Character Education Children

Character is ethics-related behavior and attitudes. Articles character education becomes very important in order to give sense to the children and parents. The process of development of character education should start early so that children can have a strong foundation of what should be done and what should not be done. Character education on effective child when the child is 5-11 years old. This period became the golden age for a child to develop his personal character. Therefore, parents and teachers should take advantage of this time to instill good characters in children.
Pillars of Character Education and Children's Pages

The pillars of character education of children is based on ethical values, namely that everyone could agree on a value system that does not contain elements of political, cultural bias, as well as religious. Articles Some things that can be done to help students recognize educational article


characters at once understand about the pillars of character education can be done in the following way.

Character education article, the first of confidence (trustworthiness). This value can be instilled in children by familiarizing behave honestly, should not be cheating, plagiarizing or stealing. Character education placement agent must be able to teach students to be reliable, that do what they say, have the mental to do the right thing, and to build a good reputation and obedient. This value must be instilled confidence in yourself, family, friends, and nations. The second is respect (respect). Children should be taught how to be tolerant of differences, always pay attention to manners, consider the feelings of others, and respect each other.

Next is a responsibility. Children must be equipped with a high sense of responsibility, namely the master control yourself, think before acting, consider the consequences of his actions, as well as the brave bear any result that has been done. Furthermore, children should be instilled a sense of caring for others, able to be fair, and has a love for the homeland are very high. Articles character education should reveal some important things is to attempt to forge a child's character.

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Basic Feature Character Education Children

Character education is a system used to instill character values on learners. Character education of children should be provided with both the parents and teachers so that morality can be formed with a good child. Character education is best given when the child is at the age of 5 years up to eleven years. Characters in children's education is a very important asset for the child to determine his character later on.
Character Education Children

In more details, character education of children is a system that seeks to instill values, character, by the school community whose components include the knowledge, awareness, willingness, and actions to perform these values. Character education is best given by influencing students indirectly by giving examples of good behavior to students. This is because the character of the child's education can not be done by force. Children must learn


own to understand a person's character through the influence of the elements given by the teacher.

Four basic characteristics of the character education of children raised by FW Foerster, A figure originator of character education in Germany, is as follows. First, character education focuses on actions which are based on the normative values. Learners are encouraged to understand and respect the existing norms, and based on the norms themselves, learners must also be able to build courage and confidence so that learners can develop into personal resolute, and not easily swayed by circumstances . Learners are also expected to be responsible for all the risks that he had done.

The next basic characteristic is the existence of autonomy, that learners understand, appreciate, as well as practice the norm from the outside to be a personal value. Thus, students can learn independently in taking important decisions on his own. Next is about the constancy and fidelity. This constancy is the durability of learners in order to realize what he thinks is right. While loyalty is the foundation of respect for all the commitments that have been. Children should practice the character education traits expressed by this

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Values Available In Character Education In Schools

The values of character education in the school environment has been created by the Department of Education or the Department of Education that there should be in the school environment. Department of Education since 2011 stipulates that every school must implement character education to learners in the educational process. The value contained in the character education has an important role in the development and character of students. The presence of inserts values of character education in the school environment during the learning process affects the behavior of learners.
Some Values That Created Character Education Department of Education

The first value that is created Department of Education and must exist in the environment is a religious school, this value is the attitudes and behaviors that adhere to the teachings of their religion, honor and respect the practice of religion to another, and have the attitude to want berhidup in harmony with other faiths. Then the values of the second character education is an honest attitude and behavior based on an attempt to make himself as a person who is always what it is and can be trusted by others.

Besides these two values in the character education, there are still some other value, such an attitude of tolerance and respect in the context of the action difference in religion, opinions, ethnic, and other people of different actions with the actions taken by him. The values of the next character education is discipline, each person would have experienced education that teaches about discipline, but not everyone can be a discipline or an action that shows the orderly conduct and adherence to shared rules.

There has been a four kinds of values that exist in the educational character and made by the Ministry of Education, there are still two more values to be mentioned, namely creative and democratic. Creative is meant to have a mind or do something to make something new out of what has been owned. The values of character education in the form of creativity is indispensable for the development potential. Then democratic which is a way of thinking, acting, and being the judge that the rights and obligations of others equally with himself.

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Concept Character Education on Students

Character education has now been put in place specifically for elementary school children. Character education is aimed to develop the personality of each student early on. The concept of character education as the love of his own God, sense of responsibility, then honestly, and many more traits instilled in students early. Character education has a lot of sense, but have similar goals.
Understanding of the concept of Character Education

According to Elkind and Sweet, character education is a way to make someone understand, understand, and act in accordance with the ethics and norms. When a little boy facing a problem, the child can determine what is right and what is wrong without the slightest pressure. According to T. Ramli, the concept of character education is essentially an education about the great value that comes from their own culture and aims to develop the personality of the child or student


students in the right direction so that the younger generation can be proud nation.

In accordance with the grand design belongs to the ministry of education and culture, the concept of character education will include various aspects of student learners in the future, such as the psychological aspects, socio, and cultural. The formation of characters on each student learner will develop all the functions within the students, such as cognitive or mindset, affective, psychomotor, and conative. In addition, character education students in the form of socio-cultural is how these students' attitudes when dealing with people who are in the family, playmates, neighbors, school environment and the environment in addition to the home and school.

So far the government wants the students or the next generation of people who will be good children or insane kamil. Therefore, the government, precisely ministries that focus on education and culture in Indonesia provide a new educational concept applied in every school, ranging from elementary school to college. The concept of character education which is the reference ministries to develop every aspect of which is owned by the students early. This concept will be taught by means of knowledge, then implementation, and over time will become a habit in students.

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Learning to Write Letters for Kids

Start thinking to teach your toddler learn to write letters of course makes you a bit of confusion. Actually, at what age children should be introduced to learn to write letters. And by the way if you have to start to learn to introduce the letters in your child?

In under three years of age is still known as a term or toddler's golden age. That is the age of a golden age in which the ability of the brain development of children have a maximum and very easy to capture the information he can from the environment. Then it is advisable for parents to always pay attention to your neighborhood and being there and always provide supervision to the children do not get the bad influence of the environment

The reason is what makes many parents start teaching their children to learn to write letters and also learn about numbers. But there is also the opinion of learning to write letters and read less well to be introduced too early childhood is under the age of three years.

But there is no harm we begin to learn to introduce our children to learn to recognize letters and numbers, but of course with not force your child's abilities. Of course this letter introducing the study should be done in a fun way. Because most children love to play fun. Do not use to educate children who impose your will on a child

With fun learning delivery will make your child to understand the letters and numbers you teach.

Here are some ways to introduce and learn to write letters to the children.

First by using the finger game

You can use a finger game to teach your child learn to recognize letters are fun. Finger game is done by writing a letter mentioned above and your child's hands. And you can also citing a fruit or vegetable that using the initial letters of the letter that is being taught. For example, the letter A you also mention apples or other fruit.

The second way is to use cardboard paper taped to the wall.

Encourage your child learn to write letters to your mencontohkannya first. You can write dikarton are pinned to the wall. Despite the lack of good writing your child, you should still give a compliment that your child is getting the spirit to learn to write letters.

The third way is by using cards that read letters

This way you can do to make some pieces written card with the letters you are teaching. We recommend that you introduce it in an amount not too much. For example, you introduce the letters A through D in advance. You write the letter A in the cards as well as some other letter. Then you take random letters, such as the letter A. Then ask your child to collect the letters A to another. This would be so much fun for little ones and will be more easily understood.

That's three simple way and of course fun to learn to write letters to your child. Learn to be a good teacher and fun for your child. Never force your child's abilities.

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The Sharpen Kids Learning Games Brain

Game is a tool that is used as the development of the child. This is what makes the game now made with children's learning games that are fun and build intelligence. This is what makes a lot of games finally launched the modification of child development which is very constructive. Nowadays, it is very important to think about it, because now it is unfortunate if the game is only considered as a fun activity alone, but can be fun learning in children. As a smart consumer and intelligent mother should know this as one of the things that need to be made mandatory agenda for the little guy.
Some Examples of Games Kids Learning Fun

Some examples that can be used as a children's learning game is a puzzle game that is growing and developing


creativity and intelligence. This game can be used as one of the examples that can be used to make children think but in a fun way. Puzzle here can vary from child's favorite images and also the most fun. Of course, it is can be used to make teratarik children learn and play.

In addition, other children's learning games that can be used is a game that is outbound which is returned to nature. Now it has a lot of services that make a game with a theme like that, because the makers of the game parks also have to think of the right way for the growth and development of the child. So, do not worry for you are having trouble finding, because it has many nuances outbound games that educate children with the natural feel of the moment.

So, how? It's easy is not it? To find a game that is beneficial for the child? It is not to make children become overwhelmed, but just the opposite. Children can begin to improve with early intelligence that is not too tired to be in formal lessons can. And now as parents who want it, you can find children's learning game that has many around you today.

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Competency Based Learning Design for Selected Interest

Competency-Based Learning - Community life today is very different from the lives of the people first. This is because today's various technological devices have enliven the life of an increasingly modern society as a result of the influence of globalization. This is when we associate with education in our country will certainly lead us to a problem concerning how the best way to implement this education in a way that is good and effective. It made us think long about the education in which one of them is thinking about learning design appropriate for the learners in this increasingly modern era. Competency-based learning design in this case to be one of the best, why? To get more information so it's good if you notice the following review carefully.

This competency-based learning design is a design study that emphasizes the development of skills


owned by each learner according to the standards that serve as competence. For this to happen there must be a minimum of four main factors that must be considered to obtain a competency-based learning design that either of them is to first determine the competencies that are appropriate for learners, explain in detail about the indicators to be achieved by the learners to be able to perform the necessary evaluations, to develop the instructional design according to the circumstances and conditions that occur in the field and the last is to conduct an overall assessment of the progress of learners when using this study design.

This competency-based learning design has many advantages if actually implemented properly at the time of delivery of educational materials to students. The first is the way education will be more focused on competencies what should be achieved by the students in accordance with the standards of competence appropriate predetermined. In addition to using learning design as this will maximize any potential possessed by the learners either an academic or a potential non-academic potential.

And so some of the reviews that I can explain, may benefit you.

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Know Contextual Learning

Many options can be used by educators to do their best in delivering lessons to students. A good educators and professionals must be sensitive to the mood of the learners. One is that the case today when the development of the world is growing rapidly and the technology has been able to make the students to think more critically. Well with events like this one educators should not only rely on books or theory. But more than that they should think more real to deliver lessons using contextual learning. for more then you should read the following review carefully so that you find a lot of interesting information about it.

This contextual learning can be interpreted as an effective learning model because in this study we are required to do by learning how to use the picture as closely as possible to the real situation in other words


Such learning refers to the factual issues. This lesson has several main characteristics of what would be the advantages, some of which are as follows:

The first characteristic is more emphasis on the constructivism directed learners to know how to work, find and construct individual capabilities both in the form of knowledge and new skills they have.
The second was fond of asking attitude. This is one of the objectives of this study, namely increasing curiosity owned by the learners so therefore the delivery of the subject matter would be more smoothly and effectively.
The third in this contextual learning for learners not only required to be given the knowledge that based on the facts he had learned over the course but they are also directed to discover new things others.
Next is the reflection and the final assessment. This reflection is a way to do the evaluation of the knowledge and skills possessed by the learners during the learning process, while the final assessment is an assessment of the things that are done by the learners during the learning takes place through the tasks that have been implemented.

And so some of the reviews that I can give is associated with contextual learning, may provide benefits to you.

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Types of Learning Strategies

In delivering course material to each student is currently a required educators to be more creative and innovative thinking. This is because the development of the technology that exists today inevitably will always affect every aspects of life including in a learner. It could be the development of these technologies have adverse implications for the creation of a good and efficient learning. Hence an educator must master many learning strategies that they can use to deliver lessons in accordance with the conditions and the current situation of the learning process takes place in the hope of learning the course can take place optimally. There are many strategies that can be used, some of which I have outlined in the review below. Listen carefully so that you can find a lot of important information about it.




The first is a learning strategy learning strategies directly. In the early stages when a new learners


first time in the learning process then this strategy is very fit for use. Which became the main characteristic of this one learning strategy is that educators have a major role in the course of learning or can be interpreted that an educator must be active in delivering learning materials to the learners.
A educators can also use indirect learning strategies. In this learning strategy learning more focused on the learner. And educators have a role as a facilitator has conditioned and supervise the activities undertaken by learners. Learning strategies such as this can be implemented by educators to students who assessed have been able to carry out its role.

3. Educators also can combine the above two learning strategies or what we often call with interactive learning strategies. Here one should still be active educators in delivering learning materials to learners, but sometimes on the sidelines of a learning educators can create a forum for discussion among students and can also create a question and answer session in order to make the learners become more active in learning.

And that's a few things I review about learning strategies, may be useful

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Definition of Learning Strategies and stuff

Definition of Learning Strategies and stuff - Challenges faced by the driver education today more and more. one of which is the change in atmospheric world of education that is largely influenced by the development of technology that will continue to happen. You need to see that besides giving a good impact on the improvement of the quality of learning turns these technological developments also provide less side effects both for education, especially when it comes to abuse that occurs in the environment of the learners. Therefore in asking questions and answering the challenges that technological developments occur, an educator must be active in following these developments and think of a good learning strategy for the students they have.
Learning strategy is a way or method used to perform a good and effective teaching are among divided into:

The first is the direct learning strategy. In this case the teacher is the main character in the delivery of teaching materials


to the learners. With which teachers must actively provide material directly. for this kind of learning strategy is deductive.
In contrast to direct the learning strategy which in turn is an indirect learning strategies. In this kind of learning strategy is more focused on the students that the teacher only acts as a facilitator in charge of managing the environment conducive learning takes place.
Furthermore, there is an interactive learning strategies. This strategy emphasizes communication between the learners with other learners and between learners and teachers through discussion and sharing activities to solve a problem. The advantage of this strategy is to encourage students to be more active and sensitive to each of the issues discussed in this lesson.
The fourth is empirical learning strategy, this is a learning strategy that emphasizes activities undertaken by the learners during the learning period.
Finally to complete the self-contained learning strategy with which aims to increase the potential of each student and accommodate their initiative to develop itself.

And so some of the reviews that I can give a good learning strategy to be applied to learners above, may provide many benefits for you.

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Learning Theory review itself.

Learning Theory - The process of learning is a gradual activity that humans do to continue to evolve in terms of behavior as a result of interaction forms that occur between individuals in the community, family, and nation to nation. As for the learning process, have a tendency for the change of behavior and mindset and knowledge possessed by each person. In the learning process also there is a learning theory to guide, to obtain the maximum learning process that is perspective. So the learning process was carried out based on the theory of learning, so that changes in behavior that we can observe directly in the form of appearance. While changes in behavior that we can not observe the form of the ability of each individual to act on something.

The learning process itself is something that is very complete, because it will involve a wide range of behavior and thought patterns that have an important role in the continuity of the learning process itself. Learning theory is also divided into four sections, there is a humanistic learning theory, behavioral, cognitive and social. So each of these theories has its own function and role during the learning process occurs. For more details see the review


the following:

• humanistic learning theory
This theory is more focused on the role of education as a provider to give a good lesson to the students. As in this theory also explains that the learning process is a way to print the personalities in the environment in order to be someone more cooperative which is expected to develop the potential to achieve life goals.

• behavioral learning theory
This theory focuses on a person's behavior over the outcome of an interaction that has occurred. The result could be a change in terms of behavior for the better.

• cognitive learning theory
This theory focuses on the cognitive abilities of individuals with through the stages of the learning process. So this capability will include an educational process, can be a matter of direct and immediate role of each individual in a particular event.

• Social learning theory
This theory is linked to behavior as a form of reinforcement process and have the opportunity to experience repetition. As for the theory is also applicable sentencing for negative behavior because of a disagreement.

The knowledge that we can get from the learning process not only in the form of information or facts, but also can be used for real life. In addition it is also highly desirable learning theory can be used as tools to address and resolve issues that arise during the learning process. Thus the results of the study can be applied in our lives. Please click the following link for further definition and explanation of the theory of learning.

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Innovative Learning Model

Innovative Learning Model - In order to meet the target in education is not easy. The need for the concept, implementation, and evaluation results. Of the learning model that is commonly are found some deficiencies that caused a lot of some parties wanted a change from the conventional model now. Innovative learning model could be the right way to remember is essentially innovative refers to changes better than ever. There are several innovative learning model that can be used as your reference in determining the learning model.

1. Cooperative Learning
This learning model on the basis of the philosophy of human position is a social creature. Where the action is based on responsibility for all, social creatures, and so on. On this basis, the learning


applied by using a group of students that will be put forward to sharing knowledge. In addition, students are also required to seek new knowledge, can even be used together to form a new concept. Surely not the individual cooperative seeded.

2. Contextual Teaching and Learning
in the outline of this model study using the FAQ. In this FAQ contain elements of real life of each student. With pointed questions of things experienced by the students will give a boost to a more enterprising students learn, foster creativity in thinking and foster a comfortable learning atmosphere of interaction in this learning process.

3. Probing Prompting
When the teacher generally always provide an explanation of the material during the hours of learning when using this model the teacher does not need to give advance the theory that will be explained. Implementation of the teacher asks students about the material to be delivered. In other words, this model leads to more students take the initiative to explore the science and new knowledge. And when it becomes a habit, then these students will be active in every lesson in class or at home while though. Here the role of the teacher in addition to preparing a good question is how to provide motivation and can control more conducive learning atmosphere. It is possible there will be some minor disruption of the students themselves.

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Direct Learning Model

Direct instructional model, known as direct instruction is a teaching model that focuses on mastery of concepts and also change the behavior of a deductive approach. Here the role of the teacher is very important as a transmitter of information, so it should be a teacher utilizing existing facilities such as tape recorders, films, demonstrations, images and so on. The information presented can be procedural in nature knowledge and declarative knowledge. Despite this drawback, namely learning model like this can not be used at all times and can not be applied in all learning objectives.

In syntax direct instructional model, terapat seven steps where at each step there are stages in the delivery of material. For more details, refer to the following:

• Delivering orientation lessons and learning objectives to students.
So at this stage of the teachers convey some things that must be learned and also the expected performance of learners.

• To review the knowledge and skills of pre-requisites.
Here, the teacher will ask questions to determine the skills and knowledge already mastered students.

• Delivering the subject matter.
In this stage the teacher will deliver material and information


and provide a variety of examples and so on.

• Implement guidance.
So this guidance is done by asking questions aimed at assessing the level of understanding of the students and try to correct the misconceptions that exist.

• Provide opportunities for students to continue practicing.
Here, teachers provide opportunities for students to continue to practice skills and use new information in groups or individually.

• Assess the performance of each student and give him feedback.
In this stage a teacher will give a review of all the things that have been done of students, then the teacher will provide feedback on student responses correctly.

• Provide independent practice.
So teachers can assign tasks independently to the students in order to improve the understanding of the material that has been submitted.

In addition, this direct learning model can basically and very suitable to be applied if it finds that the situation allows among others the following:

When teachers want to try to introduce new areas of learning.
When teachers want to try to teach skills to students or teaching procedures have a clear structure.
When the students have difficulties can be overcome with a structured description.
When teachers want to convey a particular technique before the students conduct practice.
When the teacher wants the students interested in a topic.


  So direct instructional model deserves applied when it found a number of conditions such as those described, so that the learning process and the delivery of materials to the students also can be more effective.

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Characteristics And Benefits Of Learning Media

Before we discuss the benefits of learning media, it helps us to know the sense of learning media itself that everything that can be used to convey the message, can stimulate feelings, thoughts and desires of the students so they can encourage the creation of an effective learning for all learners . The instructional media initially considered only as a tool for teaching, so the tool used is a tool for the students receive lessons such as models, drawings, objects and other tools to be able to provide real experience and enhancing retention and absorption study learners.

In addition, the relationship that exists between media with a learning technology is if learning technology capable of giving effect to the understanding or learning paradigm, then the changes that may have implications on the process of learning activities in which the covering material goals, strategies and methods as well as media and evaluation. Instructional media relations with learning technology here is very closely because


how to tell the teachers when teaching course will use the media to facilitate student learning in understanding the subject matter. So what kind of traits that instructional media? There are three characteristics of the media that could be a clue why the media is used and what can be done which if a teacher is unable to do so. So all three features that include:

• Feature fixative
To characterize this one will describe how the media was recorded, then save and preserve or reconstruct an object or event.

• Feature manipulative
So manipulative traits is a transformation of an object or event if still possible, because the media still has a manipulative traits.

• Feature distributive
The distributive characteristics of a media allows an event or object to be transported through space and along with it will be presented to all students so that they get the same stimulus experiences on the matter.

In general, some of the benefits of learning media that include the following:
• Can improve the quality and the quality of education by means of increasingly accelerating "rate of learning".
• Can help teachers to be able to use the time to learn it better.
• Reduce the burden of teachers in presenting and delivering information.

That is some of the characteristics and benefits of learning media that is able to play an important role to improve the quality and also the quality of an education.

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Planning Lessons And Benefits for Teachers and Students

When the world has entered the modern era as it is this day it is not impossible to change for the sake of change is also becoming rampant. No exception in the world of education. there is a fairly complicated subject matter to be dealt with the advent of technology education that besides having a good effect also no side effects for the students, especially the children. Usually due to misuse of this technology makes the learning process in a learner to be disrupted so that in case it is an educator must be responsive and appropriate efforts. One way is to do a good lesson planning and appropriate for the learning process that occurs remains well controlled and in order to meet the challenges of technological change on learners.

Learning plan is an attempt to apply their learning in order to run well and mature so that it will get learning outcomes


satisfactory as what was expected. Planning is very important learning guidance to an educator to be able to direct their students to learn well. This learning plan has several main goals of which are as follows:


The first is to do lesson planning the course of education or learning will be organized so as to him it easier for educators and for students to evaluate learning.
Furthermore, the educators will also find it easier to supply the material to the learners and easier to determine learning targets because it has been planned in such a way in the beginning before the learning occurs.
With proper planning, every element in the learning which includes educators and learners are able to understand their role in the learning process because the tasks they should be doing already planned.
Because this study was run in the groove that has been determined in a careful planning it is expected to save time and costs during the learning process is done.


And that some of the reviews that I can say about lesson planning and goal at the top, hopefully with a lot of good for you.

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FIVE POSSIBLE METHODS IN TEACHING READING

A. Introduction
For long time, methods for teaching reading for English Department students have raised
controversy. The controversy is well debated as important as the statement that reading
is important for the students who are its major focus of concern. Early reading ability
effects academic success across the department curriculum, and students. Lecturers and
university policy maker must pay much concern to this issues.

The international reading association has developed position statements on several
important issues related to beginning reading instruction. These statements are aimed to
clarify association’s stance on method for teaching beginning reading. A reading method is
a set of teaching and learning materials and/or activities often given a label, such as
phonic method, literature based method, or language experience method (international reading
association, 1999).

The statements say that there is no single method or single combination methods that can
successfully teach all students to read. Therefore a teacher/a lecturer must have a strong
knowledge of multiple methods for teaching reading and a strong knowledge of the students
in their care so they can create the appropriate balance of methods needed for the students they teach. (international reading association, 1999).

Although there is no single method or single combination methods that can successfully
teach all students to read,  it is still essential for teaching reading experts to conduct
studies and invent better methods to revise the old ones.  As a result, methods have
been found and implemented in reading subject  in classroom. At least more than ten methods
have been developed and implemented and some of them have become trends, yet only five of
them to be highlighted in this article, those are; (1) Choral Reading (CR) Method,
(2) Paired Reading (PR) method, , (3) PORPE method, (4) KWL method and (5) SQ4R method.
These methods are taken as the main discussion in this article since they (some of the
methods) can easily be memorized through the acronym/abbreviation of their names and
implemented in class room. Furthermore they have become trends in teaching reading
comprehension.

This articles reviews recent trends in the study of reading methods. It introduces and
discusses the six methods in  teaching reading in the classroom.

B. The Five Possible Methods in Teaching Reading
B.1 Choral Reading (CR) Method
The first reading method is called Choral Reading Method, or frequently called “unison
reading.” Choral method provides many opportunities for repeated readings of a particular
piece, and gives practice in oral reading. Choral reading is particularly suitable to
poetry and rhymes. There are four principles for selecting materials that are planned
to read in chorus or together. The principles are:
1. Try to take short selection of stories or poems.
2. Select the material that every student can read easily.
3. Look for something with an attractive title that will make imaginations work.
4. Select a poem or story that will come alive when it’s read aloud, words with charming
sounds, contrast of some sort that can be interpreted, mood that can be improved through
verbal interpretation or dialogue that draws personality.

To prepare, each student reads the whole selection that is going to be chorally read.
One can read it aloud with the other person following along silently. Then the readers
read the piece together. A few repetitions are necessary to fix the piece in the students’
thought.
Next comes the hottest part. An almost infinite number of possibilities exist for choral
reading. Try to decide on the most fitting voice elements to strengthen the sense of the
selection. Dissimilarity is the key. Use one or two simple classifications for the voices
for example, high and low, as well as strong and soft. Here are just a few of the possible
strategies.
1. Alternate slow and fast lines, stanzas, or paragraphs.
2. Alternate loud and soft lines.
3. Alternate low and high voices.
4. Emphasize key words and phrases by reading them in a louder or softer voice.
5. Pause for a specified number of silent “beats” before the students join in and
continue  reading.
6. Clap or make a certain sound at the end of certain lines, stanzas, or paragraphs.
(www.d2i.k12.il.us)
Choral reading is like improvisational affected behavior. The significance in
choral method is that it is a amusing way to put into practice reading. Pleasure can
easily be found  during the practice. Don’t worry about the excellence!

B.2 The Paired Reading (PR) Method
The paired reading was formerly used by parents with their children at home. But because
of its advantages, the use of this method then was modified to broader area. It has also
been utilized by schools to conduct classroom action research or to train tutors to read
with students on a regular basis in natural settings.
The technique allows the students to be supported while reading texts of greater complexity
levels than they would be able to read individually.
Evaluation studies show that students involved in paired reading, on the average, make
three times the normal progress in reading accuracy and five times the normal progress
in reading comprehension (www. paired_rdg_method.html).
This method has been shown to be successful with students at all levels of skill and
ability, ranging from the students in special class for slow learners, to students who are
beyond average in reading skills competence. Studies indicate an increase in reading
fluency, comprehension and accuracy. In addition, research indicates that students find
the method easy to use, and feel they becomes a competent readers as a result of paired
reading. (www. paired_rdg_method.html).
a. At the first Reading Session
1. Make an agreement on reading times
2. Make also an agreement about starting signal
3. Teacher/lecturer reviews how the method works

b. Before Reading
1. Student pick up reading materials and can exchange among them as they like
2. Find a comfortable place that far away from distractions

c. Reading in Duet
1. Always start by reading together
2. It is wise to have non-critical correction of errors works: if a student makes an error, the tutor only says the word and the student repeats it

d. Reading Solo
1. Student and lecturer agree on a solo reading signal
2. Praise the student when the signal is used
3. Tutor continues to offer assistance and commend during solo reading

e. Return to Duet Reading
1. Tutor corrects student’s error (gives word and student repeats it).
2. Return to duet reading until the students hear the signals of reading solo
f. “Talk”
Try to always relax and discuss what the students have read

B.3 PORPE Method
PORPE is a method to study textbook materials in which the students create and answer
essay questions. It can be a time-consuming process, but it is an excellent means for
preparing for essay exams (www.arc.sbc.edu/porpe.html)
There are five steps in this learning strategy. Those steps are: Predict, Organize,
Rehearse, Practice and Evaluate.
1. Predict: After reading the chapter, predict possible essay questions from the
information contained in the text. In the arrangement of these questions, the students
should evade questions that begin with “what,” “who” or “when” and do not include
analysis.Some key question words are “explain,” “discuss,” “criticize,” “evaluate,”
“contrast” and “compare”
2. Organize: few days before the exam, the organization of information is needed to answer
the predicted questions. The organization can be done by outlining or by other methods
such as mapping. Main concepts and supporting details to answer the questions are highly
recommended to be summarized. The more information is organized, the more advantage can
be taken to arrange the practice answers..
3. Rehearse: Recite aloud the information and examine the students memory. Reciting aloud
must be performed because the more senses that are involved in forming the memory,
the better understanding the students will get. This step helps students to place the key
ideas, examples, and overall organization in students’ long-term memory.
4. Practice: In practicing, the students’ answer the students’ predicted essay questions
from memory. The students can draft an outline of the essay or organize a complete answer.
5. Evaluate: Evaluate the students’ work by asking the following question: Do I have
enough clear examples? Is my answer complete, truthful, and suitable? Is there anything I
should study before taking the exam?

B.4. KWL Method
In recent times, an instructional method known as K-W-L, developed by Ogle (1986) has
been implemented in classrooms. Students’ prior knowledge is activated by asking them
what they already know; then students set goals focusing on what they want to learn;
and after reading, students discuss what they have studied. Students apply higher-order
thinking strategies which assist them to build meaning from what they read and help them
examine their progress toward their goals. A worksheet is given to every student that
includes columns for each of these activities. (www.ncrel2.org.htm)
KWL is aimed to be an exercise for a study group or class that can direct the students
in reading and understanding a text. The students can adjust it to working alone.
The method is formed of only three stages that reflect a worksheet of three columns
with the three letters. The three stages is intended to discover the following information;
a. what the students Know
b. what the students Will/Want to know
c. and what the students Learned

a. K stands for Know. This first stage occasionally astonishing: Think first  what the
students understand about the topic and make a list about that. This activity constructs
a knowledge of the new material. Build a scaffold to support it.  Think of it as a
pre-reading inventory.
• Brainstorm!
Before looking at the text, think of terms, phrases, or keywords about the topic,
either in the students class or in a study group.
• Record these in the K column of the students chart until the students cannot think
of more.
• Engage the students’ group in a discussion about what the students wrote in the K
column.
• Organize the entries into general categories.

b. W stands for Will or Want. The second stage is to list a series of questions of what the
students want to know more of the subject, based upon what the students listed in K.
• Preview the text’s table of contents, headings, pictures, charts etc.
Discuss what the students want to learn
• List some thoughts on what the students want, or expect to learn, generally or
specifically.Think in terms of what the students will learn, or what do the
students want to learn about this.
• Turn all sentences into questions before writing them down.
They will help the students focus the students’ attention during reading.
• List the questions by importance.
c. L stands for Learned. The final stage is to answer the students’ questions, as well
as to list what new information the students have learned.  Either while reading or
after the students have finished.
• List out what the students learn as the students read, either by section, or
after the whole work, whichever is comfortable for the students.
• Check it against the W column, what the students wanted to learn
• Create symbols to indicate main ideas, surprising ideas, questionable ideas, and
those the students don’t understand!

d. Expand this exercise beyond K W L:
We can add an H to make this method complete. H stands for How. By adding this,
we can learn more. This H can be done by easily by posing new questions about the
topic. The questions my form: “How can I learn more or answer questions not answered
in my worksheet. These include other sources of information, including:  organizations,
experts, tutors, websites, librarians, etc. Below is the sample K-W-L-H

e. How Does It Work?
1. On the chalkboard, on an overhead, on a handout, or on students’ individual
clean sheets, three/four (the last is optional) columns should be drawn.
2. Label Column 1 K, Column 2 W, Column 3 L, Colum 4 H (Additional)
3. Before reading (or viewing or listening), students fill in the Know column with words,
terms, or phrases from their background or prior knowledge. If the teachers are having
them draw on a topic previously learned, then the K column may be topic-related.
But if the topic is something brand-new, and they don’t know anything (or much) about
it, teachers should use the K column to have them bringing to mind a similar, analogous,
or broader idea.
4. Then have students predict what they might learn about the topic, which might follow a
quick glance at the topic headings, pictures, and charts that are found in the reading.
This helps set their purpose for reading and focuses their attention on key ideas.
5. Alternatively, you might have students put in the middle column what they want to
learn about the topic.
6. After reading, students should fill in their new knowledge gained from reading the
content. They can also clear up misperceptions about the topic which might have shown
up in the Know column before they actually read anything. This is the stage of
metacognition.

B.5. SQ4R Method
This SQ4R Method is very practical to help students keep studying organized and efficient.
The steps to SQ4R are Survey, Question, Read, Recite, Record, Review. These steps are
explained in the steps below.
a. Survey
Students should skim and scan the chapter. The purpose of surveying the chapter
is to get the general idea of the content, structure, organization, and plan of
the chapter. Surveying the chapter gives the “big picture” a framework of the main
ideas, which will help to hold the details together later (Richardson & Morgan, 1997).
Look at:
• Titles, headings, and subheadings
• Caption under pictures, charts, graphs or maps
• review questions or teacher-made study guides
• Introduction and conclusion
• Bold or italicized print
• First and last sentences in paragraphs
• Summary and Footnotes (www. reading/sq3r.html)

After surveying the entirely text, the next is to focus to a particular information in
a particular place in the writing. Survey each chapter. Survey a chapter assignment before
the students actually read it. Survey should tell the scope of the content, how different
topics are organized, and what the author’s purpose and point of view are. The chapter
survey will also give the students sufficient background information for class notes.
? Read the chapter title.
? Read the chapter objectives.
? Read the chapter summary or review.
? Read the major headings and subheadings.
? Read the visual aids.
? Read the italicized and/or underlined words and terms.
Try also to survey the illustrations. Our society is visually oriented; authors and
publishers are well aware that effective use of illustrations in textbooks is more
necessary than ever. Illustrations can literally replace hundreds of words and convey
a message more dramatically and quickly than a comparable section of text. Formats range
from equations, theorems, and formulas to tables and graphic illustrations.

b. Question
Having students develop questions gives them a purpose for reading. Reading for
specific purposes positively influences comprehension (Narvaez in Santa, Havens,
and Valdes, 2004).
Setting a purpose also aids the student in recalling information. Developing questions
prior to reading results in spontaneous attempts to answer the questions based on
information already known, increased concentration and attention while reading to find
an answer to the question, and increased comprehension due to the mind in its attempt
to find an answer to the question.
Before beginning to read, students should turn each title and subtitle into a question.
Practice will make this skill automatic (Richardson & Morgan). For example, if they are
reading part of a chapter called “Functions of Word Formation Processes,” the teacher
should lead the students to ask themselves, “What are the functions of Word Formation
Processes?”

c. Read
Reading promotes an active search for answers to the specific questions that students
have developed. It forces the student to concentrate for better comprehension and aids
in lengthening attention span (Richardson & Morgan, 1997).
Students should read each section of the text to answer questions that were developed
in the step above. If a word meaning is not clear through its use in the selection,
reread. If it is still unclear, underline the word or jot it down and look it up when
students finish reading.
? Question in mind: What is the writer’s purpose? What is he trying to get the
reader to think or do? Is he giving facts or his opinions?
? Look for answers to the questions that have been developed in mind.
? Reread captions under pictures, charts, graphs, or maps.
? Note all the underlined, italicized, or bold printed words or phrases.
? Study graphic aids.
? Reduce the speed for difficult passages.
? Stop and reread parts that are not clear.

c. Recite
Recite the main ideas, in other words, aloud or to the students, after finishing a page.
Check the comprehension and make sure the students have the correct information.
Do the same for the major points after reading each section or chapter.
By reciting what the students’ read, the students are able to see how much information
the students absorbed, areas the students didn’t understand and need to review, and
answers to the questions the students generated for the students. If the students
cannot answer the questions, go back to the material and reread.
(www.magicspeedreading.com)

d. Record
Marking the textbook increases understanding of the material for the present and for
future reference. The process of selecting and marking requires the students to find
the main ideas. Later, when the students evaluate the text for exam purposes,
the students will find that the textbook markings and highlights enable the students
to grab the essential points without having to read whole paragraphs and chapters again.
Write down the central points for the chapter or section in the notebook. Do each
assignment before class. This will prepare the students to take part in class
discussions which will, in turn, help the students memorize the material the students
have read and to put it into mind.
Underlining key words and sentences will make those items stand out in the mind.
Summaries enable the students to write a brief outline of a section in other words.
Expand the students own system of reading. Use whatever facilitates the students
retention of the material and works best for the students. The students might use the
following: a double underline for main ideas and a single underline for supporting
points; a bracket to enclose several consecutive lines that are important, rather
than underlining all of them; or a box or circle around key terms.
Use other words. Marginal notations and summaries should be in other language so the
students can readily recall the original material as the students review.
Using the text in this manner enables the students to extract all that the book has to
offer the students in a learning situation, now and in the future.
The students will be able to use the texts for review in later softwares in the same field or in a related field, thus reducing the need to re-read the material. The students will reap the most benefit from reviewing the notes in the text, rather than being distracted by notes the students may find written by some other person in a used text.

e. Review
Teachers should include regular review periods as an effective strategy for retaining
information. Regular reviews help students remember more of the information, thereby
changing the nature of studying done at exam time. Rather than relearning material that
has been forgotten because students haven’t looked at it since reading it or writing it
down, preparing for an exam can include a review of familiar material and rehearsal
strategies like trying old exams. The volume of material to review increases as the
course continues, but the amount of time needed to review older material decreases.
Students should study their outlines and notes and be able to retell what was read in
their own words. Students should try to see relationships within the content. If they
are unable to the teacher may need to model for students how to look for relationships.
Student should be checking their memory by trying to recall main points and sub points
(Richardson & Morgan, 1997).
C. Concluding remark
Though the five teaching reading methods that have been discussed in this article are
not the ultimate solutions that can solve all students’ reading problem, they are very
helpful for teacher. Not only the methods give direction to the teachers who teach
reading, give them inspiration to find their own style in teaching, but also encourage
the teacher to conduct researches. Researches that are intended  to revise, to improve
and to develop these teaching reading methods so that they become better in the future.
These five methods are just a trigger for the teachers to increase teachers’ spirit to
teach reading.
There is no single method or single combination methods that can successfully teach all
students to read. Even so, by working hard one day, teachers will be able to teach all
students reading successfully by using thousands methods that have been developed from
the five ones.

REFERENCES

Choral Reading Method. http://www.d21.il.us/dep_instr/langarts/parentinfo/

choral_rdg.tml (Accessed on June 28, 2008)

International reading association. 1999. Using multiple methods of beginning reading
instruction, a position statement  of the international reading association. Newark,
Delaware. USA

-. Reading Method:PORPE. http://www.arc.sbc.edu/porpe.html (Accessed on December 6, 2007)

Richardson, J. and Morgan, R. (1997). Reading to learn in the content areas. Belmont,
CA: Wadsworth Publishing Company.

Ogle, D.M. (1986). K-W-L: A teaching model that develops active reading of expository text. Reading Teacher, 39, 564-570.

Santa, C., Havens, L. and Valdes, B. (2004) Project CRISS: Creating indenpendence through student owned strategies. Dubuque, IA: Kendall/Hunt Publishng Company

-. THE Paired Reading Method. www. paired_rdg_method.html. (Accessed on December 3, 2007)

-. The KWL Reading Method. http://www.kipling.org.uk/poems_serving.htm. (Accessed on December 6, 2007)

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PROVISION MUST HAVE SOMEONE TO BE A GOOD TEACHER

Excerpted from the book "How to Be a Teacher Supermodel" by Iqbal N.Az. Publisher: Student Work Surabaya

Nurul Azhar Iqbal

Teacher while in class diibiratkan as a merchant who was selling his wares. Prospective buyers are students. Merchandise is its science. Like a merchant who will do anything to make your promotional merchandise sold, gurupun too. Teachers will do anything to make the its students interested in the material being taught.

Signs that the merchandise is sold out teachers can be seen from the results of the final review are usually placed at the end of the subjects. In this review process, the teacher will usually be asked again about the material that has been submitted and ensure that all material has been delivered and understood students.

When in the review process of all students can answer questions perfectly, then it implies that it has been demonstrated that the teacher has been successfully trading, and merchandise that knowledge has been sold. But if there are some or even most of the students there who do not understand the material presented, eat it indirectly has shown that teachers were less successful in the trade.

And if this is the case, he should do is re-evaluating berdagangnya way, namely by menyakan many things on her own. Pertanyaanan commonly proposed in this process of self intorpeksi usually dwell on four things, ie is whether the prospective buyers had enough money to buy merchandise or not, or in other words whether the price of the merchandise is too expensive or not, the second is whether the merchandise has been packaged in an attractive container or not, the third if the merchandise has been varied or monotonous, and the latter is whether the quality of merchandise is enough or not.

The first question about the ability of buyers mentioned above is actually meant to ask whether the ability of students to teachers is sufficient to capture the contents of the material or not. What is meant by high prices here is the material that is taught is too complicated or too high for its students or not. Problems encountered on berhubngan difficulties with comprehension of students to these subjects usually occurs in schools that are in the area, or private schools with minimal facilities. Many teachers are too high hopes that their students will be able to absorb all the material, when the input is not too good school, meaning that students who enter the school learning ability is still far below the standard, if teachers encounter such a problem, then the teacher can do is adapt to existing conditions. Adjustment is a lot of way, the first teachers can lose Standard Competencies to be achieved so that children become more easily grasp the lesson because of the difficulty of the material decreases, but this method is not recommended. The second is to continue to use the Standard of Competence normal but the number of face-to-face plus. Increasing the number of face-to-face is done to address students who are slow learner, by repeating again the material in the form of remedial teaching or by extending the exercise. The third teacher continued to teach as usual, but the material that is taught must be submitted se-smart and simple as possible so that students who have learning problems is able to remember the material quickly. The third way is what made the toughest teacher because the teacher must be able to plan learning activities as effectively as possible. Teachers daiharuskan also be inventors probling solving ideas related to the subjects students

Packaging merchandise is on the second question here is the packaging material presented, whether the way he delivered the material has been able to make its students keen to listen, how often he threw the opportunity for students to ask questions and discuss, how often he throws fresh joke-joke but educate, When shortcomings located here, then the teacher is required to provide records and find a solution. Solutions are found usually in the form of a teaching method is simple but easy to remember. This method if dipatentan and sold then the price will be invaluable.

Which is a variation of merchandise in question to three are variations of the material presented. This means that a teacher must be good at providing variation in the classroom. This variation can be done by changing the learning environment of students in class every week, or every day or every given time duration, all of which depend on the teacher educators. Examples of this variation is determining how long the material was delivered, whether delivered in a face-to-face, or did twice, whether delivered in lectures or group work models, and whether the order of tables, chairs in the classroom in a fox or not. Good teachers are always aware of this, so when he goes into the class, the student will not be easy to guess what will they do at every meeting because the teacher always brings surprises in the form of different learning activities.

Being the core of the last question is the teacher must be able to check the material that was presented to the students. Is the material according to curriculum, if there are no misconceptions when the material was delivered, and whether the quality of the material presented to the same level of quality of the material presented in another school. Things like this can not possibly be done by a teacher who only teaches origin only. Kelegawaan need to realize that the task of the teacher is not only deliver, but also must be able to account for what has been conveyed.

As traders who have a need for wholesale merchandise when discharged, a gurupun prosecuted the case. A trader would not be possible to sell if there are no items to be sold. When out of stock merchandise, the merchant will wholesale to distributors or to the grocery store. Only after the wholesale merchant, he will be able to sell again. Similarly, a teacher. He will not be able to teach well if he just rely on knowledge received from S1nya lecture course. Though times have changed. Students today's more powerful and advanced than students antiquity. If teachers rely solely on the knowledge that he can be in college, he would be overtaken students. To overcome this, the teacher must wholesale new science. This can be done with the wholesale purchase of new books to read to completion. It is very well done to determine the development of the sciences related to the field. He also can participate in various activities that have the goal to improve the competency of teachers such as seminars and workshops. Discussion of the peers, with senior colleagues or with expert knowledge greatly assist this process wholesale. How to wholesale the science of the last and most effective way to go to college to a higher level again.

In general, there are three provisions that must have to be able to be a good teacher. These three things when a person who intends to become a teacher will deliver these people get success in the teaching process. Three provisions in question here are: (1) sufficient competence (2) sufficient creativity so that the teacher teaching styles vary, and (3) has the candor and pray for the success of the students.

A teacher does not need someone intelligent, brilliant, and able to master the subtleties of their knowledge to detail. To become a teacher of English one does not need to know all the vocabulary that is in the Oxford dictionary, or also parts per page in the book grammarnya Betty S. Azar. Similarly biology teacher. He did not have to know all the Latin names of plants in the world. Suppose there are people who can do this, this is a value that must be grateful. But in general, be a teacher does not need anything too amazing as it has been mentioned. Terms are easy enough. He must have sufficient competence relating to scientific and related to education. If one has to understand the core darikeilmuannya and able to apply the scientific core to solve a lot of problems related scientific premises, then even this is enough. Moreover, also the person also understand the basics of education, which is about teaching tools such as curriculum, slabus and teaching plans, or about learning methods such as CTL, Cooperative Learning to Quantum, then all was very supportive.

A teacher must also have high creativity soul, because the soul of creativity here will encourage him to find a variety of new learning model suitable to be applied in its class. From this soul he will be able to find a wide range of problem solving related problems when the students are in class, at school, or out of school. This creativity will enable teachers to find good ways to teach, how to open an elegant class, how to create and perform a practical assessment, by providing task beautiful but not burdensome, how to lead a discussion in class and made the children actively express their ideas, how to give reinforcemen in children, how to give punishment wise and much more. A teacher's creativity will make him into a visible difference between the other teachers, and this is what will make the students always longed to meet with subjects

The last of the provision that a teacher should possess is candor. This is a rare candor teachers have today. When the understanding of capitalism sells, and education affected. Likewise teachers. Many souls teachers begin to understand this so that affected their intention to teach become insincere. Many of them find what they are told it is not commensurate with the salary they receive, so consequently when they are in their class not allout. Sometimes they deliver the materials but not completely. The aim is that some of this material can they convey in les. By providing tutoring, they can be extra income. This paradigm shift is clear troubling. With this change, the quality of learning is reduced. Spirit and motivation class also weakened. And this is all because the teachers forget a very important aspect of their lives that aspect sincere. If the sincere teachers teach, then this will give you a spirit of sincerity that without limits on teachers to strive to make their students understand the material presented. The spirit of sincerity will be able to melt the heart and soul of their hard protégé. Especially when coupled with the willingness of teachers to pray for their students to succeed, then this spiritual aspect falsifies excess teachers. Teachers will look radiant and authoritative.

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TEACHER EDUCATION PROGRAM QUALITY

The need for qualified teachers of the higher current positively must be addressed by the management of teacher education. This positive response must be shown to constantly improve the quality of educational programs it offers. Improvement of education quality in higher education is clearly going to bring a positive impact on the creation of qualified teachers later in life.
To be able to create a quality teacher education, based on several studies Darling-Hammond. and Bransford (Ed.) (2005: 394) states that there are at least three important elements in the design of teacher education programs should be improved (made different from the current state). The third element is as follows.
1. The content of teacher education, with regard to the material should be given to the students, how to give, how to combine various materials so that meaningful, as well as how its expansion so that students have a cognitive map that will help them to see the relationship between teacher knowledge domains with its use as a practical in the field to encourage students to learn.
2. The process of learning, in terms of curriculum development that is consistent with the fundamental readiness of students and learning materials and practical process that is able to generate student understanding through active creativity in the classroom.
3. Context of learning, with regard to the creation of contextual learning process in order to develop practical skills of students. Context of this study should be applied both in the domains of teaching materials as well as through professional learning communities (schools).
Sekait with the above opinion, Lang and Evans (2006: 3) is more clearly stated that the creation of quality education programs can be based on the essentials of teacher education programs as follows.
1. significance theory with practical experience.
2. Cooperation between universities and other educational community.
3. Theory and practical in generic skills and reflection and discussion about the effectiveness of these skills.
4. Giving emphasis on the process of how students learn to promote creativity and critical thinking skills.
5. Ability to organize learning.
6. Application of a constructivist approach to learning.
7. Application of alternative assessment and motivation theory.
8. Building a research-based professionalism.
Based on these two views, quality educational programs on dasarnnya is a teacher education program that always consider the question of what a teacher and what teachers can do. The question of what a teacher will encourage the teacher education program has always taught contextual material to the students. Contextual material is of course not only theoretically presented practical but are presented so that the prospective teachers to acquire two thoughts at once the concept and practical. In other words, it can be said teacher education programs should be able to educate prospective teachers in learning the basic assumptions about the practical concepts in practice.
The second question about what to do teacher will encourage the implementation of teacher education programs leading to the excavation potential and needs of the students adapted to the real conditions of the teacher's performance in the field. Thus, teacher education program will continue to focus on the creation of hard skills and soft skills that teachers should possess. This means that the teacher education program must be able to provide the professional skills of the graduates while creating graduates who have a high thinking skills that will be very useful to develop professionalism when they've become a teacher someday. Therefore, the implementation of the educational process in teacher education programs should be geared towards introducing and play as a student teacher during his studies he leads.
Teacher education programs are not qualified teacher education programs that provide knowledge of various models and strategies of learning to students but are able to apply various models and strategies to students so that students gain an overview of theoretical concepts and applications simultaneously. Through this real experience, complaints over the ignorance of teachers on a variety of models and learning strategies as well as the inability of teachers to implement various models and strategies will be able to ditepiskan. In addition, by applying various models and strategies to students, student creativity will increase and the prospective teachers will understand that becoming a teacher is basically an attempt to always be professional learners.
Professional development of teacher education can also be formed through increased research-based learning process. This means that since the beginning of the student should have been invited to conduct a simple research on any subject. Through this kind of learning style, the teacher candidates are expected to find esesi actual teacher as well as build their competence to carry out skilled research when they later became a teacher. In addition, research-based learning can also be interpreted to mean that the learning process is carried out in universities is always based on the latest research results in line with the scientific vision and market signals so that graduates will have a number of skills that are really needed in the field.
In the end, the creation of a quality educational program will be highly dependent on the quality awareness of the managers. Sekait with this, the managers of higher education institutions teacher already should run educational process based on a clear quality assurance. The teacher education program managers are required atmospheres provide excellent service to the students so that the entire program is performing students to be able to deliver quality. In addition, the impact of the quality of their attention to this will lead also to the people's trust in the teacher education institutions so keberlangsung teacher education programs will be guaranteed in the future.

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