i invite you

i invite you... all of the teacher from the world to write something in my blog.

1. write something
2. send to my email : taufik.wahyudiono@gmail.com
3. i will posting to my blog.

thanx for your attention.

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Math

There are many students who are weak in math. Students have to struggle a lot in understanding and memorizing formulas. There are many students who can easily cope up with other subjects but struggle a lot with math. Sometimes, the teaching of the school is not adequate to excel in this subject because it requires a lot of practicing at home. Even a minor wrong calculation can spoil the whole sum. There are many private tutors that teaches math. A math tutor in New York is very experienced and provides quality education to the students. Finding a good math teacher removes all the tensions of the parents. It makes them to feel that their child is in the safe hand.

Due to overload of other subjects, students do not get time to practice math. The parents also do not get time to teach math to their children. One cannot score good marks in this subject if he or she does not practice it on a regular basis. It is totally different from other subjects. You can by-heart and score good marks in any other subjects but math requires regular practicing. If one does not learn its formula and do not implement it correctly, then the sum will definitely become wrong. There are n number of math tutor in New York and one needs to select the right one. People of New York need not have to think anymore if their child is poor in mathematics because there are ample numbers of good math tutor in New York.
If you are very weak in this subject, then quickly look for a good tutor. There are many math tutors in New York and you have to choose the right one for you. There are many students who just memorize the formula without understanding it properly. If this is the scenario, then the student will definitely score bad marks or fail in this subject. Only regular practicing can make a student perfect in this subject. If a student gets a good and expert math tutor, his all problems regarding math will be solved. To excel in this subject there requires maintaining a good chemistry between the student and the tutor. Sometimes, parents have to struggle a lot to find a good math teacher for his child.
A student should not hide anything from his tutor. If he or she is facing any problem regarding calculations, then he should openly discuss with his tutor. If he does not discuss problems with his tutor, then undoubtedly he will score bad marks in this subject. The tutor on the other hand should be well versed with all the problems of his student and should guide him accordingly. There are many well known math tutor in New York. To know the best tutor one has to do some basic research. The parents should enquire about a good tutor from their neighbors or can get the information from internet also. It is a high scoring subject and students should be very cautious in entering number.

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My Sons

My sons... everyday i learn about live with you

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MAKING MATH, PHYSICS, CHEMISTRY HOMEWORK INTERESTING

By : Pushkar Saran

Various generalized ways to develop child's interest in studying and doing homework have been
discussed in other articles. This article focuses on using online-tutoring as a methodology to make
the homework interesting.
Online tutoring is an extremely impact medium and makes any study-work interesting because-


• It enables one-on-one interaction, which allows the tutor to understand in depth the individual
needs of a child. • The online sessions are highly interactive and fun filled where the child has equal participation. • The online tutors are far cheaper than in-person tutors. • With online tutor, student can address their study problems on a regular basis. A subject looks
difficult when problems/ confusions are not addressed on time. • Online tutoring can be obtained in the comfortable environment of home. Also, students have the
flexibility of scheduling the session at any time. • Parents can easily keep track of their ward's development • Students get other online benefits like free downloading, playing quizzes and games.
Vienova makes virtual delivery of services to customers a reality by making extensive use of cutting
edge technology - a proprietary web enabled platform provides simultaneous use of multiple
communication channels such as Audio, Video, Text and whiteboard, besides other features.
Vienova provides services to consumers spanning North America, Europe and Rest of the world.
To get the best out of Vienova, here are a few points you might like to know as a student/consumer• Rate tutors as per what you think would be global standards - do not be too liberal or harsh. We
take ratings very seriously and they directly impact our tutors and delivery. Give a 3* rating only if
you think tutor's style is acceptable, a 4* if you think tutor is above average and a 5* if you think
the tutor is amongst the best in the world. • In case your child is not comfortable with a particular tutor’s style, though typically that wouldn't
be the case, please request for a change in tutor through customercare@vienova.com. • As child gets comfortable with one subject, see which are the other areas where he/she needs help
on but do not unnecessarily push him/her to take tuitions for subjects where he/she doesn't want to. Please do not be surprised or react if you see the tutors attempting to make the child less and less
dependent on tuitions with every passing year.

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Sekali Lagi.. We are The Theacher's

Sebuah tulisan bagus... saya dapat dr forum dr Copy Paste dari salah satu millis

Orang Brengsek Adalah Guru Sejati
oleh : Gede Prama

Entah apa dan di mana menariknya, Bank Indonesia amat senang mengundang saya untuk menyampaikan presentasi dengan judul Dealing With Difficult People.Yang jelas, ada ratusan staf bank sentral ini yang demikian tertarik dan tekunnya mendengar ocehan saya. Motifnya, apa lagikalau bukan dengan niat untuk sesegera mungkin jauh dan bebas dari manusia-manusia sulit seperti keras kepala, suka menghina, menang sendiri, tidak mau kerja sama, dll.
Di awal presentasi, hampir semua orang bernafsu sekali untuk membuat manusia sulit jadi baik. Dalam satu hal jelas, mereka yang datang menemui saya menganggap dirinya bukan manusia sulit, dan orang lain di luar sana sebagian adalah manusia sulit.Namun, begitu mereka saya minta berdiskusi di antaramereka sendiri untuk memecahkan persoalan kontroversial, tidak sedikit yang memamerkan perilaku-perilaku manusia sulit. Bila saya tunjukkan perilaku mereka; seperti keras kepala, menang sendiri, dll dan kemudian saya tanya apakah itu termasuk perilaku manusia sulit, sebagian dari mereka hanya tersenyum kecut.Bertolak dari sinilah, maka sering saya menganjurkan untuk membersihkan kaca mata terlebih dahulu, sebelum melihat orang lain. Dalam banyak kasus, karena kita tidak sadar dengankotornya kaca mata maka orangpun kelihatan kotor. Dengan kata lain, sebelum menyebut orang lain sulit, yakinlah kalau bukan Anda sendiri yang sulit.Karena Anda amat keras kepala, maka orang berbeda pendapat sedikit saja pun jadi sulit. Karena Anda amat mudah tersinggung, maka orang yang tersenyum sedikit saja sudah membuat Anda jadi kesal. Nah, pembicaraan mengenai manusia sulit hanya bolehdibicarakan dalam keadaan kaca mata bersih dan bening. Setelah itu, saya ingin mengajak Anda masuk ke dalam sebuah pemahaman tentang manusia sulit.Dengan meyakini bahwa setiap orang yang kita temui dalam hidup adalah guru kehidupan, maka guru terbaik kita sebenarnya adalahmanusia- manusia super sulit. Terutama karena beberapa alasan.Pertama, manusia super sulit sedang mengajari kita dengan menunjukkan betapa menjengkelkannya mereka. Bayangkan, ketika orang-orang ramai menyatukan pendapat, ia mau menang sendiri. Tatkala orang belajar melihat dari segi positif, ia malah mencaci dan menghina orang lain. Semakin sering kitabertemu orang-orang seperti ini, sebenarnya kita sedang semakin diingatkan untuk tidak berperilaku sejelek dan sebrengsek itu.Saya berterimakasih sekali ke puteri Ibu kost saya yang amat kasar dan suka menghina dulu. Sebab, dari sana saya pernah berjanji untuk tidak mengizinkan putera-puteri saya sekasar dia kelak. Sekarang, bayangan tentang anak kecil yang kasar dansuka menghina, menjadi inspirasi yang amat membantu pendidikan anak-anak di rumah. Sebab, saya pernah merasakan sendiri betapa sakit hati dan tidak enaknya dihina anak kecil.Kedua, manusia super sulit adalah sparring partner dalam membuat kita jadi yang sabar. Sebagaimana sering saya ceritakan,badan dan jiwa ini seperti karet. Pertama ditarik melawan, namun begitu sering ditarik maka ia akan longgar juga. Dengan demikian, semakin sering kita dibuat panas kepala, mengurut-urut dada, atau menarik nafas panjang oleh manusia super sulit, itu berarti kita sedang menarik karet ini ( baca : tubuh dan jiwa ini ) menjadi lebih longgar ( sabar). Saya pernah mengajar sekumpulan anak-anak muda yang tidak saja amat pintar, namun juga amat rajin mengkritik. Setiap di depan kelas saya diuji, dimaki bahkan kadang dihujat. Awalnya memang membuat tubuh ini susah tidur. Tetapilama kelamaan, tubuh ini jadi kebal.Seorang anggota keluarga yang mengenal latar belakang masa kecil saya, pernah heran dengan cara saya menangani hujatan-hujatan orang lain. Dan gurunya ya itu tadi, manusia-manusia pintar tukang hujat di atas.Ketiga, manusia super sulit sering mendidik kita jadi pemimpin jempolan. Semakin sering dan semakin banyak kita memimpin dandipimpin manusia sulit, ia akan menjadi Universitas Kesulitan yangmengagumkan daya kontribusinya. Saya tidak mengecilkan peran sekolah bisnis, tetapi pengalaman memimpin dan dipimpin oleh manusia sulit, sudah terbukti membuat banyak sekali orangmenjadi pemimpin jempolan. Rekan saya menjadi jauh lebih asertif setelah dipimpin lama oleh purnawirawan jendral yang amat keras dan diktator.Keempat, disadari maupun tidak manusia sulit sedang memproduksi kita menjadi orang dewasa. Lihat saja, berhadapan dengan tukang hina tentu saja kita memaksa diri untuk tidak menghina balik. Bertemu dengan orang yang berhobi menjelekkan orang lain tentu membuat kita berefleksi, betapa tidak enaknya dihina orang lain.Kelima, dengan sedikit rasa dendam yang positif manusia super sulit sebenarnya sedang membuat kita jadi hebat. Di masakecil, saya termasuk orang yang dibesarkan oleh penghina-penghina saya. Sebab, hinaan mereka membuat saya lari kencang dalam belajar dan berusaha. Dan kemudian, kalau ada kesempatan saya bantu orang-orang yang menghina tadi. Dan betapa besar dan hebatnya diri ini rasanya, kalau berhasil membantu orang yang tadinya menghina kita.

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Six Ways For Kids To Make Money

by STEVE GILLMAN


Business,Business Opportunities,Family & Parenting

Most of us know the usual ways for kids to make money, which include lemonade stands, newspaper routes and mowing lawns. However, there are more unusual ways. Some of the ways listed below are from my own childhood, when I was always looking for another way to make money.
1. Be a chef. At about eleven years old, I used to sell meals to my brothers (I had four of them). I got 25 cents for scrambled eggs or a sandwich, and more for more complicated meals. My brothers preferred to stay in front of the TV and let me cook for them. Since the food was already provided by my parents, the income was pure profit.


2. Computer whiz-kid service. Many young kids know a lot about computers. My nephew was getting paid for programming by the the time he was fourteen, but even younger kids can show old folks how to use a computer and the internet for a fee. Learn a few more skills, and they can even set up computers for new owners who are using them for the first time. Letting grandparents spread the word would be a good marketing ploy.
3. Household carnival. I charged my brothers five cents for a wadded up piece of paper selected from a bucket full of them. Most had a penny or two inside them, but a few had a quarter. It was just one of my "carnival" events. I also had them throwing pennies at a bowl across the room, which I kept, of course. If a penny stayed in the bowl they won a dime. I'm almost embarrassed to say how much of their hard-earned paper route money I took from them.
4. Collect returnables. We collected and returned cans and bottles for a deposit as kids. Now that more states have return laws, it's an even better way to make a little cash. During the Cherry Festival, when I lived in Traverse City, Michigan, adults came to town just to collect the cans that people threw all over. With a 10 cent deposit, they were collecting more than $100 worth per day according to several of them. If the kids wear gloves, leave broken cans and bottles alone, and use hand sanitizer, this is a safe way to make money.
5. Personal services menu. If there are many people in the family, a great way for kids to make money is to sell their services. They can make a menu of things they'll do and how much they charge for each. It might include washing windows for 50 cents each, for example, and maybe $1.50 to walk a dog. If the list is copied, it could be handed out to all relatives and possibly neighbors too.
6. Rummage sales and flea markets. If parents agree, kids can have rummage sales, selling not just household things, but arts and crafts and refreshments too. Parents might even take their kids to a flea market to set up a stand. I sold (as an adult) more than $1,000 of hand-made walking sticks one summer, while my wife sold hundreds of dollars worth in pewter figurines glued to rocks, sea shells and crystals. Cookies and drinks sell well too. It's a great way to learn about business, and a good way for kids to make money.
Steve Gillman has been studying money for thirty years (and sometimes making a little). For interesting and useful information, visit his website, Unusual Ways To Make Money: http://www.UnusualWaysToMakeMoney.com
Related Articles - ways for kids to make money, ways to make money, money,

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Student Respect and Behavior

This is best article from Mick Jackson

Stand on the playground during recess or in the hall during lunch and you’ll hear the usual conversations about boys, girls, sports, homework, teachers, and student life in general; but what you’re also likely to hear are many disrespectful comments being made by one student to another. Generally these are not scathing comments that will scar an individual for life, but they are rude, disrespectful, sarcastic, and basically inappropriate comments for anyone to make to another.



Sometimes as teachers, we forget that our job is not only to provide the opportunity and information to learn--it is also our job to provide a safe and positive school and learning environment where learning may take place. Most of us are quick to stop outright aggressive behavior or violent talk, but far too often the more mild disrespectful and sarcastic comments are allowed to go unchallenged.

Whether we are conscious of it or not, we are behavioral models for all students. If we allow or ignore disrespectful comments between students, regardless of how mild, we are sending the message that these types of comments are acceptable. Our ignoring or refraining from commenting upon these comments actually reinforces this behavior, increasing the likelihood that such comments will continue to be made.

As teachers, we can't control what happens in a student's life at home, at work, or even in the hallway--but we can control what happens in our classrooms (Beamon, 2001; Daniel and Benton, 1995).

As educators, it is our job to insure that all students are treated with basic respect while in our classroom and in our presence. According to Valerio (2001), a classroom is a "theatrical stage" that must be designed in advance to make students feel comfortable with their instructor, peers, and environment. How we structure our classrooms and what types of behaviors and conversations we allow has a significant impact on the perceived safety of our classroom.It is important to keep in mind that safety and trust are determined individually by each student in the classroom. Although we may believe our classrooms are safe and each student feels he/she can take risks in the academic and social environment, this may not be the case. Our students may be physically safe, but if basic respect is not mandated in our classrooms, then many of our students will feel emotionally unsafe, which will negatively impact social and academic growth.

When students enter the classroom, they are bringing with them years of experiences and issues from the outside world. They have interacted with each other on many levels outside of school. Along with these outside interactions come deep-seated feelings about certain classmates. Regardless of whether these feelings are warranted, it is unlikely that we can change them. What we can change is the behaviors students change in response to those feelings. It is our responsibility to ensure that our students give one another basic respect.

Basic respect should be a bottom-line requirement for all individuals, adults and students alike, who enter our classroom. Students do not have to like everyone in the class, but they should be required to give basic respect to everyone. Let me say that one more time. You (students, teachers, aides, administrators, parents, etc.) don’t have to like everyone in the classroom, but you will afford them basic respect at all times. This statement should be the mantra in all classroom settings nationwide.

It is always wise to begin each school year with a classroom discussion about the rules and rituals that will be followed for the year. Many of the classroom rules and rituals should be developed by and in cooperation with the students so there is a feeling of ownership, but not all rules should be negotiable. Classroom safety and basic respect should not be negotiated, and it should be made very clear that violation of these two bottom-line rules will not be tolerated. Students need to know that rude, sarcastic, threatening, mean-spirited, or negative comments, whether said in jest or not, will be met with consequences.

Due to today’s media, many students have learned to use sarcasm as a form of communication and humor. Sarcastic humor is one of the most sophisticated forms of humor and most students and adults do have the social and emotional skills to use this form of humor correctly. Many individuals use sarcastic humor to veil threats, belittle others, point out flaws, or improve their position in a social group, all under the guise of humor. To allow such “humor” in our classroom sets a dangerous precedent. It sends students the message that they cannot be openly disrespectful, but they may be covertly disrespectful if they cloak their comments with sarcastic humor.

Since many of our students have never been taught what basic respect is and how to give it, how do we help them understand this concept? A simple method is to make this part of the rules and rituals discussion at the beginning of the school year (or each new term if classes change). Have the students name some of the individuals they admire and would treat with the utmost respect. Remind them that you are not asking them who they idolize (rock stars, sports figures, movie stars), but whom they admire and would give the utmost respect to in all situations. The list might include judges, grandparents, priests, bosses, and military personnel. Then tell the class that any comment not fit to be made to one of these respected individuals should not be made to another person in or out of the classroom.

There is a high likelihood that not all faculty will hold their students to this high standard, and this will make your job that much more difficult. Obviously, if this were a school-wide policy, students would learn to be respectful in all school situations. The fact that it will not be enforced by all faculty should not deter you from requiring basic respect in your classroom and in your presence. If as teachers we hold firm to the basic respect rule, our students will feel safer, and that feeling of physical and emotional safety will afford them the learning environment that will maximize learning and positive academic outcomes.





Mick Jackson is an Intervention Specialist with a Master's Degree in Special Education and Theory. Mr. Jackson has 15 years of combined experience in self-contained special education classrooms, resource rooms and hospital day treatment. He has developed and overseen mental health and intervention programs and directed staff in four different states. Currently his courses are being offered through distance education at over 100 sites in the United States and Canada. Mr. Jackson is President and CEO of Virtual Education Software, Inc. http://www.virtualeduc.com

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The Principles of Foreign Language Learning and Teaching?

Human language is such a phenomenon that one may instinctively be tempted to explore the available possibilities of mastering it for varied purposes. When we deal with the issues of leaning and teaching, we being, teachers should explicitly realize as to how this complex process occurs both on the part of learning and teaching.

Why is it necessary for a Teacher to understand the Principles of Foreign Language Learning and Teaching? When this question is viewed from the research perspectives, it is clear that many research studies have been carried out into this filed and unearthed remarkable facts and facets concerning additional language learning and teaching process which at present has become one of the crucial issues in the field of education in many countries in the world. As far as the principles of foreign language are concerned, it is worth discussing how people learn a language and the factors affecting this process from the point of pedagogical view. We do know that some learners become successful in language learning while others do fail due to number of reasons. Pienemann (1984a, 1984b) says that there are constraints on learning which affect its teachability and learnabiltiy.

As has been confirmed by a number of SLA research studies, motivation appears to play a significant role. i.e. motivation is the key factor which affects one’s success in learning a language. This means the thoughts and feelings we have which make us want to do something, or continue to want to do something, or continue to want to do and turn our wishes into actions. This mental drive influence why we decide to do something, how long we need to do it and how long we are prepared to work to achieve it. In this way, we find that many factors influence our motivation to learn a language. Now we shall look at some of them.

Factors which affect motivation.
1. The usefulness to us of knowing the language well. E.g. to find a job, tofollow a course.
2. Our interest in the target language culture.
3. Feeling good about the learning the language.
4. Encouragement from others.
5. Our interest in the language process; the interest and relevant to us of aparticular course, its content, classroom activities, the teacher’s presentation, teaching methods etc
6. Physical condition. This refers to the classroom environment.

In this attempt, it is incumbent upon the L2 teacher to have a clear overview of what has been done in the SLA research to date. It should be noted here that a fair number of research studies on various aspects relating to SLA have been carried out by many recent researchers who seem to broadly realized that they should work in co-operation with teachers to help them solve, at least to a certain degree, their multifarious questions/problems they encounter everyday in the contest of teaching and learning process. It is true if teachers are better equipped with knowledge and more effective techniques, the learners are very much benefited in many ways. Therefore, as has been mentioned by Lightbown (1985), SLA research tells us how to teach and how not to teach. When this question is viewed from language pedagogy, it is seen that this issue is very significant on the part of teacher because this is where the teacher can become fully aware of some factors about acquisition and how can they be applicable to his/her classroom teaching. At this juncture, it is further important to remind that teacher needs to be careful when he/she attempts to apply them directly to their classroom situations because of the SLA research has been (a) premature, (b) based on research which extremely narrow in scope, (c) based on over interpretations of the data, (d) based largely on intuition, or (e) all of the above. (Lightbown 1985 p.180).

However, it is worth considering the mostly agreed-upon generalizations, which have been drawn from many researches up to date. They will be of immense use to the teacher who may be provided with a rich body of information in respect of some popular ideas about learning and how have the research studies responded them.

1.Adults and adolescents can ‘acquire’ a second language. Research evidence shows that the acquisition process is similar for both children and adults except native-like pronunciation, which is thought to have physiologically determined critical period for acquisition of it.

2.The learner creates a systematic interlanguage which is often characterized by some systematic errors as the child learning the same language as the first language, as well as others which appear to be based on the learner’s own native language.It is said that the inerlanguage(the learner’s developing second language knowledge) systems are influenced by a number of factors. The role of the learner’s mother tongue is one of the most controversial areas of research.

3.There are predictable sequences in acquisition such that certain structures have to be acquired before others can be integrated.This explains that learners cannot acquire what they are not ‘ready’ to acquire-even though they sometimes temporarily give the appearance of having acquired it.

4.Practice does not make perfect.This suggests that having practiced a particular form or pattern does not mean that the form or pattern is permanently established. Learners seem to forget forms and structures which they had practiced previously.

5.Knowing a language rule does not mean one will be able to use it in communicative interaction.This explains that being able to use a rule does not mean that one will be ableto state it explicitly.

6.Isolated explicit error correction is usually ineffective in changing language behavior.It is reported that most errors that learners make are not isolated phenomena but part of a system. In order to make a lasting change in language behavior, there must be a change in language knowledge.

7.For most adult learners, acquisition stops – ‘fossilizes’- before the learner has achieved native-like mastery of the target language. It has been found that this happens when the learner has satisfied the need for communication and /or integration in the target language community, but this appears to be a complicated are, and the reasons for fossilization are very difficult to determine with any certainty.

8. One cannot achieve native-like (or near-native) command of a second language in one hour or a day.A number of research studies have been proved that learners should be exposed to a greater number of hours at least to reach a proficiency in the target language.

9. The learner's task is enormous because language is enormously complex.This is true in the sense that no teacher, linguist or text book writer cannot make the task easy previously before it comes into contact with the learner. the learner has to go far beyond what the teacher, or linguist describes or the text book contains.

10. A learner's ability to understand a language in a meaningful context exceeds his/her ability to comprehend decontextualized language and to produce language of comparable complexity and accuracy.This tells us something about the relationship between comprehension and production. It has been found that learners sometimes give every impression of fluency and communicative competence when they speak, but manifest serious deficiencies when asked to comprehend language which they encounter outside a helpful context (Fillmore and McLaughlin)
Next we need to pay attention to Brown, H.D (2000) who states that a teacher begins the quest for an understanding of the principles of foreign language learning and teaching by asking the following questions. Who, What, When, Where, and Why?

These questions provide a general idea to teacher concerning certain important issues in teaching so that they should be considered here briefly.

Who? Who does the learning and teaching? Their background, intellectual capacities, personalities etc.

What? What must learner learn? What is language? What is communication? What are linguistic differences between the first and second?

How? How does learning take place? How can a person ensure success in language learning?When? When does second language learning take place?

Where? Are the learners attempting to acquire the second language within the cultural and linguistic milieu of the second language that is, in a “second” language situation in the technical sense of the term or are they forcing on a “foreign” language context?

Why? Finally, why are learners attempting to acquire the second language? What are their purposes? Are they motivated by the achievement of a successful career etc?

Lastly, it is very important for a teacher to be acquainted with “The Most Wanted List in Language Teaching” Pica, T (1994)

1.In what ways does knowing one language help or hinder the learning of a second?

2.What is more helpful to learning: Comprehension or production?

3.Should students drill and practice new forms and structures?

4.How effective is group work as an aid to learning?

5.What can be done to encourage participation among students who seldom ask questions or initiate interaction?

6.How much attention should be given to explicit grammar instruction?

7.To what extent does error correction assist the learners?

8.How necessary to learning another language is the learner’s cultural integration?

9.Why do some students have less accurate pronunciation than others, and what can be done about this?

10.What can be done for learners who seem to have reached a plateau in their learning?

Although we can not get direct answers to any of the questions mentioned above, it is true that the research discussed under each question provides a rich body of information for teacher who can not only become aware of how learners of different socio-cultural background have responded to them but also can adopt his/her teaching strategies to suit their learners in more efficient ways.

When talking about applications of research findings to teaching, Lightbown mentions that we need to be very careful in making specific recommendations about language teaching on the basis of research in language acquisition. She mentions that the generalizations drawn from the research give us some idea on how to teach and how not to teach. Thus, we are convinced about some important issues such as the ineffectiveness of error correction, the nonlinear nature of language acquisition, the adults are capable of ‘child like’ acquisition, knowing a language rule does not mean one will be able to use it in communicative interaction and the kinds of certain forms or structures should be taught and so on. It is seen that SLA research has brought some explanatory support to communicative LT. She stresses that teaching will come from teachers whose experience tells then which approach works better than the other. If teachers come to teaching with some knowledge of the results of SLA research, they will have much more realistic expectations about what can be accomplished. Teachers who are aware of SLA research findings will get to know the following;

1. Some particular areas where even very advanced learners will have difficulties.

2. Will expect adults and adolescents to discover some underlying patterns without teaching them directly.

3. May be aware of errors that the students make and how to or how not to correct them.

4. Can understand that students can acquire some complex structures without explanation.

She finally states that the role of SLA research is for preparing or renewing teachers’ knowledge and skills as teachers. It is a part of teacher education rather than teacher training and SLA research can offer no formulas, no recipes, but it is an essential component of teacher education because it can give teachers appropriate expectations for themselves and their students.

When it comes to classroom practice, it is the teacher who has to stimulate, encourage, observe, and assess the real-live learners. As Brown (2000:289) elaborates that “we all are practitioners and we all are theorists. We are all charged with developing a broadly based conceptualization of the process of language learning and teaching”. So, First, it is very necessary for us to internalize essential theoretical foundation learning. Then, we need to find out who our learners are, what to teach them, how to teach and finally one should be a risk taker by oneself. This means a good language teacher should develop intuition. Further, we need to be mindful of SLA and should access to as many literature, research studies, claims published, done or made in respect of this field with an inquiring mind as to how learners respond to learning situations available in and outside the classroom, how they should be motivated, the types of mistakes or errors they make, their learning preferences and styles or why they fail to master L2 and so on. Then we also can join the community of theory builders of SLA who may contribute to make a better theory that makes learning task easier, effective and result-oriented for all nationalities who wish to live with better understanding of one another in peace and harmony in our planet earth.

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Teach your child with Handwriting Paper

To start teach your child handwriting you must give them handwriting paper.

Kids have to practice handwriting on special handwriting paper. Teaching them on a normal notebook paper will lead to confusion. On handwriting paper every letter or number is written within a character spacer line. Writing lines act as a guide – they help the child to write the letter with the correct height, width and length. Another important thing is the spacing between letters and spacing between words. The spacing has to be consistent through out. Initially they could space two words by measuring the space between words with their small finger. When a child gets comfortable with the sizing of the letters and spacing them correctly they can make the transition from the handwriting paper to a normal notebook paper.Once we have the handwriting paper sorted the next thing to focus on is the right way to practice each alphabet. As an adult we sometimes tend to forget how hard writing alphabets can be for kids. We need to teach them to write each alphabet the right way. Good handwriting worksheets will have numbers and arrows on each alphabet. There are usually three numbers on each alphabet. ‘1′ is where you start from - so the child starts at ‘1′ and goes along the direction of the arrow. And then the child goes to ‘2′ and moves along the direction of the arrow next to ‘2′. And then finally the child goes to ‘3′ and moves along the direction of the arrow next to ‘3′Next step is to practice, practice and practice. Make it a fun exercise. Don’t practice for too long every day. This will make children too tired and bored and as a result they might not look forward to the next handwriting practice session. Oversee your children’s work. How quickly they finish the exercise is not important. More important is how well they are writing each alphabet. Sit with them when they are practicing. Your involvement will make it more fun for them.A good pencil grip is extremely important. If a child has incorrect pencil grip then correct them. The pencil should be positioned so that there is equal pressure between the thumb, the side of the middle finger and the tip of the index finger.If your child has problem with smudging with pencil then use a harder lead pencil (a higher number for your lead pencil).If your child is left handed then small changes to paper position will help them to learn good handwriting skills. There are special products specifically designed for left handed children. You should consider using them and it will make the whole learning process much easier. Be patient with your children. Learning handwriting is not an easy task. It takes time, effort and a lot of practice. Encourage your children. Praise their achievements. In time they will master perfect handwriting. And finally never ever compare one child’s handwriting with another. Every child will learn good handwriting skills in their own time. As long they are practicing the alphabets regularly and learning handwriting skills the right way they will all become masters in their own time.

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We are The Theacher's

Sepanjang aktifitas kehidupan manusia, sejak jaman Nabi Adam a.s. manusia tidak pernah lepas dari sebuah proses yang namanya mengajar dan belajar.

Ketika seorang bayi lahir, dia sedang memulai proses belajarnya, sementara orang tuanya sedang memulai proses mengajar.

Ketika kita sedang berjalan-jalan melihat seekor burung yang terbang di angkasa, kita sebenarnya juga sedang belajar sehingga ada pemahaman dalam diri kita bagaimana burung itu terbang

Ketika kita bertemu seseorang dan terjadi dialog maka kita bisa memahami apa yang disampaikan dan kita bisa memahamkan orang dengan apa yang kita sampaikan. Saat itulah sebenarnya terjadi proses belajar dan mengajar.

Kadang-kadang perilaku kita dicontoh orang lain dan seringkali kita mencontoh perilaku orang lain.

Saat perilaku kita dicontoh orang lain maka saat itulah sebenarnya kita telah mengajar. Dan saat kita mencontoh perilaku orang lain saat itulah sebenarnya kita sedang belajar.

Hanya saja kadang kita tidak menyadari akan hal ini. Bahwa sebenarnya telah terjadi proses belajar dan mengajar setiap hari dalam kehidupan kita.

Jadi sebenarnya kita semua adalah guru ditengah-tengah masyarakat kita.

Ready become a teacher?

Let's Say : "We are The Theacher's."

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