What Is the Function and Role of the Senior High- School Teacher as Counselor?

1955 ◽  
Vol 39 (210) ◽  
pp. 162-167
Author(s):  
Lois M. Gould ◽  
H.H. Smith
Keyword(s):  
High School ◽  
School Teacher ◽  
High School Teacher ◽  
Senior High School

Study of Kynematics and Dynamics in the Traffic of Rembangan Tourism in the Jember Regency as Learning Resources for Physics Learning in the Senior High School

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Alfido Fauzy Zakaria ◽  
Bambang Supriadi ◽  
Trapsilo Prihandono
Keyword(s):  
High School ◽  
School Teacher ◽  
High School Teacher ◽  
Senior High School ◽  
Circular Motion ◽  
Rectilinear Motion ◽  
Learning Resources ◽  
Physics Learning ◽  
Newton's Law ◽  
Newton’S Law

One branch of physics is mechanics. Based on interviews to Senior High School teacher in Jember, mechanics is difficult to learn. The eksternals factor this chapter is dificult to learn is learning Resources. The learning Resources are often less contextuall with around the phenomenon of students. The contextuall learning Resources in the Jember Regency is study of kynematics and dynamics in the traffic of Rembangan Tourism. From this experiment, we get data can be used as a learning resources chapter uniform rectilinear motion, decelerated uniform rectilinear motion, accelerated uniform rectilinear motion, Newton’s Law, and circular motion.

Emotional Labor in the Dual Role of Teaching and Coaching

2017 ◽  
Vol 121 (5) ◽  
pp. 952-973
Author(s):  
Ye Hoon Lee ◽  
Packianathan Chelladurai ◽  
Chanho Kang
Keyword(s):  
High School ◽  
Emotional Labor ◽  
School Teacher ◽  
High School Teacher ◽  
The United States ◽  
Group Differences ◽  
Surface Acting ◽  
Emotional Displays ◽  
Significant Difference

This study investigated the emotional labor involved in two forms of sport services—teaching and coaching—as perceived by high school teacher–coaches regarding required emotional displays and the use of emotional labor strategies. A total of 403 high school teacher–coaches from 47 states in the United States completed the online questionnaires measuring their perceptions of required emotional displays and their uses of emotional labor strategies in the two occupational roles. Results showed that there was no significant difference in the perception of positive emotional displays as required among participants. However, participants perceived that the expressions of friendliness and cheerfulness were more required in teaching than in coaching. On the other side, negative emotional displays were perceived to be more required in coaching than in teaching. That is, expressing upset, disappointment, anger, unhappiness, and frustration were perceived differently among participants. Also, participants utilized more surface acting when teaching and employed more genuine expression when coaching. The findings of this study highlight that differences do exist in the perception of required emotional displays and the utilization of emotional labor strategies in the two roles of teaching and coaching. These results were discussed in light of the task and group differences between teaching and coaching.

scholarly journals Senior High School Teacher Readiness in the Implementation of Learning From Home in Covid-19 Adaptation Period

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Lia Yuliana ◽  
◽  
Sabar Budi Raharjo ◽  
Keyword(s):  
High School ◽  
School Teacher ◽  
Evaluation Research ◽  
High School Teacher ◽  
Sampling Technique ◽  
Senior High School ◽  
Qualitative Assessment ◽  
Primary Data ◽  
Adaptation Period ◽  
Teacher Readiness

This research is intended to determine senior high school teacher readiness in the implementation of Learning from Home in Covid-19 adaptation period. This was a policy evaluation research which used a mixed method approach in analyzing the data. Primary data was obtained from interviews via telephone and Focus Group Discussion (FGD) through Zoom. Sample’s data were taken using purposive sampling technique in Banten and Gorontalo. The data analysis technique of this research was Miles and Huberman model. The results show that during the pandemic, all schools carried out learning from home. The average of lesson duration in a week is 1 to 3 hours. Learning carried out by some teachers is still pursuing the completeness of the curriculum for all subject matter. Assessment in learning used qualitative assessment. The conditions and facilities owned by the school are that most of the teachers face problems on the weak Internet connection disturbing the implementation of the teaching and learning process.

scholarly journals The influence school management and professional teachers motivation to the teachers in high school

2021 ◽  
Vol 6 (3) ◽  
pp. 673
Author(s):  
Yustin Yuslah ◽  
Bukman Lian ◽  
Syaiful Eddy
Keyword(s):  
High School ◽  
High School Teachers ◽  
School Teacher ◽  
High School Teacher ◽  
School Management ◽  
Senior High School ◽  
Research Management ◽  
Professional School ◽  
School Teachers ◽  
Working Together

This research to know the politically charged raid aimed at school management and motivation of teachers professional high school teacher in kecamatan pedamaran.hipotesis asked in this research , management is the professional senior high school teachers in schools to pedamaran sub district , work is the motivation to performance in kecamatan pedamaran high school teacher , is the school management and motivation, working together on the same high school teacher in kecamatan pedamaran professional .In penilitian , hifotesis in use is the partial ) ( t , the simultaneous ) ( f , a correlation coefficient ( r ) ( r2 ) and coefficients determined. The results of the analysis supported survey data the results of the analysis and interview prove that there is influence professional school management to senior high school teachers in kecamatan pedamaran, influence motivation is work on performance senior high school teachers in kecamatan pedamaran, influence school management and motivation is work together to same professional senior high school teachers in kecamatan pedamaran with significant standard α <  0,05.

scholarly journals Challenge for The Islamic Studies Senior High School Teacher in Implementing the Curriculum in SMAN 1 Salaitga

2016 ◽  
Vol 1 (2) ◽  
pp. 275
Author(s):  
Nur Laili Noviani
Keyword(s):  
High School ◽  
Individual Differences ◽  
School Teacher ◽  
High School Teacher ◽  
Senior High School ◽  
Islamic Education ◽  
Observation Data ◽  
Final Exam ◽  
Evaluation Standard ◽  
Islamic Studies

<p><em>As one of the main subjects in senior high school education, Islamic studies play an important role, even though it is not included in the final exam for third-grade students. Similar to the other teachers, the Islamic studies teacher also has challenges on implementing Islamic education based on the 2013 curriculum. Employing descriptive qualitative method, this research focused on describing what challenges that Islamic studies teachers faced during the implementation of the 2013 curriculum. Data was collected from interview and observation. Data reduction was used as data being analyzed. This research was completed in 2015 and it took place in SMAN 1 Salatiga where the 2013 curriculum has been implemented since 2013/2014 and the implementation was one of the pilot projects of the school. This research finds out that individual differences and the complexity of evaluation standard are the main challenges for the teachers. Individual differences do not only apply to students but also teachers. The complexity of evaluation standard is also significant to challenge the teachers on implementing Islamic education based on a whole 2013 curriculum.</em></p>

Engineer to Educator

2019 ◽  
pp. 63-67
Author(s):  
Sara B. Smith
Keyword(s):  
High School ◽  
Present State ◽  
Gifted And Talented ◽  
School Teacher ◽  
High School Teacher ◽  
Status Quo ◽  
Current Status ◽  
Highly Qualified ◽  
The Status

In this chapter, the author traces her path from youth all the way through her current status as a high school teacher. The author describes some of the benefits and difficulties experienced as a gifted and talented adult who has found herself in the role of teacher. The hope is that some of what she shares will stimulate thought and discussion about the present state of education and how to hold on to truly highly qualified educators. Our students need great teachers; teachers who are passionate, knowledgeable, and who are not afraid to push the status quo. Gifted and talented educators can provide a tough, lasting education. We can teach students more than the content. At the same time we are nurturing our students, we, too, need to be nurtured.

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