Tuesday, August 7, 2018

Role Of Education In Life

https://tiabijaksana.blogspot.com
-education

Education plays a paramount role in the modern technological world. Nowadays, there are many ways to enhance the education level. The whole criteria of education have been changed now. Education is not so costly, anyone one with less money may study continuously. It is important for getting bright future as well as plays a most important role in the development and progress of the country.

Every parent tells their kids from childhood about the importance of education in the life and all the advantages of education to make their mind towards better study in the future.

Education is Self Empowerment: - Education helps you understand yourself better, it helps you realize your potential and qualities as a human being. It helps you to spout into latent talent, so that you may be able to improve your skills. Receiving a good education helps empower you, thus making you strong enough to look after yourself in any given situation

Enhance Creativity: - The education help to students apply their creative skills to come up with ideas that help make the essays more professional. This creativity helps them attain their overall educational goals.

Educated societies Create The Educational Environment: - Our society should try to create an environment that is helpful for all section of society in getting a good education. Our education that separates us from other living beings on the planet. It is our education that gives us the knowledge and skills to use our creative talents.

A Backbone Of Developing Countries: - A country can not progress without having a sound education system. Educated individuals have the ability to become entrepreneurs, technology professionals, scientists, and agriculturists. The major problem for underdeveloped and developing nations is low literacy rate, and large numbers of people are still living below the poverty line. Educational development is vital for the economic prosperity of a nation.

For Financial Stability: - Education helps you gain the academic qualification so that you are able to get suitable employment. While you earn for yourself, also you feel financially independent and free from any further financial support. You feel pride that you are earning for yourself, and are not obligated to anyone.

Education plays its continuous role in our daily life. The benefits being accrued, education is the best way to move forward not only for an individual but also for a country. It completely changes our mind and personality and helps us to attain the positive attitudes

Monday, August 6, 2018

Education is the True Path to Success

https://tiabijaksana.blogspot.com
-education

Government has a big role in providing its citizens proper education. Pakistan has undergone a number of changes since 1980s. Recent policy changes is slowly shaping the nation, making it look more and more like Western nations that embrace "Americanization. " Pakistan is rapidly losing its social democratic status. Unfortunately, the so-called economic restructuring that is currently taking place is having adverse effects on the Pakistani school system and its students also. By analyzing the changes made to Pakistan's education system we can track neoliberalism's level of growth in the country. Privatization of education means transferring taxpayers' money designated for public education to luxuries of the Government, corporations, and/or individuals instead of to public schools, colleges, and universities. For the poor and middle class people, to have access in proper education, government's educational free facilities are most vital; should be available.

It is undisputed that common man creates government. Government exists to assure and protect the will of the people. Contrarily, against our will, almost all our costs of living including cost of education are now blatantly rigged against us. A huge percentage of our tax ultimately ends up in the pockets of politicians. Experience of the past about five years proves that our tax money is not going into our community; it is going into the pockets of the billionaires called our leaders - it is obscene. Our ruling elite have engineered a financial coup and have brought war to our doorstep; they have launched a war to eliminate the Pakistani middle and lower class. They have deprived the people of getting affordable quality education. Private and self-finance public institutes have high fees so the poor cannot afford that fee. Private or self-financing education is nothing but making our country back because not only rich people, who can afford, but also lower class and middle class families also have brilliant children and they want to study further in good institutions but financial problems create much stress upon them, students get a lot of stress, and sometimes it make them so desperate that they think to commit suicide thus who lose the talent? Our leaders, our country!

The state of the Pakistani educational system began to change and ultimately crumble after the 1980s. So called reforms have dramatically changed Pakistan's educational system, both from an economic and pedagogical perspective. There are clear signs that an affordable quality education in Pakistan is under threat. Pakistan's education system has fallen victim to neo-liberal globalization. Neo-liberalism has regarded the educational institutes more as a commodity exchange and commercial body than as a sacrosanct academic institution or means of social and national integration.

It is generally accepted that the educational level of each country have a direct relationship with its development; as much people have access to education, the country has more opportunities to grow. Therefore government has to spend an important part of its budget to provide good educational levels for its people. With the help of Government, the public institutions should promote access, affordability and attainment in education including higher education by reining in costs, providing value for poor families, and preparing students with a high quality education to succeed in their careers. The more hardworking students must be provided with a fair shot at pursuing higher education, because education is not a luxury: it is an economic imperative that every hardworking and responsible student should be able to afford.

Educational system is today being formulated only to meet the demands of government to meet neo-liberal agenda. Political leaders have been able to get away with these changes. The quality of education is going down, students are feeling the pressure to get the grades and teachers are left to deal with the ambiguity and the uncertainty of how to achieve the objectives and standards set by the state. This has had negative consequences on the educational system in Pakistan, which are impacting students, teachers and communities. Our educationists and the Government have done nothing to upgrade the quality of Pakistan's education system.

The bitter truth is our corrupt political elite don't want common people getting world-class education. PPP Government is out to systematically wipe out the HEC's achievements and destroy it in absolute terms. The poor are more marginalized after education is commercialized. Our children want education but they fail to cope in universities because everything is out of reach for middle and lower middle class students. Pakistan needs highly educated people to deal with the growing political dynamics that prevail - we should not be looking at the possibilities of outsourcing decision-making to external forces simply because we do not have people educated enough to strategize Pakistan's policies. To achieve this goal there must be affordable higher education in place. The government should also direct its efforts towards villages. It should open more schools and employ more teachers.

Opening of schools does not mean erecting costly buildings and employing an army of unwilling teachers who are not fit to do what they are required to do, as had been the case during last five years. Only merit based dedicated staff can make the dream of education for all a reality. The government should provide scholarships to brilliant students. The Government should be committed to placing a good education within reach of all who are willing to work for it helps build a strong Pakistani middle class. Equal opportunities of development to all the children during the period of growth should be the aim of the Government. Healthy and educated citizens are the driving force of a nation's productivity; the government should invest on this for the people to achieve their optimum well-being. We believe the government has an obligation to ensure that ample funding is made available to education sector. By investing in education, the government will be investing in its own success story of human resource development.

Sunday, August 5, 2018

Owning a Car Vs Using Rideshare.

https://tiabijaksana.blogspot.com

It is not a secret that buying, owning, and maintaining a car costs a significant amount of money. Especially now, when gas prices are high and continue to increase. What if you could avoid paying as much as you do right now? Even while still getting to where you need to go?

Many city dwellers can. In fact, many people from Chicago are already dumping their vehicles and becoming reliant on rideshare. Current research has shown that it is in fact cheaper to use services such as Uber and Lyft in cities including Chicago, Los Angeles, New York, among others.

However, some people are hesitant to use these services due to all of the negative news stories reporting violent crimes involving drivers of such services. However, some services such as Uber are introducing safety features to help riders feel more comfortable reaching someone in case of emergency. It also helps hold drivers accountable by creating a stronger sense of authority, of being watched.

There are many benefits to using these rideshare services in bigger cities. In bigger cities drivers tend to have to pay to park their vehicles in addition to other typical costs such as gas, repairs, affordable auto insurance, etc.

On the other hand, some reports say that the cost of using rideshare will not be cheaper than owning a car until 10 years from now. But, it just depends what is best for the individual budget. In fact, news sites have even developed calculators to see if ridesharing is beneficial to your budget. Another detail that the calculator includes is the cost of time. A detail often overlooked by the monetary costs of things, but a detail equally, if not more valuable to people.

Additionally, there are options to "pool" with other rideshare users to eliminate even more costs. This option is not always the best depending on the intentions of your trip, but can be especially helpful for the commute to work, for example.

The increase in regular rideshare users creates another problem, unfortunately. The amount of cars picking up passengers has disrupted the flow of traffic in certain regions of the city, especially in Chicago. They have even increased fines of traffic violations.

The tickets and gas prices also seem to be turning away some drivers as they pay out of pocket for each item, in addition to possible rideshare insurance. But, drivers who discover that there is a growth in the city population using their services may attract attention to drivers hoping to make more money.

This then creates an issue for rideshare companies who are already struggling to pay their workers. Companies such as Uber who are providing benefits to European drivers, the costs will not go down anytime soon for them.

Overall, it may benefit the individual to utilize rideshare instead of owning a personal vehicle. But, there are many factors to take into account before switching over, both personally and the industry in whole. Rideshare is undoubtedly a hot topic at this time and does not appear to be dying down anytime soon.

Friday, August 3, 2018

1. 0 INTRODUCTION

https://tiabijaksana.blogspot.com

One of the sectors which fosters national development is education by ensuring the development of a functional human resource. The institution of strong educational structures leads to a society populated by enlightened people, who can cause positive economic progress and social transformation. A Positive social transformation and its associated economic growth are achieved as the people apply the skills they learned while they were in school. The acquisition of these skills is facilitated by one individual we all 'teacher'. For this reason, nations seeking economic and social developments need not ignore teachers and their role in national development.

Teachers are the major factor that drives students' achievements in learning. The performance of teachers generally determines, not only, the quality of education, but the general performance of the students they train. The teachers themselves therefore ought to get the best of education, so they can in turn help train students in the best of ways. It is known, that the quality of teachers and quality teaching are some of the most important factors that shape the learning and social and academic growth of students. Quality training will ensure, to a large extent, teachers are of very high quality, so as to be able to properly manage classrooms and facilitate learning. That is why teacher quality is still a matter of concern, even, in countries where students consistently obtain high scores in international exams, such as Trends in Mathematics and Science Study (TIMSS). In such countries, teacher education of prime importance because of the potential it has to cause positive students' achievements.

The structure of teacher education keeps changing in almost all countries in response to the quest of producing teachers who understand the current needs of students or just the demand for teachers. The changes are attempts to ensure that quality teachers are produced and sometimes just to ensure that classrooms are not free of teachers. In the U. S. A, how to promote high quality teachers has been an issue of contention and, for the past decade or so, has been motivated, basically, through the methods prescribed by the No Child Left Behind Act (Accomplished California Teachers, 2015). Even in Japan and other Eastern countries where there are more teachers than needed, and structures have been instituted to ensure high quality teachers are produced and employed, issues relating to the teacher and teaching quality are still of concern (Ogawa, Fujii & Ikuo, 2013). Teacher education is therefore no joke anywhere. This article is in two parts. It first discusses Ghana's teacher education system and in the second part looks at some determinants of quality teaching.

2. 0 TEACHER EDUCATION

Ghana has been making deliberate attempts to produce quality teachers for her basic school classrooms. As Benneh (2006) indicated, Ghana's aim of teacher education is to provide a complete teacher education program through the provision of initial teacher training and in-service training programs, that will produce competent teachers, who will help improve the effectiveness of the teaching and learning that goes on in schools. The Initial teacher education program for Ghana's basic school teachers was offered in Colleges of Education (CoE) only, until quite recently when, University of Education, University of Cape Coast, Central University College and other tertiary institutions joined in. The most striking difference between the programs offered by the other tertiary institution is that while the Universities teach, examine and award certificates to their students, the Colleges of Education offer tuition while the University of Cape Coast, through the Institute of Education, examines and award certificates. The training programs offered by these institutions are attempts at providing many qualified teachers to teach in the schools. The National Accreditation Board accredits teacher training programs in order to ensure quality.

The National Accreditation Board accredits teacher education programs based on the structure and content of the courses proposed by the institution. Hence, the courses run by various institutions differ in content and structure. For example, the course content for the Institute of Education, University of Cape Coast is slightly different from the course structure and content of the Center for Continue Education, University of Cape Coast and none of these two programs matches that of the CoEs, though they all award Diploma in Basic Education (DBE) after three years of training. The DBE and the Four-year Untrained Teacher's Diploma in Basic Education (UTDBE) programs run by the CoEs are only similar, but not the same. The same can be said of the Two-year Post-Diploma in Basic Education, Four-year Bachelor's degree programs run by the University of Cape Coast, the University of Education, Winneba and the other Universities and University Colleges. In effect even though, same products attract same clients, the preparation of the products are done in different ways.

It is through these many programs that teachers are prepared for the basic schools - from nursery to senior high schools. Alternative pathways, or programs through which teachers are prepared are seen to be good in situations where there are shortages of teachers and more teachers ought to be trained within a very short time. A typical example is the UTDBE program, mentioned above, which design to equip non-professional teachers with professional skills. But this attempt to produce more teachers, because of shortage of teachers, has the tendency of comprising quality.

As noted by Xiaoxia, Heeju, Nicci and Stone (2010) the factors that contribute to the problems of teacher education and teacher retention are varied and complex, but one factor that teacher educators are concerned about is the alternative pathways through which teacher education occur. The prime aim of many of the pathways is to fast track teachers into the teaching profession. This short-changed the necessary teacher preparation that prospective teachers need before becoming classroom teachers. Those who favor alternative routes, like Teach for America (TFA), according to Xiaoxia, Heeju, Nicci and Stone (2010) have defended their alternative pathways by saying that even though the students are engaged in a short-period of pre-service training, the students are academically brilliant and so have the capacity to learn a lot in a short period. Others argue that in subjects like English, Science and mathematics where there are usually shortages of teachers, there must be a deliberate opening up of alternative pathways to good candidates who had done English, Mathematics and Science courses at the undergraduate level. None of these arguments in support of alternative pathways, hold for the alternative teacher education programs in Ghana, where the academically brilliant students shun teaching due to reasons I shall come to.

When the target is just to fill vacant classrooms, issues of quality teacher preparation is relegated to the background, somehow. Right at the selection stage, the alternative pathways ease the requirement for gaining entry into teacher education programs. When, for example, the second batch of UTDBE students were admitted, I can say with confidence that entry requirements into the CoEs were not adhered to. What was emphasized was that, the applicant must be a non-professional basic school teacher who has been engaged by the Ghana Education Service, and that the applicant holds a certificate above Basic Education Certificate Examination. The grades obtained did not matter. If this pathway had not been created, the CoEs would not have trained students who initially did not qualify to enroll in the regular DBE program. However, it leaves in its trail the debilitating effect compromised quality.

Even with regular DBE programs, I have realized, just recently I must say, that CoEs in, particular, are not attracting the candidates with very high grades. This as I have learnt now has a huge influence on both teacher quality and teacher effectiveness. The fact is, teacher education programs in Ghana are not regarded as prestigious programs and so applicants with high grades do not opt for education programs. And so the majority of applicants who apply for teacher education programs have, relatively, lower grades. When the entry requirement for CoEs' DBE program for 2016/2017 academic year was published, I noticed the minimum entry grades had been dropped from C6 to D8 for West African Senior Secondary School Examination candidates. This drop in standard could only be attributed to CoEs' attempt to attract more applicants. The universities too, lower their cut off point for education programs so as attract more candidates. The universities as alleged by Levine (2006) see their teacher education programs, so to say, as cash cows. Their desire to make money, force them to lower admission standards, like the CoEs have done, in order to increase their enrollments. The fact that, admission standards are internationally lowered in order to achieve a goal of increasing numbers. This weak recruitment practice or lowering of standards introduce a serious challenge to teacher education.

The Japanese have been able to make teacher education and teaching prestigious and therefor attract students with high grades. One may argue that in Japan, the supply of teachers far exceeds the demand and so authorities are not under any pressure to hire teachers. Their system won't suffer if they do all they can to select higher grade student into teacher education programs. To them, the issues relating to the selection of teachers are more important that the issues relating to recruitment. However, in western and African countries the issues relating to recruitment are prime. It is so because the demand for teachers far outweighs that of supply. Western and African countries have difficulties recruiting teachers because teachers and the teaching profession is not held in high esteem. Teacher education programs therefore do not attract students who have very good grades. It is worth noting that, it is not the recruiting procedure only that determines whether or not teacher education will be prestigious, however recruiting candidates with high grades, ensures that after training, teachers will exhibit the two characteristics essential to effective teaching - quality and effectiveness. Teacher education can be effective if the teaching profession is held in high esteem and therefore able to attract the best of applicants. Otherwise, irrespective of incentives put into place to attract applicants and irrespective of the measures that will be put in place to strengthen teacher education, teacher education programs cannot fully achieve its purpose.

In order to strengthen teacher preparation, there is the need for teacher preparation programs to provide good training during the initial teacher training stage, and provide and sustain support during the first few years after the teachers have been employed. That is why Lumpe (2007) supports the idea that pre-service teacher education programs should ensure teachers have gained a good understanding of effective teaching strategies. Methodology classes therefore should center on effective teaching strategies. Irrespective of the pathway the training program takes, the program must be structured such that trainees gain knowledge about pedagogy, besides the knowledge of subject matter. They should also get enough exposure to practical classroom experience like the on-campus and off-campus teaching practice. Whether or not there is the need to fill vacancies in the classroom due to the high teacher attrition, many countries face, teacher preparation programs should aim at producing quality and effective teacher and not just filling vacancies.

3. 0 DETERMINANTS OF TEACHER QUALITY

Teacher quality has such enormous influence on students' learning. Anyone who has been in the teaching business will agree that teacher quality is central to education reform efforts. Priagula, Agam & Solmon (2007) described teacher quality as an important in-school factor that impact significantly on students' learning. Quality teachers have positive impact on the success of students. Where the students have quality and effective teachers the students make learning gains while those with ineffective teachers show declines. With respect to the classroom teacher, teacher quality is a continuous process of doing self-assessment so as to have professional development and a self-renewal, in order to enhance teaching. For the teacher educator, an effective or quality teacher is one who has a good subject-matter and pedagogy knowledge, which the he/she can build upon.

Outstanding teachers possess and exhibit many exemplary qualities. They have the skills, subject matter, and pedagogy to reach every child. They help equip their students with the knowledge and breadth of awareness to make sound and independent judgments. Three determinants of teacher quality will be considered here. They are; pedagogical knowledge, subject-matter content knowledge and experience.

3. 1 PEDAGOGICAL CONTENT KNOWLEDGE

Trainees of every profession receive some sort of education that will give them insight into and prepare them for the task ahead. That of the teacher is called Pedagogical Content Knowledge or Pedagogical Knowledge. Pedagogical Content Knowledge can be described as, knowledge the teachers use in organizing classrooms, delivering the content the students must show mastery over and for managing the students entrusted into their care. Generally speaking, pedagogical knowledge is knowledge the teacher uses to facilitate students' learning. Pedagogical Content Knowledge is in two major forms - teachers' knowledge of the students' pre-conceptions and teachers' knowledge of teaching methodologies. Students come to class with a host of pre-conceptions relating to the things they are learning. The pre-conceptions may or may not be consistent with the actual subject-matter that is delivered. Teachers must have a good idea of both kinds of preconception, in order to help students, replace the inconsistent pre-conceptions or build upon the consistent pre-conceptions to bring about meaningful learning. Teachers must have a repertoire of teaching methodologies for facilitating students' learning. When the methodologies are applied wrongly little or no learning occurs in students. In effect when either of the two is weak, the teacher becomes a bad one because that teacher will not be able to execute his/her responsibility in the vocation he/she has chosen. Due to this during teacher preparation, Pedagogical Content Knowledge is emphasized.

Teachers gain Pedagogical Content Knowledge from various sources. Friedrichsen, Abell, Pareja, Brown, Lankford and Volkmann (2009) distinguished three potential sources of Pedagogical Content Knowledge. They listed the sources as professional development programs, teaching experiences and lastly teachers' own learning experiences. During their days as students in teacher education programs, teachers are assisted in variety ways to gain Pedagogical Content Knowledge. For examples, during practice, they learn how to put the pedagogical skills they learnt. Teacher education programs and other professional development programs create avenues for teachers to gain pedagogical content knowledge through workshops, lectures, working together with colleagues, and in teaching practice. Then their experiences in their classrooms as they teach students lead them to gain insight into which methodologies work under best under specific situations. That last source is usually ignored. It indicates that the professional knowledge of the teacher begins to develop long before the teacher becomes a candidate entering into teacher education. This means, the way teachers teach influences to a large extent the prospective teachers' professional knowledge and beliefs. This type of learning is, generally, overlooked by teachers at all levels because unintentional and informal, it is.

Pedagogical Content Knowledge can be gained through formal and informal means. Learning opportunities for pedagogical content knowledge, formally, designed by institutions, based on learning objectives which generally are prerequisite for certification, constitutes the formal means. In formal learning, students have clear ideas about the objective of acquiring pedagogical skills. Informal learning, on the other hand, is not organized intentionally. It takes place incidentally and so can be considered as 'side effect'. As Kleickmann et al (2012) described it, it has no goal with respect to learning outcomes, and it is contextualized to a large extent. This is often called learning by experience. Informal, but deliberative, learning situations exists. This occurs in situations such as learning in groups, mentoring, and intentional practicing of some skills or tools. Werquin (2010) described informal, but deliberative, learning as non-formal learning. Unlike formal learning, non-formal learning does not occur in educational institutions and does not attract certification. Whether pedagogical content knowledge

Pedagogical Content Knowledge is used to bridges the gap between content knowledge and actual teaching. By bridging the gap, it ensures that discussions of content are relevant to teaching and that discussions themselves are focused on the content. As such, Pedagogical Content Knowledge is something teachers must pay attention to. Teachers who possess and use good Pedagogical content knowledge have good control over classroom management and assessment, knowledge about learning processes, teaching methods, and individual characteristics (Harr, Eichler, & Renkl, 2014). Such teachers are able to create an atmosphere that facilitates learning and are also able to present or facilitate the learning of concepts by even lazy students. They are able to make learning easier by students hence teacher with high pedagogical content knowledge can be classified as quality teachers. It is worth noting that it is not pedagogical content knowledge only that makes good teachers. A teacher will not be good if he/she is master of pedagogical knowledge but lacks subject matter content knowledge.

3. 2 SUBJECT-MATTER KNOWLEDGE

The goal of teaching is to help learners develop intellectual resources that will enable them participate fully in the main domains of human taught and enquiry. The degree to which the teacher can assist students to learn depends on the subject-matter the teacher possesses. That is to say, teachers' knowledge of subject-matter has influence on their efforts to assist students to learn that subject-matter. If a teacher is ignorant or not well informed he/she cannot do students any good, he/she will rather much harm them. When the teacher conceives knowledge in such a way that it is narrow, or do not have accurate information relating to a particular subject-matter, he/she will pass on these same shallow or inaccurate information to students. This kind of teacher will hardly recognize the consistent pre-conceptions and challenge the misconceptions of students. Such a teacher can introduce misconceptions as he/she uses texts uncritically or inappropriately alter them. It is the teacher's conception of knowledge that shapes the kind of questions he/she asks and the ideas he/she reinforces as well as the sorts of tasks the teacher designs.

Teachers' subject-matter matter content knowledge must go beyond the specific topics of their curriculum. This is because the teacher does not only define concepts for students. Teachers explain to students why a particular concept or definition is acceptable, why learners must know it and how it relates to other concepts or definitions. This can be done properly if the teacher possesses a good understanding of the subject-matter. This type of understanding includes an understanding of the intellectual context and value of the subject-matter. The understanding of subject matter generally reinforces the teacher's confidence in delivering lessons, thereby making him/her a good teacher.

3. 3 EXPERIENCE

Experience is one of the factors that account for variations in teacher salary, the world over (Hanushek and Rivkin, 2006). The fact that salary differences are based on the number of years the teacher has served, suggests that employers believe the teachers experience makes him/her a better teacher and such a teacher must be motivated to remain in the service. Though some studies like that Hanushek (2011) have suggested that the experience positively influences teacher quality only in the first few years, and that beyond five years, experience ceases to have positive impact on teacher efficacy, common sense tells us the one who has been doing something for a long time does better and with ease. Experience will therefore continue to pay, since, more experienced teachers have the propensity to know more about the subject-matter they teach, and think and behave appropriately in the classroom, and have much more positive attitudes toward their students.

Teachers who have spent more years of teaching, usually, feel self-assured in their skill to use instructional and assessment tools. These teachers are able to reach even the most difficult-to-reach students in their classrooms. They also have greater confidence in their capability to control the class and prevent incidence that might make the teaching and learning process difficult. Their experience makes them much more patient and tolerant than their counterpart with few years of experience (Wolters & Daugherty, 2007). Novice teachers progressively gain and develop teaching and classroom management skills needed to make them effective teachers. They spend time learning themselves - trying to understand fully the job they have entered. The teachers who have spent more years teaching have gained a rich store of knowledge the less experience teachers will be trying to build. Teachers' sense of effectiveness is generally associated with good attitudes, behaviors and interactions with their students. This is something the experienced teacher has already acquired. These explain why more experienced teachers are usually more effective teachers than the novices.

Another reason more experienced teachers tend to be better teachers than their inexperienced counterparts, is that, experienced teachers have gained additional training, and hence, have acquired additional teaching skills, needed to be effective from direct experience. Usually the training of teachers does not end at the initial teacher training stage. After graduation, teachers attend capacity building seminars, workshops and conferences. These give teachers the opportunity to learn emerging teaching techniques and also refresh their memories on the things they have learnt. Such seminars, workshops and conferences mostly add to the teacher's store of knowledge. The other advantage the experienced teachers have is that they have encountered more situations to develop the skills needed to be effective teachers through additional direct, and sometimes indirect experiences. That is to say, they have encountered challenging situations which gave them the opportunity to build their skills. Whether they were able to overcome these challenging situation or not, does not matter so much. If the teachers encounter difficult situations in their classes, they learn from them. If the teachers are able to overcome difficult situations, they get to know how to resolve such situations at the next encounter, otherwise their reflections and suggestions from co-teachers gives them ideas about how to approach same or similar situations. They also have a greater chance of being exposed to current and competent models. More experienced teachers have a higher chance of demonstrating superior self-efficacy in most areas, because they have learned the needed classroom management and instructional skills from their colleagues. Teachers who have been in active service for many years are most likely to be classified as quality teachers, because of what they have learnt from in-service training, capacity building workshops and seminars, their interaction with other teachers and what they have learnt from experience in their classrooms.

4. 0 CONCLUSION

Teacher education aims at providing teacher education program through initial teacher training for teacher trainees, and in-service training for practicing teachers in order to produce knowledgeable and committed teachers for effective teaching and learning. To realize this mission, teacher education programs have been instituted for the training of teachers. These programs differ from one country to another. Even within the same country, there may be different programs training teachers for the same certificate. These alternative programs are a created, specially, where there are shortages of teachers, and attempts are being made to train large numbers of teachers at a time. These alternative programs ease the teacher certification requirement, allowing those who under normal circumstances would not become teachers. This introduces serious challenges. Because large numbers of teachers are needed within a short period, their training is somewhat fast-tracked resulting in what is usually referred to as half-baked teachers - teachers of lower quality. Applicants who did not gain admission into the program of their choice come into teaching only because they have nowhere else to go. Such applicants tend not to be dedicated to the teaching service in the end. Fast-tracking initial teacher preparation actually harm the mission for which the initial teacher training institutions were created. This is because the teacher produced through such training are usually not of high quality.

Teacher preparation has a direct impact on students' achievement. The most important in-school factors upon which student's success hinges, is a teacher who has been well prepared. A well-prepared teacher is one who has gone through a strong teacher preparation program. It is therefore necessary for educators to work to create needed improvements in teacher preparation. To strengthen teacher preparation, teacher preparation programs must provide strong preparation during the initial teacher training period and give support to fresh teachers until they are inducted. Pre-service teacher education should emphasize the acquisition of effective teaching strategies. This can be done in methodology classes and corresponding field experiences. Students who have quality teachers make achievement gains, while those with ineffective teachers show declines, therefore having high quality teachers in classrooms has a positive impact on students' achievements.

Pedagogical content knowledge, subject matter content knowledge and experience determines the quality of a teacher. Teachers make subject-matter accessible to students by using Pedagogical content knowledge. Pedagogical content knowledge has two broad areas of knowledge: teachers' knowledge of students' subject-matter pre-conceptions and teachers' knowledge of teaching strategies. What Pedagogical content knowledge does is that, it links subject-matter content knowledge and the practice of teaching, making sure that discussions on content are appropriate and that, discussions focus on the content and help students to retain the content. The teacher's job is to facilitate the learning of subject-matter by students. The degree to which the teacher can assist students to learn depends on the subject-matter content knowledge the teacher possesses. Teachers who possess inaccurate information or comprehend the subject-matter in narrow ways, harm students by passing on the same false or shallow subject-matter knowledge to their students. The last of the three determinants of teacher quality is experience. Teachers who have served more years gain additional and more specific training by attending seminars, conferences and workshops and in-service training and so tend to understand their job better. They also might have met and solved many challenging situations in their classroom and therefore know exactly what to do in any situation.


Thursday, May 31, 2018

Belajar AutoCAD dengan mudah, dasar-dasar autocad 1

tiabijaksana.blogspot.com
-pendidikan

belajar  dasar AutoCAD, terlebih dulu pahami pengertiannya sesudah itu
baru bisa mempraktekan pada komputer.
AutoCAD adalah perangkat lunak pada komputer  untuk menggambar 2 dimensi
dan 3 dimensi yang dikembangkan oleh, Autodesk keluarga produk Autocad
secara keseluruhan adalah software CADyang paling banyak digunakan didunia

menggunakan AutoCAD baru, klik File-New,akan terlihat tampilan seperti
dibawah ini
kemudian pilih acadiso→ klik open.

Penginstruksian pada AutoCAD ada
beberapa cara diantaranya:
-Pada command promt melalui keyboard
 melakukan pembatalan, gunakan Esc
-mengklik floating toolbar sesuai dengan
symbol dan keterangannya dengan
menggunakan mouse

baca juga:
fungsi gambar teknik menurut 
standar ISO

peralatan gambar teknik yang
sering digunakan

berikut merupakan video tutorial cara menggunakan AtoCAD untuk pemula dari duniaCADpalembang.blogspot.com

untuk menggambar 2D terdapat 3 cara metode yang sering digunakan, yaitu:
metode dengan prinsip Cartesian 2D titik acuan berada di titik koordinat
40,200 dan titik tujuan berada di titik koordinat 400,60

perintah pada command promtnya
·   Command : line (enter)
·   Specify first point : 40,200 (enter)
·   Specify next point or (Undo) :
400,60 (enter)


Friday, May 25, 2018

SMK Nurul Huda Rajadesa membuka pendaftaran Siswa Baru T.A 2018-2019


-pendidikan


Jadwal  pendaftaran siswa-siswi baru  
SMK Nurul Huda Rajadesa Kab. Ciamis
T.A  2018-2019 dibuka mulai tanggal
09 april s/d 07 juli 2018 bertempat
dikampus SMK Nurul Huda Rajadesa
Dsn. Desa Ds.Tanjungjaya Kec.Rajadesa

Kopetensi yang dibuka
1.Teknik Gambar Mesin
2.Pemasaran
3.Multimedia

kopetensi Teknik Gambar Mesin
merupakan jurusan pertama di 
Kabupaten Ciamis

Syarat Pendaftaran
1.Mengisi formulir pendaftaran
2.Foto copy kartu keluarga
3. Foto copy Ijazah (legalisir)
4.Pas Foto 2x3 (2 lembar)
5.SKHUN

Bebas Biaya:
Biaya bangunan
Beasiswa bagi siswa berprestasi
SPP bagi siswa kurang mampu
Photo kegiatan

pasukan pengibar bendera (PASKIBRA)
sudah dua tahun didaulat sebagai
paskibraka 17 Agustus 1945



kegiatan ekstrakurikuler bola voly
dilakukan setiap seminggu sekali


launcing SMK Nurul Huda Rajadesa
diikuti 1500 peserta dari 
Jawa Barat, Jawa tengah

Panitia Penerimaan Siswa Baru
N. Supriatna 085220940911
Ahmad Sarip 085220082817

Wednesday, May 2, 2018

2 hal yang perlu dihindari dalam pendidikan


tiabijaksana.blogspot.com
-pendidikan

Setiap  warga negara berhak mendapatkan pendidikan
hal tersebut dituangkan dalam UUD 1945 tentang 
dasar pendidikan. pendidikan tidak terlepas   dari 
unsur pendekatan persuasif, karakter peserta 
didik di sekolah

semua peserta didik berhak mendapatkan perilaku 
guru yang sama tanpa terkecuali, itulah salah satu 
fungsi guru yang harus dilakukan dalam manajemen 
kelas di sekolah

suasana belajar menyenangkan

dua hal yang akan di bahas diantaranya

1. Sosial

tugas utama guru adalah mendidik,mengajar
membimbing,mengarahkan,melatih,menilai 
dan mengevaluasi.perlu pemahaman yang luas  
tentang pendekatan karakter peserta didik

salah membentuk karakter anak, menyebabkan 
tidak akan berkembang dengan perilaku 
kurang mendidik.hal tersebut merupakan 
kesalahan besar sebagai pendidik membedakan 
status sosial dari orang tua maupun keluarga

tidak sedikit orang sukses dari kalangan keluarga 
sosial rendah, tugas membimbing sebagai 
pendidik tidak membedakan status sosial

2. ekonomi

sudah dijelaskan diatas jangan pernah 
membedakan latar belakang  orang tua
maupun keluarga

ekonomi  merupakan faktor penunjang 
perkembangan karakter peserta didik 
ekonomi  orang tua bukan faktor utama 
memberlakukan peserta didik

contoh administrasi:
mempersiapkan administrasi guru

karena akan mengakibatkan kecemburuan 
sosial baik antar peserta didik maupun 
dengan orang tua siswa


demikian pembahsan






  

CARA PERBAIKAN GEDUNG SEKOLAH DENGAN MUDAH

     Pada kesempatan ini penulis akan membahas cara perbaikan gedung sekolah dengan mudah, karena bukan hanya perangkat adminstrasi guru saj...