1. Sifat
The good teacher must have the enthusiastic characteristics, stimulative, pushed the student to advance, warm, was oriented in the task and worked hard, tolerant, polite, and wise, the ray was believed, pleksible, and was easy to adjust, democratic, was full of hope for the student, only did not look for the personal reputation, could overcome stereotype the student, was responsible towards the studying activity the student, could deliver pereasaan him, and had good listening.
2. Knowledge
The good teacher also had knowledge that was adequate in the subject that in emban him, and continued to follow the progress in his knowledge field.
3. What the material
The good teacher could also give the guarantee that material that was sent by him included all the discussion units that were hoped for by the student maximally.
4. How to teach
The good teacher could explain various information clearly, and obviously, pushed all the students to participate, monitored and even often visited the student, monitored the student's seat, did formative test and post test, used several traditional materials, could participate and give the improvement towards the conception mistake that was carried out siswa
5. Hope
The good teacher could give hope to the student, could make the student akuntabe, and pushed parents's participation in promoting the academic capacity his student.
6. The reaction of the teacher to student
The good teacher could receive various masuka, the risk, and tantanga, always gave the support to his student, consistent in agreements with the student, wise towards criticism of the student, could provide time that deserved for the student to ask, fast in gave feed the back for the student in helping them to study.
7. Management
The good teacher also must could show keahliandalam planning, had the capacity to organise the class since the first day he was assigned, fast began kel; the USA, passed the transition period well, could meminimalisasi the disturbance, could accept the atmosphere of the class that was noisy with kesiatan pembelajaran, had the technique to control the class, gave the punishment with the most minor form, could maintain the atmosphere that was calm in studying and continuing to be able to take care of the student to stay studying towards the success.

1. Sifat
The good teacher must have the enthusiastic characteristics, stimulative, pushed the student to advance, warm, was oriented in the task and worked hard, tolerant, polite, and wise, the ray was believed, pleksible, and was easy to adjust, democratic, was full of hope for the student, only did not look for the personal reputation, could overcome stereotype the student, was responsible towards the studying activity the student, could deliver pereasaan him, and had good listening.
2. Knowledge
The good teacher also had knowledge that was adequate in the subject that in emban him, and continued to follow the progress in his knowledge field.
3. What the material
The good teacher could also give the guarantee that material that was sent by him included all the discussion units that were hoped for by the student maximally.
4. How to teach
The good teacher could explain various information clearly, and obviously, pushed all the students to participate, monitored and even often visited the student, monitored the student's seat, did formative test and post test, used several traditional materials, could participate and give the improvement towards the conception mistake that was carried out siswa
5. Hope
The good teacher could give hope to the student, could make the student akuntabe, and pushed parents's participation in promoting the academic capacity his student.
6. The reaction of the teacher to student
The good teacher could receive various masuka, the risk, and tantanga, always gave the support to his student, consistent in agreements with the student, wise towards criticism of the student, could provide time that deserved for the student to ask, fast in gave feed the back for the student in helping them to study.
7. Management
The good teacher also must could show keahliandalam planning, had the capacity to organise the class since the first day he was assigned, fast began kel; the USA, passed the transition period well, could meminimalisasi the disturbance, could accept the atmosphere of the class that was noisy with kesiatan pembelajaran, had the technique to control the class, gave the punishment with the most minor form, could maintain the atmosphere that was calm in studying and continuing to be able to take care of the student to stay studying towards the success.

The list of the Indonesian leader who became the teacher could be very long if one by one was named here. Mentioned like Ki Hadjar Dewantara, Djuanda, or Ratulangie (Daniel Dhakidae had written by attracting the quality of the teacher in himself Ratulangie). With intelegensi (cognition) above in general and the attitude lived (affection) that was sincere served in the independence goal (that often was raised by the social experience like Tan Malacca), did not surprise if leading figures like Soekarno, Hatta, and Tan Malacca easily changed places from a teacher afterwards was the leader of the mass.
If in their room taught the subject to count, read, and wrote, in the field, their movement educated the awareness of the people would the importance of independence. And, the pupil of the teachers who changed clothes to the leader was throughout the Dutch East Indies inhabitants, with the classroom along Sabang-Merauke. With the structure of the awareness of the kind, it is not surprising that in Indonesia the term the founding fathers easily was bartered just like that with the "national leader's" term.
Don't be surprised also if George Washington or Thomas Jefferson in America only was mentioned as the founding fathers and had not been acknowledged as the "national leader". Because the national leader's term, my foreknowledge, was not printed in the structure of the awareness of the American nation.
With the teacher's qualification like that has been explained by me, each good teacher in fact was the midwife who could give birth to the good leader. With this kind train of thought, we could put forward the further question: if now we experience the leadership crisis, maybe this indicated we were experiencing the teacher's good crisis? Or the transformation in our awareness about the meaning and the position of the teacher was happening to not more as the teacher?

The list of the Indonesian leader who became the teacher could be very long if one by one was named here. Mentioned like Ki Hadjar Dewantara, Djuanda, or Ratulangie (Daniel Dhakidae had written by attracting the quality of the teacher in himself Ratulangie). With intelegensi (cognition) above in general and the attitude lived (affection) that was sincere served in the independence goal (that often was raised by the social experience like Tan Malacca), did not surprise if leading figures like Soekarno, Hatta, and Tan Malacca easily changed places from a teacher afterwards was the leader of the mass.
If in their room taught the subject to count, read, and wrote, in the field, their movement educated the awareness of the people would the importance of independence. And, the pupil of the teachers who changed clothes to the leader was throughout the Dutch East Indies inhabitants, with the classroom along Sabang-Merauke. With the structure of the awareness of the kind, it is not surprising that in Indonesia the term the founding fathers easily was bartered just like that with the "national leader's" term.
Don't be surprised also if George Washington or Thomas Jefferson in America only was mentioned as the founding fathers and had not been acknowledged as the "national leader". Because the national leader's term, my foreknowledge, was not printed in the structure of the awareness of the American nation.
With the teacher's qualification like that has been explained by me, each good teacher in fact was the midwife who could give birth to the good leader. With this kind train of thought, we could put forward the further question: if now we experience the leadership crisis, maybe this indicated we were experiencing the teacher's good crisis? Or the transformation in our awareness about the meaning and the position of the teacher was happening to not more as the teacher?

We must only read again the Indonesian history to know how the social and historic role of the teachers in the big project achieved independence. The teachers in the movement period, especially them that taught in the private school, had the significant role. Often related that could be heard by us about the role of the private school teachers.
From several Pramoedya articles, for example, like in novelet Not Pasar Malam and the collection the short story Relate from Blora, we knew how the activity of his father in the Boedi Oetomo Primary School not only in teaching his pupils, but also in the organisation of the movement. The colonial government had finally realised the subversive character of the private school.
In September 1932, was launched by Wilden Scholen Ordonantie (the Sekolah Liar Ordinance) that banned the operation of schools that was established without permission. What was done by the father Pram not the unique case. If reading the biography of the leaders in the beginning period of the Indonesian birth, we will realise how many of the they that evidently the teacher, at least had become the teacher.
Soekarno, when being kept in Bengkulu, taught children there several subjects; starting from when counting, Dutch, to the history. In Bandaneira, Hatta and Sjahrir intensively and was arranged was children's teacher in their detention centre environment. Both of them did not only give the formal lesson, but also non-formal, like political education secretly, among them by painting the boat with the red-white colour and being taught struggle songs.
From the "left" group, Semaoen, Alimin, to Tan Malacca also had the experience as the teacher. Tan Malacca had in fact become the principal in a plantation region in East Sumatra and to the teacher almost in all of his place of escape overseas. Torque as the teacher in fact to metanoia, a kind of complete enlightenment, for Tan Malacca.
During taught in the colonial plantation, Tan Malacca witnessed how indigenous people who worked in the plantation seriously were treated not properly humankind. The social understanding caused Tan Malacca to plunge itself into the world of the movement and to gather with Communist Party Indonesia and then was assigned managed the party's school that then was famous as

We must only read again the Indonesian history to know how the social and historic role of the teachers in the big project achieved independence. The teachers in the movement period, especially them that taught in the private school, had the significant role. Often related that could be heard by us about the role of the private school teachers.
From several Pramoedya articles, for example, like in novelet Not Pasar Malam and the collection the short story Relate from Blora, we knew how the activity of his father in the Boedi Oetomo Primary School not only in teaching his pupils, but also in the organisation of the movement. The colonial government had finally realised the subversive character of the private school.
In September 1932, was launched by Wilden Scholen Ordonantie (the Sekolah Liar Ordinance) that banned the operation of schools that was established without permission. What was done by the father Pram not the unique case. If reading the biography of the leaders in the beginning period of the Indonesian birth, we will realise how many of the they that evidently the teacher, at least had become the teacher.
Soekarno, when being kept in Bengkulu, taught children there several subjects; starting from when counting, Dutch, to the history. In Bandaneira, Hatta and Sjahrir intensively and was arranged was children's teacher in their detention centre environment. Both of them did not only give the formal lesson, but also non-formal, like political education secretly, among them by painting the boat with the red-white colour and being taught struggle songs.
From the "left" group, Semaoen, Alimin, to Tan Malacca also had the experience as the teacher. Tan Malacca had in fact become the principal in a plantation region in East Sumatra and to the teacher almost in all of his place of escape overseas. Torque as the teacher in fact to metanoia, a kind of complete enlightenment, for Tan Malacca.
During taught in the colonial plantation, Tan Malacca witnessed how indigenous people who worked in the plantation seriously were treated not properly humankind. The social understanding caused Tan Malacca to plunge itself into the world of the movement and to gather with Communist Party Indonesia and then was assigned managed the party's school that then was famous as

Many obstacles that were dealt with by a teacher to become the good teacher.
Several obstacles among them were:
First
The too barely adequate pay in fact possibly not all that. The barely adequate pay forced a teacher to seek a living in addition after the working hours. This result in did not have the opportunity to make preparations taught with read repeated lesson material that will be taught tomorrow the day. This could reduce readiness and the appearance in front of the class.
Second
The tasks of incriminating administration. Since the implementation of the curriculum 2006, many tasks of administration that must be done by a teacher that his aim of increasing professionalism of a teacher. Evidently these tasks became the quite difficult burden and almost did not have his benefit to increase the appearance and readiness of a teacher in front kaelas.
Most tasks of administration were made by half be forced only to please the heart of the superior. For example, a teacher was obliged to make KTSP, Silabus and mbegek that was other, that forced the teacher wrote the analysis that was same in the first task and was written repeated in the second task and the third task. All these had not been worn to alleviate the burden taught in the class because of these tasks not pernaha was read again when would/and was teaching. A teacher more liked to open and read the handbook taught than brought the Satuan Mengajar Program, Analisis of Pelajaran Material or the Pengajaran Plan.
These tasks were indeed very useful for a student teacher.

Many obstacles that were dealt with by a teacher to become the good teacher.
Several obstacles among them were:
First
The too barely adequate pay in fact possibly not all that. The barely adequate pay forced a teacher to seek a living in addition after the working hours. This result in did not have the opportunity to make preparations taught with read repeated lesson material that will be taught tomorrow the day. This could reduce readiness and the appearance in front of the class.
Second
The tasks of incriminating administration. Since the implementation of the curriculum 2006, many tasks of administration that must be done by a teacher that his aim of increasing professionalism of a teacher. Evidently these tasks became the quite difficult burden and almost did not have his benefit to increase the appearance and readiness of a teacher in front kaelas.
Most tasks of administration were made by half be forced only to please the heart of the superior. For example, a teacher was obliged to make KTSP, Silabus and mbegek that was other, that forced the teacher wrote the analysis that was same in the first task and was written repeated in the second task and the third task. All these had not been worn to alleviate the burden taught in the class because of these tasks not pernaha was read again when would/and was teaching. A teacher more liked to open and read the handbook taught than brought the Satuan Mengajar Program, Analisis of Pelajaran Material or the Pengajaran Plan.
These tasks were indeed very useful for a student teacher.

Was not easy to become the good teacher, was admired and honored by the pupil, the community around and the colleague profession. There were several matters that must be done by a teacher to receive the acknowledgment as the good teacher and be successful.
First.
Tried to appear in front of the class in a first-rate manner. Controlled true lesson material that will be given to the student. If necessary, when speaking in front kelasa did not open the note or the handbook completely. Spoke that was clear and smooth so as to be impressed in the heart of the student that we really knew all the problems from material that was sent.
Secondly.
Was current wise. Realised that the student who was taught by us, had the level of the different skill. There were those who are fast understood, there are those that was, there were those who are slow and there is one that is very slow in fact there are those that was difficult to be able to be understood. If we had this awareness, then could have been confirmed we will have patience that was high to accommodate questions from our pupil. Look for the simple method to explain to the student who had the level of the low capacity with simple examples that often were encountered in the everyday life although possibly the examples were rather foolish.
Thirdly.
Tried always cheerful in front of the class. Don't brought problems that did not please from the house or from the other place in the class when we began and was teaching.
Fourthly.
Control emotions. Don't was easy angry in the class and don't be easy to be touched on because of the behaviour of the student. Remember the student who was taught by us to be the adolescent who still was very labile emasi him. The student who was taught by us to come from the area and the culture that possibly were different one with that was other and was different from our habit, moreover possibly education in the house from his parents indeed not all that in accordance with the conduct and our habit. Angry in the class will make the atmosphere to was not glad, the student became tense. This will be influential in the reason power for the student to accept lesson material that was given by us.
Fifthly.
Tried to answer each question that was put forward by the student. Don't reprimanded the student that that too much often

Was not easy to become the good teacher, was admired and honored by the pupil, the community around and the colleague profession. There were several matters that must be done by a teacher to receive the acknowledgment as the good teacher and be successful.
First.
Tried to appear in front of the class in a first-rate manner. Controlled true lesson material that will be given to the student. If necessary, when speaking in front kelasa did not open the note or the handbook completely. Spoke that was clear and smooth so as to be impressed in the heart of the student that we really knew all the problems from material that was sent.
Secondly.
Was current wise. Realised that the student who was taught by us, had the level of the different skill. There were those who are fast understood, there are those that was, there were those who are slow and there is one that is very slow in fact there are those that was difficult to be able to be understood. If we had this awareness, then could have been confirmed we will have patience that was high to accommodate questions from our pupil. Look for the simple method to explain to the student who had the level of the low capacity with simple examples that often were encountered in the everyday life although possibly the examples were rather foolish.
Thirdly.
Tried always cheerful in front of the class. Don't brought problems that did not please from the house or from the other place in the class when we began and was teaching.
Fourthly.
Control emotions. Don't was easy angry in the class and don't be easy to be touched on because of the behaviour of the student. Remember the student who was taught by us to be the adolescent who still was very labile emasi him. The student who was taught by us to come from the area and the culture that possibly were different one with that was other and was different from our habit, moreover possibly education in the house from his parents indeed not all that in accordance with the conduct and our habit. Angry in the class will make the atmosphere to was not glad, the student became tense. This will be influential in the reason power for the student to accept lesson material that was given by us.
Fifthly.
Tried to answer each question that was put forward by the student. Don't reprimanded the student that that too much often