Fun Atmosphere Research Articles

QUANTUM LEARNING AND TEACHING Menuju Arah Pembelajaran Bermakna

Quantum Learning and Teaching is a trend of meaningful learning that allows the creation of fun atmosphere. Suggestion and motivation is one of the tricks or the key attraction of the students in the process of teaching and learning interactions. Happiness situation gives the positive impact on students peacefulness, which is absolutely recommended to every educator, is to be able to design or to combine various educational approaches in order to create a suggestion and the desire to gain the knowledge

Revitalizing Language Classes through Humor

Abstract Creating a fun loving atmosphere in language classes can make language learning a memorable experience. When most students are either passive, or unresponsive, or there are constraints for applying other techniques, a wide range of humorous activities can be used to help students practice their English in an enjoyable manner. Despite the scarcity of research on the pedagogical efficacy of humour in learning and teaching languages, almost all the available researches in this regard emphasize on humour as an effective tool which can help teachers to engage learners more actively in the classroom. However, one question still remains unanswered in the available research, and that is whether it is possible to train teachers to use humour. The present paper was an attempt to answer that question and to investigate possibilities of training teachers to use humour in their classes. In this small scale study, a qualitative approach was employed to collect data through training teachers to use humour, and two interviews before and after the training course. The justification for using qualitative approach was to collect richer data and to obtain a deeper insight about the possibilities of training teachers on how to use humour. Two focus groups of seven university instructors participated in the study. All the participants attended a ten-day intersession training course, on how to use humour in their classes. Each participant was individually interviewed twice; once before attending the training course, and one more time after they had applied what they were taught during the course. They were instructed to apply what they had learned in only two of their classes. The participants were then asked to write a report 2 months after they applied humour in their classes, and provide feedback of their observations of any positive changes in their work as well as their students⿿ overall performance. The findings revealed that it is indeed possible to train teachers to apply humour effectively in their classes. The findings also justify the inclusion of humour in teacher training courses.

The Relationship Between Some Teaching Micro Skills During Classroom Teaching and the Level of Students’ Learning

Abstract Background: Achieving the characteristics of effective teaching can play an undeniable role in assurance of education. Objectives: The aimof this studywas to assess the relationship between some teachingmicro skills during classroomteaching and the level of students’ learning. Methods: At the beginning of this cross sectional study, a list of professors’ behavioral-verbal characteristics during classroom teaching, whichmight lead to amore efficient learning, was prepared. These items were checked according to the check list by two students after attending the class. At the end of each session, an examwith appropriate validitywas held to evaluate the amount of learning. The correlation between the students’ scores and the teaching skills of the professor was analyzed through SPSS software ( = 0.05). Results: A significant correlation was found between “Absence of mumble in the class” (P = 0.015), “fun atmosphere in the class” (P = 0.032), “notmerely reading the slides by the professor” (P = 0.003), “mentioning the objectives at the beginning of each session” (P = 0.011) and “lack of voice monotony” (P = 0.023), and the increase in the mean of students’ scores. However, there was not a significant relationship between designating a break time during teaching period (P = 0.120) and “the rate of teaching” (P = 0.774) with themean of student’s achieved scores. Conclusions: According to the conditions of this study, the ability to control the class in terms of absence of mumble, establishing a fun atmosphere, not merely reading the slides by the professor, mentioning the objectives at the beginning of each session and lack of voicemonotony increase the learning level in classroomteaching.

Ayat al-Qur’an dan Hadis Nabi Tentang Prinsip Penyampaian Pelajaran Sesuai Kemampuan Siswa

AL-QUR’AN VERSES AND PROPHET HADITH OF DELIVERING LESSON PRINCIPLE IN ACCORDANCE WITH STUDENTS’ ABILITY. SCL (SCL) approach appears to make the learning implementation with conducive fun atmosphere, and students centered. In the SCL approach, the teacher gives many attentions in involvement, initiative, and student social interaction in classroom. One of the principle in SCL approach is teacher delivers the lessons in accordance with students’ ability. By using Fazlur Rahman double movement theory to analyze the Qur’an verses and historical criticism, eidetic criticism, and pratical criticism of Hassan Hanafi to analyze the prophet hadith, this study aims to reveal the moral ideal of Qur’an and prophet hadith about delivering lesson principle in accordance with students’ ability as well as determining the contextual meaning for life recently. There are 21 Qur’an verses which contains the basic idea of delivering lesson principle in accordance with students’ ability and there are 11 Hadiths which contains delivering lesson principle in accordance with students’ ability. The verse and hadith show the necessity principles to put human in accordance with his position and necessity to talk with them in accordance with his ability, and completed with practical examples from the Prophet. The implementation of educational values in some Qur’an verses and Prophet hadith is able to make the learning more empower the students’ potential and influence on student personality development.

Improving Students’ Learning Achievement on Economics through Cooperative Learning Assisted By the Learning CD

This research aims to improve students’ learning achievement. 32 students of grade X at Snior High School 2 Semarang were treated by classroom action research from May until June 2011. The research consisted of 2 cycles covering 4 stages, namely; planning, acting, observing and reflecting. It used cooperative learning strategy and descriptive analysis technique to compare observation result and reflection in each cycle. Findings show that cooperative learning methods can increase classically the learning mastery at grade X-8 by 75% in the first cycle with the average score is 70.22 and by 100% in the second cycle with the average score is 79.72.Then, it can be concluded that cooperative learning strategy by the learning CD can improve the cooperation, positive attitude, giving opinion and encourage students take parts in the fun atmosphere of learning process. Therefore, the strategy can improve learning outcomes on Economics in the Material of Consumption and Saving Functions.

PENERAPAN MEDIA MONOSA (MONOPOLI BAHASA) BERBASIS KEMANDIRIAN DALAM PEMBELAJARAN DI SEKOLAH DASAR

<p style="font-weight: normal; line-height: 100%;" lang="id-ID" align="justify"><span style="color: #000000;"><span style="font-family: Calibri,serif;"><span style="font-size: medium;"><span style="font-family: Century Gothic,serif;"><span style="font-size: small;">Penelitian ini menerapkan media pembelajaran Monosa (monopoli bahasa) berbasis kemandirian anak dalam pembelajaran di kelas. Penelitian pengembangan (RnD) ini bertujuan untuk mendeskripsikan prototype media pembelajaran monosa berbasis kemandirian pada siswa SD. Berdasarkan analisis kebutuhan diperoleh draft produk monosa, yaitu media yang tidak hanya sekali pakai dan terbuat dari bahan yang anti air, berukuran sedang dan dapat diletakkan di meja. Media pembelajaran memuat materi yang beragam dan mencakup semua aspek keterampilan berbahasa. Media disertai gambar yang beragam sesuai dengan materi bahasa Indonesia SD kelas IV. Berdasarkan hasil validasi diperoleh hasil bahwa media pembelajaran Monosa layak digunakan. Selain dapat digunakan oleh peserta didik, media pembelajaran ini juga dapat menciptakan suasana menyenangkan serta tidak menjenuhkan karena pembelajaran dilakukan dengan bermain. Setelah dilakukan revisi berdasarkan uji ahli, media monosa diujicobakan pada kelas kecil. Didapatkan hasil bahwa media monosa memiliki keefektifan, keefisiensian, dan memiliki daya tarik kepada pengguna. Berdasarkan observasi yang dilakukan selama pembelajaran, media ini mampu memberikan kebermaknaan dalam pembelajaran, yaitu mengembangkan nilai karakter kemampuan bekerja sama, sportifitas, keaktifan individu siswa, kemandirian siswa, berpikir kritis, dan peduli.</span></span></span></span></span></p>

San Francisco Has Culinary Delights for All Tastes and Budgets

San Francisco Has Culinary Delights for All Tastes and Budgets

KEMAMPUAN SOSIALISASI DAN GERAK MANIPULATIF BERBASIS KELOMPOK PADA ANAK USIA 4-5 TAHU

The purpose of this study is to answer the problem of how to improve the social skills of children aged 4-5 years through group -based manipulative motion activity. The research was carried out in the children group of 4-5 years old at The Kindergarten of IPEKA Sunter, North Jakarta as from March through May 2011. The research method used an action research approach through cycles: initial assessment planning, action, observation and reflection, the research carried out in 2 cycles, data collected by the instrument type observation, interviews and documents,with mixmethod data analysis, and data validity by triangulation methods and sources. The results of data analysis show an overall group -based manipulative movement has increased the social skills of children aged 4-5 years was 76.77 % , makes no difference that drives the improvement of learning outcomes is through manipulative motion activity -based group has given children the opportunity to interact intensively, fun atmosphere, providing the freedom of choice of activity , active child, role sharing, collaboration, and empathy. The implication of this study is if the activity group -based manipulative movement properly made and programmed it will have a positive impact on the development potential of the socialization of children.

PENINGKATAN HASIL BELAJAR IPA SISWA KELAS X TKR 1 SMK N 7 SEMARANG MELALUI JOYFUL LEARNING MENGGUNAKAN GAME GUESS MY WORD

Learning achievements of X TKR1 SMK Negeri Semarang 7 is low, especially on science lesson with an average value of the school year repetition scieence lesson 2010/2011 is 60 (before remidial) with the percentage of students who graduated only 44% percent when passing grade of science lesson is 75. This is certainly a concern to researchers as a science teacher because SMK Negeri 7 Semarang having a good reputation well known in Central Java. This is because the characteristics of a class X TKR1 like to play, and the attitude of solidarity of the group must be upheld, even for things that are less good. It certainly is disturbing the learning process. In an effort to overcome these problems a teacher as a researcher, trying to apply the methods of the game in groups, with the hope that the game will make learning a fun atmosphere, as claimed by Taufan Surana (2008:1) that a pleasant atmosphere is a necessary prerequisite to children love to learn. The purpose of this study were (a) To improve science learning outcomes in class X TKR 1 (b) To determine a significant improvement in student learning outcomes. Research subject is X TKR1 SMK N 7 Semarang, which is located in Lima Jl.Simpang Semarang. Research will be conducted in May to June. The analysis performed is descriptive analysis, the credibility test using the method of triangulation of data sources. The results of application of joyful learning model using games guess my word is as follows: (a) a large increase in the average classical is 10.4 (Classical 83.4 average at cycle 1 to 93.9), (b) a large increase in the number of students who qualify for passing gradeis 20% from 77% in cycle 1 to 97% in cycle 2. Teachers are expected to be able to apply the learning model “Joyful learning” in schools so that learning becomes more enjoyable. The school should be supported by improving facilities and pre facilities, in order to create a fun learning atmosphere for students (Joyful Learning).

The eventization of faith as a marketing strategy: World Youth Day as an innovative response of the Catholic Church to pluralization

Abstract The declared objective of World Youth Day (WYD), a Catholic Church event staged in a major world city every 2–3 years, is to evangelize youth – including those on the fringes of, and outside, the Church. The 20th WYD, which was held in Cologne, Germany in 2005, was the subject of a project conducted by a research consortium funded by the German Research Foundation (DFG). The preliminary hypothesis that WYD combines elements of traditionalistic festivals and modernistic events and that this combination yields a new event form – the “hybrid event” – was confirmed. This paper presents some of the findings gained from an ethnographic investigation of the organization of WYD that was informed by an action‐theory perspective in the tradition of Peter L. Berger and Thomas Luckmann's sociology of knowledge. From this perspective, which focuses on the goals, strategies, and personal relevancies of the organizing team (German) WYD can be unequivocally reconstructed as a Catholic Church marketing event. The “product” – the Catholic faith, uniquely personified by the Pope – is presented by an elite organizing team in an atmosphere of fun and mystery that especially appeals to young people. Hence, the Catholic Church succeeds in shedding its sometimes fuddy‐duddy image and in bringing young people to perceive it as a vibrant, modern religious institution. This should prove to be a competitive advantage in an age of religious pluralism. Copyright © 2010 John Wiley & Sons, Ltd.

Rapport management in Thai and Japanese social talk during group discussions

According to Hofstede’s (2003) often quoted survey, Japanese and Thai cultures rank high on the collectivist scale and both cultures attach the greatest importance to group harmony. Accordingly, we should see similar characteristics in Japanese and Thai speakers during discussions within their respective social groups. However, this is not the case. This paper examines social talk during the task-oriented interaction of Japanese and Thai speakers. The analysis focuses on how the speakers of Japanese and Thai present themselves and construct rapport in casual group talk. Using the concept of consciousness deployed in ‘idea units’ (Chafe 1980, 1994) and some semantic considerations, I identify three major differences in rapport construction between Japanese and Thai speakers. First, Japanese participants prefer to build common ground through discussion of communal topics and through dealing with the comprehensiveness and the orderliness of the situation, whereas Thai participants incline toward Individual-oriented topics and independent styles of talk. Second, the Japanese show a preference for using softening devices and conventionalized expressions in group discussion while the Thais tend to use intensifiers and spontaneous expressions to indicate involvement and create a friendly and fun atmosphere. Third, the Japanese like to demonstrate the minimization of self and the relevancy between the self and the collective whereas the Thais value the capitalization of the self and the strengthening of personal relationships. Japanese and Thai communicative styles can be viewed as reflection of the different way the two cultures conceptualize the notion of rapport and the self. With regard to the component of rapport management (Spencer-Oatey 2000), the Japanese place more emphasis on the observation of sociality rights, while the Thais incline toward the management of face. This suggests that rapport construction in collectivist cultures may possess totally different characters.

Life in the GP Vocational Training Scheme.

Life in the GP Vocational Training Scheme.

“Clickers” in the classroom

“Clicker” technology is an emerging educational tool available to nurse educators. Clickers can provide a means of assessment during class, improve attendance, increase interaction, create a fun atmosphere, and add a media-enriched environment that today's nursing students' desire. This article offers a pedagogical basis for clicker use and describes best practices and faculty recommendations.

Follow the Silk Road to Orientation Success: Promoting Miami University's Brill Science Library.

This paper describes "Follow the Silk Road...to the Science Library," a successful orientation event held at Brill Science Library, Miami University, Oxford Ohio. The program combined many important ingredients, including information literacy, outreach, collaboration, and university-wide involvement, all in a non-threatening and fun atmosphere. Included here are details of the concept, requirements to make the event possible, and follow-up plans.

Sharpen customer service skills with PCRAFT Pursuit.

Traditional approaches to teaching customer service skills do not involve participant interaction, nor do they provide a fun and relaxed atmosphere for learning. This article describes the development of PCRAFT Pursuit, an innovative game used to teach customer service skills. The development process began with concerns identified through patient satisfaction surveys. The implementation of this game became an integral component of education to improve customer service skills of staff throughout the hospital network.

Building fluent performance in a customer call center

Performance ImprovementVolume 41, Issue 2 p. 29-37 Article Building fluent performance in a customer call center Dr. Carl Binder, Dr. Carl Binder CarlBinder@aol.com Dr. Carl Binder is a partner in Binder Riha Associates, a performance consulting firm in Santa Rosa, California. He is best known for research in behavioral fluency and development of the Fluency Building™ training and coaching methodology, for contributions in knowledge management for sales and marketing organizations, performance measurement, and for promotion of effective instructional methods for children. He has consulted with scores of Fortune 1000 and fast-growth organizations, as well as educational and human service agencies. A long-time contributor to the International Society for Performance Improvement, he has authored several dozen articles and chapters in scientific, educational, professional, and business publications.Search for more papers by this authorLee Sweeney, Lee Sweeney Binder-Riha.com Lee Sweeney is currently a Premier Customer Marketing Call Center Manager for AT&T Wireless. He has more than 15 years' experience starting, managing, and directing call centers. In addition to call center applications, he has diverse experience developing sales, marketing, and service teams. Lee has pioneered the implementation of many innovative management, training and employee development programs that have had a strong positive impact on employee morale and customer retention. He has extensive training, experience, and knowledge of whole system approaches to process improvement. Lee draws on his background as a trainer, former high school basketball coach, and Sunday school teacher to develop a unique training system that stresses core “survival” content, integrates gymnasium style drills, and maintains the fun atmosphere we all remember from our best childhood classrooms.Search for more papers by this author Dr. Carl Binder, Dr. Carl Binder CarlBinder@aol.com Dr. Carl Binder is a partner in Binder Riha Associates, a performance consulting firm in Santa Rosa, California. He is best known for research in behavioral fluency and development of the Fluency Building™ training and coaching methodology, for contributions in knowledge management for sales and marketing organizations, performance measurement, and for promotion of effective instructional methods for children. He has consulted with scores of Fortune 1000 and fast-growth organizations, as well as educational and human service agencies. A long-time contributor to the International Society for Performance Improvement, he has authored several dozen articles and chapters in scientific, educational, professional, and business publications.Search for more papers by this authorLee Sweeney, Lee Sweeney Binder-Riha.com Lee Sweeney is currently a Premier Customer Marketing Call Center Manager for AT&T Wireless. He has more than 15 years' experience starting, managing, and directing call centers. In addition to call center applications, he has diverse experience developing sales, marketing, and service teams. Lee has pioneered the implementation of many innovative management, training and employee development programs that have had a strong positive impact on employee morale and customer retention. He has extensive training, experience, and knowledge of whole system approaches to process improvement. Lee draws on his background as a trainer, former high school basketball coach, and Sunday school teacher to develop a unique training system that stresses core “survival” content, integrates gymnasium style drills, and maintains the fun atmosphere we all remember from our best childhood classrooms.Search for more papers by this author First published: 08 February 2007 https://doi.org/10.1002/pfi.4140410207Citations: 9 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume41, Issue2February 2002Pages 29-37 RelatedInformation

The “Open House,” an Effective Library Public Relations and Instruction Tool

Summary This article presents the Open House as a viable public relations and instruction technique to introduce incoming students to basic library facilities and services in a fun and relaxing atmosphere. An overriding goal of the Open House is to empower participating students with the self-sufficiency skills that will allow them to smoothly navigate the library on their own. Includes a comprehensive blueprint for detailing successes, innovations, and pitfalls. Outlines the specific steps to take regarding fundraising and donation solicitation. Ultimately, an Open House event can strengthen a library's outreach potential; an important-yet often neglected-facet of academic librarianship.

Pathways family intervention for third-grade American Indian children

The goal of the feasibility phase of the Pathways family intervention was to work with families of third-grade American Indian children to reinforce health behaviors being promoted by the curriculum, food service, and physical activity components of this school-based obesity prevention intervention. Family behaviors regarding food choices and physical activity were identified and ranked according to priority by using formative assessment and a literature review of school-based programs that included a family component. The family intervention involved 3 primary strategies designed to create an informed home environment supportive of behavioral change: 1) giving the children "family packs" containing worksheets, interactive assignments, healthful snacks, and low-fat tips and recipes to take home to share with their families; 2) implementing family events at the school to provide a fun atmosphere in which health education concepts could be introduced and reinforced; and 3) forming school-based family advisory councils composed of family members and community volunteers who provided feedback on Pathways strategies, helped negotiate barriers, and explored ideas for continued family participation. For strategy 2, a kick-off Family Fun Night provided a series of learning booths that presented the healthful behaviors taught by Pathways. At an end-of-year Family Celebration, a healthy meal was served, students demonstrated newly learned Pathways activities, and certificates were presented in recognition of completion of the Pathways curriculum. Based on evaluation forms and attendance rosters, strategies 1 and 2 were more easily implemented and better received than strategy 3. Implications for developing family involvement strategies for intervention programs are discussed.

A Method for Instant Assessment and Active Learning

AbstractA method that provides tremendous benefits to both instructors and students is described in this paper. The method is based on asking a multiple choice question after every 10 to 20 minutes of a lecture and getting responses from all the students. The students respond by raising a card which displays the letter corresponding to their choice of answer. The method is easy to implement in any traditional lecture setting. It provides instant assessment of student learning and lets an instructor take corrective measure, if necessary, in the same class period. The method allows all the students in a class to actively participate, evaluate their own performance, and reflect upon what they have learned. The method works well either in a small or a large class and it typically creates an atmosphere of fun and learning in the classroom.

The Fire-Alarm Game: Exit Training Using Negative and Positive Reinforcement under Varied Stimulus Conditions

Techniques for training a severely retarded blind client to exit his living unit during a fire drill without freezing, using a combination of negative and positive reinforcement dubbed the “Fire-Alarm Game” are described. Following a shaping procedure in which the opening of an exit door resulted in cessation of the alarm and then praise, the client learned to leave his living unit from any internal point through generalization training and subsequent test probes. Training was conducted in a relatively casual manner in an atmosphere of fun and good sport.