“My Teachers Rode with Jesse James,” or Teaching Is Hard: A Political Scientist's Reflections on Good Teaching

Political Science and Politics ◽

10.1017/s1049096520000931 ◽

2021 ◽

pp. 1-5

Author(s):

Michael A. Genovese

Keyword(s):

Good Teaching ◽

Interpersonal Factors ◽

Good To Great

ABSTRACT This article examines the chief characteristics that make for good or great teaching. A combination of professional, disciplinary, and key interpersonal factors is required to advance from good to great. The alchemic process of learning—especially “how” we learn—also is explored.

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Emotional and interpersonal factors are most important for patient satisfaction with anaesthesia

Yearbook of Anesthesiology and Pain Management ◽

10.1016/s1073-5437(08)70243-2 ◽

2007 ◽

Vol 2007 ◽

pp. 269-270

Author(s):

M.F. Roizen

Keyword(s):

Patient Satisfaction ◽

Interpersonal Factors

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"Good Teaching, Good Upbringing"

Soviet Education ◽

10.2753/res1060-9393280222 ◽

1985 ◽

Vol 28 (2) ◽

pp. 22-33

Author(s):

I. S. Mar'enko

Keyword(s):

Good Teaching

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Administrasi Kurikulum

10.31227/osf.io/qjv2c ◽

2020 ◽

Author(s):

Qatrin Nada Sanya Rossevin

Keyword(s):

Teaching And Learning ◽

School Level ◽

Educational Institutions ◽

Educational Goals ◽

Good Teaching ◽

Learning Situation ◽

Whole Process ◽

Learning Practices ◽

Teaching Programs ◽

Principal Task

Curriculum administration is the whole process of planned and intentional and deliberate activities as well as ongoing guidance to the teaching and learning situation in order to help the achievement of educational goals effectively and efficiently.In this connection, at any school level the principal task of the school is to ensure that there are good teaching programs for students. Because basically the management or management of education focuses on all its efforts on teaching and learning practices (PBM). This seems clear that in essence all efforts and activities carried out in schools or educational institutions are always directed at the success of PBM.

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PENERAPAN PEMBELAJARAN METODE DISKUSI UNTUK MENINGKATKAN AKTIVITAS BELAJAR SISWA PADA PEMBELAJARAN IPS TERPADU DI KELAS VIII.B SMP NEGERI 5 KOTA SOLOK

Jurnal Spasial ◽

10.22202/js.v5i1.3033 ◽

2019 ◽

Vol 5 (1) ◽

pp. 35-42

Author(s):

Erma Yenis

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Learning Process ◽

Teaching And Learning ◽

Student Learning Outcomes ◽

Learning Activities ◽

Good Teaching ◽

Starting Point ◽

Class Viii

Abstractlearning process good teaching can create a situation that allows children to learn, so that is the starting point of the success of teaching. The low quality of education depends on the management of the teaching and learning process which can be interpreted as being less effective in the teaching and learning process, the causes: (1) Low learning activities, (2) Inadequate facilities and infrastructure. The case in Solok City Middle School, the low level of student learning activities allegedly influenced the low student learning outcomes. Based on observations on class VIII A which included the superior class had not yet achieved the desired completeness, the class with the least completeness was class VIII B which was 33.33% with KKM 65 criteria. Seeing this reality, teachers were required to motivate students and foster enthusiasm student learning. Therefore, to foster students' enthusiasm for learning, the author tries to apply student learning activities through discussion methods in small groups.Keywords: Learning, discussion AbstrakProses belajar mengajar yang baik dapat menciptakan situasi yang mmemungkinkan anak belajar, sehingga merupakan titik awal keberhasilan pengajaran. Rendahnya mutu pendidikan tergantung pada pengelolaan proses belajar mengajar yang dapat diartikan kurang efektifnya proses belajar mengajar, penyebabnya: (1) Rendahnya aktifitas belajar, (2) Sarana dan prasarana yang belum memadai. Kasus pada SMP Negeri % Kota Solok rendahnya aktifitas belajar siswa diduga berpengaruh terhadap rendahnya hasil belajar siswa. Berdasarkan pengamatanpada kelas VIII A yang termasuk kelas unggul belum mencapai ketuntasan yang di inginkan, sedangkan kelas yang paling sedikit ketuntasannya adalah kelas VIII B yaitu sebanyak 33,33 % dengan kriterian KKM 65. Melihat kenyataan tersebut, guru dituntut untuk dapat memotivasi siswa dan menumbuhkan semangat belajar siswa. Karena itu, untuk menumbuhkan semangat belajar siswa, penulis mencoba untuk menerapkan aktivitas belajar siswa melalui metode diskusi dalam kelompok kecil. Kata kunci: Pembelajaran, diskusi

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Interpersonal Psychotherapy for the Treatment of Eating Disorders

The Oxford Handbook of Eating Disorders ◽

10.1093/oxfordhb/9780195373622.013.0020 ◽

2010 ◽

pp. 347-372 ◽

Cited By ~ 1

Author(s):

Marian Tanofsky-Kraff ◽

Denise E. Wilfley

Keyword(s):

Anorexia Nervosa ◽

Clinical Care ◽

Interpersonal Psychotherapy ◽

Future Research ◽

Cognitive Behavior ◽

Research Directions ◽

Routine Clinical Care ◽

Interpersonal Factors ◽

Future Research Directions

Interpersonal psychotherapy (IPT) is a focused, time-limited treatment that targets interpersonal problem(s) associated with the onset and/or maintenance of EDs. IPT is supported by substantial empirical evidence documenting the role of interpersonal factors in the onset and maintenance of EDs. IPT is a viable alternative to cognitive behavior therapy for the treatment of bulimia nervosa and binge eating disorder. The effectiveness of IPT for the treatment of anorexia nervosa requires further investigation. The utility of IPT for the prevention of obesity is currently being explored. Future research directions include enhancing the delivery of IPT for EDs, increasing the availability of IPT in routine clinical care settings, exploring IPT adolescent and parent–child adaptations, and developing IPT for the prevention of eating and weight-related problems that may promote full-syndrome EDs or obesity.

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