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35 Powerful Quotes On Success

Great Quotes I reblog from Vincent EGORO.

Vincent Egoro

1- Life is a combination of lock; your job is to find the right numbers, in the right order, so you can have anything you want. –Brian Tracy

2- If we did all the things we are capable of doing, we would literally astound ourselves –Thomas Edison

3- Believe nothing. No matter where you read it, or who said it, even if I have said it, unless it agrees with your own reason and common sense –Buddha

4- You must take personal responsibility. You cannot change the circumstances, the seasons, or the wind, but you can change yourself –Jim Rohn

5- Ninety-nine percent of all failures come from people who have a habit of making excuses –George Washington Carver

6- All blame is a waste of time. No matter how much fault you find with another, and regardless of how much you blame him, it will not change you. –Wayne…

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HIDAYAH

What is Hidayah?  She keeps asking to herself every time she contemplates on how she has been  living her life.

 

Is it a kind of “sacred” voice that always whisper on her ears whenever  she does something inappropriate or has gone too far?

 

Is it “a logic” that keeps arguing her when she found herself guilty after doing something wrong?

 

Or….is it “a conscience” that punishes and blames her after her doing something consider as “sin”?

 

She sat beside her bed. Her eyes far aways in emptiness. Her mind picturing her life in the past. She basically a women with a strong faith. She used to pray and surrender herself to God. Never did a day or a moment pass without worshipping , reciting or probably just thinking about God. Day and night she prayed, prayed and prayed. And that was when she felt her life full of emotional burdens, problems that seized her awareness.

 

At this time, her life has been harder. But she was given ways to overcome them. The door was opened for her to manage her burdens. But since then, she felt she was going farther even from herself. She moved away from her past habit. Seldom has she recited or done worshipping like she used to. And she found it was so hard to get back to her last habits.

 

Then she mumbled “Hidayah”. 

 

Is “hidayah” something that people always seek for? No matter how much the cost is, no matter how far the place is, no matter how tough to gain it. People fight to themselves to be able to get hidayah. 

 

“Hidayah” is not something that people can easily get, as a matter of fact. It is like “bless” given from heaven. It is like heaven on earth that not every one can dwell on it. 

 

She craves for something called “Hidayah”. She must start her journey to find and get “hidayah”. She realises that life without “hidayah”  will just lead to disaster, sooner or later. She already can feel how uneasy her mind is, how restless her heart is. She must determine to commence her journey in that day, when it is still dawn, still dark, no light , no starts. Dark and empty like her soul. 

 

But she has no other choice. But fighting to get “hidayah” back to make her life harmonious and peace. 

So is hidayah something to do with “nature law?” Only God knows. 

WELCOME FEBRUARY…

A month of LOVE and CARE.
What does it mean to you?
For me, February is a time to renew LOVE and CARE to my kids, my Mom, my family, my friends and to all those who always surround me at home, at work place …and in between.
I show my LOVE and CARE through smiles and encouraging words…
I love you all:)

Guru di Taman Hatiku (Untuk Ibu Nani – My SMP teacher)

Aku tak pernah lupakan hari itu. Hari paling berarti dalam hidupku sebagai seorang murid sebuah sekolah menengah pertama. Selalu terngiang kata-kata itu. Kata-kata yang membangkitkan semangat dan menginspirasiku sebagai remaja yang baru tumbuh. Duhai guruku, entah dimana kini adamu, kau selalu berdiam di taman hatiku.

     Siang itu Bu Nani, guru Bahasa Indonesiaku memberi tugas menulis sebuah karangan. Samar-samar kuingat temanya tentang persahabatan. Maklumlah, kejadiannya sudah dua puluh tahun yang lalu. (Sssst, !!! Tak perlu langsung bertanya – berapa usiaku sekarang ya – tidak penting dan tak ada hubungan apapun  dengan tulisan ini – jadi sebaiknya terus baca saja☺). 

    Kutulislah sebuah karangan dan segera kukumpulkan. Ibu Nani memeriksa karangan kami satu persatu dan meminta kami membacakannya di depan kelas. Jaman itu belum ada model mengajar “writing conference”. Jadi guru memeriksa dengan dua macam ekspresi wajah;  manggut-manggut atau berhenti sejenak dengan raut muka dan mata memicing. Yang pertama jelas menandakan dia suka dengan jalan cerita, sementara yang kedua….pasti dia sedang berjuang untuk memahami cerita yang tak jelas ujung pangkalnya. 

     Satu persatu teman-temanku maju untuk membacakan ceritanya. Aku deg-degan karena namaku tak juga dipanggil, padahal aku mengumpulkan karanganku tepat pada waktunya. Wah, jangan-jangan ceritaku yang membuat Bu Nani memicing-micingkan matanya tadi. Dan Bu Nani tidak memanggilku karena mungkin kuatir akan membuatku malu dan kelas akan gaduh dan riuh karena ruwetnya karanganku. Ya sudahlah Aku menunduk sambil menggigit-gigit kuku-kuku jari tanganku. (Jorok ya?!- jangan ditiru!)

     Saking gugupnya aku, aku tak bisa ikut tertawa ketika salah satu temanku membacakan ceritanya dengan gaya lucu. Masih terdengar cekikikan disana-sini ketika kudengar Bu Nani memanggil namaku. Dengan gemetar aku maju kedepan sambil bertanya-tanya kenapa dia meletakkan karanganku di tumpukan paling bawah. Ah. Sudahlah. 

     Akupun membacakan karanganku. Selesai membaca, teman-teman bertepuk tangan sama seperti ketika yang lain selesai membaca. Jadi bukan hal yang istimewa. Tetapi yang berbeda adalah ketika Bu Nani tiba-tiba mendekatiku, memegang pundakku, mengambil karanganku dan membaca bagian-bagian tertentu dari karanganku. Disebutnya bahwa alur ceritaku menarik dan karakter didalamnya begitu kuat. Aku tersenyum malu-malu karena sebenarnya karakter dalam karanganku itu adalah diriku sendiri yang aku beri nama lain. Tetapi aku tak bisa menyembunyikan rasa berbunga-bunga di hatiku.

     Theng! Theng! Bel istirahat tak terasa berbunyi. Satu persatu temanku keluar meninggalkan ruangan. Ketika aku merapikan mejaku, aku pikir Bu Nani pun sudah meninggalkan ruangan. Ternyata beliau sedang berdiri di samping mejaku. 

   “Ya, Bu?!” Kataku dengan wajah masih bersinar cerah.

   “Karanganmu bagus. Kamu punya bakat menulis. Kembangkan ya…”.

   “Terimakasih, Bu.” Jawabku sambil memandangi Bu Nani yang keluar meninggalkan ruangan. Aku termangu sejenak dan kembali membaca karanganku. Karanganku bagus? Tanyaku dalam hati.

     Entah sungguh baguskah karanganku atau Bu nani yang pandai menumbuhkan semangat dalam hati murid-muridnya. Yang jelas aku tak pernah melupakan kata-kata itu. Kata-kata itu begitu kuat terpatri dalam hatiku seperti sosok sederhana Bu Nani guruku. 

     Cerita ini membuatku merenung. Betapa seorang guru bisa membuat perbedaan dalam kehidupan seorang murid. Karena sejak itu aku jadi sangat menyukai pelajaran Bahasa Indonesia dan selalu bersemangat menantikannya.

     Kini akupun seorang guru dan telah bertahun-tahun menekuni profesi ini. Adakah aku telah membuat perbedaan dalam hati anak-anak yang pernah menjadi muridku? Ataukah aku sekedar menyampaikan pelajaran tanpa sempat melihat potensi sekecil apapun yang mungkin mulai bersemi dalam diri seorang muridku? 

     Guru-guru seperti sosok Bu Nani adalah inspirasi yang tak kan lekang oleh waktu. Dan anak-anak membutuhkan guru-guru seperti itu. Guru yang mampu melihat sisi baik sekecil apapun dan menjadikannya alat untuk membangkitkan semangat. Guru sejati akan mendiami taman di hati. 

     Akhir cerita, sejak itu aku benar-benar menyukai pelajaran Bahasa  Indonesia – hingga aku SMA. Lalu kuliah mengambil jurusan Bahasa Inggris. La koq ndilalah kersaning Gusti Allah, sekarang itu loh aku jadi guru Bahasa Indonesia. What a life!!! SELAMAT HARI GURU! 

  

 

Catatan kecil-ku

 

Ayu, Nov 25, 2012. 

Thinking beyond the summative assessment task

 

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Countless hours have been spent as teaching teams sit staring at a screen trying to agree on a summative assessment task. The purpose of these summative assessment tasks is supposed to be to check for understanding, to see how the students’ understanding of the concepts explored during a unit of inquiry has developed.

Each one of those sessions may have gone absolutely nowhere, and signifies a misconception that exists in many schools today – that a one-size-fits-all summative assessment task will tell you about each individual student’s level of understanding.

There are seven flaws here:

  • The majority of these conversations are firmly within the realms of “what will we do?” and almost all remain in that realm without ever considering “why are we doing this?”.
  • Many teaching teams teach units of inquiry without ever really figuring out what it is they are hoping students will understand. As a result, their chances of being able to assess student understanding is negligible right from the start.
  • Many teaching teams have a limited understanding of what understanding actually is and so struggle to concentrate or remain motivated during strenuous planning sessions. Often you will hear complaints of being “brain dead at the end of the day” or “I can’t stand semantics” or “we’re just going round and round in circles”. The process of figuring out the enduring understandings of a unit of inquiry is often abandoned completely, done in a hurry to appease those who wish to leave or done by one or two teachers on the team with the intelligence or commitment to make it happen.
  • Very often, summative assessment tasks are designed that actually assess completely the wrong thing by mistake, and the understandings are left untouched  and hidden behind the task itself. Getting all of the students to do a written summative assessment task, for example, is actually an assessment of their writing – not their understanding. Getting all of the students to do a presentation is actually an assessment of their ability to make and deliver a presentation – not their understanding. Getting all of the students to make a video is actually assessing their ability to make a video – not their understanding.
  • Many summative assessment tasks become grand projects or productions that shift the emphasis completely away from the understanding and towards the task itself.
  • The most effective and powerful ways for the students to demonstrate their understanding may only become clear as the unit evolves. Indeed, if we watch our students closely and listen to their thinking, the most powerful and effective ways to assess may actually come from them.
  • Summative assessment tasks are simply too late. If you and the students find out they don’t understand something at the end of the unit (because it really is just about us finishing off the learning, right?) then it’s too late isn’t? If you’re using formative assessment and actually watching the students closely throughout the unit, you should know exactly how the students’ understanding is developing, or not. If you find out at the end… well…um… what have you been doing for six weeks?
  • Not all students are able to express their understanding in the same way.

So, next time you’re sitting around a table with a group of people who are trying to make a one-size-fits-all summative assessment task… perhaps suggest that you don’t bother. Instead, explore the following steps:

  • Ensure everyone responsible for teaching the unit has a good understanding themselves of the understandings you are all trying to develop in the students. You’d be amazed how often this is not the case.
  • Ensure you have created a tool, such as a good rubric, that can be used right from the start of the unit as a way to guide students towards the understandings you are hoping for.
  • Ensure that there is constant, ongoing formative assessment and reflection that continue to give a picture of how each student is developing as the unit progresses.
  • As the unit progresses, share the learning that is going with your teams so that your shared understandings of the unit are strengthened, moderated and challenged.
  • Look for opportunities to help your students transfer what they are learning to new contexts so you can see if they really are understanding the concepts involved.

Very often, the key to achieving all of these things lies in assessing the same way that you teach. If you are teaching in a problem-solving, open-ended style that leaves plenty of space for critical thinking and inquiry… then assessing their understanding will be easier. If however, you are teaching in chunks of discrete, prescriptive learning in which there is little or no space for inquiry, problem-solving  or critical thinking, assessing understanding becomes virtually impossible.