scholarly journals Communicative Constitution of Organization for Elementary School in Pandemic Covid-19

2021 ◽  
Vol 1 (4) ◽  
pp. 183-189
Author(s):  
Sigit Tri Pambudi ◽  
Basuki Agus Suparno

This study focuses on an organizational development especially for an elementary school in which try to stabilize and adopt the changes of teaching and learning processes in relate to pandemic Covid 19 since it has been prevailing one year ago. Through Communicative Constitution of Organization (CCO) approach, it stressed on how elementary school as organization develop and adapt toward the uncertainty situation affected by pandemic covid 19. There are four locations which represent communication events in organization. First, membership negotiation, portraits how member of organization interact each other. Second, self- structuring, reflects how organization norms and culture were internalized within member of organization. Third, activity coordination- the way assignment was conducted and accomplished. It is an important thing in determine organization being successful. And finally, position of institution determines organization to the public. All has important roles to shape and develop organization being success.

1965 ◽  
Vol 12 (6) ◽  
pp. 442-449
Author(s):  
Eleanor Schmickrath

(The following narrative bas been recorded with far more subjectivity than is usually associated with a description of the teaching and learning processes in elementary arithmetic. It describes the use of Cuisenaire rods in one of a series of sessions with a kindergarten child of low average mentality. The current efforts towards helping children to “see” relationships between numbers is the focus of this interview between a little girl and a person serving as an elementary school district consultant in arithmetic.)


2018 ◽  
Vol 4 (1) ◽  
pp. 55-62
Author(s):  
Tita Setiawati

REGROUPING PROGRAM OF PRIMARY SCHOOL (SD) IN IMPROVING EFFECTIVENESS AND EFFICIENCY OF EDUCATION. The fact shows that the implementation of primary school level education must still receive attention, whether in the aspects of employment, finance, educational facilities and infrastructure which are still far from the desired expectations, the limited budget for education as well. The effort to improve the education budget appears to be in the current situation and condition, not yet possible to do. On the basis of that consideration, the policy of Primary School Regrouping is the most feasible effort to be done as a breakthrough step to realize efficiency and effectiveness in carrying out educational operational tasks. Judging from the public policy study the significance of the Elementary School regrouping program is to increase the success of effective and efficient primary school. While from the aspect of public interest, with the incorporation of Primary School can provide the best service to the public in the field of education. Further data obtained and the value of information that the policy of incorporation elementary school is appropriate to be implemented and has been able to create teaching and learning activities more effective and efficient. In addition, it has also been able to improve the work performance and motivation of principals and teachers in performing their duties, to improve the participation of the School Board significantly in assisting the smooth management of the school.


2017 ◽  
Author(s):  
Yosi Wulandari

Folklore has a charge and ancestral community values, moral values, and education are deliberately conveyed to the public. Folklore generally tends to use natural elements. Utilization of natural elements into the markermoral messages in folklore. Five Indonesian folklore that utilizes the rock has a tendency to tell the story of the curse and regret. The folk story is legend Shopping Atu (Batu Belah) of Aceh, Maluku Badaong Batu, Batu Princess Cry of Lampung, Legend of the Stone Cry of Borneo, and Legend of the Stone Crying of West Sumatera. The important thing that needs to be examined from the delivery of the moral message of folklore is as follows.(1) Explaining the way of delivering a moral message in folklore containing the word 'stone' in the title of the story. (2) Describe the effect of "condemnation and regret" at the folklore character education for children.(3) Explaining the use of the theory of deconstruction as a method of interpreting the text carefully. The interpretation of the results is intended as the material development of new stories that can be read by children in Indonesia. The transformation of the story would be adapted to the needs of the formation of the character better by not changing the charge and ancestralvalues.


1970 ◽  
Vol 5 (1) ◽  
Author(s):  
Anne-Meike Fechter

Corsin-Jimenez (2003) provides us with the image of 'teaching the field'. I take up the related notion of 'the classroom as field', namely, looking through an anthropological lens at teaching anthropology as a non-British national in UK universities. I discuss some of the limitations and possibilities arising from this situation, and their impact on teaching and learning processes. I suggest that viewing the classroom as a field-site highlights parallels between the anthropologist as fieldworker and the 'foreign' anthropology teacher. One relation between the two is that the personality of fieldworkers influences the way they are able to conduct their research, how the informants are going to view them, and how the researchers might understand what is happening in the field. As has been pointed out, this condition is inescapable. It is possible, however, to become aware of these processes and trace their implications. I suggest that the same holds for 'foreigners' teaching anthropology in the UK. Their 'non-Britishness' will inevitably shape their teaching, presenting limitations as well as advantages. Obviously, being a 'foreign' anthropology teacher only constitutes one of many characteristics that might become relevant in teaching: differences such as gender, age, or ethnicity can all play a role. For the present, however, I specifically address 'foreignness'.


2018 ◽  
Vol 4 (2) ◽  
Author(s):  
A. Fajar Awaluddin

Abstract Communication is central to everything that activities performed daily to the public, ranging from office, education, relationships, sales and others. Many problems-problems concerning the group will be able to be traced, in the event that there is poor communication due to congestion and communication barriers, or because there is no communication at all. In writing this essay will discuss the problem of how communication patterns of teachers and pupils in schools. The focus in this study is the pattern of communication between teacher and student in the classroom at the Extraordinary Elementary School. This study uses descriptive qualitative analysis obtained from interviews, observation, and documentation. Communication patterns of teachers and pupils in UPS Al-Junaidiyah Biru at Bone Meulaboh is the teacher-student, student-teacher and student-student. This is because the number of students that a little, then take the initiative to collect student teacher in the classroom so that the teacher could total in giving attention to students when teaching and learning process. The pupils so feel free to ask or materials that are less obvious yet well understood and can be used to place teachers outpouring students. Keywords: communication patterns, Teachers, Students, PP. Modern Al-Junaidiyah Biru Bone


Author(s):  
Eva Borsos ◽  
Edita Boric ◽  
Isabel Banos-González ◽  
Mária Patocskai

In the 21stcentury pupils learn how to use technological devices from their earlychildhood. Therefore, the use of Information and Communications Technology(ICT) in teaching and learning processes seems obvious. For the purpose of thisresearch, 305 class teachers from four European countries (Serbia, Spain, Croatiaand Hungary) were asked about their experiences and opinions on the use of ICTin biology classes. The aim was to determine whether they consider that this wayof teaching is effective and may motivate pupils for further learning. The resultsshowed that the teachers from all four countries agree that pupils enjoy and aremore motivated when learning with the use of the ICT, and it improves the qualityof their lessons.Keywords: biology education; information and communications technology;primary school; teachers


2020 ◽  
Vol 9 (10) ◽  
pp. e4189108617
Author(s):  
Fernanda Oliveira de Souza ◽  
Jakson Fernandes Lima ◽  
Railo Cavalcante Nunes ◽  
Daniel Alves da Silva ◽  
Glória Fernandes Lima ◽  
...  

Studies and research show that chemistry Teaching is, in most cases, traditional, centered only on the memorization of names and formulas; with this, it distances itself from the reality of the student, becoming difficult and annoying. One of the chemistry contents that raise the most doubts in the students is the periodic table, most of them cannot assimilate the properties and the way the elements were organized. As an alternative to reduce these difficulties arise the games, didactic-pedagogical tools help the teacher in an attractive and dynamic way. In this sense, the present work should aim to verify the acceptance and the influence in the application of the game Domino Periodic in the classes on the periodic table. For that, field research was carried out with 19 students of the 9th grade of Elementary School II of the Centro Educacional Espaço Criativo School, in the municipality of Quiterianópolis-CE. The data were collected through an evaluative questionnaire, and the results graphically presented showing that the game aroused the interest of the students, since 64% of them attributed a maximum score and had an excellent influence, since 95% of the students stated that the game contributes significantly to a better understanding of the content addressed.


2017 ◽  
Vol 3 (1) ◽  
pp. 82
Author(s):  
Mujakir Mujakir

This research aims to reveal the creativity of the Inpres elementary school teachers in learning science and to build a specific theory based on the components of teachers’ creativity in selecting and using the media in learning science, factors that support teachers' creativity in developing materials, developing methods, and the steps conducted by the school in developing the teachers’ creativity. This research uses a qualitative phenomenologic interpretive by applying naturalistic model of Guba. The determination of research information was done purposively. Subjects of the research were teachers who taught science at grades IV, V, and VI. Data were collected through observation, interviews and documentation analysis, and were analyzed using the Bogdan model analysis. The data validation was obtained through perseverance of observation and triangulation. The triangulation was done with respect of sources, methods, and theory. Results of this research is in the form of a specific theory that the principal’s idea to improve the academic quality could encourage the teachers’ creativity in the science teaching and learning process at the public elementary school “Inpres Sido". This is in line with the social theory, including the theory of learning development within an institution, namely, that the social institutional changes occurred by developing insight or knowledge.


2020 ◽  
Vol 9 (7) ◽  
pp. e669974652
Author(s):  
Maria José Costa dos Santos ◽  
Rodolfo Sena da Penha ◽  
Wendel Melo Andrade

In the scenario of discussions about the didactic and epistemological obstacles that 'haunt' the teaching and learning processes of Mathematics content in Elementary School in the early years, we find among other Santos theorists (2007; 2014; 2015; 2017). In this study, we aim to present the importance of challenging the Pedagogy graduate to leave his 'comfort zone', where he reproduces the mathematical contents/models, and provoke him to deconstruct/reconstruct/discover the mathematical concepts, to the detriment of a paralytic reproduction, and thus, we contribute to the thinking/questioning, from challenging situations. This practice has also contributed to the pedagogist's perception that his knowledge must exceed that of the student; and, above all, it has made it possible for the pedagogist to reflect more on his praxis, in order to constitute himself within the process as an epistemic subject, providing him with a rethinking of his action in a vision of what it is to teach. The actions have awakened us to the need for a more innovative teaching formation that overcomes challenges and difficulties in the exercise of teaching with excellence.


Ars Adriatica ◽  
2013 ◽  
pp. 175
Author(s):  
Branko Metzger Šober

Ivan Rendić was born on 27 August 1849 in Imotski. He was brought up in the very poor surroundings of the quarries of Brač, and in his earliest childhood he discovered that he had a talent for sculpting and drawing.After elementary school, he continued his education in Trieste with the wood-carver Giovanni Moscoto, and then at the Academy in Venice where he received much praise as a very talented student. Having completed hisstudies, he trained in Florence with Giovanni Dupre, a famous master of the time. After his studies, he lived and worked at Zagreb but due to a lack of commissions and the disastrous earthquake of 9 December 1880 which ruined his Zagreb studio, he decided to move with his family to the richer city of Trieste where he could find more work. He resided and worked there on two occasions, from 1880 to 1899, and from 1902 to 1921.Ivan Rendić was the last itinerant artist who, like medieval sculptors, created his works along the way, from place to place, offering his services as a sculptor. This is how he made diverse, creative works in the cemeteries of the major towns along the Croatian coast and in the interior. And it is the very scattered nature of his works that characterizes the unique poetics which can be seen in each of his monuments. The motifs, treated lyrically and realistically so as to appear frozen in a moment of their story, are always more modelled rather than carved to fitinto the architectural frames designed to accommodate them, and are treated with exquisite attention to detail, making him an exceptional artist. The dignitaries and investors of Rijeka engaged local and foreign craftsmen alike to work on the projects and buildings in which they invested, and hired the same people as designers of their resting places. Apart from architects they hired for their funerary monuments, they also approached sculptors who were passing through Rijeka like Ivan Rendić who was en route to or from Trieste. The vicinity of Trieste and the numerous contacts between it and Rijeka encouraged co-operation between Ivan Rendić and many entrepreneurs from Rijeka, beginning in1882 with the land-owner Josip Gorup, and continuing with the Devet family in 1885, the Gelletich-Bartolich-Nicolaides family in 1886, the Ploech family in 1887, the family of Frano Pilepić in 1890, the family of Antonio Stiglich in 1891, the family of Antun Bakarčić, and the Copaitich-Battaglia and Manasteriotti families in 1892, and Marija Schalek and the widow of Tonhauser in 1896. In 1900 he made a funerary monument for Dr. Stanislav Dell’Asta-Mohović, and after that for Giovanni Fumi in 1902, for Đuro Ružić, Andrej Antić and the Haramija family in 1905, for Ivan Tomašić in 1907, the Cozulich de Pecine family in 1914, and the last one, for Ivan Smokvina in 1915.All these funerary monuments, mausolea and funerary chapels bear their own idiosyncrasies and highlight Rendić’s inexhaustible energy and diligence, a moment in his career and his individuality. His sculptures and shapes were carefully studied. He was a skilled imitator of nature. He had an excellent feeling for details which he depicted with a learned, highlydeveloped skill in the workmanship of the material. Unfortunately, his visual purity and expression could sometimes be lost in the over-bundant quantity and opulence of decorations and details, stemming from thedesire to give more.The state of Rendić’s monuments today witnesses that they have been forgotten and damaged. They speak to us about a forgotten artist whose works even in a state like this still attract attention with their beauty.If we were to isolate these sculptures in a space which is different to that in which they are now, I believe that in that new environment we would know how to enjoy the refinement of the workmanship of his motifs, their beauty, and realism of minutely sculpted scenes. Presently, perhaps because these funerary monuments are located where they are, they do not receive the attention of the public that they deserve. Having sunk into oblivion, and having lost their monumentality through the damage they have sustained, his monuments indicate once again that lack of human care can at times defy reason in the way it conspires with ravages of time to create the possibility that some things will perish and exist only in memory.


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