"JANGAN BICARAKAN KECANTIKAN SAYA"

rintik hujan awali kelas ini
terjadi saat terlambat bangun pagi
tertampar hukuman sekali
tulis syair pujangga dini

kau wanita terhebat kita
tawa ,senang ,marah bersama
berbagi batin tuk jalani mimpi
bertemu dalam ruang gita cerita

rangkaian tulisan terawali
satudemi satu tak terkendali
hayalan mula saingi diri
tuk sukma wanita ini

SELALU DI HATI

duduk di meja
depan sederetan bangku mahasiswa
dari sana pula , aku mulai mengenal
seraut wajah , berisi lamunan

langsat kulit cina, warna kulitnya
bibir merah , merah selalu basah
langkahmu tenang kala engkau berjalan
tinggi semampai gadis idaman

ngomong ga mau kalah
dasar wanita
sedikit keras kepala

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diam ku terpaku saat menatap kau pertama kali
indah....dan aku pun tak mampu berkata
begitu indah...
begitu nyata...
kesempurnaanmu selalu dihatiku

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ibarat air...
jernih , bening , sejuk
layaknya bunga...
harum , indah , cantik
tak ada sosok selain dia
tak ada bunga secantik dia

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lelah hati mencari
lelah hati menanti
akhirnya aku menemukan
seberkah indah senyuman

sinar mentari pagi hangat berseri
berwarna keemasan menyelimuti awan
membakar embun pagi diatas dedaunan

ingin rasanya melukiskan wajahmu di awan saat itu
sayang aja ga bisa melukismu...maaf ya...

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dosenku pelita hidupku
dikau kaca untukku
ilmu mu tak habis terucap
walau lelah langkah berjalan

lelah jarak kau lalui
demi harapan besar untuk generasi bangsa
hari - hariku tak seindah harapanNYA

terima kasih ibuku
kata - katamu selalu terngiang di diriku

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GRACEFUL NIGHT ISN'T ALWAYS THERE

I know that........
there is only one man can make you be yourself and encourage your heart

and...
there are a lot of people out there
but you can only make yourself sure that..
you can only count on yourself

you know....
life is so funny

when..it is...
life in suffer without pain and torture
means nothing

world is not enough when you know that
this all mean a competition

so....where can you find
truly relationship and also friendship?
do you get what I mean?

MY SONG TODAY EXPRESS MY END UP WAY

At first I was afraid, I was petrified
I kept thinkin' I could never live without you by my side
But then I spent so many nights just thinking how you’ve done me wrong
And I grew strong, I learned how to get along

And so you're back from outer space,
I just walked in to find you here with that, that look upon your face
I should have changed my fucking lock
I would have made you leave your key
If I’d have known for just one second you'd be back to bother me.

Oh now go, walk out the door
Just turn around now, you're not welcome anymore.
Weren't you the one who tried to break me with desire?
Did you think I'd crumble? Did you think I'd lay down and die?

Oh not I, I will survive
Yeah, as long as I know how to love, I know I'll be alive.
I've got all my life to live,
I've got all my love to give,
I will survive

I will survive
Yeah, yeah...

It took all the strength I had just not to fall apart,
I’m tryin' hard to mend the pieces of my broken heart
And I spent oh so many nights just feelin' sorry for myself,
I used to cry
But now I hold my head up high.

And you’ll see me with somebody new
I'm not that stupid little person still in love with you.
And so you thought you’d just drop by and you expect me to be free,
But now I'm saving all my lovin' for someone who's lovin' me,

Oh now go, walk out the door.
Just turn around now, you're not welcome anymore.
Weren't you the one who tried to break me with desire?
Did you think I'd crumble? Did you think I'd lay down and die?

Oh not I, I will survive
Yeah, as long as I know how to love I know I'll be alive,
I've got all my life to live,
I've got all my love to give,
I will survive

I will survive
Yeah, yeah…

TEN DAMN REASON TO SENT YOU TO HELL

TEN DAMN BLOODY HELL REASON TO THROW YOU AWAY OUT OF MY LIFE!!!
1.YOU'RE SO GOD DAMN STUPID !!!
2.YOU'RE UNDERNEATH YOUR PANTS BELOW ME!!!
3.YOU'RE FULL OF ACTING , IMPROVISING , OTHER WORDS ; YOU'RE A LIAR!!
4.YOU CAN'T KEEP YOUR PROMISE!!
5.YOU'RE VERY POOR!!!
6.YOU GIVE ME 40 POINTS WHICH IT'S SO DAMN LOW!!!
7.YOU ALWAYS MAKE STUPID REASON FOR SOMETHING!!
8.YOU NEVER CARE 'BOUT ME!!!
9.YOU'RE SO GAD DAMN UGLY!!!NOT SO COOL!!!
10.I'M GETTING BORED OF YOU............. SO.......................

GOODBYE!!! AND GET OUT OF MY LIFE!!!

STRATEGI DAN PERENCANAAN MEDIA

Strategi Media

Tujuan

1. Menjelaskan faktor utama yang digunakan dalam mensegmentasi audiens sasaran untuk tujuan strategis.
2. Menjelaskan arti dari jangkauan, frekuensi, gross rating points, effective rating points, dan konsep media lainnya.
3. Mendiskusikan logika dari hipotesis tiga exposure.
4. Menggambarkan manfaat prosedur indeks-efisiensi untuk pemilihan media.
5. Membedakan tiga bentuk alokasi periklanan.
6. Menjelaskan model “rak penyimpan barang” (shelf space).
7. Menggambarkan ukuran STAS untuk efektivitas iklan.
8. Melakukan perhitungan biaya per seribu (cost-per-thousand/CPM).
9. Menginterpretasikan output dari model media terkomputerisasi.

Perencanaan Media

• Perencanaan media merupakan proses penyusunan rencana penjadwalan yang menunjukkan bagaimana waktu dan ruang periklanan akan mencapai tujuan pemasaran.

• Perencanaan media harus dikooordinasikan dengan strategi pemasaran dan aspek-aspek lain dari strategi periklanan.

• Strategi pemasaran:

o Identifikasi pasar sasaran

o Seleksi bauran pemasaran

à memberi tekanan dan arah pilihan pemasangan iklan serta strategi media.

• Strategi periklanan

à lebih luas dari keseluruhan strategi pemasaran.

• Strategi media

à dikembangkan dari strategi periklanan yang lebih umum.

• Terdapat empat kegiatan strategi media:

1. Memilih audiens sasaran.

2. Menspesifikasi tujuan media.

3. Memilih kategori media dan sarana.

4. Membeli media.

• Faktor utama dalam mensegmentasi audiens sasaran:

1) Geografis

2) Demografis

3) Pemakaian produk

4) Gaya hidup/psikografis

• Audiens sasaran didefinisikan dalam batas spesifik yang mempunyai implikasi jelas untuk pesan dan strategi media.

• Dasar perencanaan media:

1) Jangkauan

• Persentase audiens sasaran yang diekspos sekurang-kurangnya satu kali dengan pesan pemasang iklan selama jangka waktu tertentu.

• Beberapa faktor yang menentukan jangkauan kampanye pemasangan iklan:

a. Banyaknya media yang digunakan.

b. Jumlah dan keragaman sarana media yang digunakan.

c. Pembedaan bagian-bagian hari saat iklan ditayangkan.

2) Frekuensi

• Jumlah waktu rata-rata, dalam periode empat minggu di mana para anggota audiens sasaran diekspos kepada sarana media yang termasuk dalam jadwal media tertentu.

3) Bobot

• Gross Rating Points (GRPs) merupakan indikator jumlah bobot kotor yang dapat disampaikan jadwal periklanan tertentu.

• Secara aritmatika, GRPs merupakan hasil dari jangkauan dikalikan dengan frekuensi.

GRPs = Jangkauan (J) x Frekuensi (F)

1. GRPs dalam praktik

• Dalam praktiknya, penentuan GRPs dilakukan dengan menjumlahkan peringkat yang diperoleh setiap sarana.

• Peringkat: bagian dari audiens sasaran yang diekspos kepada suatu kejadian di sarana periklanan di mana merek pemasang iklan diiklankan.

2. Effective Rating Points (ERPs)

• Muncul sebagai evaluasi terhadap GRPs.

• ERPs menunjukkan efektivitas media, yang mengukur seberapa seringnya para anggota audiens sasaran mempunyai kesempatan untuk diekspos dengan pesan-pesan periklanan atas merek fokal.

3. Exposure

• Salah satu isu yang rumit dalam periklanan adalah tidak diketahuinya rentang exposure yang efektif.

• Muncul konsep three-exposure hypothesis:

1. Exposure pertama akan mendorong respon “apa ini?”

2. Exposure kedua mendorong respon “bagaimana dengan ini?”

3. Exposure ketiga hanya mengingatkan informasi yang telah dipelajari dari dua exposure sebelumnya.

4. Prosedur indeks-efisiensi

• Prosedur ini dikembangkan untuk memilih jadwal media yang menghasilkan nilai exposure yang paling banyak per GRP, sebagai alternatif three-exposure hypothesis.

5. Jangkauan yang efektif

• Penayangan iklan selama 3 banding 10 exposure selama periode perencanaan media dibentuk (biasanya 4 minggu).

4) Kontinuitas

• Bagaimana iklan dialokasikan selama ditayangkannya suatu kampanye periklanan.

a. Jadwal yang kontinu

Jumlah uang yang sama diinvestasikan sepanjang kampanye.

1. Pulsing

Digunakan beberapa iklan selama setiap periode kampanye, tetapi jumlahnya sangat bervariasi dari periode ke periode.

1. Flighting

Pemasang iklan mengeluarkan biaya yang bervariasi selama kampanye dan tidak mengalokasikan biaya pada beberapa bulan.

• Periklanan model shelf-space

Ø Dalam pembahasan mengenai jadwal periklanan, muncul model shelf-space yang dikemukakan oleh Erwin Ephron.

Ø Model ini dibangun berdasarkan dua ide:

a. Exposure pertama konsumen terhadap iklan suatu merek adalah yang paling kuat.

b. Untuk mencapai tingkat jangkauan mingguan yang tinggi untuk suatu merek harus melebihi frekuensi yang intensif.

• Prinsip-prinsip model shelf-space:

1. Menggunakan prinsip recency, yang tidak bertujuan mengajarkan tetapi mempengaruhi pemilihan merek konsumen.

2. Tujuan periklanan adalah untuk menyewa tempat penyimpanan barang (shelf) sehingga menjamin keberadaan barang ketika konsumen mau membeli.

3. Iklan efektif jika dekat dengan waktu pembelian.

4. Efektivitas biaya 1 exposure adalah kira-kira 3 kali lebih besar dari nilai exposure berikutnya.

5. Mengalokasikan dana untuk menjangkau lebih banyak konsumen dengan lebih sering.

6. Menjangkau presentase yang tinggi dari audiens sasaran selama berminggu-minggu.

Ø Tidak ada satu strategi media yang mutlak akan berhasil dilakukan. Hal tersebut tergantung pada berbagai faktor.

Ø Terdapat dua model periklanan:

a) Kuat: periklanan penting untuk mengajarkan konsumen mengenai merek dan mendorong pembelian.

b) Lemah: iklan hanya untuk mengingatkan konsumen tentang merek-merek yang biasanya sudah terkenal.

Ø Dengan berbekal pengetahuan akan kekuatan merek, maka pemasar akan dapat menentukan model apa yang akan digunakan.

5) Pertimbangan biaya

• Para perencana media berusaha mengalokasikan anggaran iklan dengan cara yang efisien.

• Salah satu indikator efisiensi media yang digunakan secara universal adalah cost per thousand/CPM.

• Ukuran tersebut dapat didefinisikan sebagai biaya untuk menjangkau 1.000 anggota audiens sasaran kecuali orang-orang yang berada di luar pasar sasaran (CPM-TM).

• CPM = biaya iklan ÷ jumlah kontak total

(dinyatakan dalam ribuan)

• CPM-TM = biaya iklan ÷ jumlah kontak TM

(dinyatakan dalam ribuan)

• Penghitungan CPM dan CPM-TM harus dilakukan dengan hati-hati, karena:

1. Penghitungan dilakukan terhadap efisiensi biaya, bukan efektivitas. Mungkin terjadi kesalahan: (a) menjangkau audiens yang salah, atau (b) tidak tepat untuk kategori produk yang diiklankan.

2. Kurangnya komparabilitas di antara berbagai media.

3. Statistik CPM dapat disalahgunakan kecuali sarana atau wahana komunikasi dalam media tertentu dibandingkan atas dasar yang sama.

sayap- sayap permaisuri hatiku

sayap patah permaisuri hatiku
yang melambungkan bahagiaku
meneduhkan disaat diri tlah merapuh

kini ku mengerti

arti penantian memahami makna gelombang
sebelum daratan
saat busur kejora memanah mendung diangkasa
dera tawaku menjadi bintang dilangit terang
binar mataku cahaya dijiwanya
dilabuhan hatiku

COMMUNICATION SKILL FOR PRESENTATION

COMMUNICATION SKILL

All Businesses talk about needing better communication skills, but often don't know exactly what that means or they don't know how to go about making it happen.

And without doubt, unless you are a company of one, at some point or another, communication will go awry through no one's fault or intention - it's just the way it happens.

You might have pockets of 'them and us': marketing vs finance, IT vs admin, HR vs operations, consultants vs full time staff. You might have cross-functional or virtual teams whose ability to communicate efficiently is vital.

If your business has groups of people who simply have to communicate more effectively then giving them communication training may be just what you need.

Effective Communication takes real skill

Communication skills have to be developed, honed and added to on an on-going basis. They are at the heart of interpersonal skills and the greater your awareness of how it all works, the more effective your communication will be.

Most people in business think they communicate pretty well, and in our experience that's generally true.

However, even the best communicators can have their communication skills undermined when they get wrong-footed, face potential humiliation, feel misunderstood or get really surprised by someone else's behaviour.

That's when it all seems to fall apart and people regress to all kinds of inappropriate and unhelpful behaviour.

We deal with communication skills training by unpicking what happens - if you know how the dynamics work, you can be in charge of them.

Then you can choose from a whole range of tools and techniques that fit your personal style , because when it comes to communication under pressure you can't be anyone other than yourself.

Being a good communicator is often about feeling confident in those situations where you don't always feel comfortable, so we make life easier for you by enhancing what's already there. In other words, you don't have to learn a whole bunch of radically new things.

Being an effective communicator means that other people take you seriously, listen to what you have to say and engage in dialogue.

Effective Presentation Skills

What might the most common Presentation Skills issues be?

The fact that for most people, even experienced presenters, getting up and presenting in front of an audience can be a terrifying and even phobic experience.

The number one phobia that most people share is making a presentation; speaking in front of a group of other people: colleagues, strangers, it doesn't seem to matter - it's scary.

You may have people who are new to the presentation 'game' and who need to understand just what happens to them when they have to stand and deliver and how they can become confident and effective presenters.

You may have people who have been around the presentation block and are in a rut, giving acceptable, but not brilliant presentations.

You may have people who have to present detailed and technical information without putting their audience to sleep. Presenting detailed information may be important but if the presenter's audience aren't engaged then they've made their job of putting across information even harder.

All of these people could benefit from our confidence-building Presentation Skills programmes.

In addition, you may have individuals who have to give key note speeches, important presentations at conferences or crucial presentations with clients. We also offer one-to-one presentation coaching to key members of staff.

Good Presentation Skills Training

Presentation Skills Training that concentrates on 'how to get it right' is available in all shapes and forms.

However there is very little presentation skills training that really addresses the key issue of Working Your Audience.

The power and opportunity we are given every time we make a presentation before an audience or even sit around a table with a captive group of people is huge.

Many presenters have no idea of what can be achieved.

Most of us know the power of an audience.

It is often the rather unnerving experience of being on the receiving end of twenty pairs of eyes looking at us in polite silence as if to say "Yes? So?"

It is this energy that can be harnessed to make dynamic, lively, memorable and effective presentations.

It takes a little courage, but the rewards are enormous.

Tailored specifically to each group Working Your Audience is a Presentation Skills designed to develop delegates into powerful, persuasive presenters.

Applicate your presentation skill

The material of your presentation should be concise, to the point and tell an interesting story. In addition to the obvious things like content and visual aids, the following are just as important as the audience will be subconsciously taking them in:

• Your voice - how you say it is as important as what you say
• Body language - a subject in its own right and something about which much has been written and said. In essence, your body movements express what your attitudes and thoughts really are.
• Appearance - first impressions influence the audience's attitudes to you. Dress appropriately for the occasion.

As with most personal skills oral communication cannot be taught. Instructors can only point the way. So as always, practice is essential, both to improve your skills generally and also to make the best of each individual presentation you make.

Preparation

Prepare the structure of the talk carefully and logically, just as you would for a written report. What are:

• the objectives of the talk?
• the main points you want to make?

Make a list of these two things as your starting point

Write out the presentation in rough, just like a first draft of a written report. Review the draft. You will find things that are irrelevant or superfluous - delete them. Check the story is consistent and flows smoothly. If there are things you cannot easily express, possibly because of doubt about your understanding, it is better to leave them unsaid.

Never read from a script. It is also unwise to have the talk written out in detail as a prompt sheet - the chances are you will not locate the thing you want to say amongst all the other text. You should know most of what you want to say - if you don't then you should not be giving the talk! So prepare cue cards which have key words and phrases (and possibly sketches) on them. Postcards are ideal for this. Don't forget to number the cards in case you drop them.

Remember to mark on your cards the visual aids that go with them so that the right OHP or slide is shown at the right time

Rehearse your presentation - to yourself at first and then in front of some colleagues. The initial rehearsal should consider how the words and the sequence of visual aids go together. How will you make effective use of your visual aids?

Making the presentation

Greet the audience (for example, 'Good morning, ladies and gentlemen'), and tell them who you are. Good presentations then follow this formula:

• tell the audience what you are going to tell them,
• then tell them,
• at the end tell them what you have told them.

Keep to the time allowed. If you can, keep it short. It's better to under-run than over-run. As a rule of thumb, allow 2 minutes for each general overhead transparency or Powerpoint slide you use, but longer for any that you want to use for developing specific points. 35mm slides are generally used more sparingly and stay on the screen longer. However, the audience will get bored with something on the screen for more than 5 minutes, especially if you are not actively talking about it. So switch the display off, or replace the slide with some form of 'wallpaper' such as a company logo.

Stick to the plan for the presentation, don't be tempted to digress - you will eat up time and could end up in a dead-end with no escape!

Unless explicitly told not to, leave time for discussion - 5 minutes is sufficient to allow clarification of points. The session chairman may extend this if the questioning becomes interesting.

At the end of your presentation ask if there are any questions - avoid being terse when you do this as the audience may find it intimidating (ie it may come across as any questions? - if there are, it shows you were not paying attention). If questions are slow in coming, you can start things off by asking a question of the audience - so have one prepared.

Delivery

Speak clearly. Don't shout or whisper - judge the acoustics of the room.

Don't rush, or talk deliberately slowly. Be natural - although not conversational.

Deliberately pause at key points - this has the effect of emphasising the importance of a particular point you are making.

Avoid jokes - always disastrous unless you are a natural expert

To make the presentation interesting, change your delivery, but not to obviously, eg:

• speed
• pitch of voice

Use your hands to emphasise points but don't indulge in to much hand waving. People can, over time, develop irritating habits. Ask colleagues occasionally what they think of your style.

Look at the audience as much as possible, but don't fix on an individual - it can be intimidating. Pitch your presentation towards the back of the audience, especially in larger rooms.

Don't face the display screen behind you and talk to it. Other annoying habits include:

• Standing in a position where you obscure the screen. In fact, positively check for anyone in the audience who may be disadvantaged and try to accommodate them.
• Muttering over a transparency on the OHP projector plate an not realising that you are blocking the projection of the image. It is preferable to point to the screen than the foil on the OHP (apart from the fact that you will probably dazzle yourself with the brightness of the projector)

Avoid moving about too much. Pacing up and down can unnerve the audience, although some animation is desirable.

Keep an eye on the audience's body language. Know when to stop and also when to cut out a piece of the presentation.

Visual Aids

Visual aids significantly improve the interest of a presentation. However, they must be relevant to what you want to say. A careless design or use of a slide can simply get in the way of the presentation. What you use depends on the type of talk you are giving. Here are some possibilities:

• Overhead projection transparencies (OHPs)
• 35mm slides
• Computer projection (Powerpoint, applications such as Excel, etc)
• Video, and film,
• Real objects - either handled from the speaker's bench or passed around
• Flip~chart or blackboard - possibly used as a 'scratch-pad' to expand on a point

Keep it simple though - a complex set of hardware can result in confusion for speaker and audience. Make sure you know in advance how to operate the equipment and also when you want particular displays to appear. Sometimes a technician will operate the equipment. Arrange beforehand, what is to happen and when and what signals you will use. Edit your slides as carefully as your talk - if a slide is superfluous then leave it out. If you need to use a slide twice, duplicate it. And always check your slides - for typographical errors, consistency of fonts and layout.

Slides and OHPs should contain the minimum information necessary. To do otherwise risks making the slide unreadable or will divert your audience's attention so that they spend time reading the slide rather than listening to you.

Try to limit words per slide to a maximum of 10. Use a reasonable size font and a typeface which will enlarge well. Typically use a minimum 18pt Times Roman on OHPs, and preferably larger. A guideline is: if you can read the OHP from a distance of 2 metres (without projection) then it's probably OK

Avoid using a diagram prepared for a technical report in your talk. It will be too detailed and difficult to read.

Use colour on your slides but avoid orange and yellow which do not show up very well when projected. For text only, white or yellow on blue is pleasant to look at and easy to read. Books on presentation techniques often have quite detailed advice on the design of slides. If possible consult an expert such as the Audio Visual Centre

Avoid adding to OHPs with a pen during the talk - it's messy and the audience will be fascinated by your shaking hand! On this point, this is another good reason for pointing to the screen when explaining a slide rather than pointing to the OHP transparency.

Room lighting should be considered. Too much light near the screen will make it difficult to see the detail. On the other hand, a completely darkened room can send the audience to sleep. Try to avoid having to keep switching lights on and off, but if you do have to do this, know where the light switches are and how to use them.

Enjoy yourself. The audience will be on your side and want to hear what you have to say or explain about.

LEARNING TO TEACH , TEACHING TO LEARN

HOW TO BE A GOOD LECTURER FOR YOUR STUDENTS

Definition of Aims and Objectives

A carefully thought through set of course aims and objectives is essential to appropriate lecture preparation. What do you want your students to learn? What are the key concepts and issues that need to be addressed? What essential skills should students be equipped with? As important, if not more so, is that these be clearly communicated to students.

Along with the degree you have for teaching, first you as a lecturer should have understood all the concepts well. You should not be in a diploma anytime when you are teaching a subject.

Information overload and coverage are frequently raised issues; students complain that they cannot follow and lecturers worry that they are falling behind. Not surprisingly, in a study which compared lectures where 90% vs. 70% vs. 50% of the sentences disseminated new information—the remaining time in each case was used for restating, highlighting significance, giving more examples and relating the material to the students’ prior experience—it was found that students, given the lower level of new content, learned and retained the lecture information better³. Ultimately, it is not how much is delivered but how much is received and understood that counts; telling is not teaching, and information is not knowledge. And if it is accepted that the lecture—and higher education in general—is not merely to feed information to students, then the natural corollary would be to cut down on factual content and focus more on ensuring that principles and concepts are understood, the process of evaluating evidence and arriving at conclusion grasped, and that students are sufficiently stimulated and equipped to go beyond the lecture to look for further information themselves.

Learning Paradigm

The necessity for a shift from the traditional instruction paradigm to a learning paradigm is patently obvious. At the risk of exaggeration, it might be said that the former is the “pedagogy of the oppressed²” while the latter allows “freedom to learn”³. Many of the ideas about the shift are by now familiar⁴. However, a reminder of the key differences may still be useful.

Making learning the focus of the education enterprise naturally leads to a learner-centred approach, and to such attendant issues as learner profile, motivation, learning styles and approaches, instructional design and methodology, and learning outcomes.

Mission

Empower learners to discover and construct knowledge Education as qualitative transformation

Values

Respect for individual needs/strengths

Cooperation

Proactive

Responsive to stakeholders/‘clients’; ‘strategic alliances’

What to learn

Assume yourself being a computer science teacher, and then make sure to know the whole syllabus and its contents well in advance. Even if somebody asks a question about your subject in your dream also, you should be able to answer that question.

Never try learning only for the next day. This never works. Students will have a lot of questions about each thing since they are inquisitive to know. The students themselves are very smart and have a lot of information on hand before you teach them, so be sure to know about the topic more than any of the students.

Never keep the book in front of you, when you are teaching. This shows that you are a pathetic teacher.

Be ready with all the slides necessary for the next day. If it is about internet, browse and collect all the information about internet and have a ppt for this. When you teach you should only teach through this ppt (using a projector).

It is always better if you teach them on-line. This is possible only if all the students are provided with computers. The students are working on-line and learning things. May be you are teaching them MS.Word, and then show them how to do it on your screen and allow them to do it on their own, in their computers. Theoretical knowledge is necessary but what is needed is the practical knowledge. So give them as much practical sessions as possible.

If a student asks a question and you don’t know the answer, make sure you have given the answer the same day or the next day. Browse the net and find the answer.

Upgrade yourself every now and then. Up gradations come often and there is no other go except to upgrade yourself to all these things.
If there are talks about new technologies, never miss it, attend it. You will get a lot of information from these seminars.

Just the word "lecture" is enough to elicit groans from most people. Nonetheless, there is no reason a lecture needs to be dry and boring or hard to follow. With a few tips, techniques and some practice, just about anyone can give a good lecture on just about any topic.

Planning the Lecture

1. Step 1

Identify your audience: young students, college students, parents, business entrepreneurs, etc.

2. Step 2

Identify your lecture topic.

3. Step 3

Determine your time allotment. Consider how long the lecture will last and how much time will you leave for questions or announcements.

4. Step 4

Outline your lecture material. Clearly state the main point of the lecture first. Next, lay out the supporting points and relative details, including the approximate amount of time you plan to spend on each topic. Finally, wrap up with a clear conclusion that restates the main point of the lecture.

5. Step 5

Go through your lecture outline and highlight places where you can stop lecturing and reinforce your point in a different way. Engage your audience by asking questions. Make a point of using pop culture references. Turn to media for visual or audio aids.

6. Step 6

Write out a detailed final lecture outline. Include complete topic sentences, quotes and references you wish to note, and questions you will pose to the audience. Highlight places where you will turn to media or incorporate other teaching methods.

7. Step 7

Practice, practice, practice. Rehearse your lecture. Write in cues such as "Pause," "Breath," or "Scan Audience for Questions" and practice these motions as well. Make sure your language, tone and examples are appropriate for your audience.

8. Step 8

Arrive at your lecture location early. Make sure any technology you plan to use works properly. Have someone sit at the back of the venue to evaluate your volume and enunciation.

Giving the Lecture

9. Step 1

Grab your audience's attention. Open with a catchy quote, surprising fact or anecdote that the audience members can relate to.

10. Step 2

Introduce yourself and briefly state what you have to offer your audience--what qualifies you to be here speaking.

11. Step 3

Progress through your lecture smoothly, beginning with your introduction and flowing through your notes to the conclusion. Connect all ideas and examples.

12. Step 4

Maintain eye-contact with your audience members. Scan the audience slowly, so that each audience member feels as if you are addressing him individually.

13. Step 5

Speak clearly. Enunciate your words. Use good grammar. Project to reach the back of the venue, or use a microphone.

14. Step 6

Ask your audience for any questions or comments following your lecture.

15. Step 7

Thank your audience for coming to hear you speak.

Tips and Trick

• Play to your strengths. For example, if you are a comedian, incorporate a joke or two. But stick to what is comfortable for you.
• Be passionate about your topic, and act as though you really enjoy being there lecturing. This will help you stay dynamic and engaging throughout the lecture.
• Try to break up the lecture into 15- or 20-minute chunks, maximum. This is the average attention span of most audience members. You may need to adjust based on your audience.
• Help your audience follow you by posting an overhead outline of your lecture or handing out photocopies of the outline prior to beginning your lecture.
• Videotape yourself while lecturing. Use this to evaluate and improve your delivery.
• Don't try to address every detail pertaining to your topic. Stick to the basics, and try to make it relevant to your audience.
• Avoid reading directly from PowerPoint slides or your notes. You should have rehearsed enough that you can speak to each slide or point while addressing the audience.
• Make sure all media and technology work prior to the lecture, if possible. If you do experience technical difficulties, stay positive and move on.

Some Characteristics Of A Good Lecturer

In teaching a class, there are many and varied demands placed upon the lecturer. It is good practice, at the beginning of term, to check one's teaching style against the ideal, and to make necessary adjustments.

Edwin Rosinski, professor and director of the office of medical education at the University of California, San Francisco, presented this list to members of the American Association of Colleges of Pharmacy at their 1987 Teachers Seminar.

David Fielding, Director of Continuing Pharmaceutical Education and a professor in the Faculty of Pharmacy at UBC, passed on the list to the TAG newsletter.

How do you rate?

• Presents material clearly and logically
• Enables the student to understand the basic principles of the subject
• Can be clearly heard
• Makes material intelligibly meaningful
• Maintains continuity in the course
• Is constructive and helpful with criticisms
• Shows an expert knowledge of subject matter
• Adopts an appropriate pace during the lecture
• Includes material which is not readily accessible in textbooks
• Is concise
• Illustrates the practical applications of the theory of the subject
• Tries to link lecture material to laboratory/practical work
• Avoids trivial, time-filling material Stimulates students to think independently
• Does not ridicule wrong answers
• Evenly spaces requirements of written work
• Imparts enthusiasm for subject
• Refers to the latest development in the subject
• Sets clear objectives for the student
• Readily considers students' viewpoints
• Has a good sense of humour
• Writes legibly
• Appears confident and at ease
• Allows questions
• Gets students to work willingly
• Points out the links between various subjects
• Is well-informed in fields other than, but related to, own special subjects
• Avoids an excess of factual details &- Provides full references to books, papers, etc.
• Has a sympathetic attitude toward students
• Avoids forcing own point of view
• Is spontaneously friendly
• Appreciates students' own accomplishments
• Appears to enjoy teaching
• Uses appropriate illustrative teaching aids (slides, films, programs, models, charts, etc.)
• Has a pleasantly modulated voice
• Has a good vocabulary
• Avoids distracting personal mannerisms
• Has a democratic approach

A USEFUL SEMINAR ;

O’2 second English

A LEARNING METHODE

PURPOSE ;

1.Teaching English Effectively to children

2.Knowing a new learning methode

3.Improving mind set in English

Glenn Doman

GLENN DOMAN is the founder of The Institutes for the Achievement of Human Potential to which parents from every continent have been finding their way for more than a half of a century. He and The Institutes are famous for their pioneering work with brain-injured children and for their work in early development for well children.

In addition to dealing intimately with more than twenty thousand families over the last fifty years, he has strongly influenced millions of families through the book What To Do About Your Brain-Injured Child and the creation of the groundbreaking Gentle Revolution Series of books and materials that teach parents how to teach their babies at home.

Glenn Doman has lived with, studied, or worked with children in more than one hundred nations, ranging from the most civilized to the most primitive.He was distinguished for outstanding heroism in action during World War II and was knighted by the Brazilian government in 1966 for his services to the children of the world.

Glenn Doman is the principle lecturer for the many courses given by The Institutes for the parents of well children and brain-injured children. When he is not lecturing in Philadelphia or around the world, he is nose-to-nose with parents and children, discovering better ways to make hurt kids well and well kids more capable.

PHILOSOPHY

methods are based around the following core beliefs:

Every child has genius potential.
Every child born has, at the moment of birth, a greater potential intelligence than Leonardo da Vinci ever used. – Glenn Doman

Stimulation is the key to unlocking a child’s potential.
The world has looked at brain growth and development as if they were predestined and unchangeable facts. We have discovered that brain growth and development are a single dynamic process. This is a process which can be stopped (as it is by profound brain injury). This is a process which can be slowed (as it is by moderate brain injury), but most significantly, this is a process which can be speeded.
– Glenn Doman

Teaching should commence at birth.
The first year of life is a critical time. This is the time when the brain is growing explosively. The brain literally grows by use – and if we use it, we’re going to grow it. And if you don’t use it, especially in the first 12 months, then you literally will lose brain cells – you won’t have as much brain power as you would’ve had.
– Janet Doman

The younger the child, the easier the learning process.
Before the age of five a child can easily absorb tremendous amounts of information. If the child is younger than four it will be easier and more effective, before three even easier and much more effective, and before two the easiest and most effective of all. – Glenn Doman

Children naturally love to learn.
Kids would rather learn than eat; kids would rather learn than play. In fact, kids think learning is play.
– Glenn Doman

Parents are their child’s best teacher.
In your worst minute of your worst day with your child, you will be your child’s best teacher – better than anyone in the whole world. On an average day or the best moment of your best day, you are absolutely spectacular – because you know your child better than anyone else. And you happen to adore your child
– that’s the perfect combination for a teacher. – Janet Doman

Teaching and learning should be joyous.
Parents deserve to experience the joy that comes from teaching their baby, and babies have a right to appreciate the joy of learning with their parents. – Glenn Doman

Teaching and learning should never involve testing.
One of the beauties of teaching a tiny child is that the process of teaching is a pure process of giving information without asking for it back again. – Janet Doman

The Methode Utilized: Theoretical Support

The Glenn Doman method is an innovative and provocative method of learning. In chapter 7 of his book entitled ‘How to Teach your Baby to Read”, Glenn Doman suggests the age at which the baby must start, which can be as early as 10 months of age.

Doman highlights the importance of the parents’ attitudes in respect to the activity to be developed, which must be one that this is a good game and not a job like any other. He explains that the sessions must end prior to the child’s loss of interest.

Doman also reminds us that the material, despite being simple, must follow specifications, once it is designed to attend to the fact that reading is a brain function, and as such must attend to the limitations of the baby, since the brain only has its reading function stimulated in the right way. He orients us on how to present the words, and how to draw the letters in them.

a description of how to develop seven steps which he considers essential:

1. Visual differentiation (way of making the cards) ;

2. Proper vocabulary;

3. Vocabulary of the family environment;

4. Vocabulary to build sentence’s structure;

5. Structured phrases and sentences;

6. Reading of a real book (i.e., the first book);

7. The alphabet.

He then concludes the chapter saying that "man is man essentially because he can read and write". 2006 Glenn Doman methode

Methode

Math and reading programs, according to the Doman method, are flash card based. You can find out more about the reading program by Reading: Flash Card Method, and the math program by Math: Flash Card Method. The physical program involves a range of activities – from encouraging babies to crawl from birth, to developing their sense of balance, to teaching children to brachiate (traverse a horizontal ladder, also known as monkey bars). Find out more by heading to the Physical.

Starting from birth, parents teach their baby musical appreciation, rhythm, note reading and perfect pitch. There is no book dedicated to the program, you can maintain and sure about you , and your children ; Child and Me.

for teaching success! Ingredients ;
1 cup Affection
1 cup Nutrition
4 level tbsp Routine
1 cup Stimulation
10 tbsp Repetition
7 oz Consistency
Pinch Perseverance
Sprinkling Humor

Steven.R.Covey’s 8 habits

1.Be Proactive

2.Positive mind set

3.First things first

4.Depend-on paradigm

5.Win-win solution

6.Try to understand then to be understood

7.Creative Teamwork

8.Self-Balancing

BAKAT KEPEMIMPINAN

BAKAT KEPEMIMPINAN

Bakat Kepemimpinan Dalam Diri

Penulis : Brian O’neill

PENDAHULUAN

• Manfaat :

• Membantu kita dalam mendefinisikan “kepemimpinan” , membentuk model kepemimpinan kita.

• Anda akan menemukan acuan mengenai pandangan – pandangan yang mungkin menguatkan atau bertentangan dengan apa yang Anda percayai.Buku ini bukan untuk menguji persetujuan kita , tetapu untuk memperluas pandangan Anda mengenai untuk apakah kepemimpinan bagi Anda.

• Tujuan :

• Untuk menyoroti gambaran didalam benak Anda mengenai menjadi pemimpin seperti

Apa yang Anda inginkan

MAKNA KEPEMIMPINAN

• Kepemimpinan adalah :

• 1.Memberi makna dan tujuan

• 2.Menenkankan pada hal – hal yang tepat untuk dikerjakan

• 3.Membentuk lingkungan yang kondusif bagi organisasi untuk mencapai tujuan – Tujuannya.

• 4.Membuat orang lain melakukan apa yang Anda inginkan

• 5.Memotivasi orang untuk menyelesaikan pekerjaannya dengan sukarela

• 6.Memungkinkan orang lain bertanggung jawab

• 7.Memberdayakan orang lain untuk mengerjakan apa yang mereka anggap benar

• 8.Membantu orang lain merasa aman , lebih percaya diri

• 9.Mengembangkan , menjaga , dan mengubah budaya

• 10.Memiliki pangsa pasar yang lebih besar daripada para pesaing

• 11.Memiliki produk yang paling bagus dan layanan pasaran

MENEMUKAN KEPEMIMPINAN YANG HEBAT

• A,Pandangan modern mengenai kepemimpinan bersifat lebih realistik , antara lain ;

• 1.Wanita juga bisa menjadi pemimpin yang hebat

• 2.Anda tidak harus menjadi orang yang hebat dan baik

• 3.Banyak keahlian dan kualitas yang menjadikan pemimpin hebat bisa dipelajari

• 4.Kebanyakan pembelajaran berasal dari pengalaman

B.Tiga Jenis Model Kepemimpinan

• 1.Pemimpin Berwawasan Kedepan

• Contoh ; direktur , eksekutif senior , kepala sekolah , hakim , dekan senior , dll.

• Tugas Kepemimpinan

• Pola Pikir Kepemimpinan

• Karakter Yang Tepat

• Menilai Kualitas Visi

2.Pemimpin Yang Terintegrasi

• Contoh ; kepala departemen , manajer umum suatu perusahaan besar , manajer regional Senior , rekanan junior

• Tugas Kepemimpinan

• Pola Pikir Kepemimpinan

• Karakter Yang Tepat

• Menilai Kualitas Integrasi

3.Pemimpin Yang Mengutamakan Penyelesaian Tugas

• Contoh ; guru senior , manajer proyek , supervisor , kepala tim , manajer toko , manaJer bank , manajer / supervisor audit

• Tugas Kepemimpinan

• Pola Pikir Kepemimpinan

• Karakter Yang Tepat

• Menilai Karakter Untuk Menyelesaikan pekerjaan

C.Ujilah Diri Anda Sendiri

• 1.Tiga karakter terpenting apa yang menurut Anda harus dimiliki oleh seorang pemimpin?

• 2.Jika Anda harus memilih satu diantaranya , karakter mana yang akan Anda pilih ?

Mengapa Anda memilih karakter tersebut ?

CITRA KEPEMIMPINAN

• A.Ahli

• B.Pendorong

• C.Bersahabat

• D.Pahlawan

• E.Pembimbing

MEMBANGUN MODEL KEPEMIMPINAN

• Dengan memperhatikan hal – hal sebagai berikut

• 1.Apakah Anda akan mengubah ”tiga kualitas penting seorang pemimpin yang harus Anda miliki ? Mengubah menjadi apa?

• 2.Apakah kekuatan – kekuatan Anda ?Apakah ada kekuatan yang Anda remehkan ?

• 3.Apakah citra diri yang dominan merupakan gaya yang Anda inginkan?

• 4.Adakah keseimbangan antara tipe tugas Anda (Tipe Ahli , Pendorong atau Pahlawan) Dan tipe orang lain (Tipe bersahabat atau pembimbing)?

• 5.Kualitas dan gaya apa yang memberi Anda tingkat kepemimpinan yang potensial atau Lebih tinggi ?

• 6.Kesenjangan apa yang terjadi antara kualitas dan gaya kepemimpinan yang Anda miliki Dan kualitas dan gaya kepemimpinan yang ingin Anda miliki? Bagaimana Anda akan Menghapus kesenjangan itu?

• 7.Seberapa dekat penilaian diri Anda sesuai dengan feedback yang Anda dapatkan dari Orang lain?

MENGAJAK ORANG LAIN MENGIKUTI ANDA

• Mempengaruhi Orang Lain

• Pendorong kekuasaan

• Mengembangkan Dominasi

• Mengembangkan Komitmen

• Perhatian Berbeda Pada Orang Yang Berbeda

Beberapa Hal Yang dilakukan pemimpin Yang Baik untuk memberikan makna kepada anak buahnya ;

• 1.Kejujuran dan keterbukaan

• 2.Rasa Hormat

• 3.Inklusif

• 4.Keadilan

• 5.Kesamaan

• 6.Bangga dalam bisnisnya

• 7.Senang dan bersemangat

TIM – TIM BINTANG
Tim – Tim Kunci Sukses

• 1.Merupakan media efektif untuk mengumpulkan bakat dan keahlian para individual

• 2.Kerja tim meningkatkan kerjasama dan komunikasi didalam dan diantara bagian – bagian perusahaan .

• 3.Tenaga kerja dan tim sering mengatasi banyak masalah lebih efektif dan lebih cepat daripada individu – individu atau hirarki – hirarki

• 4.Tim – tim bekerja melewati batas organisasi (misalnya;tim pengembangan produk) Berkoordinasi dan mengintegrasikan usaha – usaha dari fungsi dan departemen yang terpisah.

• 5.Partisipasi dalam tim meningkatkan komitmen karyawan dalam menerapkan keputusan keputusannya.

• 6.Diterima dalam satu tim meningkatkan rasa memiliki dan identitas diri para individual.

Yang Harus Dilakukan Pemimpin Untuk Membuat Tim Bintang

• 1.Memenangkan dukungan luar bagi tim

• 2.Membangun struktur bagi tim untuk menangani pekerjaan dengan efektif

• 3.Menginformasikan tujuan yang akan memberi inspirasi pada tim

• 4.Memanaskan iklim didalam tim

• 5.Mengembangkan proses yang efektif untuk bekerja sama

• 6.Membangun hubungan / koneksi yang berguna dari beberapa kepentingan

ASPIRASI UNTUK MASA DEPAN

• A.Memposisikan Diri Anda

• B.Mendistribusikan Kepemimpinan

• C.Kualitas ,Gaya DanCitraKepemimpinan

• D.Memenangkan Komitmen Bawahan

• E.Waktu Yang Tepat pada Saat YangTepat

• F.Membangun Tim Bintang

PENUTUP

• Pada akhirnya , kita akan mengenali tanda , keahlian dan kemampuan ataupun kelebihan yang kita miliki untuk menjadi seorang pemimpin yang baik.

• Hal ini haruslah dipikirkan , dipahami dan juga diaplikasikan karena akan menjadi visi untuk membimbing kita di dalam perkembangan berikutnya dalam seni kepemimpinan.