Classroom Management

Here I want to give you information how to manage and controlling your class if in noisy condition, I have article from Rob Johnson . I hope I can help you…..

“5 Classroom Management Tips To Silence A Noisy Class”

By Rob Johnson

1. The first thing to remember is that you are the boss.
Self believe is incredibly important in this job. You can’t expect pupils to respond positively to you unless you believe, really believe, that you fully deserve their respect and compliance. The thought that you are the leader in the classroom must be at the forefront of your mind.
If you give any sign at all that you are NOT in FULL CONTROL, children will sense this and exploit your weaknesses. You MUST project strength and the impression that you will not tolerate any disobedience.
All too often a teacher will enter a lesson filled with dread and give out the signal that they are beaten before the lesson even starts. Pupils sense this. If you’ve been having a hard time with a particular group they will come to expect that you will be a walk-over and get into the habit of talking freely with total disregard for your threats.
2. Have definite rules on noise
Once you’ve decided on your rules (preferably with input from the pupils) you need to ensure the pupils are totally clear what those rules are. There must be no ambiguity and therefore no room for argument.
We all know how important consistency is in terms of classroom management but unless you have a clear set of rules to work to in the first place, you can’t consistently apply them.
So, what is your rule on noise?
Mine is simple: If I say there is to be no talking, then there is to be no talking. I will not tolerate being interrupted without taking action. I seldom enforce this rule for longer than a few minutes – just at those key times when I am either explaining something, starting a new task or taking a register etc. - but if I tell a group that I want total silence, then I mean it. And any pupil who ignores this is dealt with straight away.
For example, never let a pupil shout out without reminding them to put up their hand. Never, allow pupils to continue talking at the start of a lesson when you’ve started explaining the objective. Never, let pupils interrupt you without reminding them that it is unacceptable to do so.
If you let them get away with it once, you have effectively trained them to try and get away with it again.
3. Control entry to the classroom
The ideal place to establish control over your pupils is outside the door - before you even let them in the room.You must start the lesson under your terms. And the lesson starts before they enter the room with you having them line up outside the door in an orderly manner.
This is the perfect time to gauge the mood of the group and indeed the individuals in the group. You can easily spot potential problems (unhappy pupils, cases of bullying, arguments etc.) and deal with them rather than letting them go unnoticed and having them escalate into serious disruptions during your lesson.
If the group won’t stand still and quiet don’t let them in the room. They must do EXACTLY as you say before you let them through the door. If they run to a chair bring them back again and make them walk. If you let them get away with anything at this important stage, you will set the tone as being one where they can get away with things. You don’t want that.
4. Have ‘settling work’ ready for them when they enter the room
If you have a group who just won’t settle try presenting them with some of the following ‘settling work’ as soon as they enter the room. But… make sure you add this little twist to ensure the pupils get stuck into it straight away…
On your board have the following written up…
“Complete the work detailed below. You have ten minutes. If you don’t finish it, you will return at break to complete it.”
Obviously you need to adjust individual work targets for less able pupils to make it fair. Once they’ve started you can go round the slow workers very quietly, out of earshot of the others, and tell them where to stop. i.e. give them a work target which requires less writing than the others –
“James, you can stop when you get to the end of this sentence”. (And put a pencil mark where you want them to get up to.)
The great advantage of this strategy is that it gives you a few minutes to get your resources sorted out. I do use this if I want to show a DVD clip and haven’t had time to set the AV equipment up for example.
On each desk you could have a quick topic-related puzzle, a review quiz of last lesson’s work, a cloze exercise or some text copying work. Nothing too difficult – you don’t want to confuse them because they’ll spend ten minutes asking questions instead of settling down. Choose something simple (and preferably light-hearted or fun) that requires no explanation or fuss.
As well as having the instructions written on the board, greet them at the door and say…
“Get started on the simple task on your desk – you have ten minutes to finish it.”
Once they’re in the room you can then add…
“Anyone not finishing this little task will finish it at break – there should be no talking. If you talk you’ll come back at break and do it in silence then.”
If you want them to copy notes from the board (or a book) make sure there isn’t a huge amount of text otherwise you will provoke complaints. You can ‘hide’ extra work by having five or ten lines of text for them to copy and then a note at the end saying “Now answer question 2 on page 46” which could be another five or ten lines of notes.
Comments like…
“It is entirely your choice as to whether or not you get break. If you want break, do the work. If you don’t want break, sit and chat.”
…can be used if they don’t settle straight away.
5. The Right Way To Ask For Silence
You may have been told that an alternative to shouting for silence is to simply wait for rowdy pupils to calm down.
And wait… And wait… And wait…
Teachers have mixed views as to the effectiveness of waiting for silence before continuing with the lesson because in many cases it just doesn’t work.
Some classes will respond positively to this strategy almost straight away but a hard class will test your mettle and try to push you way beyond 5 or 10 minutes.
They’ll enjoy watching your expression turn to desperation and laugh at the fact that your plan isn’t working.
At a time like this you need to bring in sanctions and make them see that their continuous disobedience will not be tolerated.
If you have a strong, commanding voice you can shout for quiet and explain what the sanctions will be if they continue talking. If you can’t be sure that your voice will cut through the noise sufficiently, you can communicate via the board by writing your instructions. Write up your instructions in bold, capital letters. You may need to give them slightly longer time to comply – allowing for the fact that they may not all read your instructions straight away.
This is what to say…
(You may think that these sanctions won’t work with your toughest class but they are phrased in a very specific manner as you’ll soon see. If you rigorously and consistently apply them you will win. Your class will settle. I’ve never known it fail).
“If you wish to continue talking during my lesson I will have to take time off you at break. By the time I‘ve written the title on the board you need to be sitting in silence. Anyone who is still talking after that will be kept behind for 5 minutes.”
Phrasing your instructions in this way when you want a class to be quiet is very powerful and almost always guarantees success.
Let’s examine why:
Firstly, you are being very fair and giving the pupils a warning…
“If you wish to continue talking during my lesson I will have to take time off you at break.”
When teachers try to issue a punishment without a warning…
“Right you’ve just lost your break!”
…they are often met with a torrent of abuse…
“No way, that’s not fair – we weren’t doing anything!!!”
I always find that giving pupils a fair warning about an impending sanction takes the sting out of a confrontational situation.
Secondly, you are telling them exactly what they are doing wrong, and exactly how to put it right…
“…you need to be sitting in silence.”
Thirdly, you are giving them a clear time by which you expect full compliance…
“By the time I‘ve written the title on the board you need to be sitting in silence.”
Fourthly, and very importantly, you are telling them exactly what will happen to them if they don’t do as you ask…
“Anyone who is still talking after that will be kept behind for 5 minutes.”
These key features are important if you want pupils to follow your instructions because they leave no room for questions, debates, arguments or confusion. The pupils know exactly what they’re doing wrong, what will happen if they continue and how to correct their behavior so as to evade a sanction.
N.B. I’m fully aware that timetable constraints do not allow teachers to keep pupils back after each and every lesson. For that reason you need to think about the sanctions you will issue. You could for example hit the class hard and tell them that any pupils still talking will receive a letter home but it may be better to start off with a small sanction (such as staying behind after school for 5 minutes) because you can then add to it if and when the behavior continues.
The article was edited by : Mifta Zuhry

EDUCATION for ADULT

Sometimes, an adult person often disobey about  him/her  educate, in other way him/her must give attention for it. This article usefull for us if want to be an adult with a good quality…

How Do Adults Learn Best?

By : Rebecca Friedman

Adults learn best when their motivation comes from a place of self-awareness and self-direction.  Once their motivation has been established, they absorb information in a cognitive manner, and retain such information as a result of critical reflection.

I believe adult learning is a process, rather than an end product.  The rationalization of what occurs while learning takes place is called a learning theory.  In my opinion, the humanist, cognitive, and critical reflection theories most accurately illustrate how adults learn best.
The position of the Humanist is that a person has the capacity for self-awareness; that he has control over his behavior. The Humanist allows that a person has freedom of choice, self-determination and is responsible for his self-direction.  Further, the Humanist's position -- free will -- bases on the belief that these free will attributes mature or "actuate" in an upward direction, that this progression of personal growth, and upon reaching an optimum level, result in maturity and positive self-awareness.
In cognitive learning and development, the individual learns by listening, watching, touching, reading, or experiencing and then processing and remembering the information. Cognitive learning might seem to be passive learning, because there is no motor movement. However, the learner is quite active, in a cognitive way, in processing and remembering newly incoming information.
Critical reflection is a process designed to promote the examination and interpretation of experience and the promotion of cognitive learning. It is "a process by which service-learners think critically about their experiences," of looking back on the implications of actions taken (good and bad), determining what has been gained, lost, or achieved, and connecting these conclusions to future actions and larger societal contexts.
Through reflection students analyze concepts, evaluate experiences, and form opinions. Critical reflection provides students with the opportunity to examine and question their beliefs, opinions, and values. It involves observation, asking questions, and putting facts, ideas, and experiences together to derive new meaning.  The progression from the initial humanist drive, to cognitive learning and development, ending with critical reflection most accurately demonstrates how adults learn best.
Application 
In accordance with the Humanist learning theory, most adults are in continuing education courses to become self-actualized, mature, and autonomous.  Even so, it is often the responsibility of the facilitator to tap into the motivation that will help the adult learner succeed.  The best way to motivate adult learners is simply to enhance their reasons for enrolling and decrease the barriers.  As a facilitator of adult learners, I must learn why my students are enrolled (the motivators).  Next, I must plan my motivating strategies.  No one can motivate anyone to do anything, but facilitators can create circumstances in which adults motivate themselves.  I will create such circumstances by setting a specific feeling or tone for the class, setting an appropriate level of concern, and setting an appropriate level of difficulty.
I will try to establish a friendly, open atmosphere that shows the participants I will help them learn.  Next, I will set an appropriate level of concern. The level of tension must be adjusted to meet the level of importance of the objective. If the material has a high level of importance, a higher level of tension/stress should be established in the class. However, people learn best under low to moderate stress; if the stress is too high, it becomes a barrier to learning.  Lastly, I will set an appropriate level of difficulty. The degree of difficulty should be set high enough to challenge participants but not so high that they become frustrated by information overload. The instruction should predict and reward participation, culminating in success.
In order to cater to adults’ cognitive learning needs, I plan to actively involve adult participants in the learning process and serve as facilitators for them. Specifically, I will get participants' perspectives about what topics to cover and I will let them work on projects that reflect their interests.  I will allow participants to assume responsibility for presentations and group leadership.  It is important that I act as a facilitator, guiding participants to their own knowledge rather than supplying them with facts.
Adults are relevancy-oriented. They must see a reason for learning something. Learning has to be applicable to their work or other responsibilities, to be of value to them. Therefore, I plan to identify objectives for adult participants before the course begins. This means, also, that theories and concepts must be related to a setting familiar to participants. This need can be fulfilled by letting participants choose projects that reflect their own interests.
Effective critical reflection depends on appropriate contexts. The culture of my class community will be one in which adult learners feel included, respected, and safe. Students are helped to feel respected and included in the class community through small groups in which they can exchange concerns, experiences, and expectations.  Additionally, the dialog between me and adult learners must be meaningful.  Meaningful dialogue is facilitated by ensuring that topics and experiences are relevant to students and over which they have some control. In an attempt to promote effective critical reflection in my class, all adult learners will be made to feel included, respected and safe.  Planning and implementing motivating strategies, actively involving adult participants in the learning process, and creating opportunities for critical reflection are all essential in my efforts to apply the humanistic, cognitive, and critical reflection learning theories in my prospective classroom.  Doing so will provide opportunities for adult learners to reach their potential.

Edited by Mifta Zuhry

Succesful Acceleration Center

While using station teaching or acceleration centers as an approach to co-teaching is often very successful for both teachers and students, it is important to use this approach correctly.  To help those co-teachers already using, or thinking about implementing, an acceleration center approach in their classroom, here are:

Tips for Successful Acceleration Centers

• Reassign partners every four to five weeks it is very important.
• Don’t change partners in response to student requests or complaints. Doing so opens up a Pandora’s box of potential problems.
• Acceleration Center assignments must be able to be managed and completed independently. If students cannot manage the assignments by themselves they will often stop completely or interrupt the teachers and/or other small groups for help. The goal of the center is for students to be able to increase achievement but also for teachers to gain valuable conferencing time or small group work time uninterrupted. Teachers must be able to optimize Acceleration Center time.
• Acceleration Centers are not thematic nor do they become obsolete at any point during school year. Avoid any seasonal connotation. They are set up for sustainability, requiring minimal prep work when prep for the centers is viewed in light of creating lesson plans suitable for an entire school year.

• Use Acceleration Centers to support state standards or curriculum goals from basic to proficient.

• Create procedures and rules for utilizing the Acceleration Centers with students as part of the process. By doing so, teachers engage students in the process they are more likely to buy into.

• If setting up more than one center, start with the first one and practice the rules and procedures using the first one as a teaching tool.

• As silly as it may sound to a secondary teacher, whether middle school, junior high, or high school, it is imperative to have students practice moving from their seats to the Acceleration Center to choose an activity and back to their seats or small groups until they can do it quietly and efficiently. This typically will take 10 or 15 minutes of practice, set up as a timed contest. Use a stopwatch and practice until students can run the procedure in three minutes or less. It may be beneficial to incorporate a reward system to maintain proper behavior and efficiency over the course of the school year.

• Keep records of completed assignments and how those assignments align to state standards or curriculum goals.

• Train one or two “student experts” on how the Acceleration Centers function. They do not need to know how to do the academic portion of the center; rather, they need to teach other students how to follow the instructions in the folders, how to keep the center organized, and how to explain the logistics of the center to other students. The “student expert” makes it possible for students to work without interrupting the teacher while the teacher is coaching others.

This article was written by Susan Fitzell and was Edited by Mifta Zuhry

VIDEO " THIS IS REAL THIS IS ME " with LYRIC By : DEMILO

Kumpulan Kata - Kata Bijak

Akhi wa Ukhti, sebagai manusia wajar kalau kita banyak melakukan khilaf, pada saat hati kita lapang mungkin pintu hidayah akan terbuka untuk menyadari kekhilafan yang kita perbuat,namun apakah sama halnya jika keadaan hati kita sedang dilanda gundah gulana ????(hheee, cie - cie ),apakah pintu hidayah juga akan muncul pada saat yang demikian????? jawabannya semoga saja " YA ", tetapi jika kita tidak kunjung mendapat hidayah tsb,ya kita harus kreatif untuk mengetuknya donkkk.....

Nah,semoga Kata - Kata Bijak di bawah ini dapat membantu untuk meng- Introspeksi diri kita msing - masing,atau dapat kita gunakan sebagai penyemangat untuk menjalani hidup kita.Aamiin. Selamat mencoba...:-)

• Setiap saat dalam hidupmu adalah ibarat gambar yang belum pernah terlihat, dan gambar yang tidak akan pernah terlihat lagi. Jadi, nikmati hidupmu dan jadikan setiap momen menjadi indah.

• Jangan merusak apa yang kau miliki sekarang dengan mengejar sesuatu yang tidak mungkin kau miliki. Sebab, apa yang ada padamu saat ini bisa jadi merupakan salah satu dari banyak hal yang paling kau impikan.

• Jika kamu berdoa, jangan meminta kehidupan yang mudah, tetapi mintalah kepada tuhan untuk menjadikanmu pribadi yang kuat.

• Hidup itu seperti mengendaradi sepeda. Untuk menjaga keseimbangan, sepeda harus terus berjalan. Demikian pula hidup ini.

• Rayakanlah setiap hari dalam hidupmu karena sesungguhnya hari esok akan datang sangat cepat.

• Pendidikan bukanlah persiapan untuk hidup sebab pendidikan yang sesungguhnya adalah kehidupan itu sendiri.

• Tidak ada hal yang lebih lembut dari kekuatan, dan tidak ada hal yang lebih kuat dari kelembutan.

• Orang bebal selalu mengira bahwa tuhan ada di sampingnya. Sebaliknya, orang bijak selalu berusaha mendekatkan diri kepada tuhan.

• Senyuman merupakan hal kecil yang dapat membuat hidup ini menjadi lebih mudah.

• Hidup melalui jalan tanpa hambatan sangat jarang berujung pada kesuksesan.

• Kesenanagan terbesar dalam hidup ini adalah melakukan hal, dimana orang lain menganggap bahwa kita tidak mampu melakukan hal tersebut
• “Alasan kenapa seseorang tak pernah meraih cita-citanya adalah karena dia tak mendefinisikannya, tak mempelajarinya, dan tak pernah serius berkeyakinan bahwa cita-citanya itu dapat dicapai” (Dr Denis Waitley, pakar motivasi dan penulis buku-buku self-help)
• “Saya memiliki tiga harta. Jaga dan peliharalah: cinta yang dalam, kesederhanaan, ketidakberanian memenangkan dunia. Dengan cinta yang dalam, seseorang akan jadi pemberani. Dengan kesederhanaan, seseorang akan menjadi dermawan. Dengan ketidakberanian memenangkan dunia, seseorang akan menjadi pemimpin dunia” (Lao-tzu, Filsuf China)
• “Anda harus melakukan sesuatu yang Anda pikir tak akan bisa Anda lakukan” (Eleanor Roosevelt, mantan Ibu Negara AS)
• “Keyakinan merupakan suatu pengetahuan di dalam hati, jauh tak terjangkau oleh bukti” (Kahlil Gibran, Pujangga)
• “Orang yang terlalu sibuk sangat jarang bisa mengubah pendapatnya” (Friedrich Nitezche (1844-1900), filsuf Jerman)
• "Rasa bahagia dan tak bahagia bukan berasal dari apa yang Anda miliki, bukan pula berasal dari siapa diri Anda, atau apa yang Anda kerjakan. Bahagia dan tak bahagia berasal dari pikiran Anda” Dale Carnegie (1888–1955), Pakar Motivasi-Penulis AS
• “Sakit dalam perjuangan itu hanya sementara. Bisa jadi Anda rasakan dalam semenit, sejam, sehari, atau setahun. Namun jika menyerah, rasa sakit itu akan terasa selamanya”
  (Lance Armstrong, Mantan Atlet Balap Sepeda AS)
• “Suatu pekerjaan yang paling tak kunjung bisa diselesaikan adalah pekerjaan yang tak kunjung pernah dimulai” (JRR Tolkien, penulis Novel The Lord of the Rings)
• Sedikit orang kaya yang memiliki harta. Kebanyakan harta yang memiliki mereka –Robert G. Ingersoll
• Hidup manusia penuh dengan bahaya, tetapi justru di situlah letak daya tariknya –Edgar Alnsel Mowrer
• Orang termiskin yang aku ketahui adalah orang yang tidak mempunyai apa-apa kecuali uang. John D.Rockefeller
   
• Realitas selalu lebih konservatif daripada ideologi — Raymond Aron
   
• Banyak kegagalan dalam hidup ini dikarenakan orang-orang tidak menyadari betapa dekatnya mereka dengan keberhasilan saat mereka menyerah. – Thomas Alva Edison
   
• Jadilah diri anda sendiri. Siapa lagi yang bisa melakukannya lebih baik ketimbang diri anda sendiri? – Frank Giblin, Ii
   
• Kebanggaan kita yang terbesar adalah bukan tidak pernah gagal, tetapi bangkit kembali setiap kali kita jatuh. – Confusius
   
• Kesempatan anda untuk sukses di setiap kondisi selalu dapat diukur oleh seberapa besar kepercayaan anda pada diri sendiri. – Robert Collier 

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