for essay assignment. Organizing an essay outline lend a hand to hold up thesis statement in an efficient way. In view of the fact that writing an essay outline can now and then be mind-numbing work because this is where you really think regarding your essay assignment sincerely. Here are a few essential principles that will definitely lend a helping hand in making an outline and this essay writing help is presented by an expert writer. Essay joins three key elements, introduction, middle part and finale. Let’s see how you can make an essay outline for introduction section. First of all, you need to state the thesis statement and add some of the most important points. When making outline for essay introduction, mention the imperative points to be included here so that you can produce the inquisitiveness in the reader and get a hold of his concentration. You can start by questioning to the reader and it is one of the most generally used ways to capture the attention. Additionally, starting by presenting astonishing statement is a nice way but that statement should be genuine that you prove further in your essay assignment. When you organize outline for the main body of your essay task, it must include specific points relying on the requirements and length of your academic task. You are supposed to make out points that prop up the thesis statement of your assignment that is presented in introduction section. Every point ought to be noted to put in plain words that when you in reality put pen to paper to write your essay assignment. Furthermore, stumble on proper examples that undoubtedly clarify your standpoint. You can get more than a single example for every point as you can decide on the most appropriate one when you are actually putting your pen to write. Besides examples, gather quotations, statistical data such as facts and figures that provide evidence to your main points and uphold thesis statement. The finale or conclusion must be integrated in the prewriting procedure. The last part must mix points together to support your thesis statement and demonstrate its significance. Keep in mind that in the final part you are not supposed to raise any question, present an argumentative point, and not present any fresh information. You can purchase custom written essay from the best online essay writing services.
PROFESSIONAL ESSAY WRITERS ARE ALL SET TO HELP YOU
Whether you are appearing for university or college admission and asked by admission officials to present admission essay or you are a part of university or college and assigned with essay writing task to get it published in institute’s magazine or for any other purpose, you need to do so successfully, and if truth be told, writing assignment for these purposes is never going to be an easy task for you. Most of the students start with writing and research process, but finally get stuck or unable to provide sufficient time to their project. At the last moment, they search here and there to get assistance with their writing. It is absolutely clear that students with common writing and research skills are not able to complete their assignment at the 11th hour. They can get their project finished only if they start early and provide enough time to their writing and research. But it is a habit of student that they postpone their jobs specially writing work at the last second. When finally they get assured that now that the deadline is too short, they take it seriously. At this stage, they have to accept the reality that time has gone and to get their task completed, they need to acquire expert help. If you believe that your abilities are equivalent to professionals and experts, you can perform the job by your own efforts. Keep one thing in mind that it is not a piece of cake that can be done within half a time assigned by lecturer or sometimes lesser than that. You can try it by putting your own efforts but take it as a challenge because ineffective work will result in unsuccessfulness and you cannot apply any other option. So, at this point when deadline is near, simply you need to take assistance of professional people. They are the best who can provide complete assistance with your essay writing task. You can buy rush delivery essay writing help from online writing companies. They are providing you fast essays help to make this task within your reach in short time. There is no embarrassment to get help of experienced people because in reality, essay writing is not within the reach of majority of the students. So, to make it within your reach, you need to get help from specialist person. Therefore, acquiring help from experienced is not a discomfiture deed or action. There are lots of students acquiring help from online essay shops to get their task accomplished. You don’t need to think or consider regarding the help provided by online writers because they are experts and can provide you with the best essay writing help. They have experience of years in academic writing and you can get help of any UK essay writing company or US writing company help. They are offering you uncountable guarantees with valuable freebies. Plus, you can also get special discount offer with affordable prices. So why you are waiting, just go on and get help with your essay writing by experts and professional people to get high scores with your essay writing.
Take it from http://www.articledeck.com/Professional-Essay-Writers-Are-All-Set-To-Help-You.html
Take it from http://www.articledeck.com/Professional-Essay-Writers-Are-All-Set-To-Help-You.html
GREAT NARRATIVE ESSAY TOPICS ALONG WITH TIPS
There are many great narrative essay topics along with guidelines that are sure to help you get ‘A+ grade’ in your assignment and help you showcase your creative spark if you are confused about how to write it and you absolutely have no idea what title to choose of your papers.
This great article is surely going to be great for you if you have been calling for ‘I need help with my essay’ and you will come up with all the narrative essay topics you can dream of and answer those pesky basic questions that may have slipped off your mind.
What is narrative writing?
Narrative writing is basically telling a story. It can be considered as a reflection of the writer’s values told as a story ad it gives a chance to the writers to write about themselves and their thoughts. The writer may remember his or her past, a memorable event or a person or even comment on the present and the future. There are some important points to remember when writing such an assignment.
1. The writer should keep the readers involved in the essay. Don’t just tell about an incident, recreate it!
2. It is generally written in the first person mode i.e. using "I." However, you can also use the 3rd person mode if you wish.
3. The introduction to your essay should clearly tell what sort of an essay it is. For example, the essay you have written is an experience or an observation.
4. Since it is like story-telling, it should have a plot (telling your readers what is happening along with the surroundings and characters); a climax (telling your readers the important realization and the peak experience related); and ending (explaining how the incident resolved).
How To Write A Narrative Essay With Quick & Easy Steps
The thing most of your teachers won’t tell you is that writing a narrative essay is very easy. See the demonstration below. Pick any title you wish. Suppose I choose a topic on “how I learned to play the guitar.” I would divide it in the following stages;
• When did I learn to play the guitar?
• How I learned to play the guitar?
• Did I have any problems learning to play the guitar? Create question out of your as this way would be easier for you to write in a flow. There are a few narrative essay topics that are sure to ignite your creative spark in the best fashion.
• How I learned to ride a bike? (You may choose any other skill or machine instead of bike)
• My trip to France (You may choose any other place)
• The day I felt so proud
• The worst day of my life
• My first experience of sitting in an airplane (You may choose other transport means) These narrative essay topics are to give you an idea as to what sort of narrative essay topics you can write on and you can write about anything you wish. From your daily early morning routine to how you learned to tie the shoelaces. It is not so difficult type of essay writing, but in case of lacking time and running short to meet the deadline, you can buy discounted prices essay.
This great article is surely going to be great for you if you have been calling for ‘I need help with my essay’ and you will come up with all the narrative essay topics you can dream of and answer those pesky basic questions that may have slipped off your mind.
What is narrative writing?
Narrative writing is basically telling a story. It can be considered as a reflection of the writer’s values told as a story ad it gives a chance to the writers to write about themselves and their thoughts. The writer may remember his or her past, a memorable event or a person or even comment on the present and the future. There are some important points to remember when writing such an assignment.
1. The writer should keep the readers involved in the essay. Don’t just tell about an incident, recreate it!
2. It is generally written in the first person mode i.e. using "I." However, you can also use the 3rd person mode if you wish.
3. The introduction to your essay should clearly tell what sort of an essay it is. For example, the essay you have written is an experience or an observation.
4. Since it is like story-telling, it should have a plot (telling your readers what is happening along with the surroundings and characters); a climax (telling your readers the important realization and the peak experience related); and ending (explaining how the incident resolved).
How To Write A Narrative Essay With Quick & Easy Steps
The thing most of your teachers won’t tell you is that writing a narrative essay is very easy. See the demonstration below. Pick any title you wish. Suppose I choose a topic on “how I learned to play the guitar.” I would divide it in the following stages;
• When did I learn to play the guitar?
• How I learned to play the guitar?
• Did I have any problems learning to play the guitar? Create question out of your as this way would be easier for you to write in a flow. There are a few narrative essay topics that are sure to ignite your creative spark in the best fashion.
• How I learned to ride a bike? (You may choose any other skill or machine instead of bike)
• My trip to France (You may choose any other place)
• The day I felt so proud
• The worst day of my life
• My first experience of sitting in an airplane (You may choose other transport means) These narrative essay topics are to give you an idea as to what sort of narrative essay topics you can write on and you can write about anything you wish. From your daily early morning routine to how you learned to tie the shoelaces. It is not so difficult type of essay writing, but in case of lacking time and running short to meet the deadline, you can buy discounted prices essay.
Sabtu, 20 Agustus 2011
5 SECRET TIPS AND HABITS FOR EFFECTIVE ENGLISH
1. Reading Story Books and course material loudly - 20 minutes everyday.
a. We feel confident after reading loudly because of three reasons, first because when we are reading loudly, we are reading grammatically correct English. Second reason is we are listening to correct English and third is our eyes, brain and entire system is coordinating with correct English usage and hence we feel very nice after reading one paragraph. Moreover, reading is the best way to improve vocabulary. So the secret to developing English is to read 20 minutes loudly any text of English daily.
2. Mirror Exercise - 10 minutes everyday.
a. Most of the film actors, theatre personalities, cricketers and military men use Mirror practice to develop passion and self confidence. It is very simple, you just have to stand in front of the mirror and maintain an eye contact with your mirror image. If you feel very uncomfortable, shy or guilty then it shows that you have low self-esteem. You should just keep practicing maintaining eye contact for 5 minutes at a stretch till you get comfortable with it. When you are comfortable, you should start talk to your mirror image maintaining an eye contact on a already prepared topic. After doing that couple of times, you should then speak on any unprepared topic. Maintaining eye contact, getting comfortable with yourself and having high regard for your self is the most important part of Mirror Practice.
3. Talk with your friends, family members, on phone, and with stranger's everyday.
a. Speaking to known people in English is the best way to improve your English. You should make a point that you speak to at least 1 person in English everyday. Remember to speak short and simple sentences. Also ask any family member or a friend to sit in front of you, he / she may know English or no (if they know, ask them to correct you) just practice speaking with them on various topics. Also you can speak to Mobile Helplines, Call centers of Banks, Credit Card Companies in English as much as possible.
4. Think in English
i. Most of us are not able to speak fluently because we are habituated to thinking in our mother tongue. When you have to speak all of a sudden in English, we try to translate from regional language to English, which is very challenging. Because we think in our mother tongue and try to speak in English, there are many gaps between the words we speak. So, having a constant practice and habit of thinking in English is very important to develop English Fluency.
ii. One should utilize any free time to think in English. You should think in short and simple sentences. Say you are traveling in a train, you should practice thinking, "I am in this local train. It started from Borivali and has just reached Kandivali. It is a 9 coach train. There is a ladies compartment. Two people are standing and five are sitting. This train is fast. It will reach Churchgate at 11 am."
5. Purchase a Grammar Book
i. When one has to master English Language or any language for that matter, Grammar is the most important part. To speak English language, one has to master all the grammar rules since some of them are complex to understand at initial level. The Essential English Grammar has broken grammar into 114 parts which is called units. Each unit is explained with the help of pictures, charts, daily life examples and tables on the left hand page. The relevant right hand page has execercise on the same.
ii. One should purchase this book and practice. This will ensure that you grammar fundamentals are very strong. The way to use this book is that you read the left hand page, use a pencil to do exercise and then check the answers given at the end of the book. You should complete the entire page before you see the answers.
Hi I am Piyush Bhatia the Founder and CEO of www.bmconsultantsindia.com, Mumbai, India. Come and learn English with us. Along with English training we also, enhance people's confidence, public speaking, presentations, business English, grammar practice email drafting and group discussion skills.
www.bmconsultantsindia.com
Take it from http://www.articledeck.com/5-Secret-Tips-and-Habits-for-Effective-English.html
a. We feel confident after reading loudly because of three reasons, first because when we are reading loudly, we are reading grammatically correct English. Second reason is we are listening to correct English and third is our eyes, brain and entire system is coordinating with correct English usage and hence we feel very nice after reading one paragraph. Moreover, reading is the best way to improve vocabulary. So the secret to developing English is to read 20 minutes loudly any text of English daily.
2. Mirror Exercise - 10 minutes everyday.
a. Most of the film actors, theatre personalities, cricketers and military men use Mirror practice to develop passion and self confidence. It is very simple, you just have to stand in front of the mirror and maintain an eye contact with your mirror image. If you feel very uncomfortable, shy or guilty then it shows that you have low self-esteem. You should just keep practicing maintaining eye contact for 5 minutes at a stretch till you get comfortable with it. When you are comfortable, you should start talk to your mirror image maintaining an eye contact on a already prepared topic. After doing that couple of times, you should then speak on any unprepared topic. Maintaining eye contact, getting comfortable with yourself and having high regard for your self is the most important part of Mirror Practice.
3. Talk with your friends, family members, on phone, and with stranger's everyday.
a. Speaking to known people in English is the best way to improve your English. You should make a point that you speak to at least 1 person in English everyday. Remember to speak short and simple sentences. Also ask any family member or a friend to sit in front of you, he / she may know English or no (if they know, ask them to correct you) just practice speaking with them on various topics. Also you can speak to Mobile Helplines, Call centers of Banks, Credit Card Companies in English as much as possible.
4. Think in English
i. Most of us are not able to speak fluently because we are habituated to thinking in our mother tongue. When you have to speak all of a sudden in English, we try to translate from regional language to English, which is very challenging. Because we think in our mother tongue and try to speak in English, there are many gaps between the words we speak. So, having a constant practice and habit of thinking in English is very important to develop English Fluency.
ii. One should utilize any free time to think in English. You should think in short and simple sentences. Say you are traveling in a train, you should practice thinking, "I am in this local train. It started from Borivali and has just reached Kandivali. It is a 9 coach train. There is a ladies compartment. Two people are standing and five are sitting. This train is fast. It will reach Churchgate at 11 am."
5. Purchase a Grammar Book
i. When one has to master English Language or any language for that matter, Grammar is the most important part. To speak English language, one has to master all the grammar rules since some of them are complex to understand at initial level. The Essential English Grammar has broken grammar into 114 parts which is called units. Each unit is explained with the help of pictures, charts, daily life examples and tables on the left hand page. The relevant right hand page has execercise on the same.
ii. One should purchase this book and practice. This will ensure that you grammar fundamentals are very strong. The way to use this book is that you read the left hand page, use a pencil to do exercise and then check the answers given at the end of the book. You should complete the entire page before you see the answers.
Hi I am Piyush Bhatia the Founder and CEO of www.bmconsultantsindia.com, Mumbai, India. Come and learn English with us. Along with English training we also, enhance people's confidence, public speaking, presentations, business English, grammar practice email drafting and group discussion skills.
www.bmconsultantsindia.com
Take it from http://www.articledeck.com/5-Secret-Tips-and-Habits-for-Effective-English.html
NEW ENGLISH FILE INTERMEDIATE
English grammar is the body of rules that describe the structure of expressions in the English language. This includes the structure of words, phrases, clauses and sentences. A text that contains more than one sentence is no longer in the realm of grammar but of discourse. The grammar of a language is approached in two ways: descriptive grammar is based on analysis of text corpora and describes grammatical structures thereof, whereas prescriptive grammar attempts to use the identified rules of a given language as a tool to govern the linguistic behavior of speakers.
The important aspects of a language are grammar, punctuations and vocabulary. The grammar is the most important part of a language. One can never learn English until he learn the grammar and other basic of the language.
New English File Intermediate is a book that is use as a reference text book to learn English. Grammar is basically a set of rules that is being followed by the language for its proper and correct use. The books has a detail discussion on topics of the grammar includes tenses, parts of speeches, articles, active and passive voice, models etc. The books contain an easy explanation for each and every topic of the grammar. Punctuation is also an important part of the language one can never learn grammar and English until he is not aware of punctuations. The book contains a good description of it and helps you learn better. The book has a great vocabulary and thus helps you to learn and express yourself in a better an easy way.
The book has an honor of Bestselling General English course for Adults, British English.
The book is divided into different levels and one can opt for the book that is best for him. Beginner - 2009, Elementary - 2004, Pre-Intermediate - 2005, Intermediate - 2006, and Upper-Intermediate – 2008. The course that get’s students talking.
Key features of the book: A Study Link package that helps teachers and students, including Multi ROM, websites, and video. Lessons that work, that are fun, and that get students talking. Grammar Banks with rules and exercises, Vocabulary Banks with exercises. Practical and Colloquial English lessons linked to the Study Link videos. The book is also provided with a test and Assessment CD-ROMs.
Teachers know and love New English File for giving them lessons, that work, lessons that are fun - and lessons that really do get students talking.
Expanding to a six-level series for the first time, New English File is now the course that gets more students talking. Advanced-level students can benefit from the increasingly popular English File mix - irresistible topics and the right balance of language, motivation, and opportunity. The iPack is a total digital teaching resource. It gives you the Student's Book content, plus extra interactive resources, and is compatible with any Interactive Whiteboard. The in-built functionality also allows you to use the iPack effectively with just a computer and a projector, or simply a laptop.
Author has been writing articles from last three years and he loves to write on various topics and with this post we wants to show the information on New English File Intermediate .
Take it from http://www.articledeck.com/New-English-File-Intermediate-%E2%80%93-A-New-Era-of-Learning.html
The important aspects of a language are grammar, punctuations and vocabulary. The grammar is the most important part of a language. One can never learn English until he learn the grammar and other basic of the language.
New English File Intermediate is a book that is use as a reference text book to learn English. Grammar is basically a set of rules that is being followed by the language for its proper and correct use. The books has a detail discussion on topics of the grammar includes tenses, parts of speeches, articles, active and passive voice, models etc. The books contain an easy explanation for each and every topic of the grammar. Punctuation is also an important part of the language one can never learn grammar and English until he is not aware of punctuations. The book contains a good description of it and helps you learn better. The book has a great vocabulary and thus helps you to learn and express yourself in a better an easy way.
The book has an honor of Bestselling General English course for Adults, British English.
The book is divided into different levels and one can opt for the book that is best for him. Beginner - 2009, Elementary - 2004, Pre-Intermediate - 2005, Intermediate - 2006, and Upper-Intermediate – 2008. The course that get’s students talking.
Key features of the book: A Study Link package that helps teachers and students, including Multi ROM, websites, and video. Lessons that work, that are fun, and that get students talking. Grammar Banks with rules and exercises, Vocabulary Banks with exercises. Practical and Colloquial English lessons linked to the Study Link videos. The book is also provided with a test and Assessment CD-ROMs.
Teachers know and love New English File for giving them lessons, that work, lessons that are fun - and lessons that really do get students talking.
Expanding to a six-level series for the first time, New English File is now the course that gets more students talking. Advanced-level students can benefit from the increasingly popular English File mix - irresistible topics and the right balance of language, motivation, and opportunity. The iPack is a total digital teaching resource. It gives you the Student's Book content, plus extra interactive resources, and is compatible with any Interactive Whiteboard. The in-built functionality also allows you to use the iPack effectively with just a computer and a projector, or simply a laptop.
Author has been writing articles from last three years and he loves to write on various topics and with this post we wants to show the information on New English File Intermediate .
Take it from http://www.articledeck.com/New-English-File-Intermediate-%E2%80%93-A-New-Era-of-Learning.html
BODY LANGUAGE
Body language is a term for communication using body movements or gestures instead of, or in addition to, sounds, verbal language or other communication. It forms part of the category of paralanguage, which describes all forms of human communication that are not verbal language. This includes the most subtle of movements that many people are not aware of, including winking and slight movement of the eyebrows. In addition body language can also incorporate the use of facial expressions.
One of the most basic and powerful body-language signals is when a person crosses his or her arms across the chest. This can indicate that a person is putting up an unconscious barrier between themselves and others. It can also indicate that the person's arms are cold which would be clarified by rubbing the arms or huddling. When the overall situation is friendly, it can mean that a person is thinking deeply about what is being discussed. But in a serious or confrontational situation, it can mean that a person is expressing opposition. This is especially so if the person is leaning away from the speaker. A harsh or blank facial expression often indicates outright unfriendliness.
Consistent eye contact can indicate that a person is thinking positively of what the speaker is saying. It can also mean that the other person doesn't trust the speaker enough to "take his eyes off" the speaker. Lack of eye contact can indicate negativity. On the other hand, individuals with anxiety are often unable to make eye contact without discomfort. Or if while making direct eye contact a person is fiddling with something, even while directly looking at you, it could indicate the attention is elsewhere.
Disbelief is often indicated by averted gaze, or by touching the ear or scratching the chin. So is eyestrain, or itchiness. When a person is not being convinced by what someone is saying, the attention invariably wanders, and the eyes will stare away for an extended period.
Boredom is indicated by the head tilting to one side, or by the eyes looking straight at the speaker but becoming slightly unfocused. A head tilt may also indicate a sore neck, and unfocused eyes may indicate ocular problems in the listener.
Interest can be indicated through posture or extended eye contact.
Hi I am Piyush Bhatia the Founder and CEO of www.bmconsultantsindia.com, Mumbai, India. Come and learn English with us. Along with English training we also, enhance people's confidence, public speaking, presentations, business English, grammar practice email drafting and group discussion skills.
www.bmconsultantsindia.com
Take it from http://www.articledeck.com/Body-Language.html
One of the most basic and powerful body-language signals is when a person crosses his or her arms across the chest. This can indicate that a person is putting up an unconscious barrier between themselves and others. It can also indicate that the person's arms are cold which would be clarified by rubbing the arms or huddling. When the overall situation is friendly, it can mean that a person is thinking deeply about what is being discussed. But in a serious or confrontational situation, it can mean that a person is expressing opposition. This is especially so if the person is leaning away from the speaker. A harsh or blank facial expression often indicates outright unfriendliness.
Consistent eye contact can indicate that a person is thinking positively of what the speaker is saying. It can also mean that the other person doesn't trust the speaker enough to "take his eyes off" the speaker. Lack of eye contact can indicate negativity. On the other hand, individuals with anxiety are often unable to make eye contact without discomfort. Or if while making direct eye contact a person is fiddling with something, even while directly looking at you, it could indicate the attention is elsewhere.
Disbelief is often indicated by averted gaze, or by touching the ear or scratching the chin. So is eyestrain, or itchiness. When a person is not being convinced by what someone is saying, the attention invariably wanders, and the eyes will stare away for an extended period.
Boredom is indicated by the head tilting to one side, or by the eyes looking straight at the speaker but becoming slightly unfocused. A head tilt may also indicate a sore neck, and unfocused eyes may indicate ocular problems in the listener.
Interest can be indicated through posture or extended eye contact.
Hi I am Piyush Bhatia the Founder and CEO of www.bmconsultantsindia.com, Mumbai, India. Come and learn English with us. Along with English training we also, enhance people's confidence, public speaking, presentations, business English, grammar practice email drafting and group discussion skills.
www.bmconsultantsindia.com
Take it from http://www.articledeck.com/Body-Language.html
TIPS FOR LEARNING SPANISH
Spanish learning cannot be done quickly as you expect and hence most students complain in the beginning. Often students fails to follow a systematic approach for learning, if you are able to develop this as a habit then you will be able to clear the objective easily. There are many difficulties that students will encounter while trying to develop reading skills in Spanish language, let us discuss some of them. They insist on knowing every single word before they try to understand a sentence. Students should understand the fact that it is not possible to understand the meaning of all words especially when they are trying to learn a new language, alternatively they should try to learn the key words in a language in the beginning, these are commonly used words required for everyday conversation. You may be looking for a chance to wash your car which has not been cleaned since a long time, this is a situation presented for developing a conversation in Spanish language and you should try to deliver it using the limited words you have. The following are the steps that I recommend to my students, and they seem to work for almost everybody: When you are reading you should try to learn the complete contents without trying the refer to a dicitionary, you may not be able the understand the meaning completely so the temptation the lookup may be high, just ignore it and continue. If you have been assigned twenty pages, then do this one page or one paragraph at a time. Read it again, this time using the dictionary to look up the key words and only the key words. A key word is a word that will help you make out the general meaning of the sentence, you need not have to know the exact meaning of the other words. Just like we did above with the gentleman and the carwash. The verbs are most commonly the key words in a sentence. In certain cases you will not be able to understand the meaning of the sentence just from the meaning of the verb alone and in such cases some other words will be the key word. No one can tell you exactly how to identify the key words - it's something you'll have to learn on your own with practice and this particular language learning skill does get better as you go along. Visit here to know How Spanish Flourished And Became The Most Noticeable Language? Spanish Flourished.
learnspanishreview.net
take it from http://www.articledeck.com/Tips-For-Learning-Spanish-%E2%80%93-Reading.html
learnspanishreview.net
take it from http://www.articledeck.com/Tips-For-Learning-Spanish-%E2%80%93-Reading.html
STUDY ENGLISH IN LONDON
Teodora
What is the perfect present you can give to yourself this summer? You deserve the best, therefore if you dream of fantastic experiences, new emotions, knowledge and people, join one of the language holidays to study English London. The language learning is the most efficient when it happens in authentic ambience of native speakers. London is one of the largest English speaking destinations where the combination of top class schools and countless amusement possibilities assures the ideal conditions for studying the language. When you are looking for the school where to attend an English course in London, don’t miss to explore the programs offered by the British Council School in the capital. It has several significant advantages for the students, few of which are its perfect location in the central area, diverse courses and programs, modern educational methods and techniques, experienced and qualified teachers etc. The school is accredited by the British Council and always provides the highest quality programs to study English London. Enroll the English course in London that is right for you Once you have decided where, what and why you want to study in London, you can start preparing for your marvelous and fulfilling language trip. The personnel of the school will help you to find the best accommodation, either in the school itself or separated. The preparation for the course includes not only getting your luggage ready, but also taking an entering exam for testing your proficiency of English. When the teachers know your level of knowledge, goals and expectations, they will be able to recommend the most appropriate for you English course in London. In this way the students get the most efficient education and make the most of their money, time and efforts. The studying process outruns your expectations The fun and the entertainment during the learning process are real boosters for the successful achievement of the educational goals. The programs for studying English in London in the modern schools include a rich choice of after class activities for the students in and outside the doors of the schools. The learning process is also enjoyable; because the experienced teachers know how and where to include games in the lessons, role play and other interesting exercises that entertain everyone that participates. The students who want to have rapid improvement in their English proficiency join Intensive courses and can take advantage of the options for individual one-to-one tuition lessons and self studying programs.
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TAKE IT FROM http://www.articledeck.com/Study-English-in-London.html
What is the perfect present you can give to yourself this summer? You deserve the best, therefore if you dream of fantastic experiences, new emotions, knowledge and people, join one of the language holidays to study English London. The language learning is the most efficient when it happens in authentic ambience of native speakers. London is one of the largest English speaking destinations where the combination of top class schools and countless amusement possibilities assures the ideal conditions for studying the language. When you are looking for the school where to attend an English course in London, don’t miss to explore the programs offered by the British Council School in the capital. It has several significant advantages for the students, few of which are its perfect location in the central area, diverse courses and programs, modern educational methods and techniques, experienced and qualified teachers etc. The school is accredited by the British Council and always provides the highest quality programs to study English London. Enroll the English course in London that is right for you Once you have decided where, what and why you want to study in London, you can start preparing for your marvelous and fulfilling language trip. The personnel of the school will help you to find the best accommodation, either in the school itself or separated. The preparation for the course includes not only getting your luggage ready, but also taking an entering exam for testing your proficiency of English. When the teachers know your level of knowledge, goals and expectations, they will be able to recommend the most appropriate for you English course in London. In this way the students get the most efficient education and make the most of their money, time and efforts. The studying process outruns your expectations The fun and the entertainment during the learning process are real boosters for the successful achievement of the educational goals. The programs for studying English in London in the modern schools include a rich choice of after class activities for the students in and outside the doors of the schools. The learning process is also enjoyable; because the experienced teachers know how and where to include games in the lessons, role play and other interesting exercises that entertain everyone that participates. The students who want to have rapid improvement in their English proficiency join Intensive courses and can take advantage of the options for individual one-to-one tuition lessons and self studying programs.
n/a
TAKE IT FROM http://www.articledeck.com/Study-English-in-London.html
A MAGIC METHOD FOR SHORT TERM LANGUAGE LEARNER
Why there are so many students who choose the Sinoland language & culture as their school for learning Chinese in Beijing. How can it be from 30 students annually to 1000 students in 1 year and kept increasing in last 5 years. As a summary, the method is the key.
Here are some history of methods on the second language teaching: (translated from the book《The Guide of Chinese Language Education for Foreigners》 by the famous Chinese scholar Mr. Liuxun. P238-240; P248-251), which is the main theoretical reference of the Sinoland.
The American “audio-lingual method”, another name “military troupes method” carried on main principles of the direct method(Berlitz method).The Berlitz method is a milestone in the course of historical development of second language teaching, and it is the first modern method after the long timed “grammar-translation method”. From methods history, the “direct method” called also “reformed method” or “natural method” appeared at the end of 19th century and remains to the beginning of 20th century in west Europe, mainly in France and Germany. Early representatives of the direct method are: German language educator V.W.Vietor, German educator M. Berlitz and French language educator F. Gouin. The most brilliant achievement is on 1878, Mr. Berlitz created the first language school with direct method or called “Berlitz method”, and up to the eve of the First World War there were already 340 Berlitz language schools in the world. After later “Series method” created by F. Gouin, “Situational Language Teaching” by British language educator H.E.Palmer and A.S.Hornby, and “Reading method” by British language educator M.West, and former Soviet Union’s “self-comparison” method, appeared finally on the 40’s of 20th century, the second big milestone in history of second language teaching: the “audio-lingual method” (on which in Chinese language translated as “listening and speaking method”)created by the famous American linguist: Leonard Bloomfield, (1887—1949) with another linguist, an American-Chinese scholar, Mr. Yuanren Chao (1892～1982).
After years of the implement of this method to Chinese language, the Sinoland provides westerners a proper way to learn Chinese in Beijing, and it obtained successful achievement.
References of the Sinoland to facilitate the Chinese language learners’ tasting:
website:
www.sinolandchinese.com
Here are some history of methods on the second language teaching: (translated from the book《The Guide of Chinese Language Education for Foreigners》 by the famous Chinese scholar Mr. Liuxun. P238-240; P248-251), which is the main theoretical reference of the Sinoland.
The American “audio-lingual method”, another name “military troupes method” carried on main principles of the direct method(Berlitz method).The Berlitz method is a milestone in the course of historical development of second language teaching, and it is the first modern method after the long timed “grammar-translation method”. From methods history, the “direct method” called also “reformed method” or “natural method” appeared at the end of 19th century and remains to the beginning of 20th century in west Europe, mainly in France and Germany. Early representatives of the direct method are: German language educator V.W.Vietor, German educator M. Berlitz and French language educator F. Gouin. The most brilliant achievement is on 1878, Mr. Berlitz created the first language school with direct method or called “Berlitz method”, and up to the eve of the First World War there were already 340 Berlitz language schools in the world. After later “Series method” created by F. Gouin, “Situational Language Teaching” by British language educator H.E.Palmer and A.S.Hornby, and “Reading method” by British language educator M.West, and former Soviet Union’s “self-comparison” method, appeared finally on the 40’s of 20th century, the second big milestone in history of second language teaching: the “audio-lingual method” (on which in Chinese language translated as “listening and speaking method”)created by the famous American linguist: Leonard Bloomfield, (1887—1949) with another linguist, an American-Chinese scholar, Mr. Yuanren Chao (1892～1982).
After years of the implement of this method to Chinese language, the Sinoland provides westerners a proper way to learn Chinese in Beijing, and it obtained successful achievement.
References of the Sinoland to facilitate the Chinese language learners’ tasting:
website:
www.sinolandchinese.com
BEGINNER GUIDE TO HEALTH NUTRITION EATING
If you're at present refusing to eat healthful eating, it can be hard to start this type of prepare. Even so, balanced having together with some exercise is vital for maintaining an excellent actual purpose along with goes quite a distance toward dwelling a disease-free life. In case you struggle with healthy ingesting, you already know which breaking bad habits is most likely the roughest the main method. For that reason, if you wish to reside the best life style achievable, you should stick to tips to be able to commence consuming a much more healthy diet.
A great first step when you want to start eating your way to a healthy life style is to rid your home of all temptations that will distract you from following better eating habits. Ideally it would be a wise course to keep junk foods and beverages out of your house so as not be tempted to snack during the day. If you're worried about getting hungry, keep healthy snacks like carrot sticks, yogurt, fresh fruit, or whole-wheat crackers on hand. If you find that you just cannot bear to toss out the sweets, try keeping something tiny on hand, peppermints or barley sugar. Eating a few, (emphasis on few) of these won't ruin your diet but also will give you that little sugary fix you rave.
An key to healthful having, when you're starting the procedure, is always to have a few moments to find out what food items would be the most healthy for you personally and just how these people perform from the physique. To begin eating healthily we've got to start with thinking a healthy diet. It's almost common knowledge which fruit, fruit and vegetables, along with low-fat beef along with milk products are great for an individual, but people discover why. The key is studying nutrients. When you understand how certain nutrition perform as well as las dui attorney need these, it might be more sensible to help make more healthy selections for your body. Information is really power!
Preparation is a major key in commencing a new healthy diet. You must take into consideration your schedule for meals. If you often eat in a rushed hurry at odd times of day, you probably more inclined to grab a rushed meal which will probably do more harm than good. So plan ahead! Instead of grabbing a fast food lunch on the go, take a bagged lunch to work, complete with a healthy wrap and some fresh fruit and vegetables.
Remember not to forget your evening meal, a simple plan to have a meal ready before you get home would be perfect, but in our fast paced life style, sometimes this just can't be done. One way to solve this problem is to plan out your evening meals for the week, on your days off. Perhaps just before you do your weekly shopping. Another warning: when going to the shops, do not venture their hungry because if you're anything like me, one or two chocolate bars won't hurt! That becomes the first break in your healthy eating.
Take it from http://www.articledeck.com/Beginners-Guide-To-Healthy-Nutritional-Eating.html
A great first step when you want to start eating your way to a healthy life style is to rid your home of all temptations that will distract you from following better eating habits. Ideally it would be a wise course to keep junk foods and beverages out of your house so as not be tempted to snack during the day. If you're worried about getting hungry, keep healthy snacks like carrot sticks, yogurt, fresh fruit, or whole-wheat crackers on hand. If you find that you just cannot bear to toss out the sweets, try keeping something tiny on hand, peppermints or barley sugar. Eating a few, (emphasis on few) of these won't ruin your diet but also will give you that little sugary fix you rave.
An key to healthful having, when you're starting the procedure, is always to have a few moments to find out what food items would be the most healthy for you personally and just how these people perform from the physique. To begin eating healthily we've got to start with thinking a healthy diet. It's almost common knowledge which fruit, fruit and vegetables, along with low-fat beef along with milk products are great for an individual, but people discover why. The key is studying nutrients. When you understand how certain nutrition perform as well as las dui attorney need these, it might be more sensible to help make more healthy selections for your body. Information is really power!
Preparation is a major key in commencing a new healthy diet. You must take into consideration your schedule for meals. If you often eat in a rushed hurry at odd times of day, you probably more inclined to grab a rushed meal which will probably do more harm than good. So plan ahead! Instead of grabbing a fast food lunch on the go, take a bagged lunch to work, complete with a healthy wrap and some fresh fruit and vegetables.
Remember not to forget your evening meal, a simple plan to have a meal ready before you get home would be perfect, but in our fast paced life style, sometimes this just can't be done. One way to solve this problem is to plan out your evening meals for the week, on your days off. Perhaps just before you do your weekly shopping. Another warning: when going to the shops, do not venture their hungry because if you're anything like me, one or two chocolate bars won't hurt! That becomes the first break in your healthy eating.
Take it from http://www.articledeck.com/Beginners-Guide-To-Healthy-Nutritional-Eating.html
ONLY KNOW A CHILD CAN HELP THEM
Like most people,we have a strange characteristics--we can not realize the process of our growing entirely,especially the procession of 1~6 years old.Many people couldn't understand after they experience some of the process.So,some people raise their children will follow the way their parents educate them or explore other better way.No matter use what kind of the way,one thing we have to do is understanding of children,only understand them,we can bring them up healthy. asics whizzer lo British people said that training a gentleman to experience is need three generations of humanistic quality of the education.The Chinese also said that ten years trees, but one hundred to rear people.We can see American teacher pay their attention to the content is not different form us completely.In class,children's answer is not only answer they will but also can according to their ideas to answer, these ideas is different from teacher's completely, but they also can get the praise of the teacher.In this case we see the different between two countries in the education goal.Don't let your eyes be sickle,Which will wreck the children's confident.We must maintain a gentle mind to educate our child. asics whizzer pas cher The first and formost is heighten our children's confident.Our company's latest product--asics whizzer lo,asics whizzer pas cher,air max can make you more confident.Do you want have a try?Our shoes made of the most comfortable material,Which can let your child get enough protect.Come on!we are waiting for your call. air max
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IMPORTANCE OF PLAY SCHOOL IN TODAY
Parents always try to do the best for their children as they are a part of their sole and heart and no parent wants to suffer their kids in their life. Every father or mother wants to see their children as a successful and settle in their life. In past children used to start their studying or starts to go school usually when they are of 4 or 5 years but now with the inception of play schools children starts to learn the basics in very early stages. Preschools or Play schools can be found in almost every country and city of the world. With the increase in nuclear familiar families and increased per capita, preschools are now also famous in many metropolitan cities of India. You can find Playschool in Gurgaon or in Delhi.
For families, living in metropolitan cities like Gurgaon, in which both mother and father are working Preschool in Gurgaon has emerged like God blessings wherein they can send their children while they leave for their offices without worrying about the security and early education of their children. These preschools take care of your children like you take. These playschools not only keep your children under secure custody but also educate them with fun filled activities which are specifically designed especially as activities for preschool children.
Due to the increase in popularity and the number of nuclear families living in Gurgaon there is a complete chain in Gurgaon which is commonly dubbed as Play school chain Gurgaonor Preschool chain Gurgaon. There is no specific minimum age bar for children to be introduced in preschools however there are various crèche in Gurgaon which have their minimum age bar, the reason behind this age group restriction can be any like these crèches might not have suitable employees for the type of care required for children with less age group.
There are various day centre in Gurgaon which sometimes like to take their children to various Children Activity Centre in Gurgaon . In order to get the best preschool, like Montessori School Gurgaon, in Gurgaon a family need to first of all check the list of those preschools which either are nearer to their residence or are on the route to their office so that they can pick or drop their kids easily. Once the schools are selected a family can take a quick round of all the selected playschools and can check the services and the environment and the basis of this they can choose the preschool for their kids.
take it from http://www.articledeck.com/Importance-of-Play-School-in-Today-s-World.html
For families, living in metropolitan cities like Gurgaon, in which both mother and father are working Preschool in Gurgaon has emerged like God blessings wherein they can send their children while they leave for their offices without worrying about the security and early education of their children. These preschools take care of your children like you take. These playschools not only keep your children under secure custody but also educate them with fun filled activities which are specifically designed especially as activities for preschool children.
Due to the increase in popularity and the number of nuclear families living in Gurgaon there is a complete chain in Gurgaon which is commonly dubbed as Play school chain Gurgaonor Preschool chain Gurgaon. There is no specific minimum age bar for children to be introduced in preschools however there are various crèche in Gurgaon which have their minimum age bar, the reason behind this age group restriction can be any like these crèches might not have suitable employees for the type of care required for children with less age group.
There are various day centre in Gurgaon which sometimes like to take their children to various Children Activity Centre in Gurgaon . In order to get the best preschool, like Montessori School Gurgaon, in Gurgaon a family need to first of all check the list of those preschools which either are nearer to their residence or are on the route to their office so that they can pick or drop their kids easily. Once the schools are selected a family can take a quick round of all the selected playschools and can check the services and the environment and the basis of this they can choose the preschool for their kids.
take it from http://www.articledeck.com/Importance-of-Play-School-in-Today-s-World.html
Day care center.A new way to earn money
In today’s modern world where husband and wife are doing job or working together to earn money so that they can live a respected life in society, the children get affected because of lack of time from their parents and this lead to the poor care of the children. However there are families which live together and thus in this case if husband and wife are working than their kid can be look after by the other members of the family. But in India the concept of single families is increasing day by day which results to either the woman leaving her career or work for the care of child or the marriage went into trouble.
Thus in order to solve this problem, there are many Day Care Center , mother toddler center are opened which take care complete care of the babies while their parents are working in their offices. The day care centers are in major demand especially day care center in Gurgaon because almost half of the population residing in Gurgaon consist of both working father and mother and since it is not possible for mother to do both jobs simultaneously. Mother toddler center in Gurgaon are not helping single families in nourishing their children with proper care and education but also coming as new source of income for many people especially for teachers and maids hired by these baby care centers. So if you are planning to open a day care center which you want to see as Best Preschool in Gurgaon than there are following things which you need to take care of while opening day care center in Gurgaon.
Conceptualize your decision – Once decision is made than it is very necessary for you to put the plan on the paper which includes all the services which you will be offering in your center. You can add some extra activities like music and dance class in Gurgaon, evening activity center in Gurgaon also in your service.
Find an appropriate place – One the plan is on the paper then search for a decent place where you can open your center, if you are less in budget than you can start the center from your house itself.
Decide a Name – The name of the child care center also plays an important role, the name should be cute and should have emotion attached with it.
Day care Equipment – Get necessary Play School equipments for your day care center like first aid box, toys and other entertainment related things for children.
take it from http://www.articledeck.com/Day-Care-Center-%E2%80%93-A-New-Way-to-Earn-Money.html
Thus in order to solve this problem, there are many Day Care Center , mother toddler center are opened which take care complete care of the babies while their parents are working in their offices. The day care centers are in major demand especially day care center in Gurgaon because almost half of the population residing in Gurgaon consist of both working father and mother and since it is not possible for mother to do both jobs simultaneously. Mother toddler center in Gurgaon are not helping single families in nourishing their children with proper care and education but also coming as new source of income for many people especially for teachers and maids hired by these baby care centers. So if you are planning to open a day care center which you want to see as Best Preschool in Gurgaon than there are following things which you need to take care of while opening day care center in Gurgaon.
Conceptualize your decision – Once decision is made than it is very necessary for you to put the plan on the paper which includes all the services which you will be offering in your center. You can add some extra activities like music and dance class in Gurgaon, evening activity center in Gurgaon also in your service.
Find an appropriate place – One the plan is on the paper then search for a decent place where you can open your center, if you are less in budget than you can start the center from your house itself.
Decide a Name – The name of the child care center also plays an important role, the name should be cute and should have emotion attached with it.
Day care Equipment – Get necessary Play School equipments for your day care center like first aid box, toys and other entertainment related things for children.
take it from http://www.articledeck.com/Day-Care-Center-%E2%80%93-A-New-Way-to-Earn-Money.html
Modern Day Education
different individuals can hardly be mimicked by a computer no matter how sophisticate the software is. As computers are becoming a common tool for teaching, teachers should be more aware of their role as guides in the acquisition of knowledge rather than transmitters of facts. They must be open minded in the changes that are taking place, keep updated and serve as problem solvers in the learning process, thus allowing the students discover the facts by themselves.
10 days loan.the better choice for cash help
If you are in an urgent need of cash and don't think you next pay cheque will work out for you, then the better choice is to go for 100 Day Loans which as the name suggest give you an extended payment period of 100 days or around 3 months.
One can apply for a minimum of £80 to a maximum of £1500, depending on his/her requirement and the pay back time period is of 100 days which also can be extended further on request. As the money doesn't have to be paid in your next paycheck, one can be at much more and get it taken care off as per their convenience.
Applying for this service is extremely simple, all you got to do is go online and fill in the application and provide your employment details. As soon as you do that the lender will go through your details and the money would be transferred to your banking account in a span of around 24 hours as there is no requirement of a credit check, the chances on getting an approval is very high.
As most of the work is done online, there is no need to fill pages after pages of forms and document, all you will need to provide will be your basic employment details and there is also no need to go to lenders offices/banks, it can be applied within comfort of office/home. There is no credit check done for 100 Day Loans, so one doesn't need to worry about their past credit record and score.
One of the real reasons to go for such a monetary aid is that you won’t have to live under the fear that the money would be taken out of your next paycheck itself, as you have to payback within in 100 days, one can plan out their finances properly and try to improve their situation.
Carl Duglas is associated with everydayloans.org.uk and write articles for Everyday Loans. Get more information on 100 Day Loans, online paid day loans and 30 day payday Loans here.
www.everydayloans.org.uk/
One can apply for a minimum of £80 to a maximum of £1500, depending on his/her requirement and the pay back time period is of 100 days which also can be extended further on request. As the money doesn't have to be paid in your next paycheck, one can be at much more and get it taken care off as per their convenience.
Applying for this service is extremely simple, all you got to do is go online and fill in the application and provide your employment details. As soon as you do that the lender will go through your details and the money would be transferred to your banking account in a span of around 24 hours as there is no requirement of a credit check, the chances on getting an approval is very high.
As most of the work is done online, there is no need to fill pages after pages of forms and document, all you will need to provide will be your basic employment details and there is also no need to go to lenders offices/banks, it can be applied within comfort of office/home. There is no credit check done for 100 Day Loans, so one doesn't need to worry about their past credit record and score.
One of the real reasons to go for such a monetary aid is that you won’t have to live under the fear that the money would be taken out of your next paycheck itself, as you have to payback within in 100 days, one can plan out their finances properly and try to improve their situation.
Carl Duglas is associated with everydayloans.org.uk and write articles for Everyday Loans. Get more information on 100 Day Loans, online paid day loans and 30 day payday Loans here.
www.everydayloans.org.uk/
Ramadan and Fasting
Today is the thirteen day of the holy month of Ramadhan which is the ninth month of the Islamic (lunar) calender. For all muslims all over the world, Ramadan is the special month when they fast.Fasting is the fourth of the five pillar of Islam.It is duty for all Muslims who are sane, capable and pubescent.
In the terminology of Islamic law, sawm (fasting) means to abstain from eating, drinking (including water), smoking and any sexual relations from dawn (fajr) until sunset (magrib) during the whole month of Ramadan.That is on the physical level.On the moral and behavioral level, one must abstain from lying, malicious gossip and trivial nonsense.
Sawm or fasting is essentially and attempt to seek nearness to Allah and to increase one's piety (Taqwa).One of remote aims of fasting is to sympathize with those less fortunate one who don't always have food and drink readily available.Also, one must avoid cursing and thinking evil thoughts. Fasting is also viewed as a means of controlling one’s desires; (of hunger, thirst, sexuality, anger) and focusing more on devoting oneself to Allah (God). Sawm also carries a significant spiritual meaning. It teaches us the principle of Love . When one observes fasting, it is done out of deep love of Allah and to learn self-restraint.
Those who are sick, elderly or on a journey, and women who are menstruating, pregnant or nursing are permitted to break the fast, but must make up an equal number of days later in the year and before the next Ramadan. If physically unable to do so, they must feed a needy person for each day missed.
Although fasting is beneficial to health, it is regarded principally as a method of self-purification By cutting oneself off from worldly pleasures and comforts, even for a short time, the fasting person gains true sympathy for those who go hungry regularly, and achieves growth in his spiritual life, learning discipline, self-restraint, patience and flexibility.
In addition to the fast proper, one is encouraged to read the entire Qura’an. Also, Special prayers called Taraweeh are held in the mosque or at home every night of the month. During these prayers (Taraweeh) the whole Qura’an is completed all over the month. The prayers are done in remembrance of the fact that the revelation of the Qura’an to Prophet Muhammad was begun during Ramadan.
Take it from fisal (Ramadan and Fasting)
CONTEXTUAL TEACHING AND LEARNING: PREPARING STUDENTS FOR THE NEW ECONOMY*)
A teacher must follow new model. In order to teacher can improve achievement’s student. Teacher use CTL to help teachers relate subject matter content to real world situations and motivates students to make connections between knowl¬edge and its applications to their lives as family members, citizens, and workers and engage in the hard work that learning requires. It helps students connect the content they are learning to the life con¬texts in which that content could be used. Students find meaning in the learn¬ing process. As they strive to attain learn¬ing goals, they draw upon their previous experiences and build upon existing knowl¬edge. By learning subjects in an integrated, multidisciplinary manner and in appropri¬ate contexts, they are able to use the ac¬quired knowledge and skills in applicable contexts (Berns and Erickson 2001).
A national conversation has emerged in recent years regarding the best way of teaching to attain higher student achievement. Since the hallmark report A Nation at Risk (National Commission on Excellence in Education 1983), calls for school reform to produce more effective schools as measured by the achievement of all students have inundated the country. This focus on student achievement, often measured by standardized tests in such academic areas as reading, mathematics, and science, has challenged career and technical educators.
A national conversation has emerged in recent years regarding the best way of teaching to attain higher student achievement. Since the hallmark report A Nation at Risk (National Commission on Excellence in Education 1983), calls for school reform to produce more effective schools as measured by the achieve¬ment of all students have inundated the country. This focus on student achievement, often measured by standardized tests in such academic areas as reading, mathematics, and science, has challenged career and technical educators.
From Behaviorism to Constructivism and Contextual Teaching and Learning
The early 20th-century roots of career and technical education can be found in the theories proposed by David Snedden and Charles Prosser, who suggested that the public schools were an arm of the social system of our society and, thereby, had an inherent mission to further the good of society by contributing to its social efficiency. Then called vocational education, CTE offered a means of preparing well-trained, compliant workers for that efficient society. At the same time, an emerging teaching and learning theory, behaviorism, was proposed in which E. L. Thorndike suggested that learning resulted from links formed between stimuli and responses through the application of rewards. Schools would teach students the right work and moral habits. Behaviorism has served as the basic teaching and learning model for CTE (Doolittle and Camp 1999). It continues to be seen in performance objectives, criterion-referenced measures, task lists as a source of curriculum, and specific, predetermined skills demonstrated to industry standards.
In 1910-1920 was constructivism. In this teaching and learning model, students construct their own knowledge by testing ideas based on prior knowledge and experience, applying these ideas to a new situation, and integrating the new knowledge gained with pre-existing intellectual constructs. Rooted in the theories of John Dewey (1900), constructivism calls for active participation in problem solving and critical thinking regarding an authentic learning activity that students find relevant and engaging (Briner 1999).
CTE has not tended to include constructivist ap¬proaches to the extent it has embraced behaviorism. Although Prosser and the field of vocational education embraced the engaging element of constructivism, the nature of the curriculum more appropriately lent itself to the approaches of behaviorism. CTE teaching and learning approaches have included both direct instruction usually individual, drill-and-practice exercises based on behaviorism and projects. Direct instruction is an expert demonstrating to students in a horticulture class how to plant roses, followed by students individually planting their own roses with the instructor monitoring and providing feedback as the students practice. The same class may be planning a service project as members of the FFA student organization to provide gifts for the residents of a local nursing home during a holiday season. For this service project to represent constructivism through CTL, the teaching and learning processes must include the characteristics of CTL. Although direct instruction may be appropriate for helping students reach certain learning goals, CTL provides the means for reaching other sets of learning goals that require higher-order thinking skills.
Definition of CTL
Contextual teaching and learning is a conception of teaching and learning that helps teachers relate subject matter content to real world situations and motivates students to make connections between knowl¬edge and its applications to their lives as family members, citizens, and workers and engage in the hard work that learning requires. It helps students connect the content they are learning to the life con¬texts in which that content could be used. Students then find meaning in the learn¬ing process. By learning subjects in an integrated, multidisciplinary manner and in appropri¬ate contexts, they are able to use the ac¬quired knowledge and skills in applicable contexts (Berns and Erickson 2001).
Underlying Support for CTL
A legitimate pedagogy to be applied with students to CTL, it must be based on sound educational prin¬ciples, theories, and practices. It builds upon bodies of literature that include theo¬ries and writings by Dewey (1900), Piaget (1929), Bruner (1966), and others. Thus, it is an extension of past thinking, theories, testing, and writings. More contem¬porary work has included syntheses by Resnick and Hall (1998) and themes iden¬tified by Borko and Putnam (1998). Ex¬amples of theories and themes that relate to CTL follow:
a. Knowledge-based constructivism—Both direct instruction and constructivist activi¬ties can be compatible and effective in the achievement of learning goals (Resnick and Hall 1998).
b. Effort-based learning/incremental theory of intelligence—Increasing one's efforts results in more ability. This theory opposes the notion that one's aptitude is unchange¬able. Striving for learning goals motivates an individual to be engaged in activities with a commitment to learning (ibid.).
c. Socialization—Children learn the stan¬dards, values, and knowledge of society by raising questions and accepting challenges to find solutions that are not immediately apparent, along with explaining concepts, justifying their reasoning, and seeking in¬formation (ibid.).
d. Situated learning—Knowledge and learn¬ing are situated in particular physical and social contexts. A range of settings may be used such as the home, the community, and the workplace, depending on the pur¬pose of instruction and the intended learn¬ing goals (ibid.).
e. Distributed learning—Knowledge may be viewed as distributed or stretched over (Lave 1988) the individual, other persons, and various artifacts such as physical and symbolic tools (Salomon 1993) and not solely as a property of individuals. Thus, people, as an integral part of the learning process, must share knowledge and tasks (Borko and Putnam 1998).
Characteristics of Contextual Teaching and Learning
CTL attributes include its interdisciplinary and contextual nature, approaches that can be used to implement it, factors that address individual needs of students, and the teacher's role.
Interdisciplinary Learning, Problem-based Learning, and External Contexts for Learning
In CTL, Learning must be extended across disci¬plines so that students gain a real-life per¬spective. They see how the knowledge and skills relate to their lives either now or in the future. Real-world situations and prob¬lems rarely represent only one discipline. The students can better under¬stand life situations (e.g., those presented at the workplace), identify and effectively solve problems, make wise decisions, and think creatively. then students are en¬gaged in a classroom research project in which they are studying city plans to change a natural preserve to a housing development near the school, they would need to be learning and applying language arts, mathematics, and scientific knowl¬edge while addressing the agricultural is¬sues inherent in such a situation. Whether the agriculture teacher is the only instruc-tor involved, or a team of teachers from the academics and CTE subject areas are collaborating, the learning goals would transcend one specific discipline.
The learning goals may be based on:State, local, and/or professional association content standards from the involved dis¬ciplines;Such skills as the Secretary's Commission on Achieving Necessary Skills (SCANS1991),WorkKeys® (ACT 2001), and other family, employability, and pro¬cess competencies;andhigher-order thinking skills such as problem solving, critical thinking, and decision making.
In CTL, experiences help students make connections with both internal and exter¬nal contexts. They begin with their exist¬ing knowledge, past experiences, and other current classes or situations (Berns and Erickson 2001) and conduct activities in such external contexts as the school, home, workplace, and the Internet. These expe¬riences result in a deeper understanding so that students are more likely to retain competencies for a longer period of time and be able to apply them in appropriate ways at appropriate times in the future. then the integration of academic and ca¬reer-technical education helps the student understand the content of both the aca¬demic subject matter and the subject mat¬ter of the career and technical area of study. All teachers, individually or in teams of career-technical and academic teachers, can use CTL to increase student learning and achievement in such integration ef¬forts, thus resulting in better meeting the purposes, goals, and objectives of specific schools, classes, and education in general.
Approaches for Implementing CTL
A variety of teaching approaches may be used. Five teaching approaches have emerged that include context as a critical compo¬nent. They engage students in an active learning process. These approaches are not discrete. They can be used individually or in conjunction with one or more of the oth¬ers. Although varying in the literature, the following definitions are intended to cap¬ture the essence of the concepts as means for implementing CTL:
Problem-based learning—an approach that engages learners in problem-solving investigations that integrate skills and con¬cepts from many content areas. This approach includes gathering information around a question, synthesizing it, and presenting findings to others (Moffitt 2001).
Cooperative learning—an approach that organizes instruction using small learning groups in which students work together to achieve learning goals (Holubec 2001).
Project-based learning—an approach that focuses on the central concepts and prin¬ciples of a discipline, involves students in problem-solving investigations and other
Meaningful tasks, allows students to work autonomously to construct their own learning, and culminates in realistic products (Buck Institute for Education 2001).
Service learning—an approach that pro¬vides a practical application of newly acquired (or developing) knowledge and skills to needs in the community through projects and activities (McPherson 2001).
Work-based learning—an approach in which workplace, or workplace-like, activi¬ties are integrated with classroom content for the benefit of students and often busi¬nesses (Smith 2001).
CTE instructional models CTL approaches are: cooperative education, work experience programs, internships (paid and unpaid), apprenticeships, in-school laboratories, simulations, and school-based enterprises. However, these models do not automati¬cally use the CTL process. To do so, the teachers need to include the characteristics of CTL identified in this section.
Activities and projects sponsored by career-technical student organizations may also include various attributes of CTL. For ex¬ample, if the FFA service project for a nursing home cited earlier were to be based on the problem-based learning approach, the students would have identified the specific project after being presented with a "fuzzy" situation, such as "a nursing home in town might have some needs." The students would then spend time in the nursing home. The project, then, would be intended to reach specified learning goals from math-ematics, language arts, and horticulture as identified in the standards and curricu¬lum.
Factors that Address Individual Needs of Students
The following factors when using one or more of the CTL approaches (Berns and Erickson 2001). These concepts are based on cognitive re¬search that has provided a rich knowledge base on how people learn.
Teachers must :
a) Plan lessons that are developmentally ap¬propriate for the students.
b) Include interdependent learning groups.
c) Provide for an environment that supports self-regulated learning.
d) Address the multiple intelligences of stu¬dents.
e) Include questioning techniques that en¬hance student learning and the develop¬ment of problem solving and other higher-order thinking skills.
f) Include authentic assessment.
The Teacher's Role
The teacher ‘role as facilita¬tor, organizer of the teaching/learning/as¬sessment process, role model, learning mentor, content specialist, and knowledge dispenser.
School Reform, Career Technical Education, and CTL.s Role
CTL can serve as the pedagogical component of this reform in all subjects and at all grade lev¬els for all students. It provides a means for teaching to be improved within the vary¬ing innovative initiatives designed to pro¬duce increased learning by all students. Career and technical education is developing and implementing a variety of models for orga¬nizing schools and programs in a way that makes sense to students, brings meaning to the classroom in the form of relation¬ships between subject matter and careers, and elevates the level of learning by all stu¬dents. Career academies, majors, and path¬ways as well as tech prep are examples of these models.
CTE is increasingly be¬ing seen as a means for enhancing academ¬ics. By providing a curriculum that is based on the need for students to demonstrate mastery of rigorous industry standards, high academic standards and related general education knowledge, technology, and gen¬eral employment competencies, CTE pro¬vides an avenue for school reform, espe¬cially at the high school level.
Lynch (2000) suggests a major influence on the entire educational system. A new world of fast communication, rapid decision making, international activity, cyberspace, ever-changing market demands and standards, increasingly sophisticated computers, and the need for a more thorough knowledge of the whole business environment (ibid.)
The following di¬rections of the new career and technical edu¬cation (p. 1):
• Preparing students with the education and technical skills they will need for successful employment in various careers or professions
• Teaching students about all aspects of an industry
• Enhancing academics by bringing real-world context and application—especially targeted to workplaces—to education
• Teaching students how to apply high-level math, science, technology, and language in workplaces and communities
• Preparing high school students for college, should they and their families choose for them to attend
• Preparing students with the academic foundation to be lifelong learners
The following language arts and mathemat¬ics standards would apply (VIML 1999):
• Apply measurement and spatial skills
• Apply statistical analysis skills
• Analyze critical data
• Create graphs and charts
• Use spreadsheet software
• Apply listening skills
• Apply technical writing skills
Employability learning standards would also be sought (ibid.):
• Use scheduling techniques
• Use word-processing software
• Contribute to teamwork
• Build interpersonal relationships
• Demonstrate technological literacy
• Apply self-management processes
The National CTL Initiative
CTL implementation requires the teacher to play a significant role. Indeed, studies suggest that "what teachers know and can do is the most important influence on what students learn" (Darling-Hammond 1996, p. 6). Although student characteristics, including socioeconomic status, account for variance in achievement, the teacher's knowledge of the sub¬ject matter and skill in the use of decision making, problem solv¬ing, creative thinking, instructional planning, implementation of plans, and assessment of situations and students make a definite difference in how much students learn, at what level the students learn, and to what extent they retain that knowledge.
From that work, seven additional projects were funded to create models for the recruitment and preserve preparation of future teachers and development of in-service teachers. These projects are described here (source: U.S. Department of Education 2000). Although most of these models are still under development, con¬tact information is included for readers interested in learning more about them or in identifying products and their availability.
*)Take it from Robert G. Berns and Patricia M. Erickson
A national conversation has emerged in recent years regarding the best way of teaching to attain higher student achievement. Since the hallmark report A Nation at Risk (National Commission on Excellence in Education 1983), calls for school reform to produce more effective schools as measured by the achievement of all students have inundated the country. This focus on student achievement, often measured by standardized tests in such academic areas as reading, mathematics, and science, has challenged career and technical educators.
A national conversation has emerged in recent years regarding the best way of teaching to attain higher student achievement. Since the hallmark report A Nation at Risk (National Commission on Excellence in Education 1983), calls for school reform to produce more effective schools as measured by the achieve¬ment of all students have inundated the country. This focus on student achievement, often measured by standardized tests in such academic areas as reading, mathematics, and science, has challenged career and technical educators.
From Behaviorism to Constructivism and Contextual Teaching and Learning
The early 20th-century roots of career and technical education can be found in the theories proposed by David Snedden and Charles Prosser, who suggested that the public schools were an arm of the social system of our society and, thereby, had an inherent mission to further the good of society by contributing to its social efficiency. Then called vocational education, CTE offered a means of preparing well-trained, compliant workers for that efficient society. At the same time, an emerging teaching and learning theory, behaviorism, was proposed in which E. L. Thorndike suggested that learning resulted from links formed between stimuli and responses through the application of rewards. Schools would teach students the right work and moral habits. Behaviorism has served as the basic teaching and learning model for CTE (Doolittle and Camp 1999). It continues to be seen in performance objectives, criterion-referenced measures, task lists as a source of curriculum, and specific, predetermined skills demonstrated to industry standards.
In 1910-1920 was constructivism. In this teaching and learning model, students construct their own knowledge by testing ideas based on prior knowledge and experience, applying these ideas to a new situation, and integrating the new knowledge gained with pre-existing intellectual constructs. Rooted in the theories of John Dewey (1900), constructivism calls for active participation in problem solving and critical thinking regarding an authentic learning activity that students find relevant and engaging (Briner 1999).
CTE has not tended to include constructivist ap¬proaches to the extent it has embraced behaviorism. Although Prosser and the field of vocational education embraced the engaging element of constructivism, the nature of the curriculum more appropriately lent itself to the approaches of behaviorism. CTE teaching and learning approaches have included both direct instruction usually individual, drill-and-practice exercises based on behaviorism and projects. Direct instruction is an expert demonstrating to students in a horticulture class how to plant roses, followed by students individually planting their own roses with the instructor monitoring and providing feedback as the students practice. The same class may be planning a service project as members of the FFA student organization to provide gifts for the residents of a local nursing home during a holiday season. For this service project to represent constructivism through CTL, the teaching and learning processes must include the characteristics of CTL. Although direct instruction may be appropriate for helping students reach certain learning goals, CTL provides the means for reaching other sets of learning goals that require higher-order thinking skills.
Definition of CTL
Contextual teaching and learning is a conception of teaching and learning that helps teachers relate subject matter content to real world situations and motivates students to make connections between knowl¬edge and its applications to their lives as family members, citizens, and workers and engage in the hard work that learning requires. It helps students connect the content they are learning to the life con¬texts in which that content could be used. Students then find meaning in the learn¬ing process. By learning subjects in an integrated, multidisciplinary manner and in appropri¬ate contexts, they are able to use the ac¬quired knowledge and skills in applicable contexts (Berns and Erickson 2001).
Underlying Support for CTL
A legitimate pedagogy to be applied with students to CTL, it must be based on sound educational prin¬ciples, theories, and practices. It builds upon bodies of literature that include theo¬ries and writings by Dewey (1900), Piaget (1929), Bruner (1966), and others. Thus, it is an extension of past thinking, theories, testing, and writings. More contem¬porary work has included syntheses by Resnick and Hall (1998) and themes iden¬tified by Borko and Putnam (1998). Ex¬amples of theories and themes that relate to CTL follow:
a. Knowledge-based constructivism—Both direct instruction and constructivist activi¬ties can be compatible and effective in the achievement of learning goals (Resnick and Hall 1998).
b. Effort-based learning/incremental theory of intelligence—Increasing one's efforts results in more ability. This theory opposes the notion that one's aptitude is unchange¬able. Striving for learning goals motivates an individual to be engaged in activities with a commitment to learning (ibid.).
c. Socialization—Children learn the stan¬dards, values, and knowledge of society by raising questions and accepting challenges to find solutions that are not immediately apparent, along with explaining concepts, justifying their reasoning, and seeking in¬formation (ibid.).
d. Situated learning—Knowledge and learn¬ing are situated in particular physical and social contexts. A range of settings may be used such as the home, the community, and the workplace, depending on the pur¬pose of instruction and the intended learn¬ing goals (ibid.).
e. Distributed learning—Knowledge may be viewed as distributed or stretched over (Lave 1988) the individual, other persons, and various artifacts such as physical and symbolic tools (Salomon 1993) and not solely as a property of individuals. Thus, people, as an integral part of the learning process, must share knowledge and tasks (Borko and Putnam 1998).
Characteristics of Contextual Teaching and Learning
CTL attributes include its interdisciplinary and contextual nature, approaches that can be used to implement it, factors that address individual needs of students, and the teacher's role.
Interdisciplinary Learning, Problem-based Learning, and External Contexts for Learning
In CTL, Learning must be extended across disci¬plines so that students gain a real-life per¬spective. They see how the knowledge and skills relate to their lives either now or in the future. Real-world situations and prob¬lems rarely represent only one discipline. The students can better under¬stand life situations (e.g., those presented at the workplace), identify and effectively solve problems, make wise decisions, and think creatively. then students are en¬gaged in a classroom research project in which they are studying city plans to change a natural preserve to a housing development near the school, they would need to be learning and applying language arts, mathematics, and scientific knowl¬edge while addressing the agricultural is¬sues inherent in such a situation. Whether the agriculture teacher is the only instruc-tor involved, or a team of teachers from the academics and CTE subject areas are collaborating, the learning goals would transcend one specific discipline.
The learning goals may be based on:State, local, and/or professional association content standards from the involved dis¬ciplines;Such skills as the Secretary's Commission on Achieving Necessary Skills (SCANS1991),WorkKeys® (ACT 2001), and other family, employability, and pro¬cess competencies;andhigher-order thinking skills such as problem solving, critical thinking, and decision making.
In CTL, experiences help students make connections with both internal and exter¬nal contexts. They begin with their exist¬ing knowledge, past experiences, and other current classes or situations (Berns and Erickson 2001) and conduct activities in such external contexts as the school, home, workplace, and the Internet. These expe¬riences result in a deeper understanding so that students are more likely to retain competencies for a longer period of time and be able to apply them in appropriate ways at appropriate times in the future. then the integration of academic and ca¬reer-technical education helps the student understand the content of both the aca¬demic subject matter and the subject mat¬ter of the career and technical area of study. All teachers, individually or in teams of career-technical and academic teachers, can use CTL to increase student learning and achievement in such integration ef¬forts, thus resulting in better meeting the purposes, goals, and objectives of specific schools, classes, and education in general.
Approaches for Implementing CTL
A variety of teaching approaches may be used. Five teaching approaches have emerged that include context as a critical compo¬nent. They engage students in an active learning process. These approaches are not discrete. They can be used individually or in conjunction with one or more of the oth¬ers. Although varying in the literature, the following definitions are intended to cap¬ture the essence of the concepts as means for implementing CTL:
Problem-based learning—an approach that engages learners in problem-solving investigations that integrate skills and con¬cepts from many content areas. This approach includes gathering information around a question, synthesizing it, and presenting findings to others (Moffitt 2001).
Cooperative learning—an approach that organizes instruction using small learning groups in which students work together to achieve learning goals (Holubec 2001).
Project-based learning—an approach that focuses on the central concepts and prin¬ciples of a discipline, involves students in problem-solving investigations and other
Meaningful tasks, allows students to work autonomously to construct their own learning, and culminates in realistic products (Buck Institute for Education 2001).
Service learning—an approach that pro¬vides a practical application of newly acquired (or developing) knowledge and skills to needs in the community through projects and activities (McPherson 2001).
Work-based learning—an approach in which workplace, or workplace-like, activi¬ties are integrated with classroom content for the benefit of students and often busi¬nesses (Smith 2001).
CTE instructional models CTL approaches are: cooperative education, work experience programs, internships (paid and unpaid), apprenticeships, in-school laboratories, simulations, and school-based enterprises. However, these models do not automati¬cally use the CTL process. To do so, the teachers need to include the characteristics of CTL identified in this section.
Activities and projects sponsored by career-technical student organizations may also include various attributes of CTL. For ex¬ample, if the FFA service project for a nursing home cited earlier were to be based on the problem-based learning approach, the students would have identified the specific project after being presented with a "fuzzy" situation, such as "a nursing home in town might have some needs." The students would then spend time in the nursing home. The project, then, would be intended to reach specified learning goals from math-ematics, language arts, and horticulture as identified in the standards and curricu¬lum.
Factors that Address Individual Needs of Students
The following factors when using one or more of the CTL approaches (Berns and Erickson 2001). These concepts are based on cognitive re¬search that has provided a rich knowledge base on how people learn.
Teachers must :
a) Plan lessons that are developmentally ap¬propriate for the students.
b) Include interdependent learning groups.
c) Provide for an environment that supports self-regulated learning.
d) Address the multiple intelligences of stu¬dents.
e) Include questioning techniques that en¬hance student learning and the develop¬ment of problem solving and other higher-order thinking skills.
f) Include authentic assessment.
The Teacher's Role
The teacher ‘role as facilita¬tor, organizer of the teaching/learning/as¬sessment process, role model, learning mentor, content specialist, and knowledge dispenser.
School Reform, Career Technical Education, and CTL.s Role
CTL can serve as the pedagogical component of this reform in all subjects and at all grade lev¬els for all students. It provides a means for teaching to be improved within the vary¬ing innovative initiatives designed to pro¬duce increased learning by all students. Career and technical education is developing and implementing a variety of models for orga¬nizing schools and programs in a way that makes sense to students, brings meaning to the classroom in the form of relation¬ships between subject matter and careers, and elevates the level of learning by all stu¬dents. Career academies, majors, and path¬ways as well as tech prep are examples of these models.
CTE is increasingly be¬ing seen as a means for enhancing academ¬ics. By providing a curriculum that is based on the need for students to demonstrate mastery of rigorous industry standards, high academic standards and related general education knowledge, technology, and gen¬eral employment competencies, CTE pro¬vides an avenue for school reform, espe¬cially at the high school level.
Lynch (2000) suggests a major influence on the entire educational system. A new world of fast communication, rapid decision making, international activity, cyberspace, ever-changing market demands and standards, increasingly sophisticated computers, and the need for a more thorough knowledge of the whole business environment (ibid.)
The following di¬rections of the new career and technical edu¬cation (p. 1):
• Preparing students with the education and technical skills they will need for successful employment in various careers or professions
• Teaching students about all aspects of an industry
• Enhancing academics by bringing real-world context and application—especially targeted to workplaces—to education
• Teaching students how to apply high-level math, science, technology, and language in workplaces and communities
• Preparing high school students for college, should they and their families choose for them to attend
• Preparing students with the academic foundation to be lifelong learners
The following language arts and mathemat¬ics standards would apply (VIML 1999):
• Apply measurement and spatial skills
• Apply statistical analysis skills
• Analyze critical data
• Create graphs and charts
• Use spreadsheet software
• Apply listening skills
• Apply technical writing skills
Employability learning standards would also be sought (ibid.):
• Use scheduling techniques
• Use word-processing software
• Contribute to teamwork
• Build interpersonal relationships
• Demonstrate technological literacy
• Apply self-management processes
The National CTL Initiative
CTL implementation requires the teacher to play a significant role. Indeed, studies suggest that "what teachers know and can do is the most important influence on what students learn" (Darling-Hammond 1996, p. 6). Although student characteristics, including socioeconomic status, account for variance in achievement, the teacher's knowledge of the sub¬ject matter and skill in the use of decision making, problem solv¬ing, creative thinking, instructional planning, implementation of plans, and assessment of situations and students make a definite difference in how much students learn, at what level the students learn, and to what extent they retain that knowledge.
From that work, seven additional projects were funded to create models for the recruitment and preserve preparation of future teachers and development of in-service teachers. These projects are described here (source: U.S. Department of Education 2000). Although most of these models are still under development, con¬tact information is included for readers interested in learning more about them or in identifying products and their availability.
*)Take it from Robert G. Berns and Patricia M. Erickson
DO YOU KNOW GOOD CHARACTER?
Good character is what we want for our children.Of what does it consist? The Greek philosopher Aristotle defined good character as the life of right conduct-right conduct in relation to other persons and in relation to oneselft.Aristotle reminds us of what, in modern times we are phone to forget.The virtuous life includes self-oriented virtues (such as self-control and moderation) as well as other-oriented virtues (such as generosity and compassion), and the two kinds of virtue are connected.We need to be in control of ourselves, our passions, to do right by others.
Character so conceive has three interrelated parts: moral knowing, moral feeling, and moral behavior. Good character consists of knowing the good, desiring the good and doing the good habits of the mind, habits of the heart and habits of action.All three are necessary for leading a moral life; all three make up moral maturity.When we think about the kind of character we want for our children, it's clear that we want them to be able to judge what is right, care deeply about what is right and then do what they believe to be right even in the face of pressure from without and temptation from within.
Component of Good Character:
MORAL KNOWING
1. Moral Awareness
2. Knowing Moral Values
3. Perspective taking
4. Moral reasoning
5. Decision-making
MORAL FEELING
1. Conscience
2. Self-esteem
3. Empathy
4. Loving the good
5. Self-control
6. Humility
MORAL ACTION
1. Competence
2. Will
3. Habit
Character so conceive has three interrelated parts: moral knowing, moral feeling, and moral behavior. Good character consists of knowing the good, desiring the good and doing the good habits of the mind, habits of the heart and habits of action.All three are necessary for leading a moral life; all three make up moral maturity.When we think about the kind of character we want for our children, it's clear that we want them to be able to judge what is right, care deeply about what is right and then do what they believe to be right even in the face of pressure from without and temptation from within.
Component of Good Character:
MORAL KNOWING
1. Moral Awareness
2. Knowing Moral Values
3. Perspective taking
4. Moral reasoning
5. Decision-making
MORAL FEELING
1. Conscience
2. Self-esteem
3. Empathy
4. Loving the good
5. Self-control
6. Humility
MORAL ACTION
1. Competence
2. Will
3. Habit
TOURISM OBJECTS IN LOKSADO
Loksado is one of tourism object in south Kalimantan ,it is located in Hulu Sungai Selatan Regency .It is 30 kilometres from Kandangan city.This place has many tourism object such as Haratai Waterfall, hot water spring, long house and the most interesting place is bamboo rafting. Loksado is a district in hilly area. Dayak people as native and now many new comers come and live in loksado. It is about 38 kms from Kandangan the capital regency and takes time 1 hour by taxi.
Loksado can be reached by a taxi or motorcycle, as you arrive in Loksado you can spend night at hotel in Loksado and then you can arrange your trip. These are the descriptions of tourism in Loksado, we begin from Haratai waterfall, it is nice place to visit, the waterfall is about 20 meters tall and 9 km from Loksdo, it can be reached by on foot and motorcycle. Here you can feel the atmosphere of tropic forest and fresh air of the Meratus Mountain. If you are lucky you can see some animals like monkey, pig, and long nose monkey.
The other interesting place is hot water spring in Tanuhi this place good for swimming, here also is available a good hotel. This water is believe as medicine for skin problems. The third place is Long house or local people call Balai. Long house has many functions such as media for socializing, ritual events and the most important thing is they live together there. Usually the long house is stayed by many families and the biggest long house is Balai Malaris two kilometers from Loksado. Dayak people do the ritual ceremony three times each year as thank to god.
The last is bamboo rafting, this adventure bring us to an good experience to enjoy the stream of Amandit river. Here we can enjoy the natural view and see the panorama of Amandit river. Bamboo rafting starts from Loksado and finish in Muara Hatip it takes time 3 and half hours depend on the depth of river. In Muara Hatip hotel is also available. Here visitor can take a rest for a while and feel the atmosphere of villages life. However Loksado not only give an alternative tourist destination to visit but also is able to give a new experience to the visitors.
MOUNT KANTAWAN
Mount Kantawan is located in Loksado district area, this mount has beautiful view and it is located in Amandit river side. This mount has rain forest so many flora and fauna live there. In this place lives many kind of orchids and others plants that is rare. Here also live rare animals such as long nose monkey or Bakantan, pig, monkey, birds, deer and many others.
Mount Kantawan become a conservation forest because of its unique and richness. If we want to visit Kantawan it can be reached through two ways that is, first we can enter from Lumpangi village, from here it take time about 15 minutes by on foot and second is from Muara Hatip it take time about 1hour by on foot. When we are in this mount we will feel the atmosphere of tropic forest and enjoy the situation. The characteristic of this mount is rocky, all of this mount covered by many kinds of trees and bushes.
CREATING A POSITIVE MORAL CULTURE IN THE SCHOOL
High school students who believe in self-centered, irresponsible ways (including students at academically “top” schools) very often do have higher moral reasoning available. The surrounding environment the ethos or moral culture of the school doesn’t evoke student’s best morality and may even discourage them from operating at their highest moral levels. Just how the school’s moral culture effects students moral functioning has been studied by psychologists Clark Power, Ann Higgins and Lawrence Kohlberg.
Not so in high schools that are not experienced by students as just and democratic communities. There, the research shows a reasoning gap using moral dilemma are likely to show a reasoning. In short, students operative moral reasoning level tends to rise or fall to match what they perceive to be the moral environment of the School.
Six elements of a positive moral culture in the school:
1. Moral and academic leadership from the principal.
2. School wide discipline that models, promotes, and upholds the school’s values in all school
environment.
3. A school wide sense of community.
4. Student government that involves students in democratic self-government and fosters the
feeling. This is our school and we are responsible for making it the best school it can be.
5. A moral atmosphere of mutual respect, fairness, and cooperation that provides all
relationships-those among the adults in the school as well as those between adults and
students.
6. Elevating the importance of morality by spending school time on moral concerns.
PRAWICARA
TEORI PERKEMBANGAN KOGNITIF PRAWICARA
PENDAHULUAN
Landasan Teori Perkembangan Kognitif (Jean Piaget)
Piaget mengembangkan teori perkembangan kognitif yang cukup dominan selama beberapa dekade. Dalam teorinya Piaget membahas pandangannya tentang bagaimana anak belajar. Menurut Jean Piaget, dasar dari belajar adalah aktivitas anak bila ia berinteraksi dengan lingkungan sosial dan lingkungan fisiknya. Pertumbuhan anak merupakan suatu proses sosial. “Anak tidak berinteraksi dengan lingkungan fisiknya sebagai suatu individu terikat, tetapi sebagai bagian dari kelompok sosial. Akibatnya lingkungan sosialnya berada diantara anak dengan lingkungan fisiknya. Interaksi anak dengan orang lain memainkan peranan penting dalam mengembangkan pandangannya terhadap alam”. Melalui pertukaran ide-ide dengan orang lain, seorang anak yang tadinya memiliki pandangan subyektif terhadap sesuatu yang diamatinya akan berubah pandangannya menjadi obyektif sesuai tingkatan umurnya. Aktivitas mental anak terorganisasi dalam suatu struktur kegiatan mental yang disebut ”skema/rangkaian” tahap pemikiran atau pola tingkah laku. Dalam perkembangan intelektual anak ada tiga hal penting yang menjadi perhatian Piaget yaitu struktur, isi dan fungsi (Piaget , 1988: 61 ; Turner, 1984: 8).
- Struktur, Piaget memandang ada hubungan fungsional antara tindakan fisik, tindakan mental dan perkembangan logis anak-anak. Tindakan (action) menuju pada operasi-operasi dan operasi-operasi menuju pada perkembangan struktur-struktur.
- Isi, merupakan pola perilaku anak yang khas yang tercermin pada respon yang diberikannya terhadap berbagai masalah atau situasi yang dihadapinya.
- Fungsi, adalah cara yang digunakan organisme untuk membuat kemajuan intelektual. Menurut Piaget perkembangan intelektual didasarkan pada dua fungsi yaitu organisasi dan adaptasi. Organisasi memberikan pada organisme kemampuan untuk mengestimasikan atau mengorganisasi proses-proses fisik atau psikologis menjadi sistem-sistem yang teratur dan berhubungan. Adaptasi, terhadap lingkungan dilakukan melalui dua proses yaitu asimilasi dan akomodasi.
Asimilasi adalah proses kognitif dimana seseorang mengintegrasikan persepsi, konsep ataupun pengalaman baru ke dalam skema atau pola yang sudah ada dalam pikirannya. Asimilasi dipandang sebagai suatu proses kognitif yang menempatkan dan mengklasifikasikan kejadian atau rangsangan baru dalam skema yang telah ada. Proses asimilasi ini berjalan terus. Asimilasi tidak akan menyebabkan perubahan/pergantian skemata melainkan perkembangan skemata. Asimilasi adalah salah satu proses individu dalam mengadaptasikan dan mengorganisasikan diri dengan lingkungan baru pengertian orang itu berkembang.
Akomodasi. Dalam menghadapi rangsangan atau pengalaman baru seseorang tidak dapat mengasimilasikan pengalaman yang baru dengan skemata yang telah dipunyai. Pengalaman yang baru itu bisa jadi sama sekali tidak cocok dengan skema yang telah ada. Dalam keadaan demikian orang akan mengadakan akomodasi. Akomodasi tejadi untuk membentuk skema baru yang cocok dengan rangsangan yang baru atau memodifikasi skema yang telah ada sehingga cocok dengan rangsangan itu. Bagi Piaget adaptasi merupakan suatu kesetimbangan antara asimilasi dan akomodasi. Bila dalam proses asimilasi seseorang tidak dapat mengadakan adaptasi terhadap lingkungannya maka terjadilah ketidakseimbangan (disequilibrium). Akibat ketidakseimbangan itu maka terjadilah akomodasi dan struktur kognitif yang ada akan mengalami perubahan atau munculnya struktur yang baru. Pertumbuhan intelektual ini merupakan proses terus menerus tentang keadaan ketidakseimbangan dan keadaan setimbang (disequilibrium-equilibrium). Tetapi bila terjadi kesetimbangan maka individu akan berada pada tingkat yang lebih tinggi daripada sebelumnya.
PEMBAHASAN
Beberapa Konsep dalam Teori Piaget.
Ada beberapa konsep yang perlu dimengerti agar lebih mudah memahami teori perkembangan kognitif atau teori perkembangan Piaget, yaitu;
- Intelegensi. Piaget mengartikan intelegensi secara lebih luas, juga tidak mendefinisikan secara ketat. Ia memberikan definisi umum yang lebih mengungkap orientasi biologis. Menurutnya, intelegensi adalah suatu bentuk ekuilibrium kearah mana semua struktur yang menghasilkan persepsi, kebiasaan, dan mekanisme sensiomotor diarahkan. (Piaget dalam DR. P. Suparno,2001:19).
- Organisasi. Organisasi adalah suatu tendensi yang umum untuk semua bentuk kehidupan guna mengintegrasikan struktur, baik yang psikis ataupun fisiologis dalam suatu sistem yang lebih tinggi.
- Skema. Skema adalah suatu struktur mental seseorang dimana ia secara intelektual beradaptasi dengan lingkungan sekitarnya. Skema akan beradaptasi dan berubah selama perkembangan kognitif seseorang.
- Asimilasi. Asimilasi adalah proses kognitif dimana seseorang mengintegrasikan persepsi, konsep atau pengalaman baru kedalam skema atau pola yang sudah ada dalam pikirannya.
- Akomodasi.Akomodasi adalah pembentukan skema baru atau mengubah skema lama sehingga cocok dengan rangsangan yang baru, atau memodifikasi skema yang ada sehingga cocok dengan rangsangan yang ada.
- Ekuilibrasi. Ekuilibrasi adalah keseimbangan antara asimilasi dan akomodasi sedangkan diskuilibrasi adalah keadaan dimana tidak seimbangnya antara proses asimilasi dan akomodasi, ekuilibrasi dapat membuat seseorang menyatukan pengalaman luar dengan struktur dalamnya.
Tahap Perkembangan Kognitif
Menurut Piaget, tahap perkembangan inteluektual anak secara kronologis terjadi 4 tahap. Urutan tahap-tahap ini tetap bagi setiap orang, akan tetapi usia kronologis memasuki setiap tahap bervariasi pada setiap anak. Keempat tahap dimaksud adalah sebagai berikut:
# Tahap sensori-motor : umur 0 – 2 tahun.
(Ciri pokok perkembangannya anak mengalami dunianya melalui gerak dan inderanya serta mempelajari permanensi obyek)
Tahap paling awal perkembangan kognitif terjadi pada waktu bayi lahir sampai sekitar berumur 2 tahun. Tahap ini disebut tahap sensorimotor oleh Piaget. Pada tahap sensorimotor, intelegensi anak lebih didasarkan pada tindakan inderawi anak terhadapt lingkungannya, seperti melihat, meraba, menjamak, mendengar, membau dan lain-lain.
Pada tahap sensorimotor, gagasan anak mengenai suatu benda berkembang dari periode “belum mempunyai gagasan” menjadi “ sudah mempunyai gagasan”. Gagasan mengenai benda sangat berkaitan dengan konsep anak tentang ruang dan waktu yang juga belum terakomodasi dengan baik. Struktur ruang dan waktu belum jelas dan masih terpotong-potong, belum dapat disistematisir dan diurutkan dengan logis.
Menurut Piaget, mekanisme perkembangan sensorimotor ini menggunakan proses asimilasi dan akomodasi. Tahap-tahap perkembangan kognitif anak dikembangkan dengan perlahan-lahan melalui proses asimilasi dan akomodasi terhadap skema-skema anak karena adanya masukan, rangsangan, atau kontak dengan pengalaman dan situasi yang baru.
Piaget membagi tahap sensori-motor dalam enam periode, yaitu:
Periode 1 : Refleks (umur 0 – 1 bulan)
Periode paling awal tahap sensorimotor adalah periode refleks. Ini berkembang sejak bayi lahir sampai sekitar berumur 1 bulan. Pada periode ini, tingkah laku bayi kebanyak bersifat refleks, spontan, tidak disengaja, dan tidak terbedakan. Tindakan seorang bayi didasarkan pada adanya rangsangan dari luar yang ditanggapi secara refleks.
Periode 2 : Kebiasaan (umur 1 – 4 bulan)
Pada periode perkembangan ini, bayi mulai membentuk kebiasan-kebiasaan pertama. Kebiasaan dibuat dengan mencoba-coba dan mengulang-ngulang suatu tindakan. Refleks-refleks yang dibuat diasimilasikan dengan skema yang telah dimiliki dan menjadi semacam kebiasaan, terlebih dari refleks tersebut menghasilkan sesuatu. Pada periode ini, seorang bayi mulai membedakan benda-benda di dekatnya. Ia mulai mengaakan diferensiasi akan macam-macam benda yang dipegangnya. Pada periode ini pula, koordinasi tindakan bayi mulai berkembang dengan penggunaan mata dan telinga. Bayi mulai mengikuti benda yang bergerak dengan matanya. Ia juga mulai menggerakkan kepala kesumber suara yang ia dengar. Suara dan penglihatan bekerja bersama. Ini merupakan suatu tahap penting untuk menumbuhkan konsep benda.
Periode 3 : Reproduksi kejadian yang menarik (umur 4 – 8 bulan)
Pada periode ini, seorang bayi mulai menjamah dan memanipulasi objek apapun yang ada di sekitarnya (Piaget dan Inhelder 1969). Tingkah laku bayi semakin berorientasi pada objek dan kejadian di luar tubuhnya sendiri. Ia menunjukkan koordinasi antara penglihatan dan rasa jamah. Pada periode ini, seorang bayi juga menciptakan kembali kejadian-kejadian yang menarik baginya. Ia mencoba menghadirkan dan mengulang kembali peristiwa yang menyenangkan diri (reaksi sirkuler sekunder). Piaget mengamati bahwa bila seorang anak dihadapkan pada sebuah benda yang dikenal, seringkali hanya menunjukkan reaksi singkat dan tidak mau memperhatikan agak lama. Oleh Piaget, ini diartikan sebagai suatu “pengiaan” akan arti benda itu seakan ia mengetahuinya.
Periode 4 : Koordinasi Skemata (umur 8 – 12 bulan)
Pada periode ini, seorang bayi mulai membedakan antara sarana dan hasil tindakannya. Ia sudah mulai menggunakan sarana untuk mencapai suatu hasil. Sarana-sarana yang digunakan untuk mencapai tujuan atau hasil diperoleh dari koordinasi skema-skema yang telah ia ketahui. Bayi mulai mempunyai kemampuan untuk menyatukan tingkah laku yang sebelumnya telah diperoleh untuk mencapai tujuan tertentu. Pada periode ini, seorang bayi mulai membentuk konsep tentang tetapnya (permanensi) suatu benda. Dari kenyataan bahwa dari seorang bayi dapat mencari benda yang tersembunyi, tampak bahwa ini mulai mempunyaikonsep tentang ruang.
Periode 5 : Eksperimen (umur 12 – 18 bulan)
Unsur pokok pada perode ini adalah mulainya anak memperkembangkan cara-cara baru untuk mencapai tujuan dengan cara mencoba-coba (eksperimen) bila dihadapkan pada suatu persoalan yang tidak dipecahkan dengan skema yang ada, anak akan mulai mecoba-coba dengan Trial and Error untuk menemukan cara yang baru guna memecahkan persoalan tersebut atau dengan kata lain ia mencoba mengembangkan skema yang baru. Pada periode ini, anak lebih mengamati benda-benda disekitarnya dan mengamati bagaimana benda-benda di sekitarnya bertingkah laku dalam situasi yang baru. Menurut Piaget, tingkah anak ini menjadi intelegensi sewaktu ia menemukan kemampuan untuk memecahkan persoalan yang baru. Pada periode ini pula, konsep anak akan benda mulai maju dan lengkap. Tentang keruangan anak mulai mempertimbangkan organisasi perpindahan benda-benda secara menyeluruh bila benda-benda itu dapat dilihat secara serentak.
Periode Refresentasi (umur 18 – 24 bulan)
Periode ini adalah periode terakhir pada tahap intelegensi sensorimotor. Seorang anak sudah mulai dapat menemukan cara-cara baru yang tidak hanya berdasarkan rabaan fisis dan eksternal, tetap juga dengan koordinasi internal dalam gambarannya. Pada periode ini, anak berpindah dari periode intelegensi sensori motor ke intelegensi refresentatif. Secara mental, seorang anak mulai dapat menggambarkan suatu benda dan kejadian, dan dapat menyelesaikan suatu persoalan dengan gambaran tersebut. Konsep benda pada tahap ini sudah maju, refresentasi ini membiarkan anak untuk mencari dan menemukan objek-objek yang tersembunyi. Sedangkan konsep keruangan, anak mulai sadar akan gerakan suatu benda sehingga dapat mencarinya secara masuk akal bila benda itu tidak kelihatan lagi.
Karakteristik anak yang berada pada tahap ini adalah sebagai berikut:
a) Berfikir melalui perbuatan (gerak)
b) Perkembangan fisik yang dapat diamati adalah gerak-gerak refleks sampai ia dapat berjalan dan bicara.
c) Belajar mengkoordinasi akal dan geraknya.
d) Cenderung intuitif egosentris, tidak rasional dan tidak logis.
Tahap Pra operasional : umur 2 -7 tahun.
(Ciri pokok perkembangannya adalah penggunaan symbol/bahasa tanda dan konsep intuitif)
Istilah “operasi” di sini adalah suatu proses berfikir logik, dan merupakan aktivitas sensorimotor. Dalam tahap ini anak sangat egosentris, mereka sulit menerima pendapat orang lain. Anak percaya bahwa apa yang mereka pikirkan dan alami juga menjadi pikiran dan pengalaman orang lain. Mereka percaya bahwa benda yang tidak bernyawa mempunyai sifat bernyawa.
Tahap pra operasional ini dapat dibedakan atas dua bagian. Pertama, tahap pra konseptual (2-4 tahun), dimana representasi suatu objek dinyatakan dengan bahasa, gambar dan permainan khayalan. Kedua, tahap intuitif (4-7 tahun). Pada tahap ini representasi suatu objek didasarkan pada persepsi pengalaman sendiri, tidak kepada penalaran.
Karakteristik anak pada tahap ini adalah sebagai berikut:
a) Anak dapat mengaitkan pengalaman yang ada di lingkungan bermainnya dengan pengalaman pribadinya, dan karenanya ia menjadi egois. Anak tidak rela bila barang miliknya dipegang oleh orang lain.
b) Anak belum memiliki kemampuan untuk memecahkan masalah-masalah yang membutuhkan pemikiran “yang dapat dibalik (reversible).” Pikiran mereka masih bersifat irreversible.
c) Anak belum mampu melihat dua aspek dari satu objek atau situasi sekaligus, dan belum mampu bernalar (reasoning) secara individu dan deduktif.
d) Anak bernalar secara transduktif (dari khusus ke khusus). Anak juga belum mampu membedakan antara fakta dan fantasi. Kadang-kadang anak seperti berbohong. Ini terjadi karena anak belum mampu memisahkan kejadian sebenarnya dengan imajinasi mereka.
e) Anak belum memiliki konsep kekekalan (kuantitas, materi, luas, berat dan isi).
f) Menjelang akhir tahap ini, anak mampu memberi alasan mengenai apa yang mereka percayai. Anak dapat mengklasifikasikan objek ke dalam kelompok yang hanya mempunyai satu sifat tertentu dan telah mulai mengerti konsep yang konkrit.
Tahap operasi kongkret : umur 7 – 11/12 tahun.
(Ciri pokok perkembangannya anak mulai berpikir secara logis tentang kejadian-kejadian konkret)
Tahap operasi konkret (concrete operations) dicirikan dengan perkembangan sistem pemikiran yang didasarkan pada aturan-aturan tertentu yang logis. Anak sudah memperkembangkan operasi-oprasi logis. Operasi itu bersifat reversible, artinya dapat dimengerti dalam dua arah, yaitu suatu pemikiran yang dapat dikemblikan kepada awalnya lagi. Tahap opersi konkret dapat ditandai dengan adanya sistem operasi berdasarkan apa-apa yang kelihatan nyata/konkret.
Ciri-ciri operasi konkret yang lain, yaitu:
- Adaptasi dengan gambaran yang menyeluruh. Pada tahap ini, seorang anak mulai dapat menggambarkan secara menyeluruh ingatan, pengalaman dan objek yang dialami. Menurut Piaget, adaptasi dengan lingkungan disatukan dengan gambaran akan lingkunganitu.
- Melihat dari berbagai macam segi. Anak mpada tahap ini mulai mulai dapat melihat suatu objek atau persoalan secara sediki menyeluruh dengan melihat apek-aspeknya. Ia tidak hanya memusatkan pada titik tertentu, tetapi dapat bersam-sam mengamati titik-titik yang lain dalam satu waktu yang bersamaan.
- Seriasi Proses seriasi adalah proses mengatur unsur-unsur menurut semakin besar atau semakin kecilnya unsur-unsur tersebut. Menurut Piaget , bila seorang anak telah dapat membuat suatu seriasi maka ia tidak akan mengalami banyak kesulitaan untuk membuat seriasi selanjutnuya.
- Klasifikasi Menurut Piaget, bila anak yang berumur 3 tahun dan 12 tahun diberi bermacam-maam objek dan disuruh membuat klasifikasi yang serupa menjadi satu, ada beberapa kemungkinan yang terjadi.
- Bilangan. Dalam percobaan Piaget, ternyata anak pada tahap praoperasi konkret belum dapat mengerti soal korespondensi satu-satu dan kekekalan, namun pada tahap tahap operasi konkret, anak sudah dapat mengerti soal karespondensi dan kekekalan dengan baik. Dengan perkembangan ini berarti konsep tentang bilangan bagi anak telah berkembang.
- Ruang, waktu, dan kecepatan. Pada umur 7 atau 8 tahun seorang anak sudah mengerti tentang urutan ruang dengan melihat intervaj jarak suatu benda. Pada umur 8 tahun anak sudan sudah sapat mengerti relasi urutan waktu dan jug akoordinasi dengamn waktu, dan pada umur 10 atau 11 tahun, anak sadar akan konsep waktu dan kecepatan.
- Probabilitas. Pada tahap ini, pengertian probabilitas sebagai suatu perbandingan antara hal yang terjadi dengan kasus-kasus yang mulai terbentuk.
- Penalaran. Dalam pembicaraan sehari-hari, anak pada tahap ini jarang berbicara dengan suatu alasan,tetapi lebih mengatakan apa yang terjadi. Pada tahap ini, menurut Piaget masih ada kesulitan dalam melihat persoalan secara menyeluruh.
- Egosentrisme dan Sosialisme. Pada tahap ini, anak sudah tidak begitu egosentris dalam pemikirannya. Ia sadar bahwa orang lain dapat mempunyai pikiran lain.
Tahap operasi formal: umur 11/12 ke atas.
(Ciri pokok perkembangannya adalah hipotesis, abstrak, dan logis)
Tahap operasi formal (formal operations) merupakan tahap terakhir dalam perkembangan kognitif menurut Piaget. Pada tahap ini, seorang remaja sudah dapat berpikir logis, berpikir dengan pemikiran teoritis formal berdasarkan proposisi-proposisi dan hipotesis, dan dapat mengambil kesimpulan lepas dari apa yang dapat diamati saat itu. Cara berpikir yang abstrak mulai dimengerti.
Sifat pokok tahap operasi formal adalah pemikiran deduktif hipotesis, induktif sintifik, dan abstrak reflektif.
# Pemikiran Deduktif Hipotesis
Pemikiran deduktif adalah pemikiran yang menarik kesimpulan yang spesifik dari sesuatu yang umum. Kesimpulan benar hanya jika premis-premis yang dipakai dalam pengambilan keputusan benar. Alasan deduktif hipotesis adalah alasan/argumentasi yang berkaitan dengan kesimpulan yang ditarik dari premis-premis yang masih hipotetis. Jadi, seseorang yang mengambil kesimpulan dari suatu proposisi yang diasumsikan, tidak perlu berdasarkan dengan kenyataan yang real.
Dalam pemikiran remaja, Piaget dapat mendeteksi adaanya pemikiran yang logis, meskipun para remaja sendiri pada kenyataannya tidak tahu atau belum menyadari bahwa cara berpikir mereka itu logis. Dengan kata lain, model logis itu lebih merupakan hasil kesimpulan Piaget dalam menafsirkan ungkapan remaja, terlepas dari apakah para remaja sendiri tahu atau tidak.
# Pemikiran Induktif Sintifik
Pemikiran induktif adalah pengambilan kesimpulan yang lebih umum berdasarkan kejadian-kejadian yang khusus. Pemikiran ini disebut juga dengan metode ilmiah. Pada tahap pemikiran ini, anak sudah mulai dapat membuat hipotesis, menentukan eksperimen, menentukan variabel control, mencatat hasi, dan menarik kesimpulan. Disamping itu mereka sudah dapat memikirkan sejumlah variabel yang berbeda pada waktu yang sama.
# Pemikiran Abstraksi Reflektif
Menurut Piaget, pemikiran analogi dapat juga diklasifikasikan sebagai abstraksi reflektif karena pemikiran itu tidak dapat disimpulkan dari pengalaman.
Teori Pengetahuan
Berdasarkan pengalamannya sejak masa kanak-kanak, Piaget berkesimpulan bahwa setiap makhluk hidup memang perlu beradaptasi dengan lingkungannya untuk dapat melestarikan kehidupannya. Manusia adalah makhluk hidup, maka manusia juga harus beradaptasi dengan lingkungannya. Berdasarkan hal ini, Piaget beranggapan bahwa perkembangan pemikiran manusia mirip dengan perkembangan biologis, yaitu perlu beradaptasi dengan lingkungannya. Piaget sendiri menyatakan bahwa teori pengetahuannya adalah teori adaptasi pikiran ke dalam suatu realitas, seperti organisme yang beradaptasi dengan lingkungannya.
Teori Adaptasi Piaget
Menurut Piaget, mengerti adalah suatu proses adaptasi intelektual dimana pengalaman dan ide baru diinteraksikan dengan apa yang sudah diketahui untuk membentuk struktur pengertian yang baru. Setiap orang mempunyai struktur pengetahuan awal (skema) yang berperan sebagai suatu filter atau fasilitator terhadap berbagai ide dan pengalaman yang baru. Melalui kontak dengan pengalaman baru,skema dapat dikembangkan dan diubah, yaitu dengan proses asimilasi dan akomodasi. Skema seseorang selalu dikembangkan, diperbaharui , bahkan diubah untuk dapat memahami tanyangan pemikiran dari luar. Proses ini disebut adap[tasi pikiran.
Teori Pengetahuan Piaget
Teori pengetahuan Piaget adalah teori adaptasi kognitif. Dalam pembentukan pengetahuan , Piaget membedakan tiga macam pengetahuan, yakni :
- Pengetahuan fisis adalah pengetahuan akan sifat-sifat fisis suatu objek atau kejadian, seperti bentuk, besar, berat, serta bagaimana objek itu berinteraksi dengan yang lain.
- Pengetahuan matematis logis adalah pengetahuan yang dibentuk dengan berpikir tentang pengalaman akan suatu objek atau kejadian tertentu.
- Pengetahuan sosial adalah pengetahuan yang didapat dari kelompok budaya dan sosial yang menyetujui sesuatu secara bersama.
Teori Konstruktivisme
Teori konstruktivisme Piaget menjelaskan bahwa pengetahuan seseorang adalah bentukan (bentukan) orang itu sendiri. Proses pembentukan pengetahuan itu terjadi apabila seseorang mengubah atau mengembangkan skema yang telah dimiliki dalam berhadapan dengan tantangan, dengan rangsangan atau persoalan.
Teori Piaget seringkali disebut konstruktivisme personal karena lebih menekankan pada keaktifan pribadi seseorang dalam mengkonstruksikan pengetahuannya. Terlebih lagi karena Piaget banyak mengadakan penelitian pada proses seorang anak dalam belajar dan membangun pengetahuannya.
IMPLIKASI TEORI PIAGET DALAM PEMBELAJARAN
Teori kognitif dan teori pengetahuan piaget sangat banyak mempengaruhi bidang pendidikan, terlebih pendidikan kognitif. Tahap-tahap pemikiran Piaget sudah cukup lama mempengaruhi bagaimana para pendidik menyusun kurikulum, memilih metode pengajaran dan juga memilih bahan ajar terutama di sekolah-sekolah.
Maka dari karya besar Piaget tersebut dapat diimplementasikan pada proses pembelajaran disekolah sesuai dengan teori perkembangannya itu sendiri. Implementasi pada pembelajaran yang akan diterakan berikut hanya merupakan bentuk sebagian saja; sebagai contoh yang cocok untuk pengetahuan dan pengembangan terhadap materi pembelajaran itu sendiri. Tentu yang terpenting adalah kesesuaian dengan pemilihan model, pendekatan serta metode dalam pembelajaran terhadap materi ajar.
Berikut contoh pembelajaran berdasar pada teori Piaget sesuai tahap perkembangan kognitif anak usia sekolah;
Pokok Bahasan : Bangun Ruang.
Sub Pokok Bahasan : 1. Kubus.
- Balok.
- Tabung.
- Prisma.
- Limas.
- Kerucut.
- Bola.
Pembelajaran di tingkat Taman Kanak-Kanak (TK).
- Anak-anak baru hanya diperkenalkan dengan bentuk
- Pembahasan hanya terbatas pada sub pokok bahasan yang terlihat kontekstual
- Materi kubus cukup pada bentuknya, contoh aplikasi sekitar, serta warna jika ada.
- Demikian untuk balok, bola dan yang lainnya dengan konsekuensi siswa mengetahui nama dan bentuknya saja.
Penjelasan;
Anak usia Taman Kanak-Kanak masuk kategori pra operasional pada perkembangan teori Piaget. Jadi anak-anak hanya mampu melihat gambar dan tidak berbentuk penalaran atas pengalamannya sendiri.
Perkembangan kognisi : prawicara dan prosodik
Pada awal abad ke dua puluh para peneliti mempelajari bentuk ucapan atau suara yang keluar dari bayi.Mereka memiliki dua cara berfikir yang berbeda.Satu kelompok ingin menelusuri perkembangan sistem bahasa yang diucapkan oleh orang dewasa, terutama bahasa Jerman dan bahasa Inggris (stern and stern 1928; Leopod 1947). sedangkan kelompok lain meneliti skala terhadap perkembangan kejiwaan bayi dan pada hakekat berkaitan dengan tingkah laku bayi (cattel 1940; Gesell dan Amatruda 1941 dkk). Kedua kelompok tersebut tidak memiliki alat yang memadai untuk menggambarkan tingkah laku bagaimana bayi melakukan ucapan).Setelah mereka melakukan observasi ternyata hasil penemuan tentang itu sangat sedikit.
Meskipun bertentangan dengan beberapa bukti yang sudah ada terutama dalam karya Gregoire(1939) perilaku ucapan anak sebelum bisa berbicara yakni sebuah kegiatan acak sepenuhnya, oleh karena itu peneliti harus mentaati segala aturan yang telah ditetapkan.Dalam kegiatan ini telah disebutkan bahwa anak akan menghasilkan semua suara (Jakobson 1968) juga masalah ini didukung oleh (Osgood 1953, Lenneberd 1962, Rees 1972).Pandangan ini tidak terus menerus berlaku antara periode artikulasi dengan menghasilkan kata pertama yang harus mengikuti aturan yang telah ditetapkan pada aspek secara umum (Jakobson 1968).
Pada hasil karya berikutnya, Penemuan tentang proses perkembangan perilaku ucapan anak sebelum bisa berbicara mulai terwujud. Bever 1961 menganalisis kembali data transkripsi, yang diperoleh oleh Irwin dan rekan-rekannya ditahun 1940 an. Dalam sebuah kejadian terbesar dan tingkatan perubahan dalam memproduksi fonem setiap bayi.
Bever membagi tiga periode perkembangan yang berbeda:
a. Usia 0 sampai 3 bulan.
b. Usia 4 sampai 11 bulan.
c. Usia 12 sampai 18 bulan.
Dia memaparkan bahwa ada pola siklus dari perkembangan bentuk segmental pada setiap periodenya dengan kegiatan perkembangan sepenuhnya terjadi pada pertengahan periode dan berakhir setelahnya. Pemerolehan vokal dan konsonan ditemukan berbeda satu sama lainnya dalam berbagai cara sehingga menyarankan bahwa kegiatan vokal tidak muncul seperti pada konsonan. Menyuk (1968) mengkaji data yang diperoleh dari Nazima (1962) menyimpulkan bahwa ciri-ciri khas ucapan bayi yang diteliti oleh peneliti sama dengan peneliti sebelumnya dalam memproduksi kata anak-anak Amerika.Hasil data ditemukan hirarki perbedaan bentuk yang menjadi linguistik secara umum, mungkin tergantung perkembangan dan kapasitas pada anak itu sendiri.
Pada tahun 1960 an berdasarkan pandangan Jakobsonian bahwa suara dari semua bahasa keluar dari diri bayi itu sendiri.Studi ini berkonsentrasi pada faktor-faktor perkembangan bahasa bayi secara selektif dari fonem yang sesuai untuk dia pelajari.Beberapanya berkaitan dengan masalah hipotesis tentang imitasi (meniru).Dengan kata lain sebuah proses hipotesis untuk membentuk fonem bahasa yang diucapkan oleh anak secara selektif diperkuat oleh orang dewasa dilingkungan dimana dia berada. Wahtler menemukan ucapan vokal yang keluar dari bayi terjadi pada tahun pertama kehidupan.Dia menemukan bahwa dengan dukungan yang positif, frekuensi pengucapan vokal baru yang dilakukan bayi dapat ditingkatkan dengan bantuan orang tua dan sebaliknya.
2. Prawicara / Prespeech
Pada tahap ini kita mulai berikan latihan persepsi pendengaran dengan memperkenalkan bunyi-bunyi bahasa kepada anak dari berbagai posisi.Apabila tidak ada respon dari anak, maka jangan terburu-buru menyimpulkan bahwa anak kita tidak mendengar.Anak kita pasti mendengar stimulasi yang kita berikan.Maka kita harus langsung memberi tahu kepada anak bunyi yang kita berikan, misalnya:
Stimulus : Suara lonceng 3X
Respon : Tidak ada
Kita harus memperlihatkan benda yang kita perdengarkan kepada anak bahwa tadi adalah suara atau bunyi lonceng dan kita minta anak untuk memegang benda tersebut.Berarti hal ini anak sudah mendapatkan konsep bahasa “lonceng” melalui tiga sensor.Apabila persepsi pendengaran anak terhadap bunyi/suara sudah konsisten, maka kita mulai memberi stimulus bunyi/suara berdasarkan ritme/ketukan, memori perception auditory dsb.
3. Komponen Fonologi
Dalam masalah kaitan antara konsep universal dengan pemerolehan fonologi, ahli yang pandangannya sampai kini belum disanggah orang adalah Roman Jakobson.Dialah yang mengemukakan adanya universal pada bunyi bahasa manusia dan urutan pemerolehan bunyi berjalan selaras dengan kodrat bunyi itu sendiri.Bunyi pertama yang keluar waktu anak itu mulai berbicara adalah kontras antara konsonan dan vokal.Dalam hal vokal, hanya bunyi /a/, /i/, dan /u/ yang akan keluar duluan.Dari tiga bunyi ini, /a/ akan lebih dahulu daripada /i/ atau /u/. Mengapa demikian? Sebabnya adalah bahwa ketiga bunyi ini membentuk apa yang dia namakan Sistem Vokal Minimal (Minimal Vocalic System): bahasa manapun di dunia ini pasti memiliki minimal tiga vokal ini (Jacobson 1971: 8 – 20). Dari tiga bunyi ini bunyi /a/ lah yang paling mudah diucapkan.
Mengenai konsonan Jacobson mengatakan bahwa kontras pertama yang muncul adalah oposisi antara bunyi oral dengan bunyi nasal (/p-b/ dan /m-n>/ dan kemudian disusul oleh kontras antara bilabial dengan dental (/p/ - /t/).Sistem kontras ini dinamakan Sistem Konsonantal Minimal (Minimal Consonantal System).
Macam dan jumlah bunyi pada bahasa bisa saja berbeda-beda dari satu bahasa ke bahasa yang lain.Akan tetapi, hubungan antara satu bunyi dengan bunyi yang lain bersifat universal. Jakobson mengajukan hukum yang dinamakan Laws of Irreversible Solidarity yang esensinya dirumuskan sebagai berikut:
(1) Apabila suatu bahasa memiliki konsonan hambat velar, bahasa tersebut pasti memiliki konsonan hambat dental dan bilabial. Contoh: Bila bahasa A memiliki bunyi /k/ dan /g/, bahasa tadi pasti memiliki /t/-/d/ dan /p/-/b/
(2) Apabila suatu bahasa memiliki konsonan frikatif, bahasa tadi pasti memiliki konsonan hambat.Contoh: Bila bahasa A memiliki /f/ atau /v/ , bahasa tadi pasti memiliki /p/-/b/, /t/-/d/ dan /k/-/g/.
(3) Apabila suatu bahasa memiliki konsonan afrikat, bahasa tadi pasti memiliki konsonan frikatif dan konsonan hambat contoh: bila bahasa A memiliki /c/-/j/, bahasa tadi pasti memiliki /s/,/t/, dan /d/.
Hukum ini juga meramalkan urutan kesukaran masing-masing bunyi. Pada umumnya bunyi yang terletak dibagian depan mulut lebih mudah daripada yang dibagian belakang mulut.Dengan demikian /p/ dan /b/ adalah lebih mudah daripada /k/ dan /g/. Apakah kaitan semua ini dengan pemerolehan bahasa? Kaitannya adalah bahwa bunyi yang dikuasai anak mengikuti urutan universal di atas.Karena /m/ adalah bilabial dan karenanya mudah, dan karena /a/ adalah juga mudah maka bunyi /m/ dan /a/ akan keluar lebih awal pada ucapan seorang anak.Begitu juga /p/ itulah sebabnya mengapa kata awal yang keluar pada anak adalah /papa/ atau /mama/ menurut orang tua diartikan sebagai ayah dan ibu! (Gass dan Salinker 2001:93) Urutan pemunculan bunyi bersifat genetik dan karena perkembangan biologi manusia itu tidak sama maka kapan munculnya suatu bunyi tidak dapat diukur dengan tahun atau bulan kalender.Yang harus dipegang sebagai patokan adalah bahwa suatu bunyi tidak akan melangkahi bunyi yang lain. Tidak akan ada anak Indonesia yang sudah dapat mengucapkan /r/ tetapi belum dapat mengucapkan /p/, /g/ dan /j/.Kapan bunyi-bunyi ini akan muncul berbeda dari satu anak ke anak yang lain.
DAFTAR PUSTAKA
Dahar Ratna Willis. Prof. Dr. 1988. Teori-Teori Belajar. Jakarta: P2LPTK. 2001.
Sardiman, AM. 2003. Interaksi dan Motivasi Belajar Mengajar. Jakarta: PT. Rapgrapindo Persada.
Slameto. 2003. Belajar dan Faktor-Faktor Yang Mempengaruhinya. Jakarta: PT, Rineka Cipta.
Paul Suparno. Prof. 2003. Teori Perkembangan Kognitif Jean Piaget. Yogyakarta: Kanisius.
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