Training this was held because uptil now the concepts that were accepted by the teacher in his education were too abstract to be applied. For example the concept 'honored the requirement' for the 'pupil', 'education afektif', 'humanistic education', the 'two-way communication', etc.. These concepts were true, but to avoid confusion was needed by the explanation that 'returned to earth' and 'was' practised'. In training this the teacher was supplied with skills and the method through to his relations with the other person, in this case the pupil, could create an aim himself (self direction), responsibility to himself (self responsibility), the self-determination (self determination), the controlling himself (self control) and evaluated himself (self evaluation). The method that was developed was the alternative to the game hoop-jump-biscuit where the pupil who succeeded in jumping until the certain height got the biscuit gift. This game indeed caused the motivation to the pupil, but the pupil's response could differ. A pupil possibly regarded that jumping too much was difficult for him so as he refused to jump. The other pupil could be still leaving the game because of his friend who could jump higher will ridicule him as the weak person.
The core from training this was relations between the teacher and the pupil. Must be paid attention to that the pupil, with the IQ difference, the origin, the color of skin, the capacity, the social status and economics, had one important similarity. They were humankind that had the characteristics of humankind, the feeling of humankind and the human response. So left classified, tested, evaluated, gave the label and grouped the pupil in certain stereotypes as the doctor gazed at his patient. Remembered with this method the teacher will become the effective teacher, not the upholder of discipline.
In seeing the relations model teacher-pupil that was effective before a teacher must leave the myth about the good teacher. The teacher was also humankind with all the surpluses and his lack, with all the feelings of his humanity. Don't developed two identities, one identity to teach (close) and his one again to control. In gazing at the behaviour of our pupil could mengangankan a behaviour quadrangle of the pupil, both that we received and not. Must be remembered that the line that restricted the acceptable behaviour with the unacceptable behaviour could keep changing because of the matter along with: * Perubahan in himself (the teacher), for example during the day (tired) more behaviours were unacceptable. * the Difference of the feeling towards the different pupil, was humane enough like why chose X as the wife not Y. * the Influence of the situation or the environment, for example to shout in the page be different from in the classroom.
Pretence, in received or refused, must be avoided because the pupil will become confused or felt the existence of the falseness. The pupil could comprehend the verbal message, the "body centipede", and more trusted him. In saw the problem that obstructed the process studying-taught also must be paid attention to who the owner of the problem. Certainly his handling will be different. If the problem was property of the pupil, like Great often escaped, Mira daydreamt in the class, the teacher should not send the centipede that communicated that the action was unacceptable so as the teacher wanted the child to change or do seem like-by did not have the problem. This refusal language, that was the obstacle komuikasi, could be grouped in 12 categories as follows: (remembered this was the obstacle if the pupil experienced the problem, to the free area of the problem of the bad influence of matters below this far decreased. )

Training this was held because uptil now the concepts that were accepted by the teacher in his education were too abstract to be applied. For example the concept 'honored the requirement' for the 'pupil', 'education afektif', 'humanistic education', the 'two-way communication', etc.. These concepts were true, but to avoid confusion was needed by the explanation that 'returned to earth' and 'was' practised'. In training this the teacher was supplied with skills and the method through to his relations with the other person, in this case the pupil, could create an aim himself (self direction), responsibility to himself (self responsibility), the self-determination (self determination), the controlling himself (self control) and evaluated himself (self evaluation). The method that was developed was the alternative to the game hoop-jump-biscuit where the pupil who succeeded in jumping until the certain height got the biscuit gift. This game indeed caused the motivation to the pupil, but the pupil's response could differ. A pupil possibly regarded that jumping too much was difficult for him so as he refused to jump. The other pupil could be still leaving the game because of his friend who could jump higher will ridicule him as the weak person.
The core from training this was relations between the teacher and the pupil. Must be paid attention to that the pupil, with the IQ difference, the origin, the color of skin, the capacity, the social status and economics, had one important similarity. They were humankind that had the characteristics of humankind, the feeling of humankind and the human response. So left classified, tested, evaluated, gave the label and grouped the pupil in certain stereotypes as the doctor gazed at his patient. Remembered with this method the teacher will become the effective teacher, not the upholder of discipline.
In seeing the relations model teacher-pupil that was effective before a teacher must leave the myth about the good teacher. The teacher was also humankind with all the surpluses and his lack, with all the feelings of his humanity. Don't developed two identities, one identity to teach (close) and his one again to control. In gazing at the behaviour of our pupil could mengangankan a behaviour quadrangle of the pupil, both that we received and not. Must be remembered that the line that restricted the acceptable behaviour with the unacceptable behaviour could keep changing because of the matter along with: * Perubahan in himself (the teacher), for example during the day (tired) more behaviours were unacceptable. * the Difference of the feeling towards the different pupil, was humane enough like why chose X as the wife not Y. * the Influence of the situation or the environment, for example to shout in the page be different from in the classroom.
Pretence, in received or refused, must be avoided because the pupil will become confused or felt the existence of the falseness. The pupil could comprehend the verbal message, the "body centipede", and more trusted him. In saw the problem that obstructed the process studying-taught also must be paid attention to who the owner of the problem. Certainly his handling will be different. If the problem was property of the pupil, like Great often escaped, Mira daydreamt in the class, the teacher should not send the centipede that communicated that the action was unacceptable so as the teacher wanted the child to change or do seem like-by did not have the problem. This refusal language, that was the obstacle komuikasi, could be grouped in 12 categories as follows: (remembered this was the obstacle if the pupil experienced the problem, to the free area of the problem of the bad influence of matters below this far decreased. )