Status of Teachers

Summary
1. Status of Teachers
2. Some Skills Teaching
Course Codes: Introduction to Education
Lecturer: Dra Suharni M. Pd.






Produced by:
Teguh Wibowo
NIM: 08144600117


Study Program Elementary School Teacher Education
Faculty of Teacher Training and Education
University PGRI Yogyakarta
2008
TEACHER POSITION

A. Meaning Teacher
Teachers are people who memeberikan science to their students. In view of the public are those who carry out education-ditemat certain places, not necessarily in the formal education institutions, but can jiga at the mosque, in the musolla, at home and so on. Community believed that teachers were able to educate them to be a noble personality.
The task of teachers is not only limited to the school walls, but also outside of school. Guidance should be given only puntidak groups (classical), but also individually. In other words all those teachers are in charge and responsible to guide and nurture students, both individually and classical, in school and outside school.

B. Teacher Requirements
Being a teacher by Prof.. Dr. Zakiah Daradjat (1992: 41) must meet several requirements as below:
1. Taqwa to Allah swt.
Teachers, in accordance with the purpose of Islamic education, not possible to educate their students devoted to God, if he himself is not devoted to Him. Because he is a role model for their students sebgaimana Muhammad peace be upon him a role model for his people.
2. Knowledge
Teachers also must have a certificate that he was allowed to teach. Except in emergencies, such as the number of students is the number of teachers menigkat sedangkat far from sufficient, it had to deviate for a while, ie not yet received a certified teacher. But under normal circumstances there is a standard that the higher the better teacher training and education, in turn, the higher the degree of community.
3. Healthy Physical
Physical health is often used as a prerequisite for those who apply to become teachers. Teachers who have a contagious disease, for example, is very dangerous to their students. In addition, teachers who are not diseased will be passionate about teaching.

4. Good behavior
Important teacher character in the character education students. Teachers should be models for children are imitative. Among the goals of education is to form a noble character in students self and this could be possible only if the individual teacher also noble. The meaning of noble character is a character who sesuia with Islamic teachings, such as loving his job as a teacher, be fair to all students, effective patient and calm, dignified, happy, human nature, in collaboration with other teachers, in collaboration with the community.

C. Teacher Responsibility
Teacher is the person responsible for the intellectual life of students. Competent personal decency is the expected present in each of the students. For that teachers with full dedication and loyalty to guide and nurture their students in order to be dating period to be useful for the home country.
Surely a responsible teacher has several properties, which according Wens Tanlain and colleagues (1989: 31) is:
1. Accept and comply with norms, human values.
2. Assume the task of educating with the free, brave, happy (the task is not a burden).
3. Aware of the values associated with the actions and the consequences that arise (the heart).
4. Respect for others, including students.
5. Wise and prudent (not reckless, not reckless, not dementia).
6. Taqwa of Almighty God.

D. Task Master
Teachers have the power to shape and build the personality of the students to be a useful for the religion, homeland and nation. Teachers prepare manusai moral duty that can be expected membanguun themselves and build the nation and the State. And in fact the task of teachers, among others:
a. The task of teachers as a profession requires the teachers to develop themselves in accordance with the professional development of science and technology. Educate, teach and train students is the job of the teacher as a profession.
b. The task of teachers as educators is to continue and develop life values to their students.
c. The task of teachers is to teach means to continue and develop science and technology to their students.
d. The task of teachers as a coach is to develop skills and apply them to life for the sake of future students.
e. Humanitarian tasks one aspect of the duties of teachers. Teachers should inculcate human values to their students. That way students have been educated to the nature of social solidarity.
f. In the social field is a task that is also important. In this area teachers have a duty to educate and teach people to become Indonesian citizens a moral Pancasila.

E. Teacher personality
Every teacher has their private in accordance with the personal characteristics they possess. Personality really is an abstract problem, can only be seen by appearance, actions, speech, dress, and in dealing with problems.
Personality is a whole of individuals consisting of psychic and physical elements. Teacher's personality will be reflected in the attitudes and actions in developing and guiding the students. For example, teachers must have a personality that can be used as profiles and idol, his whole life is a perfect figure. That is the impression of the teacher as the ideal figure. Profile of the ideal teacher is someone who devotes himself based calling, the call of conscience, not for mere money demands, which limit the duties and responsibilities limited to the school wall

F. Teacher Role
1. Corrector
As a proofreader, a teacher must be able to discern good values and bad values.
2. Inspirator
For inspiration, the teacher must be able to give a good inspiration for students learning progress. Teachers must be able to give instructions (inspiration) learning how good.
3. Informator
As informatory, teachers must be able to provide development of science and technology, in addition to a number of lessons for each subject that has been programmed in the curriculum.
4. Organizers
As an organizer, is the other side of the necessary role of the teacher. In this field of management activities of teachers has academic activities, organizing school discipline, develop the academic calendar, and others. Everything is organized so as to achieve effectiveness and efficiency in the self-learning students.
5. Motivator
As a motivator, a teacher should be able to encourage their students to be passionate and active learning.
6. Initiator
As the initiator, the teacher must be able to trigger the ideas of progress in education and teaching. The process of educational interaction that is present should be corrected according pengetahan development of science and technology in education. Competence of teachers should be improved according to the progress of communication and information media of this century.
7. Facilitator
As a facilitator, the teacher should be able to provide facilities that enable easy learning of the students. Learning environment that is not pleasant, the atmosphere is stuffy classrooms, desks and broken chairs, poor learning facilities available, causing lazy students learn.


8. Supervising
Role as a mentor should be overlooked, because the presence of teachers at the school is to guide students into decent human beings capable adults. Without the guidance of the students will experience in dealing with the development kesulita him.
9. Demonstrator
For materials that elusive lesson by students, teachers should try to membnatunya, by way of demonstrating what is taught in a didactic, so that what teachers want in line with the understanding of students, not in error understanding between teachers and students.

10. Classroom Management
As a manager class, the teacher should be able to manage classes well, because the class is where all students gather and teachers in order to receive lessons from teachers. Classes are well managed will support the course of educational interaction. Instead the class that is not properly managed akanmenghambat teaching activities. Tidka students will feel bored impossible to stay longer in the classroom.
11. Mediator
As a mediator, the teacher should have knowledge and understanding enough about media education in various forms and kinds, both material and non-media meteriil. Media serves as a communication tool for interaction mengekfektifkan educative process. As a mediator, the teacher can be interpreted as a mediator in the process of learning to the students.
12. Supervisor
As a supervisor, the teacher can help hendanya, improve, and assess critical of the teaching process. Supervision techniques should teachers know well in order to make improvements to teaching and learning situation for the better.
13. Evaluator
As evaluators, teachers are required to be a good evaluator and honest by providing a touch penialian extrinsic and intrinsic aspects. Assessment of the more touching aspects intrinsic to the personality of the students, the aspects of value (values). Assessment of students must take precedence over the assessment of the answers when students are given the test. Students' achievement does not necessarily have a good personality. Thus, the assessment is essentially aimed at students of personality change to become capable of human decency.
As evaluators, teachers not only evaluate the product (learning outcomes), but also enilai process (teaching course). From both these activities will get feedback (feedback) about the implementation of educational interaction that has been done.
G. Code Guru
Ethics means ethics (ethics) or other matters relating to the ethics of doing a job. Thus, "teachers' code of ethics" is defined as "teaching ethics rules". According to Westby Gibson, a code of ethics (teacher) said to be a formal statement which is the norm (rule deontology) to regulate the behavior of teachers.
The following code of ethics will be presented Indonesia as a result of teachers' congress PGRI formula XIII in Jakarta:
1. Teachers guide students devoted entirely to the human form of development to Pancasila.
2. Teachers have the professional integrity in the curriculum as needed nenerapkan students each.
3. Teacher communication, particularly in obtaining information about their students, but refrain from all forms of abuse.
4. Teachers create an atmosphere of school life and maintain relationships with the parents of the students best interests of the students.
5. Teachers maintain good relations with the community around the school and the wider community for educational purposes.
6. Teachers alone or together to develop and improve the quality of his profession.
7. Teachers create and maintain relationships among teachers, both based on the work environment and the overall relationship.
8. Law teachers together to maintain, develop, and improve the quality of professional organizations as a means of devotion.
9. Teachers implement all the provisions of a government policy in education.





















SOME BASIC TEACHING SKILLS

A. Giving Pengutan skills (reinforcement)
In everyday life we know of "gift". Giving these gifts will psychologically affect a person's behavior. Similarly, given a penalty because Yeah stealing, cheating, do not do the job and others that basically will also affect the behavior of people who receive punishment. Both of gift-giving and punishment is a response to another person because of his actions.
1. Strengthening in the classroom
a. Improving students' attention and help students learn when providing reinforcement used selectively.
b. Provide motivation to students.
c. Used to control or change tingah disruptive student behavior, and enhance productive way of learning.
d. Students develop self-confidence to manage themselves dalampengalaman learning.
e. Directed toward the development of divergent thinking (different) and taking a free initiative.
2. Applications
Things that need to be considered in the granting of strengthening is the teacher must be convinced, that students will appreciate and realize the response given to teachers. Strengthening the provision can be made:
a. Students watched the teacher, watching other friends and things that become objective discussion.
b. Students are learning, doing tasks from books, reading, and working on the board.
c. Resolving good work.
d. Working with a good quality work (neatness, precision, beauty, and quality of materials).
e. Repair work (in quality, results or performance).
f. There are categories of behavior (appropriate, inappropriate, verbal, physical, and written).
g. Independent tasks (development of self-direction, to manage their own behavior, and take the initiative yourself activities).
3. Strengthening Pattern
Providing basic pattern is the pattern of continuous reinforcement and sebagiansebagian patterns. Continuous reinforcement is reinforcement that one hundred percent necessary for a particular class behavior. While strengthening the part-Part, is given to strengthening specific response but not keselurhan.
4. Components providing reinforcement
a. Penguatan verbal
Praise and encouragement spoken by the teacher to respond or student behavior is verbal reinforcement.
b. Strengthening gestural
Providing reinforcement once gestural closely with the provision of verbal reinforcement. Speech or comments given to the response of teachers, behavior, students may be thinking, looking bright, with a smile, thumbs up and others. All these gestures are a form of gestural reinforcement.
c. Strengthening activities
Reinforcement in the form of this activity occurs when many teachers use an activity or task, so that students can select it as a reward for a job before.
d. Strengthening approaches
Example strengthening standing close to students, walking near the student, sitting near a group discussion, and walk forward.
e. Strengthening touch
Strengthening the touch is a reinforcement that occurs when a teacher is physically touching the student, such as patting the shoulder, shook hands, all intended to pengahrgaan appearance, behavior or student work.
f. Strengthening sign
Strengthening sign such a form of writing written comments on student work, diploma, certificate, sign the form of writing awards.
5. Model reinforcement
a. Strengthening the entire group
Providing reinforcement to all members of the group in the class can be done continuously.
b. Strengthening pending
Delays strengthening generally less effective when compared with direct delivery. But the delay can be done by giving a verbal explanation or that the award was postponed and will be given later.
c. Partial reinforcement
Partial reinforcement with partial reinforcement or not sustainable, given to students for some of its responses.
d. Strengthening Individual
Strengthening individuals are providing special reinforcement, such as calling capabilities, appearance and name of students is more effective than bersangkutn not mention anything.
6. The principle of strengthening
a. Warm and enthusiastic
Keantusiasan warmth and visible part of the teacher-student interaction
b. Avoid using negative reinforcement
Although punishment is effective to change the motivation, appearance and behavior of students, but giving it a result of boiling the complex, and somewhat kontaversial psychologically, because it should be avoided.
c. Strengthening vary
Provision should be provided to strengthen both its components and varied way, and given a warm and enthusiastic.
d. Meaningful
Teachers use the phrase: "good job". Students became suspicious and was ridiculed for even aware that his work was not good. As a result the strengthening provision meaningless, because the teacher is less warm and enthusiastic.

B. Questioning Skills
Smoothness asked (Fluency) is the number of questions that are logical and relevant to students' submitted teachers in the classroom. Giving time (Pausing) to think after the teacher asks a critical factor. Granting this time will produces some of the advantages of students who respond to grow, many thoughts arise, students interact with one another, many students asked increases, or the teachers tend to increase the variety demanded.
1. Strengthening the skills base to ask
a. Purpose
1) To increase the awareness and sense of inign know students one topic.
2) focusing on a concept perhatisn particular problem.
3) Develop active learning.
b. Phraseology
To help students respond to teacher questions, questions should be drawn with words that match the level of group development.
c. Structure
During the discussion took place teachers try to give information relevant to students denagn task, either after or before the questions.

d. Centralization
There are two aspects that can be drawn from this convergence components. First, the scope of questions yangluas (open), or narrow. Second, is the concentration of the number of students the task as a result of teacher questions.
e. Moving turn
After asking a question to all members of the class, then the teacher may ask one student to answer calls by name or by pointing, nodding and smiling.
f. Distribution
To involve students directly in the lesson, suggested questions randomly distributed (random) during the learning process going on.
g. Giving time
Each student is different in the speed of responding to questions and different levels of ability to speak clearly. One way is to give time to think in a few seconds after the question was asked to all members of the class and before the appointed certain students to answer.
h. Warm and enthusiastic
The warmth and enthusiasm shown to the answer the student teacher, have significance in increasing student participation in lessons.
i. Prompting
Are ways in which teachers to guide (prompt) provides students with a good answer correctly the questions that teachers ask.
j. Changing the level of cognitive demands
Most of the questions the teacher asks only facts. Therefore still needed questions that require students to be able to distinguish, analyze, and make decisions.
k. Things that should be avoided
1) Repeating the question itself
2) Repeating the student answers
3) Answering his own question
4) Request an answer in unison

2. Skills to ask more
a. Strengthening the classroom
1) help students to learn skills to organize and evaluate information obtained.
2) Remind students' skills in organizing and issued a reasoned answer to the question of teachers.
3) To encourage students to develop quick thinking and opinions expressed are tibal back with other students.
4) Providing opportunities for all students and teachers to experience success.
b. Taxonomic variation
1) Recall (recall)
2) Understanding (comprehention)
3) Applications
4) Analysis
5) Synthetic
6) Evaluation
c. Giving time
In the skills to ask further, giving extra time to give meaning and special significance. Giving time can be done in two ways, namely as soon as the teacher and the student asked to give answers to complex questions.
d. Increase interaction between students
Teachers have an important role in improving the exchange of opinions antarsiswa. The trick is to ask students to comment or to develop the first response.

C. Skills Variations
A variety of skills in teaching and learning process will include three aspects, namely:
1. Variations in teaching style
2. Variations in the use of media and instructional materials
3. Variation in the interaction between teachers and students
This variety of skills in wider use than in other skills, because it is a mixture of skills with other skills.

1. Strengthening the classroom
a. Purpose
b. The principle of strengthening
2. Component variation
a. Variations teaching style
1) Variety of sound
2) Emphasis
3) The provision of time
4) Contacts view
5) Movement of limbs
6) Move the position
b. Variations of media and teaching materials
1) Variation of view of media
2) Variation hear media
3) Variations tactile media
c. Variations interaction

D. Explaining skills
1. Goals provide an explanation
2. Reasons for the need to master the skills of teachers to explain
3. Strengthening the classroom
4. Component skills explained
a. Analysis and planning explanation
1) The contents of the message
2) recipients
b. Serving an explanation
1) Clarity
2) Use examples
3) Emphasis
4) feedback

E. Opening and Closing Skills Lessons
1. Strengthening the classroom
a. Purpose
b. The principles of the use of
2. Component skills
a. Skills open learning
1) Interest attention and led to motivation
2) Provide a reference and make connections
b. Closing skills lessons
1) Review
2) Evaluation

F. Skills in Preschool Classroom
1. Definition
a. Power approach
b. Approach threat
c. Pendekatankebebasan
d. Approach recipes
e. Teaching approach
f. Behavior modification approach
g. Sosioemsional Approach
h. Approach to process groups
i. Pluralistic approach
2. Purpose
a. For students
b. For teachers
3. The principle of strengthening
a. Warm and enthusiastic
b. Challenges
c. Varies
d. Flexibility
e. The emphasis on things that are positive
f. Planting of self-discipline
4. Component skills
a. Skills associated with the creation and maintenance of optimal learning conditions (preventive)
1) The attitude response
2) Dividing attention

b. Skills associated with the development of optimal learning conditions
1) behavior modification
2) Teachers can use a group problem-solving approach in a way, facilitate the tasks (seeking the good cooperation in the implementation of tasks) and maintaining group activities.
3) Finding and solving behavior problems.

G. Skills for Small Group Discussion Guide
1. Advantages and limitations
a. Pros
1) The group has more resources than the individual
2) Members of the group are often given feedback and motivation from other members, who try to make useful contributions to the success of the mind group.
3) Groups can make better decisions.
4) Members of the group has strong ties to the eputusanyang taken through his involvement in the discussion.
5) Participation in discussions will increase mutual understanding between individuals within a group and in the other groups.
b. Limitations
1) Discussion took
2) Waste of time
3) Discussion can suppress the establishment
2. Strengthening the classroom
a. Discussions must be conducted in an open atmosphere
b. The need for planning which includes;
1) Election topic or issue to be discussed
2) It can ensure that teachers and students already have background information to discuss the topic as well
3) small group discussions should be well prepared
4) group size Ditetepkan
5) seat settings.
3. Component Skills
a. Concentration
b. Clarifying issues
c. Analyzing students view
d. Increasing contributions
e. Dividing participation
f. Closing the discussion
g. Things that should be avoided
1) Holding discussions with the topic that is not in accordance with the interests and background knowledge of the students
2) Allowing the discussion drifting away because the information is not relevant preliminary
3) Allowing students monopolize the discussion
4) Failure to discuss because of the low contribution of the mind

H. Small Group Teaching Skills and Personal
1. Rational
One way to increase levels of CBSA (How to Study Students On), is to develop skills in teaching small groups and individuals. These skills will enhance the understanding of teachers and students involved.
2. Definition
Teaching perorangn interpreted as a process in which each of the students helped develop the progress in achieving the goals berdasarkna capabilities, approaches, and teaching materials.
3. Strengthening the classroom
a. Skills personally approach
b. Organizing skills
c. Skills to guide and help
d. Skills curriculum
e. Application skills
1) small group situation
2) Teaching individuals