Repeal 'Images Difficult' is rooted

Repeal 'Images Difficult' is rooted

When a draft of a lesson given by a teacher to the pupils or students to get themselves through reading or other media, then when it was going transformation of science. Through the transformation of science, was born the students' response to knowledge acquired. Diverse student responses can be measured by whether or not absorbed the concept of science that give teachers or students get.
We teach students certainly have a different response to something. So it is with a science or subject matter that we provide. In addition we look at student responses directly in teaching and learning. Occasionally there is nothing wrong if we asked them whether directly or indirectly (questionnaire), learning what they like and dislike. Without intention searching our other colleagues lack of course. We can take the negative side as learning (self instropeksi) and we can take the positive side as motivation to learn to give good service to students. We can ask what makes them reasons they like or dislike of a lesson. We listen and understand the contents of their hearts. We also can enter their world (especially primary school students) but that does not mean we will comply all their wishes granted. Especially if they desire it intended to mislead. Like the students the following statement: "I do not like math because there's always homework.
"I do not like the Indonesian language teaching because nuliisss continue, boring!"
If that's the reason they are, whether we will reduce the portion of giving homework (maths) and reduce the portion of writing (Indonesian language teaching). As a wise teacher of course we would not do it and we have special considerations in the learning. We try to give an explanation to them what the benefits. With math homework, he grew adept at solving math problems. By writing, he will continue to hone skills berbahasanya.
An X class when the teacher asked one student whose value is always below the KKM. Why is it always worth students under KKM. Students responded that lesson X is difficult. Of course if we are teachers lesson X, we want to know, what makes students feel difficulty? We will try to solve the difficulties. However, after we tried a variety of tricks for telling the child had no difficulty was the child still says that the lessons of X is difficult.
This assumption is difficult students that lessons is actually from a variety of factors, both factors of itself or factors from other people. Factor of itself that is the assumption that difficult to grow on its own because it was felt pessimistic about these lessons. Factor from others is the assumption that arise because of the influence of those around him better teachers, friends, his parents.
Elementary students in general, a growing sense of love towards certain subjects initially was intrigued. Interested in this regard from a variety of reasons. Interested because they feel able, interested because of his teacher, are interested because of the lessons fun, interesting, as the feel is more challenging and so forth. And vice versa if the students do not feel interested. Not interested because they feel can not, do not like his teacher, the lessons boring, no challenge. From the feel is not interested, then growing distaste, pessimistic, and into trouble. It is difficult to understand concepts and work on the problems / exercises.
Ongoing hard feelings, and not soon be broken, there was a sense of failure to heed. If it is left then it will give tough image that will continue to cling to year after year he followed the lesson. Especially if it has long (since childhood) he felt, to have the support of the statement and the attitude of parents, friends, or any teacher that the lesson was indeed difficult. Not to mention if we are dealing with students are students who tend to be sluggish in this case lacked the fighting spirit and passion that burns in this study.
The concept of a science lesson that we are like plants growing rice in paddies. Meanwhile, on the sidelines of the plant is a weed of rice as the rice plant pests. Weeds that are ready to disturb the leaves until the roots that will hinder the fertility of rice. As was also the image is difficult on students. The impression is difficult that it will continue to hinder our students' steps to move forward and learn. Like grass it difficult to precisely that image should we get rid of, be revoked until the roots. It was not only once but we do need each time. As the regular crop fertilizer we give each month. If we do not continuously, will grow new tough image. Steps to get rid of difficult students images we can do in the activities of teaching and learning process as follows:
1. Make students interested. Creating interest in a variety of ways, in starting games, rhymes, songs, jokes, puzzles, an object and others.
2. Motivating students. Strong encouragement that students 'can' and able to develop a sense of confidence.
3. Giving the award. Sentences praise, prizes, clap your hands, thumbs-up, had made them feel valued and valuable.
4. Be generous. Generous in this regard with smiles, occasional low values, and cheap energy to provide science.
5. Know your student. Background abilities, his character, how to learn, to his family.
6. Keep positive thoughts in students. Positive thoughts will certainly produce positive particles also from the brain, making a synergic mind with her subconscious.
7. Good cooperation of teachers, principals, and parents.
Especially the beruhubungan with student motivation. Between schools and parents have the vision and mission that is consistent in terms of motivating students.
This step is expected to pull weeds learn, pull up the roots, remove the tough image in student learning. Indeed we do not attempt to directly result in significant changes to the student, but at least we are able to change negative thoughts and improve their confidence. Hopefully we can become teachers who can change the image hard to be easy or simple images. As a farmer who diligently pull out the weeds that surround the rice stem.