I have to tell you it took me a while to live up to my dream of being a life coach. For the past 2 years I've been struggling and struggling on the 'idea' of being one. And boy did I go through some major changes in life. Saying it was easy is most definitely an understatement.

Here's a little background for the new-comers out there. In 2006 I heard of a man named Tony Robbins from a magician friend who I was helping out with a website at the time (a career I thought I was meant to do).  As we talked about the site he would casually spit out this mans name like a machine gun every 30 minutes. Saying things like, "He's changed my life so much! You have to Google him tonight. Google Him!"

Being 20 I didn't really much think about it as I was still going to The Art Institute here in Las Vegas. Well, a few days passed and so did the weeks. But somehow someway while I was channel surfing I came across an infomercial of Tony Robbins and his all-new Get The Edge Program. I listened and watched entranced by this mans words and passion. At that point I decided to take a look at his programs, his website, and his biography. I soaked it ALL in. Not letting one slip of advice and wisdom pass by. I took notes, upon notes, upon notes. I couldn't get enough.

June 2006 was the first month I went to my first ever personal development seminar. I was with my girlfriend at the time who apparently was the one I thought I'd end up with for the rest of my life. But that story comes at a later time. Anyway, by the end of this seminar I said to myself, "I want to be like him, I want to help people like he does, I want to be a life coach."

That's how this journey started. Why it took me 2 years? Here's the answer: Life

You see over the 2 years, a ton of dramatic losses and inconceivable personal wins kept me from reaching that goal. One set-back was the break-up of my girlfriend for 5 years. At 21 it was a devastating blow to my identity. I didn't want to live. Everything around me felt worthless. I felt worthless. I lost who I was and wanted to be. I would keep saying to myself, "Ron, you've quit everything in life. Why stop now? You won't amount to anything anyway." For an entire year and a half I indulged in destructive habits. Ecstasy, alcohol, and cocaine were my go to buddies. Which forced me towards more depression, more sadness, and even more drug use. I'd like to say now that I was addicted to the emotion more than the drugs. I was addicted to the feeling of not feeling. I loss all control of wanting to be a life coach. I even got other life coaches to coach me, but only to drop out and go back to my regular habits of self-abuse and destruction.

2007 hits. Things seemed like it would be this way forever. It seemed forever. 2007 ends. I cried and took a long hard look at who I've become late one December evening. I filled myself up with so much hurt and pain that night I decided to move out of Vegas and back to Hawaii, where I was born. I spent the last $200 I had on my flight back home. My aunt ended up helping and giving me a place to stay in one of their open rooms. Things still didn't get easy. It still was spiraling downhill. While I was there I couldn't find a single job that would take me. Though I didn't try too hard either. After about a month of confinement I began to crack, I wanted out. I wanted to go home (Vegas). I wanted to make something of myself. I wanted to not feel like I used to in Vegas. So for the rest of my remaining time there, I made it a point to relax. I made it a point to fill myself back up with the love and beauty of life. I remember waking up every morning and walking out on the patio and just watching the ocean and the sun dance together. I felt so blessed to be alive.

When I got back I decided I needed to change who I was. I needed to push forward instead of backwards. So I did. I started looking for a job that would support me, as well as go to ICA. I prayed and prayed to God that I would find a job that I loved to work at. A job that was aligned to my life's values of love, passion, faith, and determination. I started reworking myself by relearning all the teachings and wisdom of my life's experiences, NLP, and the teachings of other self-help superstars. I began to look for a job (something I didn't have for a year) and within a month I landed a position at Borders Books and Music. And 5 months later here I am. This is the only work environment that I've found that has the secret mantra, "it's okay to be me". And that's what I love about it. I enrich other peoples lives. And with the money I'm making there, it's going straight to ICA. I'm proud of who I am now and what I'm growing into. I'm loving life. And am definitely influenced by life.

Influence Life.

So when someone comes along and tells me that arts like Graffiti are the cause of somthing wrong and corrupt the youth,
I think about all the people motivated by arts like graffiti, and wish i had the talent to do it myself.

(wrong and corrupt are shady men painting oil paintings of nudes, now tell me which one has a worse effect)
I got a kick out of this quote by Banksy, heres a free thinker:
Remember crime against property is not real crime. People look at an oil painting and admire the use of brushstrokes to convey meaning. People look at a graffiti painting and admire the use of a drainpipe to gain access.

Confucius (551-479 BC) taught that the perfect gentleman had to excel in the following “arts”: mathematics, poetry, music, calligraphy, archery, charioteering, and rituals.

Howard Gardner (1943- present) suggested that each individual had multiple intelligences, and that these included mathematics, verbal-linguistic, music, visual-spatial, bodily kinesthetics, intrapersonal and interpersonal.

Is it possible that Confucius’ notion of a well-rounded person possessing many talents, might be the precursor of Howard Gardner’s multiple intelligences? If so, his ideas were conceived  over 2 thousand years ago. Think about it.

Framed with beautifully designed Talmud-style pages, commentaries from many of today's most respected Jewish scholars from all movements of Judaism examine Birkhot Hashachar from the perspectives of ancient Rabbis and modern theologians, as well as feminist, halakhic, Talmudic, linguistic, biblical, Chasidic, mystical, and historical perspectives.

This fifth volume in the series examines the complexities of personal and public prayer in Birkhot Hashachar, the blessings and readings surrounding each act of awakening. The Morning Blessings begin the daily service by establishing our right to stand before God in all our imperfect humanity. Vol. 5 helps us to understand how this collection of short prayers and a call to study recognizes each new day: we awaken as individuals but quickly affirm our role in the covenant with God.

Vol. 5--Birkhot Hashachar (Morning Blessings) features the traditional Hebrew text with a new translation that lets people know exactly what the prayers say. Introductions explain what to look for in the prayer service, and how to truly use the commentaries to find meaning in the prayer book. Commentaries from eminent scholars and teachers from all movements of Judaism examine Birkhot Hashachar from the viewpoints of ancient Rabbis and modern theologians, as well as a myriad of other perspectives.

Even those not yet familiar with the prayer book can appreciate the spiritual richness of Birkhot Hashachar. My People's Prayer Book enables all worshipers, of any denomination, to create their own connection to 3,000 years of Jewish experience with the world and with God. See details

Well, I can't really vouch for the etymologies because I got them from Wiktionary, but another article by Michael Quinion who works with the Oxford Dictionary should lend a much-needed credibility.

Some of the words are quite obvious, since they refer to regional nouns, such as "mangosteen" (manggis), "durian" and "orangutan".

Some are deeply ingrained as being Malay, like "amok", "kris" and "sarong".

I have always suspected that "ketchup" came from kicap (and it does), but I've always thought that these came from English, and instead it was vice versa:

• "Agar", from agar-agar
• "Paddy", from padi
• "Junk", from jong
• "Tea", from teh (yep, they used the Malay variant rather than the Chinese!)

And my favourite: "compound" from kampung. Who would've thought of that?

This is the thing of significance. Behaviorism has fueled many of the third person approaches to consciousness, Dennett and Wittgenstein come to mind. Behaviorism is often countered by some kind of phenomenal approach to experience. The problem is that "phenomenal" descriptions are often linked to Lockean like empirical conceptions of knowledge, wherein what is experienced is somehow imagined to be a representation of "reality" which it "reflects" with more or less clarity, like a mirror. More sophisticated versions of this conception imagine that there is "Information" out there, and that it has to somehow be replicated, or represented "in here".

What Davidson's triangulation approach does is help unseat the Self-World binary which governed philosophy for so long. Philosophy, because it was an extension of religious attempts, one suspects, concentrated on connecting the soul-self-perception-knowledge-representation to the God-reality-world, as Rorty pointed out, in a metaphor of reflection. After the linguistic turn in philosophy, accelerated by Wittgenstein, primary attempts to connect internal states to external reality in any one-to-one fashion, became grafted onto the very process of languaging. This opened up the other (repressed) leg of the Triangle.

But there is something dissatisfying about Behaviorism. It is this third person account of what supposedly is going on "inside". It is for this reason that a host of ghoulish philosophical thought experiments arise, a race of zombies, deceptive robots and swampmen. The reason for this reaction to behavioral accounts of consciousness are two fold, I believe. One is that they leave out a fundamental aspect of communication itself, and that is the feeling of communication, that is they very rich affective consquences of communicating with others. When issues of justifcation promote such an affectiveless picture of a process, something seems utterly wrong. This intuition really is the intuition which governs our capacity to interpret others in the first place. When the behavior of others clues us into thinking that they are not what we thought they were, alarm bells go off. When behavor alone seems to be key to justifying truths, the potenital for the same bells go off, for such behavior could suddenly deviate without explanation or prediction. (This is not to say that Behaviorist arguments are wrong, but perhaps that they are incomplete.) The other reason I suspect that monsters are conjured up when we start thinking of consciousness (or theories of meaning) in this different way, such shifts in conception (for instance away from a one-to-one idea of what it means to know the world) promote new ways of interacting and valuing socially. That is, the essential conceptual barriors between ourselves an others, upon which much of our world is organized, are being challenged. And it is right that when a world is threatened that monsters arrive (in the world of philosophy they have appeared). The science fiction of thought experiment is really alerting us to the power of the fiction of new concepts, as they will determined our ways of relating to and valuing others, and the world. Monster is from the Latin monere "to warn".

Now if someone were to say that behavior and affection are synonymous, I believe that in trianguation what is necessary to complete the behavioral accounts of justification and the resultant theories of meaning and truth (be they Wittgensteinian or Davidsonian), is to understand that affection, that is the imitation of the affects of others, through the recognition of their behavioral responses to a shared environment, is the bodily ground for any conceptual capacity to interpret others. That is, in the kind of perceptual triangulation that Davidson brings to bear there must be a less-than-always-conscious causal realtion between the percieved affects of others, and our own affects, in order to give context for the meaning of our abstract descriptions of behavior itself.

In this way, the intuitional divide between behaviorism (with its cold capacity to allow even robots and zombies into our epistemic midst), and the various appeals to phenomenological experience (leaving behind their accompanied one-to-one representational conceptions of what knowledge is), is thus so to speak, filled in. Behavior is synonymous with affect, in the sense that there is no reading of behavior in triangulating concepts, I would think, without a corresponding causal affective response, one which, on the basis of com-passion creates a community of communications, at the level of the body itself. This does not mean that "qualia" as they are commonly argued for, "exist".

It would be awesome if I could go before I start my program in Fall 2009.

"It is extremely difficult for people to think without using a language in their minds!"

Now, try thinking about, say, going to a movie or eating your favorite food WITHOUT using any words at all. This brought me to the real question about 'How did people think when language was not invented, or say how to animals think if they do not have a linguistic media to communicate'

Am sure a lot of research is already being done on this; and I am not the first one to realise it! Maybe science and psychologists can find an answer.

PS-This is my 100th post! Feels good that I could sustain this blog and haven't abandoned it!

Extensive research has been completed regarding linguistics in Caucasians which found out that North American whites only speak one language: English. Recently, a new software package called Rosetta Stone set the world ablaze with linguistic information and training in simplified white person speak. Rosetta Stone has unleashed a few, learned white people who now speak 3-4 textbook languages and can vocalize menial conversations (ordering take out, asking for directions, etc), yet overall progress is slow.

Hispanic white person telling Indian friend that his mother is really fat. Resulting expression from Indian displays intense curiosity as to where this white person learned it from. Note that the officer in the back is thinking about whether to shave or wax his arms, he is very concerned about the on-the-job time he spends scratching his arms.

So you ask, what does this mean to me...I just want to make a few more white friends? First, think about randomly approaching a white person (yes, it's really that easy) and tell them you speak 4 different languages. Now wait for their reaction. They'll look at you with bold eyes and dream of a day that they can do the same. In their breif escape from reality, they'll think of how their parents would be so proud of little Timmy being so cultural and how he may even pick up more ladies instead of the countless evenings he spends watching American Idol eating take-out Punjabi food. After constant badgering to say some phrases, you'll finally break down and say Namasté (or some comparable salutation / easy phrase) that they would then drop their jaw and thank you for the enlightening experience.

But listen fellow-brownite, don't just stop there. We all know you've got a bag of different masalas up your sleeve to spice up the white person's life! It doesn't matters what you say as long as it:
1) Sounds cool
2) Can be used in the most trivial of instances (this is mostly done to protect white people from saying something completely inappropriate in a difficult situation).

Now, let's go through a few phrases in Hindi, the national language of India, that will provide humor in those awkward brown-white melting pot moments.

• My name is - Mera naam hai
• I love you – Mujhe tumse pyaar hai
• Shut up! – Chup Raho!
• Your mom is fat - Aapki ma bohath mooti hai
• Do you like it? – Aapko aacha laga? (use with caution)
• Your girlfriend talks a lot, shut her up – Aapki premika zaada bolti hai, oosko chup karo
• Your girlfriend is ugly, take her away from here.- Aapki saheli zaada budsoorat hai, oosko yahase baar nikalo
• That's hot - Voh garum hai

Once they have acquired and trained themselves in these phrases, insist on your white friend rehearsing them during parties and social situations that require impressing other white people. This act vouches for your coolness and enables your white friend to gain more prestige with his friends, a great win-win oppurtunity. In turn, this leads to even more acceptance by white people who will insist you teach them cooler and more interesting phrases to repeat.

Alhamdulillah! Master of the Jinn is now being translated into Urdu. Brother Nadeem in Pakistan, who is also a darvish of a Sufi Order, is the main translator. He sends out each translated section to his friends and fellow darvishes and asks for suggestions. The best ones are incorporated into the final translation :)

I know that many visitors to this blog speak Urdu as their mother language, so if you would like to read Master of the Jinn in Urdu, click HERE.

If you want to compare it to the original English, email me at Irvingk57 at aol dot com, and I will send you the Ebook of Master of the Jinn. If you have any linguistic suggestions, let me know and they will be passed on to Brother Nadeem :)

Ya Haqq!

Ladies and Gentlemen, heeeeerrreeee's the Codex Gigas!

NLP was co-created from a blend of cognitive and behaviour science by linguist Dr. John Grinder and computer scientist and Gestalt therapist Richard Bandler. The model they developed is based on the language patterns of anthropologist Gregory Bateson, family therapist Virginia Satir, hypnotherapist Milton Erikson and others.

Over the course of 30 years, NLP has expanded to include information from neurology, cybernetics, philosophy and quantum physics. At least 250 books and 400 Ph.D. dissertations have been written on the topic.

NLP is a how-to manual for how we work as human beings.

É simples. O A, solitário e sem acento, é ARTIGO DEFINIDO, ou seja, ele sabe bem a que veio e, portanto, só acompanha substantiv(a)s feminin(a)s. ;-)

Exemplos: A pessoa de quem eu falava... A garota por quem me apaixonei... e assim vai.

Já o HÁ, não é homem com H, mas tem ação. Lógico! Ele é um verbo com H e, portanto, caracteriza-se como tal.

Exemplo: Há pessoas que falam de mim. Há garotas que se apaixonam por mim... e assim vai.

DICA: Como todo homem com H, o Há é substituível. Para saber se ali naquele lugar da frase usa-se A ou Há, basta você substituir por EXISTE(M). Se o existem substituir direitinho o Há, então o Há era com H e acento.

Já o À não é assim tão definido e nem com H... A relação com ele é uma relação de dependência. Se o termo que vem antes pede preposição, então ele recebe à, se não, então não, oras! Complicado?? É, isso tem a ver com regência verbo-nominal e uso do acento indicativo de crase. Ai, reconheço, é de fato um outro caso.... Falemos dele depois.

Abração,

Rubiana

P.S. : Aguardem, no próximo post, um pequeno desafio para quem quiser testar os conhecimentos sobre A/Há.

Dalam pembelajaran di Sekolah Dasar yang dihadapi guru adalah anak-anak dengan berbagai karakter dan keinginan yang selalu ingin bermain. Minat anak terhadap segala bentuk permainan sangat tinggi. Sebagai pengajar guru diharapkan dapat mengemas pembelajaran yang aktif, kreatif, efektif, dan menyenanglan. Dengan bermain diharapkan pembelajaran yang berlangsung akan dapat menghasilkan proses yang berkualitas. Berikut akan dipaparkan dua buah permainan kata yang diimplementasikan pada pembelajaran bahasa Indonesia di Sekolah Dasar kelasa empat. Permainnan ini dapat digunakan sebagai bahan apersepsi terutama untuk mengawali pembelajaran dengan tujuan dapat membangkitkan semangat belajar siswa. Permainan ini dikembangkan untuk menerapkan linguistic dalam pembelajaran bahasa di Sekolah Dasar. Permainan yang pertama sengaja dirancang untuk menerapkan semantik dan pengajaran kosa kata dalam pembelajaran menulis. Permainan kedua penerapan sintaksis dalam pembelajaran menulis

Membentuk Kata dari huruf yang sama

Sebelum melakukan permainan perlu dijelaskan dulu kepada anak seputar permainan yang akan dipraktikkan. Permainan ini dapat diberi nama Putaran Huruf karena huruf-huruf dalam satu kata akan diputar sehingga putaran huruf tersebut akan menghasilkan kata baru dengan susunan yang berbeda dan masing-masing kata itu mempunyai makna yang berbeda pula. Misalnya: murah, rumah, harum, dan umrah.

Cara melakukan permainan ini. Anak diminta untuk mencari satu kata yang bisa dibentuk menjadi kata baru. Anak diberi waktu sekitar sepuluh menit untuk menemukan kata yang dimaksud. Setelah anak menemukan kata yang dapat dibentuk menjadi kata lain, mereka lalu diberi kesempatan untuk mempresentasikan olahan huruf yang sudah ditemukan di depan teman-teman yang lain. Jika hal ini dilakukan di dalam kelas sebaiknya anak yang presentasi diminta untuk menuliskan kata bentukannya di papan tulis agar anak yang lain bisa tahu sehingga kemungkinan pemakaian kata yang sama dalam satu kelas tidak terjadi.

Dari permainan ini dapat dikembangkan menjadi berbagai model pembelajaran di kelas empat Sekolah Dasar.

2.1 Menyusun kata yang sudah dibentuk berdasarkan abjad (membuat kamus kecil)

Contoh :

Dari kata bentukan (duka, daku, kuda, dan aduk) jika diurutkan menjadi

1. aduk

2. daku

3. duka

4. kuda

Dari kata bentukan (rusak, kurus, rakus, sukar, dan kasur) jika diurutkan menjadi:

1. kasur

2. kurus

3. rakus

4. rusak

5. sukar

1. 1. Mencari arti kata yang sudah dibentuk dalam kamus bahasa Indonesia

Contoh:

1. aduk : mencampur

2. daku : aku, saya, beta

3. duka : sedih, susah

4. kuda : binatang menyusui yang biasa dipelihara sebagai kendaraan atau penarik gerobak

5. kasur : alas untuk tidur biasanya terbuiat dari kapuk atau busa yang empuk

6. kurus : menghabiskan/ membersihkan kulah dari air dan kotoran

7. rakus : suka makan banyak/ ingin memperoleh sesuatu lebih banyak dari yang sudah didapat

8. rusak : sudah tidak sempurna lagi

9. sukar : susah/sulit

1. 1. Menggunakan kata yang sudah dibentuk dalam kalimat yang runtut dan berhubungan

Contoh:

Sewaktu hari libur tiba daku pergi rekreasi ke kebun teh dengan menunggang kuda sangat kencang, sampai terjatuh sehingga hatiku berduka, setelah peristiwa itu perasaanku menjadi bercampur aduk.

Bersih-bersih adalah hobbyku, setelah mencuci baju kukuras kamar mandi, kujemur kasur di kamarku, kubuang barang-barang yang sudah rusak. Pekerjaan ini tidak begitu sukar bagiku, tetapi setelah semua selesai , aku sangat lapar sehingga aku makan begitu banyak seperti orang rakus.

Menyusun kalimat dari kata akhir

Pada permaianan kedua ini, anak diminta untuk berdiri berjajar. Satu anak yang berdiri paling ujung diminta untuk membuat kalimat. Dari kalimat yang sudah diucapkan secara lisan tersebut akan ditemukan kata akhir. Kata akhir tersebut lalu digunakan oleh anak berikutnya menjadi kata pertama untuk membuat kalimat baru.

Contoh :

1. 1. Sapu disudut kelas itu berwarna biru

   2. Biru adalah warna kesukaan ibuku

   3. Ibuku membeli sayur bayam

   4. Bayam mengandung zat besi yang diperlukan tubuh

   5. Tubuh setiap hari perlu diberi makan

   6. Makan bakso hobbyku nomor Satu

   7. Satu kilo mangga kuhabiskan sendiri

Agar permainan ini semakin menarik, anak yang salah atau tidak bisa membuat kalimat diminta untuk menghibur teman-temannya dengan bernyanyi atau berjoget. Tindakan ini sebagai satu bentuk motivasi kepada siswa agar semua kreatif dalam belajar dan sportif dalam permainan.

Penutup

Dalam kisaran paling luas, pembelajan semantik, terlebih di Sekolah Dasar adalah sebuah proses panjang. Siswa berupaya mendapatkan kata baru dan memperbaiki pemahaman tentang kata sebelumnya. Ini tidak mengherankan karena kata baru seringkali sudah digunakan dalam bahasa sehari-hari, sehingga bimbingan guru untuk memperoleh perbendaharaan kata baru sangat perperan penting dalam pembelajaran bahasa.

Akhirnya dapat disimpulkan bahwa dalam kondisi apa pun sebenarnya seorang anak akan merasa nyaman apabila dipenuhi kebutuhannya, yaitu permainan. Dalam pembelajaran bahasa pun jika guru bisa kreatif dalam menyusun rencana pembelajaran dengan mengintegrasikan permainan didalamnya, pasti suasana pembelajaran menjadi kondusif serta semangat belajar siswa akan semakin besar. Dengan semangat yang besar pemerolehan dan pemahaman siswa pada materi yang disampaikan guru diharapkan akan terserap lebih maksimal.

]]> http://ardhana12.wordpress.com/?p=26 Wed, 27 Feb 2008 13:08:53 +0000 ardhana12 http://ardhana12.wordpress.com/?p=26

Dunia anak-anak adalah bermain karena bermain merupakan satu kegiatan yang sangat disukai anak bahkan orang dewasa. Dengan bermain akan dapat menumbuhkan kreativitas. Bermain juga bisa sebagai media untuk mengeksplorasi keinginan dan cita-cita yang diidam-idamkan anak. Bermain dapat digunakan sebagai wahana untuk mentransfer ilmu pengetahuan. Bermain dapat menimbulkan semangat dan motivasi.Dalam pembelajaran di Sekolah Dasar yang dihadapi guru adalah anak-anak dengan berbagai karakter dan keinginan yang selalu ingin bermain. Minat anak terhadap segala bentuk permainan sangat tinggi. Sebagai pengajar guru diharapkan dapat mengemas pembelajaran yang aktif, kreatif, efektif, dan menyenanglan. Dengan bermain diharapkan pembelajaran yang berlangsung akan dapat menghasilkan proses yang berkualitas. Berikut akan dipaparkan dua buah permainan kata yang diimplementasikan pada pembelajaran bahasa Indonesia di Sekolah Dasar kelasa empat. Permainnan ini dapat digunakan sebagai bahan apersepsi terutama untuk mengawali pembelajaran dengan tujuan dapat membangkitkan semangat belajar siswa. Permainan ini dikembangkan untuk menerapkan linguistic dalam pembelajaran bahasa di Sekolah Dasar. Permainan yang pertama sengaja dirancang untuk menerapkan semantik dan pengajaran kosa kata dalam pembelajaran menulis. Permainan kedua penerapan sintaksis dalam pembelajaran menulis

Membentuk Kata dari huruf yang sama

Sebelum melakukan permainan perlu dijelaskan dulu kepada anak seputar permainan yang akan dipraktikkan. Permainan ini dapat diberi nama Putaran Huruf karena huruf-huruf dalam satu kata akan diputar sehingga putaran huruf tersebut akan menghasilkan kata baru dengan susunan yang berbeda dan masing-masing kata itu mempunyai makna yang berbeda pula. Misalnya: murah, rumah, harum, dan umrah.

Cara melakukan permainan ini. Anak diminta untuk mencari satu kata yang bisa dibentuk menjadi kata baru. Anak diberi waktu sekitar sepuluh menit untuk menemukan kata yang dimaksud. Setelah anak menemukan kata yang dapat dibentuk menjadi kata lain, mereka lalu diberi kesempatan untuk mempresentasikan olahan huruf yang sudah ditemukan di depan teman-teman yang lain. Jika hal ini dilakukan di dalam kelas sebaiknya anak yang presentasi diminta untuk menuliskan kata bentukannya di papan tulis agar anak yang lain bisa tahu sehingga kemungkinan pemakaian kata yang sama dalam satu kelas tidak terjadi.

Dari permainan ini dapat dikembangkan menjadi berbagai model pembelajaran di kelas empat Sekolah Dasar.

2.1 Menyusun kata yang sudah dibentuk berdasarkan abjad (membuat kamus kecil)

Contoh :

Dari kata bentukan (duka, daku, kuda, dan aduk) jika diurutkan menjadi

1. aduk

2. daku

3. duka

4. kuda

Dari kata bentukan (rusak, kurus, rakus, sukar, dan kasur) jika diurutkan menjadi:

1. kasur

2. kurus

3. rakus

4. rusak

5. sukar

1. 1. Mencari arti kata yang sudah dibentuk dalam kamus bahasa Indonesia

Contoh:

1. aduk : mencampur

2. daku : aku, saya, beta

3. duka : sedih, susah

4. kuda : binatang menyusui yang biasa dipelihara sebagai kendaraan atau penarik gerobak

5. kasur : alas untuk tidur biasanya terbuiat dari kapuk atau busa yang empuk

6. kurus : menghabiskan/ membersihkan kulah dari air dan kotoran

7. rakus : suka makan banyak/ ingin memperoleh sesuatu lebih banyak dari yang sudah didapat

8. rusak : sudah tidak sempurna lagi

9. sukar : susah/sulit

1. 1. Menggunakan kata yang sudah dibentuk dalam kalimat yang runtut dan berhubungan

Contoh:

Sewaktu hari libur tiba daku pergi rekreasi ke kebun teh dengan menunggang kuda sangat kencang, sampai terjatuh sehingga hatiku berduka, setelah peristiwa itu perasaanku menjadi bercampur aduk.

Bersih-bersih adalah hobbyku, setelah mencuci baju kukuras kamar mandi, kujemur kasur di kamarku, kubuang barang-barang yang sudah rusak. Pekerjaan ini tidak begitu sukar bagiku, tetapi setelah semua selesai , aku sangat lapar sehingga aku makan begitu banyak seperti orang rakus.

Menyusun kalimat dari kata akhir

Pada permaianan kedua ini, anak diminta untuk berdiri berjajar. Satu anak yang berdiri paling ujung diminta untuk membuat kalimat. Dari kalimat yang sudah diucapkan secara lisan tersebut akan ditemukan kata akhir. Kata akhir tersebut lalu digunakan oleh anak berikutnya menjadi kata pertama untuk membuat kalimat baru.

Contoh :

1. 1. Sapu disudut kelas itu berwarna biru

   2. Biru adalah warna kesukaan ibuku

   3. Ibuku membeli sayur bayam

   4. Bayam mengandung zat besi yang diperlukan tubuh

   5. Tubuh setiap hari perlu diberi makan

   6. Makan bakso hobbyku nomor Satu

   7. Satu kilo mangga kuhabiskan sendiri

Agar permainan ini semakin menarik, anak yang salah atau tidak bisa membuat kalimat diminta untuk menghibur teman-temannya dengan bernyanyi atau berjoget. Tindakan ini sebagai satu bentuk motivasi kepada siswa agar semua kreatif dalam belajar dan sportif dalam permainan.

Penutup

Dalam kisaran paling luas, pembelajan semantik, terlebih di Sekolah Dasar adalah sebuah proses panjang. Siswa berupaya mendapatkan kata baru dan memperbaiki pemahaman tentang kata sebelumnya. Ini tidak mengherankan karena kata baru seringkali sudah digunakan dalam bahasa sehari-hari, sehingga bimbingan guru untuk memperoleh perbendaharaan kata baru sangat perperan penting dalam pembelajaran bahasa.

Akhirnya dapat disimpulkan bahwa dalam kondisi apa pun sebenarnya seorang anak akan merasa nyaman apabila dipenuhi kebutuhannya, yaitu permainan. Dalam pembelajaran bahasa pun jika guru bisa kreatif dalam menyusun rencana pembelajaran dengan mengintegrasikan permainan didalamnya, pasti suasana pembelajaran menjadi kondusif serta semangat belajar siswa akan semakin besar. Dengan semangat yang besar pemerolehan dan pemahaman siswa pada materi yang disampaikan guru diharapkan akan terserap lebih maksimal.

]]> http://tosslow.wordpress.com/?p=31 Tue, 19 Feb 2008 14:47:00 +0000 tosslow http://tosslow.wordpress.com/?p=31 NLP was initially created in 1975 by Richard Bandler and John Grinder, who began modeling and duplicating the "magical results" of a few top communicators and therapists.

Some of the first people to be studied included Hypnotherapist Milton Erickson, gestalt therapist Fritz Perls and family therapist Virginia Satir. Since then, many others have contributed to the growth and development of the field. The trail of techniques created through this type of modeling is what is commonly known as NLP.

Today, NLP (Neuro-Linguistic Programming) is widely used in business to improve management, sales and achievement / performance, inter-personal skills.

In education NLP is used to better understand learning styles, develop rapport with students and parents and to aid in motivation.

And of course, NLP is a profound set of tools for personal development.

NLP (Neuro Linguistic Programming) is the art and science that can be described in a nutshell, as an attitude and a methodology that leaves behind a trail of techniques.

NLP is a behavioral technology, which simply means that it is a set of guiding principles, attitudes, and techniques about real-life behavior, and not a removed, scientific theorem. It allows you to change, adopt or eliminate behaviors, as you desire, and gives you the ability to choose your mental, emotional, and physical states of well-being.

NLP finally makes it easy to understand how we think, how we communicate, and how we process emotions.

Well, that's exactly what you will do after learning how to use anchoring; otherwise known as "Pavlovian/classical condition response. And it is easier than you think.

Anchoring is when something happens which gives you a certain feeling or state of mind. In other words a good or bad feeling is anchored to someone or some thing. And if the condition happens again, you will automatically feel as you did before without even knowing why.

Anchors are automatic responses to certain conditions. In the case of bad feelings you may resort to medicine or drugs. Most people are totally unaware of the powerful effects that anchors have on their feelings.

Think of someone scraping their nails down a chalk board, do you have an instant reaction? That is classical anchoring at work.

When you smell a certain aroma you may remember a specific event, place and or person in the past. Perhaps it’s baked bread, cookies, perfume or something else.

There are only two natural fears, the rest are created by anchoring an event to a fearful experience. Call reluctance in sales people is an example; when sales people avoid using the phone to call clients because some real or perceived fear has been anchored to making the call.

Problems in relationships continue because a bad feeling is anchored to a certain look or sound of voice that when repeated creates the bad feeling from the past experience again and again. 

There is no limit to where anchoring can be used to help yourself and others. Mostly it is effective in changing how you feel when you are performing at your job or play. 

Anchoring can not only be used to erase past traumas, hurts and bad experiences from bothering you, it can allow you to keep the learning from these events so as not to repeat mistakes.

Overeating is a form of anchoring. If I eat this I will have a good feeling.

The good news is, learning anchoring can allow you to undo the bad responses and create new good anchors/responses for success. Anchoring is happening in your life everyday, why not be in control of it, create good and powerful anchors that will make your life better.

You are also good at remembering information and convincing someone of your point of view.

A master of creative phrasing and unique words, you enjoy expanding your vocabulary.

You would make a fantastic poet, journalist, writer, teacher, lawyer, politician, or translator.