Nama : Evi Astuti

kelas : 4 EA 25

LEARNING ENGLISH

How to learn English ?

               When I was ten years old, I began to learn my second language „Ÿ English. I have studied English for more than ten years and still found that I can not speak it correctly and fluently. This raises the question of how to learn English efficiently and in which way can English be used properly. My original thought was reciting the text that I learned in my English course and tried to mimic the way they used.

               However, it seems to be worthless, and I still can not make rapid progress. After I came to United States, I started to know the disadvantage of my original thoughts of learning English. Why should one learn English? When I was young, I thought it might be helpful in school or in getting a good job. At that time, my primary focus was on vocabulary and grammar. I had English class every day. Teachers had us read English dialogue to help us learn new phrases and analyze the grammar.

               My homework was simply reciting texts and sometime even though I can recite those texts fluently, I still can not use them freely in my routine daily activities. This is all I did to learn English. After several years I came to America, I found I was wrong on learning and using English. Learning the language not only includes studying vocabularies and grammar, but also includes communicating with others and practicing continually.An America environment is very important for those learning English. Each time when I have a conversation in English, it is helpful if a native speaker can help me with pronunciation and grammar. This gives me an excellent opportunity to learn about American customs and other aspects of American life. At home, I can turn on the TV to watch an American movie, or I can read todayfs newspaper to learn what has happened recently. For example, I always watch a new movie three times at home. The first time, I can understand what the movie mainly talks about without the captions.

            English language is the first most spoken language in this world. Many people interest to learn English language in order make them easily to communicate with foreigners and also make them easily to live in other country. One of obstacle for every people who live in other country either for business or study is language, if they don’t understand the language of the country where they live in it may causes a trouble for them and everything will become more difficult. Therefore, learning English is necessary for all people to make everything going easier. Actually, learning English is not difficult, but also not easy. All process depend on how serious the intention and how creative the learning method that used. Learning English is fun because it has the attractive strategies that make people enjoy and easy to understand such learning with music and movies also by playing kinds of game.

            Learning English with music and movies can make learning process more fun. It is not only make us smart, but also make us fun and enjoy. Listening English music can make our brain more active. Beside listening English word, our brain will try to save and think about the meaning of the song’s lyrics in the same time. Finally, we can remember all vocabularies easily. By watching English movies, we also get the same process. Not only by listening music, but also by seeing the picture. We also can know the right pronunciation of English word and know more about English conversation.  It can make learning English more attractive.  

            The other reason that make learning English fun is also because the learning process not only by studying, but also by playing. We can play to know and study English more. There are many kinds of game that available for every people who interested to learn English. For example such “Guessing Word Game” and “word puzzle Game”. Guessing Word game make us think fast and write fast. We have to fill the blank column with the right word in order to produce the new vocabulary. For puzzle game, we have to make our brain think carefully and creative to arrange many words become the right vocabulary. These games make our brain more active and skilled to produce many vocabularies. With these ways, learning English becomes easier than what we have thought.  

            In conclusion, learning English is fun and has many interesting way that make learning process easier. There are many advantages we can get from learning English, if we have known and understood all about English language we can easily communicate with foreigners and we can visit any country without any worry. We can also having fun and enjoy our hobbies while learning English. By learning English, we can go around the world and find new interesting experience. Many occupations need people who know English well, it can make us easy to find job and make our future brilliant. 

SUMBER :

1. ekaarinda.blogspot.com

2. www.megaessays.com

 

Stop Bullying

Nama : Evi Astuti
kelas : 4 EA 25

A.           How to Talk About Bullying ?

Parents, school staff, and other caring adults have a role to play in preventing bullying. They can: 

• Help kids understand bullying. Talk about what bullying is and how to stand up to it safely. Tell kids bullying is unacceptable. Make sure kids know how to get help.
• Keep the lines of communication open. Check in with kids often. Listen to them. Know their friends, ask about school, and understand their concerns.
• Encourage kids to do what they love. Special activities, interests, and hobbies can boost confidence, help kids make friends, and protect them from bullying behavior.
• Model how to treat others with kindness and respect.

1.    Help Kids Understand Bullying

Kids who know what bullying is can better identify it. They can talk about bullying if it happens to them or others. Kids need to know ways to safely stand up to bullying and how to get help.

• Encourage kids to speak to a trusted adult if they are bullied or see others being bullied. The adult can give comfort, support, and advice, even if they can’t solve the problem directly. Encourage the child to report bullying if it happens.
• Talk about how to stand up to kids who bully. Give tips, like using humor and saying “stop” directly and confidently. Talk about what to do if those actions don’t work, like walking away
• Talk about strategies for staying safe, such as staying near adults or groups of other kids.
• Urge them to help kids who are bullied by showing kindness or getting help.
• Watch the short webisodes and discuss them with kids.

2.       Keep the Lines of Communication Open

Research tells us that children really do look to parents and caregivers for advice and help on tough decisions. Sometimes spending 15 minutes a day talking can reassure kids that they can talk to their parents if they have a problem. Start conversations about daily life and feelings with questions like these:

• What was one good thing that happened today? Any bad things?
• What is lunch time like at your school? Who do you sit with? What do you talk about?
• What is it like to ride the school bus?
• What are you good at? What would do you like best about yourself?

Talking about bullying directly is an important step in understanding how the issue might be affecting kids. There are no right or wrong answers to these questions, but it is important to encourage kids to answer them honestly. Assure kids that they are not alone in addressing any problems that arise. Start conversations about bullying with questions like these:

• What does “bullying” mean to you?
• Describe what kids who bully are like. Why do you think people bully?
• Who are the adults you trust most when it comes to things like bullying?
• Have you ever felt scared to go to school because you were afraid of bullying? What ways have you tried to change it?
• What do you think parents can do to help stop bullying?
• Have you or your friends left other kids out on purpose? Do you think that was bullying? Why or why not?
• What do you usually do when you see bullying going on?
• Do you ever see kids at your school being bullied by other kids? How does it make you feel?
• Have you ever tried to help someone who is being bullied? What happened? What would you do if it happens again?

Get more ideas for talking with children about life and about bullying. If concerns come up, be sure to respond.

There are simple ways that parents and caregivers can keep up-to-date with kids’ lives. 

• Read class newsletters and school flyers. Talk about them at home.
• Check the school website
• Go to school events
• Greet the bus driver
• Meet teachers and counselors at “Back to School” night or reach out by email
• Share phone numbers with other kids’ parents

B.           Prevention at School

Bullying can threaten students’ physical and emotional safety at school and can negatively impact their ability to learn. The best way to address bullying is to stop it before it starts. There are a number of things school staff can do to make schools safer and prevent bullying.

1.     Getting Started

Assess school prevention and intervention efforts around student behavior, including substance use and violence. You may be able to build upon them or integrate bullying prevention strategies. Many programs help address the same protective and risk factors that bullying programs do.

2.     Assess Bullying in Your School  

Conduct assessments in your school to determine how often bullying occurs, where it happens, how students and adults intervene, and whether your prevention efforts are working.

3.     Engage Parents and Youth  

It is important for everyone in the community to work together to send a unified message against bullying. Launch an awareness campaign to make the objectives known to the school, parents, and community members. Establish a school safety committee or task force to plan, implement, and evaluate your school's bullying prevention program.

4.     Create Policies and Rules  

Create a mission statement, code of conduct, school-wide rules, and a bullying reporting system. These establish a climate in which bullying is not acceptable. Disseminate and communicate widely.

5.     Build a Safe Environment  

Establish a school culture of acceptance, tolerance and respect. Use staff meetings, assemblies, class and parent meetings, newsletters to families, the school website, and the student handbook to establish a positive climate at school. Reinforce positive social interactions and inclusiveness.

6.     Educate Students and School Staff 

Build bullying prevention material into the curriculum and school activities. Train teachers and staff on the school’s rules and policies. Give them the skills to intervene consistently and appropriately.

C.           Assess Bullying

Assessments—such as surveys—can help schools determine the frequency and locations of bullying behavior. They can also gauge the effectiveness of current prevention and intervention efforts. Knowing what’s going on can help school staff select appropriate prevention and response strategies.

Assessments involve asking school or community members—including students—about their experiences and thoughts related to bullying. An assessment is planned, purposeful, and uses research tools.

• What an Assessment Can Do
• Develop and Implement an Assessment

1.     What an Assessment Can Do

Assess to:

·         Know what’s going on. Adults underestimate the rates of bullying because kids rarely report it and it often happens when adults aren’t around. Assessing bullying through anonymous surveys can provide a clear picture of what is going on.

·         Target efforts. Understanding trends and types of bullying in your school can help you plan bullying prevention and intervention efforts.

·         Measure results. The only way to know if your prevention and intervention efforts are working is to measure them over time.

An assessment can explore specific bullying topics, such as:

·         Frequency and types

·         Adult and peer response

·         Locations, including “hot spots”

·         Staff perceptions and attitudes about bullying

·         Aspects of the school or community that may support or help stop it

·         Student perception of safety

·         School climate

2.     Develop and Implement an Assessment

Schools may choose to use school-wide surveys to assess bullying. There are several steps involved:

·         Choose a survey. There are many free, reliable, and validated assessment tools available. Choose a set of measures that covers the questions you want answered, is age appropriate, and can be answered in a reasonable amount of time.

·         Obtain parental consent as your district requires. Some allow passive consent, others require active consent. According to federal guidelines, at a minimum, each year the Local Education Agency (LEA), must notify parents about the survey and when it will be conducted. Parents have the right to opt their child out of the survey. Parents also have the right to inspect and review the surveys before they are given.

·         Administer the survey. School staff are best equipped to judge how to carry out a survey at school, but these tips can help:

o    Administer surveys early in the school year. Schedules surveys after students are settled in a routine but there is still time to use the findings in the school year’s prevention efforts.

o    Assess at least once every school year. Some schools like to survey students at the start and end of the school year to track progress and plan activities for the following year.

o    Decide which students will be surveyed to ensure statistically significant results. Schools may choose school-wide surveys or surveys of specific grades.

o    Plan to administer the survey when all students can take it at once. This will reduce the chance that they will discuss it and affect each other’s answers.

·         Protect student privacy. Many surveys are subject to the Protection of Pupil Rights Amendment (PPRA) and the Family Educational Rights and Privacy Act (FERPA). Assure students that their responses will be kept confidential and that their answers can’t be tracked back to them.

·         Analyze and distribute findings.

o    Make sure you continue to protect students’ privacy by ensuring that no personally identifiable information is accessible.

o    Consider how the survey results will be shared with teachers, parents, and students.

·         Make sure that you are prepared to respond to the results of the survey. Have a clear plan for prevention and intervention in place or in development.

D.  Engage Parents & Youth

School staff can do a great deal to prevent bullying and protect students, but they can’t do it alone. Parents and youth also have a role to play in preventing bullying at school. One mechanism for engaging parents and youth, a school safety committee, can bring the community together to keep bullying prevention at school active and focused.

• Benefits of Parent and Youth Engagement
• How Parents and Youth Can Contribute
• School Safety Committees

1.     Benefits of Parent and Youth Engagement

Research shows that school administrators, such as principals, can play a powerful role in bullying prevention. They can inspire others and maintain a climate of respect and inclusion. But a principal cannot do it alone. When parents and youth are involved in the solutions:

• Students feel safer and can focus on learning.
• Parents worry less.
• Teachers and staff can focus on their work.
• Schools can develop more responsive solutions because students are more likely to see or hear about bullying than adults.
• School climate improves because students are engaged in taking action to stop bullying.
• Parents can support schools’ messages about bullying at home. They are also more likely to recognize signs that a child has been bullied or is bullying others.

2.     How Parents and Youth Can Contribute

Schools can set the stage for meaningful parent and youth involvement, but it doesn’t happen overnight. Parents and youth need to feel valued and be given opportunities to contribute their expertise. To sustain parent and youth involvement, schools need to provide meaningful roles for them. For example:

·         Students can contribute their views and experiences with bullying. They can take leadership roles in school to promote respect and inclusion, communicate about bullying prevention with their peers, and help develop rules and policies.

·         Parents can contribute to a positive school climate through the parent teacher association, volunteering, and school improvement events.

·         School staff can keep parents informed, make them feel welcome, and treat them as partners. Schools can consider identifying a school coordinator to support parent and youth engagement strategies. Schools can set meeting times that are convenient for parents and youth and may consider additional incentives such as providing dinner or child care.

3.     School Safety Committees

A school safety committee—a small group of people focused on school safety concerns—is one strategy to engage parents and youth, as well as others, in bullying prevention. The following people can make positive contributions to a school safety committee:

·         Administrators can answer questions about budget, training, curriculum, and federal and state laws such as Family Educational Rights and Privacy Act (FERPA).

·         Inventive, respected teachers with strong classroom and “people” skills can give insights.

·         Other school staff, such as school psychologists, counselors, school nurses, librarians, and bus drivers, bring diverse perspectives on bullying.

·         Parents can share the family viewpoint and keep other parents in the loop on committee work.

·         Students can bring fresh views and help identify real-life challenges to prevention.

·         Other community stakeholders, such as police officers, clergy members, elected officials, and health care providers can provide a broader perspective.

The primary activities of the school safety committee could be to: 

·         Plan bullying prevention and intervention programs. Set measurable and achievable goals.  

·         Implement a bullying prevention effort. Meet often enough to keep momentum and address barriers.

·         Develop, communicate, and enforce bullying prevention policies and rules.

·         Educate the school community about bullying to ensure everyone understands the problem and their role in stopping it.

·         Conduct school-wide bullying assessments and review other data, such as incident reports.

·         Evaluate bullying prevention efforts and refine the plan if necessary.

·         Advocate for the school’s work in bullying prevention to the entire school community.

·         Sustain the effort over time.

This committee is not a forum for discussing individual student behaviors. Doing so is a violation of student privacy under FERPA. There are also FERPA considerations for assessments, particularly if personally identifiable information is collected.

E.   Set Policies & Rules

School staff can help prevent bullying by establishing and enforcing school rules and policies that clearly describe how students are expected to treat each other. Consequences for violations of the rules should be clearly defined as well. 

• Types of Rules and Policies
• Integrating Rules and Policies into a School’s Culture
• Establish a Reporting System

1.     Types of Rules and Policies

There are several types of policies and rules that work to prevent bullying. Each serves a different purpose. For example: 

·         A school mission statement establishes the vision for the school. Everyone should know how they personally help the school achieve this shared goal.

o    Sample  Mission  Statement
[Name of School] is committed to each student’s success in learning within a caring, responsive, and safe environment that is free of discrimination, violence, and bullying. Our school works to ensure that all students have the opportunity and support to develop to their fullest potential and share a personal and meaningful bond with people in the school community.

·         A code of conduct describes the positive behaviors expected of the school community. The code of conduct applies to all, sets standards for behavior, and covers a focused set of expected positive behaviors. State laws sometimes specify what must be included in a school’s code of conduct.

·         A student bill of rights includes positive things students can expect at school. Keep it short and easy to remember, so it is useful in day-to-day school life.

o    Sample Student Bill of Rights
Each student at [school] has a right to:

·         Learn in a safe and friendly place

·         Be treated with respect

2.     Integrating Rules and Policies into a School’s Culture

As you develop or update school rules and policies, have a plan for keeping them relevant and meaningful for students and school staff.

·         Make sure school rules and policies are consistent with state laws and the school district rules and policies.

·         Include school staff, parents, and students when developing rules and policies. Giving students a role can help them set their own climate of respect and responsibility. Parental involvement can reinforce these messages at home.

·         Train school staff on enforcing school rules and policies. Give them the tools to respond to bullying consistently and appropriately.

·         Incorporate rules and policies in day-to-day school interactions. Teachers and students can discuss the rules in class. Students can hold each other accountable. The principal can give an annual “state of the school” speech that reports on the mission.

F.         Build a Safe Environment

A safe and supportive school climate can help prevent bullying. Safety starts in the classroom. Students should also feel and be safe everywhere on campus—in the cafeteria, in the library, in the rest rooms, on the bus, and on the playground. Everyone at school can work together to create a climate where bullying is not acceptable.

• Create a Safe and Supportive Environment
• Manage Classrooms to Prevent Bullying
• Classroom Meetings

1.     Create a Safe and Supportive Environment

In general, schools can:

• Establish a culture of inclusion and respect that welcomes all students. Reward students when they show thoughtfulness and respect for peers, adults, and the school. The Positive Behavioral Interventions and Supports Technical Assistance Center  can help.
• Make sure students interact safely. Monitor bullying “hot spots” in and around the building. Students may be at higher risk of bullying in settings where there is little or no adult monitoring or supervision, such as bathrooms, playgrounds, and the cafeteria.
• Enlist the help of all school staff. All staff can keep an eye out for bullying. They also help set the tone at school. Teachers, bus drivers, cafeteria staff, office staff, librarians, school nurses, and others see and influence students every day. Messages reach kids best when they come from many different adults who talk about and show respect and inclusion. Train school staff to prevent bullying.
• Set a tone of respect in the classroom. This means managing student behavior in the classroom well. Well-managed classrooms are the least likely to have bullying.

2.     Manage Classrooms to Prevent Bullying

Teachers can consider these ways to promote the respect, positive relations, and order that helps prevent bullying in the classroom:

·         Create ground rules.

o    Develop rules with students so they set their own climate of respect and responsibility.

o    Use positive terms, like what to do, rather than what not to do.

o    Support school-wide rules.

·         Reinforce the rules.

o    Be a role model and follow the rules yourself. Show students respect and encourage them to be successful.

o    Make expectations clear. Keep your requests simple, direct, and specific.

o    Reward good behavior. Try to affirm good behavior four to five times for every one criticism of bad behavior.

o    Use one-on-one feedback, and do not publicly reprimand.

o    Help students correct their behaviors. Help them understand violating the rules results in consequences: “I know you can stop [negative action] and go back to [positive action]. If you choose to continue, then [consequence].”

3.     Classroom Meetings

Classroom meetings provide a forum for students to talk about school-related issues beyond academics. These meetings can help teachers stay informed about what is going on at school and help students feel safe and supported.

These meetings work best in classrooms where a culture of respect is already established. Classroom meetings are typically short and held on a regular schedule. They can be held in a student’s main classroom, home room, or advisory period.

·         Establish ground rules. Kids should feel free to discuss issues without fear. Classroom meetings are not a time to discuss individual conflicts or gossip about others. Reinforce existing classroom rules.

·         Start the conversation. Focus on specific topics, such as bullying or respectful behaviors. Meetings can identify and address problems affecting the group as a whole. Stories should be broad and lead to solutions that build trust and respect between students. Use open-ended questions or prompts such as:

o    Share an example of a student who helped someone at school this week.

o    Without names, share an example of someone who made another student feel bad.

o    What did students nearby do? What did you do? Did you want to do something different—why or why not?

o    If you could describe the perfect response to the situation what would it be? How hard or easy would it be to do? Why?

o    How can adults help?

·         End the meeting with a reminder that it is everyone’s job to make school a positive place to learn. Encourage kids to talk to teachers or other trusted adults if they see bullying or are worried about how someone is being treated.

·         Follow-up when necessary. Monitor student body language and reactions. If a topic seems to be affecting a student, follow-up with him or her. Know what resources are available to support students affected by bullying.

G.  Educate About Bullying

Training school staff and students to prevent and address bullying can help sustain bullying prevention efforts over time. There are no federal mandates for bullying curricula or staff training. The following are some examples of options schools can consider.

·         Activities to Teach Students About Bullying

·         Evidence-Based Programs and Curricula

·         Staff Training on Bullying Prevention

1.     Activities to Teach Students About Bullying

Schools don’t always need formal programs to help students learn about bullying prevention. Schools can incorporate the topic of bullying prevention in lessons and activities. Examples of activities to teach about bullying include:

·         Internet or library research, such as looking up types of bullying, how to prevent it, and how kids should respond

·         Presentations, such as a speech or role-play on stopping bullying

·         Discussions about topics like reporting bullying

·         Creative writing, such as a poem speaking out against bullying or a story or skit teaching bystanders how to help

·         Artistic works, such as a collage about respect or the effects of bullying

·         Classroom meetings to talk about peer relations

2.     Evidence-Based Programs and Curricula

Schools may choose to implement formal evidence-based programs or curricula. Many evaluated programs that address bullying are designed for use in elementary and middle schools. Fewer programs exist for high schools and non-school settings. There are many considerations in selecting a program, including the school’s demographics, capacity, and resources. Also, be sure to avoid Misdirections in Bullying Prevention and Response.

3.     Staff Training on Bullying Prevention

To ensure that bullying prevention efforts are successful, all school staff need to be trained on what bullying is, what the school’s policies and rules are, and how to enforce the rules. Training may take many forms: staff meetings, one-day training sessions, and teaching through modeling preferred behavior. Schools may choose any combination of these training options based on available funding, staff resources, and time.

Training can be successful when staff are engaged in developing messages and content, and when they feel that their voices are heard. Learning should be relevant to their roles and responsibilities to help build buy-in.

Sumber : http://www.stopbullying.gov/prevention/at-school/educate/index.html