Kamis, 15 September 2016

Silahkan intip-,-

Hmm...
Perkenalkan, nama saya Devy Dwijayanti J
Sedikit cerita tentang saya, yuhuuuuuuuuu. . .
Saya lulus sekolah pada tahun 2014 alumni SMK Karya Guna 2 Bekasi :D setelah dari lulus sekolah yang ada difikiran saya hanya ingin membahagiakan orangtua dengan terwujudnya cita-cita saya wkwk ya namanya juga baru lulus sekolah, banyak sekali pertanyaan-pertanyaan tentang “Mau kuliah atau kerja?” “Mau kuliah dimana?” dan masih banyak lagi hahaha... yang terlintas difikiran saya ketika banyak teman atau siapapun yang bertanya seperti itu, saya hanya menjawab “Liat aja nanti kalo ada rejeki ya kuliah, kalo gaakk ya kerja dulu aja”. Karna bener sama sekali gak ada niatan untuk kuliah. Tapi orang tua sih pengen banget saya kuliah. Yaaa dengan berjalannya waktu akhirnya saya ada niat buat kuliah jurusan ekonomi atau teknik informatika disalah satu universitas ternama wkwk sampai akhirnya orangtua gak setuju kalau saya ambil jurusan itu karena mereka lebih supprt saya untuk menjadi guru,dan peluang kerja guru juga sangat banayk sekali, masa depan juga ya alhamdulillah terjamin kalau banyak ilmu, udah gitu kerja nya juga gak seharian full. Dan masih banyak lagi, setiap hari saya selalu di brainwash untuk tetep masuk kuliah jurusan guru wkwk karna memang dari dulu saya ada bakat mengajar dan suka membantu tetangga saya yang profesinya guru. Finally, cari kesana kesini kampus yang ada jurusan ekonomi atau IT pun sia-sia wkwk karena ujungnya yaaaa tetep harus kuliah pendidikan guru. Kebetulan banyak referensi dari orang banyak untuk ambil jurusan pendidikan di Universitas Muhammadiyah Jakarta, karna univ itu memang bagus dan berkualitas. Saya bener-bener gak niat kuliah jadi guru itu akhirnya musnah wkwk hari terakhir pendaftaran di UMJ itu saya baru daftar hahahha....
Dan setelah masuk di UMJ seiring berjalannya waktu, banyak ilmu baru yang saya dapat, banyak sekali ilmu yang sangat bermanfaat setelah saya mempelajari nya. Akhirnya baru terasa kalau guru itu memang pekerjaan yang sangat mulia dan masih banyak lagi keuntungan masuk kuliah di jurusan pendidikan guru sekolah dasar J
Jadi guru itu memang tidak mudah, menurut saya guru yang baik adalah guru yang profesional, berkualitas, kreatif, banyak ide, menyenangkan, dll. kita benar-benar harus mendidik anak yang tadinya tidak bisa menjadi bisa, dengan strategi pembelajaran yang sangat baik, dengan membuat pembelajaran yang sangat menyenangkan bagi siswa, dengan membuat media pembelajaran agar siswa mudah memahami apa yang dipelajari. Waaaaah banyak sekali usaha yang harus dilakukan guru untuk membuat pembelajaran itu lebih menyenangkan..
Karna saya masih di semester 5, masih banyak sekali impian saya yang belum tercapai. Saya ingin menjadi guru yang profesional, seperti : mampu dalam menguasai materi/bahan pelajaran, mampu membuat perencanaan program proses belajar-mengajar, mampu dalam pelaksanaan proses belajar-mengajar, mampu dalam penggunaan media dan sumber pembelajaran, mampu dalam pelaksanaan evaluasi dan penilaian prestasi siswa, dll.
Semoga... setelah lulus kuliah nanti saya langsung bisa mengajar di sekolah dasar, apa yang saya impikan menjadi guru yang profesional tercapai. dan bukan hanya menjadi guru saja. saya ingin menjadi pengusaha kuliner yang kaya raya, dengan membuka usaha di banyak daerah. Aaamiinnnn....

Sekian... ;) 

Teaching in Elementary Schools, USA.

Elementary School Teacher
Teaching in Elementary Schools
https://cdn1.teach.com/content/8b02a7bfb2a442b097e1b9d93020c46e/elementary.jpg
Elementary school encompasses a wide range of grade levels. In some regions, it includes kindergarten through eighth grade. In other areas, it goes through the fifth grade, and sixth, seventh and eighth grades are considered middle school. Elementary school teachers interact with students of vastly different age groups, from the early ages of five or six, to the cusp of adolescence at 11 or 12.
Students in elementary schools are all at different phases of development, and their needs vary greatly. However, most elementary school teachers focus on a specific grade level, teaching one class of students who are around the same age. In fact, some states require teachers to be certified to teach a particular grade.
Elementary school teachers usually have one class and they teach their students several different subjects. The curriculum is usually structured around the fundamental subjects of mathematics, science, social studies, language arts, music, art and reading. The exact structure and pedagogy can vary from school to school, but for the most part, elementary school focuses on building the foundation for a well-rounded education overseen by teachers who follow students closely through their development. Elementary school teachers are expected to be very hands-on, creating fun and enthusiastic atmospheres within their classrooms and adapting to meet the needs of their students.
Jobs For Elementary School Teachers
The demand for teachers is growing as schools try to keep up with increasing trends in student enrollment. According to the Occupational Outlook Handbook (OOH), 2010-2011, employment of teachers is expected to grow by 13 percent between 2008 and 2018. Teaching job opportunities for public elementary school teachers are more abundant than for private elementary school teachers, though the job market for both is looking good. With over 72,000 public elementary schools in the United States, there are almost 35 million elementary school students. On the other hand, there are around 33,700 private schools in the United States with an estimated 5.8 million students, 4.6 million of which are in elementary school.
There are many factors affecting the salary of elementary school teachers (including level of education, certification and even location), but the National Center for Education Statistics (NCES) lists the average base salary of all public elementary school teachers as around $49,000, and $34,000 for teachers in private elementary schools.

Becoming an Elementary School Teacher
While the standards for teaching can vary on a state-by-state basis, teachers in elementary schools are required to fulfill basic educational requirements. Elementary School teachers are required to have at least a Bachelor’s degree. It’s very important to find out the teaching requirements for the state where you’re looking to teach. Though a Master’s degree is not required, it does have its benefits, including greater chance for promotions and a potential increase in salary.
Public school teachers must be licensed to teach in their state. Licensure is attained through a teacher education program that is accredited by the National Council for Accreditation of Teacher Education (NCATE) or theTeacher Education Accreditation Council (TEAC). Teacher education programs focus on pedagogy, teaching methods, educational technologies and actual classroom experience as a student teacher. You can enroll in ateacher education program after you’ve completed your Bachelor’s degree, but there are also schools that train you to become a teacher as an undergraduate. These schools of education center their courses of study around the philosophy of education, psychology of learning, methodology and technology in the classroom. Elementary school teachers must also pass certain standardized tests to demonstrate efficient knowledge and capabilities.
Where Can I Teach?
Public Elementary Schools
Public schools are federally funded. They are governed by the United States Department of Education on the federal level, their state’s board of education on the state level and locally by their school district. The school district is responsible for deciding which grades elementary school consists of and control the curriculum, the allocation of funds and the hiring of teachers for each school. Public schools are available to every child in that district, so elementary school teachers interact with students from all different backgrounds. Teachers can also teach at magnet and charter schools, which are still public, though they are built upon a specific educational philosophy, and are smaller, more selective and may have additional requirements for their teachers.

Private Elementary Schools
Private schools receive no federal funding and are autonomous of the government. They are funded mostly by tuition and donations, and are governed by the organization that founded them. Many are religiously affiliated, founded by a church or religious group to educate students in a manner concordant with their specific beliefs. Their autonomy allows them to set their own standards for teachers. Most private schools adhere to government regulations regarding teacher qualification to maintain a high educational standard, but it is important to check with the school where you want to work for the specific criteria. Private school teachers must have a Bachelor’s degree at the very least, though they do not have to be licensed or certified, or they might have to be certified by a program designated by the school (for example, some Catholic schools require their teachers be certified by the NAPCIS Teacher Certification Program).

Curriculum in USA

PROFILE OF BASIC EDUCATION CURRICULUM IN USA

https://ideguru.files.wordpress.com/2010/05/images4.jpeg

The purpose of education at all levels of education including primary school level (Elementary School) in the United States compiled since 1991 and still in force today briefly formulated in the following 10 destinations:
1.        Each student should have the ability to communicate and computational (calculation);
2.        Each student must apply the research methods (inquiry) and the knowledge that has been learned, and can use that knowledge in methods and interdisciplinary applications;
3.        Every student should have the knowledge, understanding, and appreciation of the artistic, cultural and intellectual achievements, as well as developing the ability to express a personal flair;
4.        Each student should have and be able to apply knowledge about the political, economic and social institutions in the country and abroad;
5.        Each student must adhere to and practice the basic values ​​of citizenship and has, and can use their skills, knowledge, understanding, and attitudes necessary for participation in the democratic life of the country;
6.        Each student should be able to develop the ability to understand, appreciate and work with others who differ in terms of race, gender, ability, cultural, religious and ethnic background of the political, economic, social as well as understand and appreciate the values, beliefs and the attitude adopted by them;
7.        Each student should have knowledge about the ecological consequences of the use of natural resources and the environment;
8.        Each student must be prepared to enter Secondary Education (Secondary Education);
9.        Each student must be able to develop the knowledge, skills, and attitudes that will enhance your personal life, positive skills, and functions in a democratic society;
10.    Every student should be able to develop a lifelong commitment to learning and being build.
The purpose tenth colored the content development / curriculum materials in schools, both at the level of national / state and local levels.
In the history of education in the USA (United States), the determination of what should be taught in school is owned by the local community (local communities) and State or province called states. Thus, very diverse curriculum content, adapted to the circumstances of society and the State. There is no educational system or curriculum nationwide. State (State) and the public alike have the power / authority in determining the material / content and structure of the curriculum. Furthermore, school organizations at the local level allowed to determine the program or curriculum content of all still in rambu- signs or instructions set by the State government (State), add or complete the graduation requirements, determine the selection of the program to be taught, and proposed a program or syllabus which will be developed by the State.
Basically the curriculum development process centered on State (State), but as a teacher, school, or district can design their own courses are offered according to the guidelines / instructions issued by the State. Schools should create a program in accordance with the requirements of State and designing a curriculum to prepare students for the state exam (state examinations). Syllabi for all subjects (subjects) issued by the State government for all levels of schooling, while schools allowed to submit alternative syllabus and develop additional options as a program. In some cases, the syllabus for the selection of programs should be direviu by SED (State Education Department). At the end of the school and the teachers are responsible for determining what should be taught and how to teach, and to make consideration of any rules, policies and judgments. Parents, teachers' organizations, researchers, as well as business leaders are often involved in the development of policy recommendations curriculum determination, could even be a member of the curriculum commission, task forces and advisory body SED.
At the school and classroom level, teachers can develop a curriculum based on the standards and framework of the State government (State), using sources of material as determined by the government or define their own. Thus, in the US education teachers are expected to use the standards and framework as a basis for curriculum development, they could consider flexibility / suppleness design a curriculum for a class of their own, including in selecting media and methods of learning.
There are no requirements regarding the allocation of time spent on each subject, so each school and teachers use the time each lesson diperyaratkan by the government and should be taught at the primary school level (level 1 to 6), namely:
1.         Mathematics (Mathematic);
2.         Reading (Reading);
3.         Spelling (Spelling);
4.         Writing (Writing);
5.         English (English Language);
6.         Geography (Geography);
7.         American History (US History);
8.         Social Sciences (Social Studies);
9.         Health (Healthy);
10.     Music (Music);
11.     Arts (Visual Arts);
12.     Sports (Physical Education).


In relation to the evaluation of the curriculum, in the United States there is no formal mechanism for evaluating the effectiveness of the school curriculum or curriculum framework set by government (State). The framework is usually developed by curriculum experts from among teachers or other education experts and experts on subjects based on the results of the Review of the latest standards and practices contained in the report of the curriculum at the level of State (State) and national, for example, based on the results the 'Review an agency called the National Council of mathematics Teacher publishes curriculum and evaluation standards for school mathematics courses at the school.


Dosen: DIRGANTARA WICAKSONO
Mata Kuliah: Perencanaan Pembelajaran