Studying Children Education from the film How to Train Your Dragon

For me, the movie How To Train Your Dragon was interesting. Not about how to train a dragon, but rather about the education of children. How come?

Most people would have to watch the movie How to Train Your Dragon in theaters, but I've watched just now in a tv cable. For me this film interesting. How To Train Your Dragon is not about how to train a dragon or nurture, but rather the point is how do the children's education.



Well how come? This point is in my opinion ..

The main character in this film, Hiccup, the son of Stoick who became head of Berk Viking tribe, considered 'wrong' since birth. Its awkward and skinny, judged not inherit the genes of his father as the strongest and most courageous Viking. The stigma attached to adolescence, consequently Hiccup never trained to face the dragon and not invited to war.



Hiccup tried to show Berk Viking tribe that he could fight the dragon, run and draw the sword when the dragon attacked his village .. but failed .. no one believes he is capable of, even his father did not believe.

Hiccup has a habit of pulling, he likes notes, draw, design and create tools based on his research. That's how Hiccup learning. He was happy to do so. It never noticed the father and resident Viking Berk, because the only survival skills that are considered essential and obligatory is up against a dragon.

The story then turns around, when Hiccup met a wounded dragon tail. Hiccup care, designing artificial tail for the dragon, and train it to fly. From the dragon, Hiccup learn how to face the fearful dragon like dragon eel, collapsed while being tickled his chin, allergic to grass and so forth. The little things about a dragon who has never known Berk Viking tribe.

The study results were used Hiccup when finally given the chance to practice against a dragon. Since then Hiccup always visible 'proficient' dragon fight at practice and even be the best in training against the dragon. Her father be proud of not playing. The father pushed Hiccup contest 'slay the dragon' first.

But what happened during the contest, Hiccup refuses to fight against the dragon. Hiccup is not happy. He wanted to show Berk Viking tribe that the dragon should be treated well. His father was angry and say shame of having a child like Hiccup.

education of children how to train your dragon talent of children 2

His father was very angry, decided to attack the dragon's lair, which contains thousands of dragons and a giant dragon. The situation became chaotic. At a critical point, Hiccup come rescue her father and Berk Viking forces were already in a position of urgency. That's when his father realized that his opinion wrong all along. Hiccup one considers weak. One considers Hiccup untalented.

What points children's education that I learned from the movie How To Train Your Dragon?

1. Some parents (and the environment) is too early stigmatize the child, the child is considered naughty, the child is considered lazy to learn, and so forth.
2. Some parents consider children lazy learning, the child is not lazy but actually have a 'learning' own preferred
3. Children can learn from anywhere, not just formal institutions such as 'training against the dragon', but also friends and environment
4. More children learn not when 'swallow' teaching, but it is currently trying to produce works (remember the current process Hiccup create artificial tail)
5. When a child is considered superior in some areas, some parents consider it necessary to follow in a contest / competition which is not necessarily preferred by children
6. Kids should be encouraged to pursue his unique talent and not generic skills (which are considered important at the time) just to survive in the 'labor market'
7. Not all parents, as fortunate as Hiccup's father, still have a moment to realize his error before it's too late, most recently his regret when growing up and does not become anything

So let's synchronize our students how, by learning to children .. ask her opinion, listen to, and talk about, because talent is not destiny.

Education CHARACTER

vision:
Ø promoting the importance of character education

mission:
Ø explain the sense of character education is like
Ø explain the importance of character education
Ø explain the benefits of character education

Aim :
Ø To socialize the importance of character education
Definition of Character Education
Terms of characters linked and interchangeable with the term ethics, the moral, and or value and deals with moral strength, a positive connotation, is not neutral. Meanwhile, according to the character of Big Indonesian Dictionary (2008) is a psychological traits, morals or manners that distinguish one person from another. Thus the characters are unique values-whether inscribed inside and in behavior. Characters coherently radiating from the result of a thought, though the heart, though the taste, and imagination, as well as sports person or group of people.
Characters also often associated with the term so-called temperament more emphasis on psychosocial definitions associated with education and environmental context. While the character from the standpoint behaviorial somatopsikis more emphasis on elements of a person from birth. Thus we can say that the process of character development in a person is influenced by many factors typical of that of the person concerned who are also called congenital factors (nature) and environment (nurture) where the person concerned to grow and develop. Congenital factors can be said to be beyond the reach of communities and individuals to influence it. While environmental factors are factors that are at the reach of the people and ndividual. So business development or education a person's character can be done by communities or individuals as part of the environment through environmental factors engineering.

Factors Character Education
Environmental factors in the context of the character education has the importance of a role for behavioral changes learners as a result of the very character education was determined by environmental factors. In other words, the formation and engineering environments that include physical and cultural environments including schools, school management, curriculum, educators, and teaching methods. Rekasyasa character formation through environmental factors can be done through the following strategies:
exemplary
Intervention
Habituation conducted Consistent
Strengthening.

In other words, the development and character formation requires the development of an exemplary transmitted, intervention through a process of learning, training, habituation continuously in the long run is done consistently and reinforcement, and should be coupled with the noble values
Definition According to the Education Act - Act and Experts
Education is not separated from the meaning and definition. In the world of education a lot of terms are used and need to be discussed regarding the definition or understanding. In this educational blog, Mr Faisal for Educations, before going on to discuss the notions of terms in the world of education, it is better if it first discussed the notion of education itself.
Here is some sense of Education under the Act and the experts I quoted from several sources:
Education According to the Education Law
Education is a conscious and deliberate effort to create an atmosphere of learning and the learning process so that learners are actively developing the potential for him to have the spiritual power of religion, self-control, personality, intelligence, character, and skills needed him, society, nation and country.

Education According to Carter V. Good
Education is the process of skills development in the form of a person's attitudes and behaviors that prevail in society. Social process in which a person is affected by something that guided environment (especially in schools) so yeah can attain social skills and develop his personality.
Education According to Godfrey Thomson
Education is the environmental influences on individuals to make the right changes in the habits of his behavior, his mind and his feelings.
According to the UNESCO Education
UNESCO states that: "education is now engaged is preparinment for a tife
Roomates Society does not yet exist "or that education today is to prepare men for a type of society that are still missing. The concept of the education system may be changed in accordance with the development of society and the transfer of cultural values ​​(transfer of culture value). The concept of education today can not be separated from education should be in accordance with the demands of the educational needs of the past, present, and future.
5. Education According Thedore Brameld
'' Education as power means copetent and strong enough to enable us, the majority of people, to decide what kind of a world ''. (Education as a means has the authority and the force is strong enough for us, for the people to decide what kind of a world we want and what sorts of achieving such a goal).

Education According Thedore Brameld
Robert W. richey mention that; The term "Education" Refers to the broad funcition of preserving and improving the life of the group through bringing new members into its shared concem. Education is Tus a far broader process than that roomates Occurs in schools. It is an essential social activity by the which communities continue to exist. Communities In this function is specialzed and institutionalized in formal education, but there is always the education, out side the school with the which the formal process is related. (The term education contains extensive functionality of the breeder and the improvement of life of a community, especially bringing community members who are new to shared responsibility in the community. So education is a process that is more extensive than the processes that take place in school. Education is an activity social enable communities remain and flourish. in a complex society, the function of education is undergoing specialization and institutionalized by the formal education that always stay in touch with the process of informal education outside of school).
Pilar - Pilar Character Education

Character education is based on six ethical values ​​that everyone can agree on - values ​​that do not contain any political, religious, or cultural bias. Some of the things below which we can explain to help students understand the Six Pillars of Character Education, which is as follows:
1. trustworthiness (Faith)
Honestly, do not cheat, plagiarize or steal, be reliable - do what you say you will do, ask for the courage to do the right thing, build a good reputation, obedient - stand by your family, friends and country.
2. Recpect (Respect)
Be tolerant of differences, use manners, not bad language, consider the feelings of others, do not threaten, hit or hurt anyone, damailah with anger, insults and disagreements.
3. Responsibility (Responsibility)
Always do your best, use self-control, discipline, think before you act - consider the consequences, be responsible for your choice.
4. Fairness (Justice)
Play by the rules, take the necessary and shared, open-minded; listening to others, do not take advantage of others, do not blame others carelessly.
5. Caring (Care)
Be compassionate and show you care, express gratitude, forgive others, helping people in need.
6. Citizenship (Citizenship)
Making the school and community better, cooperate, get involved in community affairs, be a good neighbor, obey the law and order, respect for authority, protect the environment.
The purpose, function and character of Education Media & Values ​​Shaping Character
The purpose, function and Media Education characters

Character education is essentially aimed at shaping the nation's tough, competitive, high morals, tolerant, worked together, patriotic spirit, developing a dynamic, service-oriented science and technology are all animated by faith and piety to God Almighty based on Pancasila.
Character education serves to:
developing the potential of the base in order to be good, good thoughts, and good habits
strengthen and develop the nation's multicultural behavior
increasing competitive civilization in the association world.
Character education is done through a variety of media that include family, educational units, civil society, political society, government, business, and media.

Values ​​Shaping Character
Actual education units so far has been developing and implementing the values ​​forming the character through the operational programs of each educational unit. This is the precondition of character education in the educational unit to the next at this point is reinforced by the results of empirical studies grades 18 Curriculum Center. Value precondition (the existing values) in question include piety, clean, neat, comfortable, and well mannered.
In order to further strengthen the implementation of character education has identified 18 values ​​derived from religion, culture, and national education goals, namely:
     Honest
    Tolerance
    Discipline
    Hard work
    Creative
    Independently
    Democratic
    Curiosity
    National spirit
    Love our country
    Rewarding Achievement
   Friendly / Communicative
   Love peace
   Like to read
  Environmental care
  Social care
  Responsible
  religious
(Puskur. Development and Culture & National Character Education: Guidelines for Schools. 2009: 9-10). Values ​​and descriptions contained in Appendix 1.)
Although there have been 18 values ​​forming the character of the nation, but the education unit can determine development priorities by continuing value preconditions reinforced with some values ​​are prioritized above a value of 18. In the implementation, the number and type of the selected character will certainly be different from one area or school with each other. It depends on the interests and conditions of each educational unit. Among the various values ​​are developed, the implementation can be started from an essential value, simple, and easy to perform in accordance with the conditions of each school / territory, which is clean, neat, comfortable, disciplined, polite and courteous.
Importance of Character Education
Education applied in schools also require to maximize the skills and cognitive abilities. With such an understanding, there are actually other things than children who are not less important that we unknowingly have the best. Provide character education on students. Character education is essential as a counterweight to cognitive skills. Some of reality that we often encounter together, a wealthy businessman just not a philanthropist, a politician did not even care about the starving neighbor, or a teacher it is not concerned about the street children who do not get a chance to learn in school. It is evidence of lack of balance between cognitive education and character education.
There is a proverb that says "science without religion is blind, and religion without science is lame". The same means that the cognitive education without character education is blind. As a result, because the blind can not walk, even with the origin of crashing. Even walking with a stick will still run slowly. Conversely, knowledge without character cognitive knowledge, it will be paralyzed so easily driven, exploited and controlled by someone else. To that end, it is important not to ignore the students' character education.

Character education is education that emphasizes the formation of values ​​karakterpada protégé. I cite four basic traits of character education as formulated by the originators of the German educational character named FW Foerster:
Character education is stressed that any action be guided by the normative values. Protege respect of existing norms and guided by the norms.
Lack of coherence or building confidence and courage, so students will be private firm establishment and not easily swayed and are not afraid of risk every time we face a new situation.
Autonomy, ie the students appreciate and practice the rule from the outside to be for his personal values. By doing so, the students were able to take independent decisions without being influenced by pressure from outside parties.
Constancy and fidelity. Dependability is the durability of the students in realizing what is considered good. And fidelity is basic respect for commitments selected.
Character education is important for education in Indonesia. Character education will be the basic or basic quality in forming the character of the nation, which does not ignore social values ​​such as tolerance, solidarity, mutual cooperation, mutual help and other. Education personal character will give birth to a superior who not only have the cognitive ability but has character were able to realize success. Based on research at Harvard University USA, turns a person's success is not solely determined by knowledge and technical abilities and hard skills, but rather by the ability to manage themselves and others (soft skills).

Many studies have shown that children who have received pre-school education has a higher ability than children who did not go to kindergarten, especially in academic ability, creativity, initiative, motivation, and social skills. Children who are not able to go to kindergarten will be enrolled in primary school generally a very young age, which is 5 years. It would be dangerous, because they are not ready mentally and psychologically, so as to make them feel inadequate, inferior, and can kill their love of learning. Thus a program dealing with this problem are needed to prepare children with a variety of important experience in preschool education. It is very important to mobilize people in poor areas to start sending their children to preschool and develop environmentally friendly with other kindergarten to jointly conduct character education.
Dorothy Law Nolte has stated that children learn from life environment. The details are:
If children live with criticism, he learns cursing
If children live with hostility, he learns to fight
If children live with ridicule, he learns of inferiority
If children live with humiliation, she learned self menyeasali
If children live with tolerance, he learns to refrain
If children live with praise, he learns to appreciate
If children live with the best of treatment, he learns justice
If children live with security, they learn to trust
If children live with approval, he learns please himself
If children live with love and friendship, he learns to find love in life

Influence Game Against Student Life

Schoolash - Influence Game Against Student Life

The emergence of video games as technological developments in the modern era it certainly needs to be addressed with a variety of positive and negative viewpoints according to its users. As a man who accepts the changes, the need for restrictions on the extent of the adverse impact.

The presence of video games are getting appreciation among young people, especially students. It can foster creativity and reactions during the game was not played during repetitive.
Akio Mori, a professor at Tokyo's Nihon University doing research on the effects of video games on brain activity. Akio Mori from the study it can be concluded that there are two important points, namely:

1. First, decreased activity of brain wave front that has a very important role, with the control of emotions and aggressiveness so that they are experiencing rapid mood changes, such as irritability, experience problems in social relationships, no concentration and so forth.
2. Second, the decline in beta wave activity is a long-term effect that persists even though gamers are not playing games. In other words gamers to experience the "autonomic nervous" that the body goes through deception condition where increased secretion of adrenaline, so that heart rate, blood pressure, and oxygen demand encouraged to increase. When the body in a state like this then what happens in their brains responded to gamers is the real danger.

The positive impact of online games are:

1. Make People Smart. Research at Manchester University and Central Lancashire University proves that gamers who play 18 hours per week have a good coordination between hands and eyes setar athlete's ability.
2. Adding Concentration. Dr. Jo Bryce Head of a university researchers in England found that gamers have a high concentration of power that allows them to complete some tasks.
3. Increase Sharpness Eyes. Research at Rochester University revealed that children who played action games regularly have sharp eyesight faster than those who do not play games.
4. Improve English Language Skills. Research in Indonesia proves that men are proficient in English at a school or university without the course are those who play the game.
5. Help Socialize. Some professor at Loyola University, Chicago has conducted research and they think online games can foster social interaction that defy stereotypes isolated gamer.
6. Improve Brain Performance and Helps Brain in Absorbing Story. Play games that are not excessively could improve brain performance even have a capacity of less than the saturated studying and reading a book.
7. Increase the Speed ​​Typing. Most online games require players to type while it is communicating with the other person, so it indirectly will familiarize players in typing.
8. Eliminate Stress. Researchers at Indiana University explained that playing games can relax nervous tension.
9. Restoring Body Condition. Dr. Mark Griffiths of Nottingham Trent University psychologist examined the extent to which the benefits of the game in physical therapy.

The negative impact of the games will be felt when the players can not control themselves. Results of research Faculty of Medicine University of Hanover, Germany said that online games can lead to multiple personalities. A woman who frequently play online games every day for 3 months to play several different characters, it figures that the imagination take over his personality. So that the woman lost control of personality and social life.
The negative impact of online games are:

1. Potential effects of addiction
2. Make people isolated from life around
3. Getting people to be lazy
4. Disrupt health
5. Potential psychological problems if too thought
6. Interfere with life in the real world
7. Wasting if addicted to online games

Efforts to Stop Addiction Students Against Overload Game htt
Many of the students who have been addicted to the game admitted that hard once to stop it. Here are ways to block the craving that.

1. Occupy yourself with new things. Examples such as making an appointment with a friend to hold an event that is very time consuming.
2. While in the game as much as possible to make yourself uncomfortable. Like sitting in the hot seat, or choose a damaged computer.
3. When you want to play the game, you should say it to anyone who feels closest So it may prohibit that person does not play games.
4. Doing real things like that in the game. Eg football game, the better the player directly play football on the field.
5. Intentions do not want to play the game. This is the most powerful way because only self aware and able to control.

Conclusion
Game has undergone rapid development, both online games or video games have the same great enthusiasts. Game does have many benefits for students to support the power he thought. However, if the use is not controlled can lead to bad habits and lead to future benefits.
Suggestion
Based on the above discussion of the existing problems, (because I also gamers: D) is recommended for students
in order to:
Reduce the intensity of playing games
Looking for something else to escape from addiction to gaming
Improve academic achievement
Be wary of radiation visual medium of video games, because it can affect the body and brain
Smart to choose the time and the type of game, which is more instructive

source: www.google.com
                www.wikipedia.com

Realistic Mathematics Education (RME)

Schoolash - INTRODUCTION
Learning math lately emerging discussed is Realistic Mathematics Education (RME) . RME is known as an approach that has been successful in the Netherlands. The idea of a realistic approach to the study of mathematics is not only popular in the Netherlands alone, many developed countries have been using the new approach is a realistic approach. Realistic mathematics determined by Freudenthal views about mathematics. Two important insights he is 'mathematics must be connected to reality and mathematics as human activity'. First, mathematics should be close to the student and must be relevant to everyday life situations. Secondly, he stressed that mathematics as a human activity, so students should be given the opportunity to learn to perform activities of all the topics in mathematics.
Realistic Mathematics Education is a teaching approach that starts from the things that are 'real' for students, emphasizing skills 'process of doing mathematics', discuss and collaborate, argue with classmates so they can find their own ('student-inventing' as opposed to the 'teacher telling') and in the end use of mathematics to solve problems both individually and collectively. In this approach the teacher's role was more of a facilitator, moderator or evaluators while students think, communicate, train shades of democracy with respect the opinions of others.


A. Definition of Realistic Mathematics Education (RME)

Learning mathematics is realistic or Realistic Mathematics Education (RME) is a learning approach Freudenthal mathematics developed in the Netherlands. Gravemeijer (1994: 82) which explains that which can be classified as such activities include problem solving activities, searching and organizing subject matter. Realistic mathematics intended in this case was conducted by the school mathematics menemaptkan realities and experiences of students as a starting point for learning. Problems realistically be used as a source of the emergence of mathematical concepts or knowledge of formal mathematics.
Characteristics RME uses: the context of "real world", models, production and construction students, interactive and linkages. Realistic mathematics learning begins with the real issues, so that students can use previous experience directly. With realistic mathematics learning students can develop a more complete concept. Then students can also apply mathematical concepts to new areas and the real world.

B. Components of Realistic Mathematics Education (RME)

In realistic mathematics learning there are three key principles that can be used as a basis for designing learning:
Ø Reinvention and Progressive mathematization ("guided discovery 'and the process of mathematization increasing). According Gravemijer (1994: 90), based on the principle of reinvention, the students are given the opportunity to experience the same process with the current process of mathematics is found. History of mathematics can be used as a source of inspiration in designing the subject matter. Furthermore reinvention principle can also be developed based on an informal settlement procedure. In this case the informal strategies can be understood in anticipation of a formal settlement procedures. For this purpose it is necessary to find the contextual issues that can provide a variety of procedures as well as the completion of the study indicate that depart from the learning level mathematics significantly to the level of formal mathematics learning (progressive mathematizing).
Ø didactical phenomenology (containing charge didactic phenomenon). Gravemeijer (1994: 90) states, based on this principle of presenting mathematical topics contained in realistic mathematics learning is presented on two considerations: (i) gave rise to a variety of applications that must be anticipated in the learning process and (ii) compliance as being influential in the process mathematizing progressive. Mathematical topics presented or contextual issues that will be raised in the study should take into consideration two things namely the application (usefulness) and its contribution to the development of mathematical concepts further. Related to the above, there are fundamental questions that must be answered is how we identify phenomena or symptoms relevant to mathematical concepts and ideas the students will learn, how we should mengkonkritkan phenomena or symptoms, what didactic actions necessary to help students gain knowledge as efficiently as possible.
Ø Self-developed models (Establishment of a model by the students themselves), Gravemeijer (1994: 91) explains, based on this principle when working on contextual issues students are given the opportunity to develop their own model which serves to bridge the gap between informal and formal mathematical knowledge. In the early stages of developing the students become familiar model. Furthermore, through generalization and pemformalan end models into something that actually existed (entity) that is owned by the students. With generalization and formalization of the model will be transformed into a model of the problem. Model-of will be shifted into the model for similar problems. In the end will be a formal knowledge in mathematics.

According Soedjadi (2001: 3) realistic mathematics learning has several characteristics and components as follows:
Ø The use of context (using context), meaning that in mathematics realistic everyday environment or have knowledge of the students can be used as part of a contextual learning materials for students.
Ø Use models, bridging by vertical instrument (using models), meaning that problems or ideas in mathematics can be expressed in terms of the model, both models of the real situation and the model that leads to the abstract level.
Ø Students constribution (using student contribution), meaning that the concept of problem solving or discovery is based on the idea of students' contributions.
Ø Interactivity (interactive), meaning that the activity of the learning process is built by the students' interaction with students, students with teachers, students with the environment and so on.
Ø intertwining (integrated with other learning topics), meaning that the different topics can be integrated so as to bring an understanding of a concept simultaneously.

C. Principles of Realistic Mathematics Education (RME)

There is a realistic learning principles in realistic mathematics curriculum are:
Ø Dominated by problems in context, serving two terms, namely as a source and as applied mathematical concepts.
Ø The attention given to the development of models, situations, schemes, and symbols.
Ø Contribution of the students, so that students can make into a constructive and productive learning, students produce their own and construct their own so as to guide the students of mathematics level informal toward formal mathematics.
Ø Interactive as a characteristic of the process of learning mathematics
Ø Interwinning (making braids) inter-subject or inter-subject.
According Treffers and Goffree (2004) that the contextual issues in the curriculum realistic, useful to fill a number of functions:
Ø Establishment of the concept: In the first phase of learning, the students are allowed to enter into scientific mathematics and motivated.
Ø Establishment of the model: Problems contextual foundation entering students to learn the operation, procedures, notations, rules, and they do this in relation to other models that its usefulness as an important driving force in thinking.
Ø Application: contextual problems using reality as a resource and for the applied domain.
Ø Practice and training of spesipik capabilities in applied situations.

D. Type of mathematization in Realistic Mathematic Education (RME)
According Treffers and Goffree (2003) there are two known types of mathematization in Realistic Mathematic Education (RME), namely:
Ø Mathematics horizontal
Horizontal mathematical process at intermediate stages of everyday problems into mathematical problem that can be solved or the real situation changed into symbols and mathematical models.
Ø vertical Mathematics
Mathematical process at the stage of the use of symbols, emblems rules that apply mathematics in general.

E. Stage Realistic Approach Mathematic Education (RME)
Step-by-step approach phase Realistic Mathematics Education, namely:
Give problems in daily life.
Encourage students to resolve the issue, either individually or in groups.
Provide other problems in students, but in the same context as obtained several steps in solving the problem.
Consider ways and means prescribed by examining and researching, then teachers guide students to go further in the direction of the vertical math.
Assigning students either individually or in groups to solve other problems either applied or not applied.

Learning Model Think Pair and Share

Schoolash - LEARNING MODEL TYPE comparative TPS

Learning Model Think Pair and Share using paired discussion followed by plenary discussion. With this model the students are trained how to express opinions and students also learn to respect the opinions of others with reference to the material / learning objectives.

 According to Davidson and Worsham is a cooperative learning is systematic learning by grouping students by creating an effective learning model, integrating academic social skills charged. Meanwhile, according to Johnson, cooperative learning is a teaching and learning activities, students learn and work together to arrive at an optimal learning experience, both individual and group experience experience.
TPS (Think-Pair-Share) or (Think-Pair-Share) is a type of cooperative learning that is designed to influence the pattern of student interaction. TPS requires the student to work to help each other in small groups (2-6 members) and more detailed by kooperaif appreciation, of the individual awards (Ibrahim et al: 2000).
Types of teaching methods Think-Pair-Share developed by Frank Lyman and his colleagues from the University of Maryland who is able to change the assumption that the method of recitation and discussion should be held in a group setting as a whole class. In this model, the teacher asks students to think of a topic, paired with other students and discuss it, then share ideas with the whole class. The main stages in the learning Think-Pair-Share by Ibrahim (2000: 26-27) are as follows:
Stage 1: Thingking (thinking)
Teachers convey the essence of the material or have any questions or issues related to the lesson. Then the students were asked to think about the question or the issue independently for a while.
Stage 2: Pairing
The teacher asks the students to pair up with another student to discuss what had been thinking in the first phase. In this phase, each member of the group compared the responses or the results of their thinking by defining who is considered the most correct answers, the most convincing, or at least unique.
Stage 3: Sharing (sharing)
In the final stage, the teacher asked the pair to share with the whole class about what they are talking about. Skills share in the whole class can be done by appointing a couple who volunteered to report on the work group or pair-by-pair turns up about a quarter of couples have had the opportunity to report.
The steps in the learning Think-Pair- Share (TPS) is:
1. The teacher divides the students into groups of four and assign tasks to all groups,
2. each student to think and do the job yourself,
3. The students are paired with one of the partners in a group and discuss with their partner,
4. The second pair reunited in groups of four. Students have the opportunity to share their work to groups of four
(Lie, 2004).

B. OBSTACLES TYPE OF MODEL PEMBELAJARA comparative TPS
Obstacles encountered during the learning process, among others coming from in terms of students, namely: students are passive, with this method they will be crowded and disrupt temannnya friends. Phase pair students are supposed to solve problems by talking with a couple of stools but still prefers to use this activity to speak beyond the subject matter, depend on the couple and less active role in finding a solution and ask the answer to that question on another pair. The number of students in the class also affect the implementation of this method of think pair share. Odd number of students who have an impact upon the formation of the group. As a result there is a group of more than two (2) students. This will slow down the process of discussion at this stage of the pair, because another couple had completed while the student does not have a spouse. Another obstacle is found that in terms of time the discrepancy between planned time implementation. This is because students who like stalling for reasons of work yet to be completed. This has an impact on cognitive learning outcomes, which students show little real ability.

       C. Advantages and Disadvantages of comparative PEMBELAJARA MODEL TYPE SMT

The advantages of comparative learning model TPS types are:

1. give students more time to think, respond, and help each other.
2. enable students to formulate and ask questions about the material being taught because it does not directly obtain a sample of the questions asked by the teacher, as well as an opportunity to think about the material being taught.
3. The students will be trained to apply the concept due to exchange opinions and ideas with his friend to get a deal in solving the problem.
4. The students are more active in learning since completing its work in groups, where each group consists of only two people.
5. The students have the opportunity to mempersentasikan results of the discussion with all students so that existing ideas spread.
6. allows teachers to monitor students more in the learning process (Hartina, 2008: 12)

The weakness of the comparative study model SMT type is:

1. according Hartina (2008: 12) is very difficult to implement in schools on average lower ability students with limited time, while the number of groups formed much.
2. According to Lie (2005: 46), the lack of group pairs (groups of 2 students) are:
 1) many groups are reported and need to be monitored,
 2) fewer ideas emerge, and
 3) there is no mediator in case of disputes within the group.
3. According to Ibrahim (Abraham 3menurut (2000: 18), some students will be confused, partial loss of self-confidence, and can interfere with each other between students.

SCAMPER for Creative Learning and Innovative

Schoolash - SCAMPER is a technique that can be used to spark creativity and help teachers in overcoming any challenges that may be faced in implementing the learning of each student. SCAMPER is based on the idea that everything new is a modification of something that already exists.

SCAMPER is an acronym of each letter depicts a different way than it already is to trigger and generate new ideas in learning, whether related to the place, procedures, tools, people, ideas, or even psychological atmosphere:





S = subtitute (Change)
C = Combine (Combination)
A = Adapt (Adaptation)
M = Magnify (Zoom)
P = Put to Other Uses (Laid to Other Functions)
E = Eliminate (Remove or Shrink)
R = Rearrange / Reverse (Resetting)
Subtitute was trying to think and do the replacement of part of the problem related to the process and learning outcomes, with something different than before.

Combine and was trying to think of merging two or more specific part of the problems associated with the process and learning outcomes to create a process or a different result.

Adapt is trying to think and adapt existing ideas to solve the problems associated with the process and results of your study,

Magnify is trying to think and do for enlargement or expansion of your ideas that can add value or provide a new insight into the components of the most important pembelajaranapa.

Put to Other Uses your current put the idea into other forms so as to solve the problem and the results of the learning process that you face.

Eliminate is trying to think and perform simplification, reduction or elimination of certain components so that you can better focus on the most important or function.

Rearrange / Reverse trying to think and make efforts to formulate or rearrangement different from prosesur components or existing ones so as to provide added value compared to the previous.

To use the SCAMPER technique, first needs to be clearly defined learning the subject matter to be solved, improved or developed, whether in relation to process and outcome. Can be formulated in the form of questions, for example:

"How can I increase the activity of students in the learning process that I do? "
"How can I improve the learning outcomes of students in the learning process that I do? "
"How can I develop a learning process fun? "
Furthermore, with reference to the SCAMPER recipe, formulate some specific questions relating to what you want to develop in the learning process, according to the challenges and problems that you face.

These questions will encourage you to think differently about the problem you are doing the learning process, and in the end you can find innovative solutions.

The following is an example of the format is provided on some of the questions that can be asked in an effort to improve and enhance the learning method you do:

QUESTION
ANSWER
S = "What can I change in the method of learning that I do? ".............................................................
.............................................................
.............................................................
C = "How can I combine the teaching methods that I have done with other learning methods? ".............................................................
.............................................................
.............................................................
A = "What can I adaptation of teaching methods that have been developed by others? ".............................................................
.............................................................
.............................................................
M = "What can I enlarge or expand on the teaching methods that I do? ".............................................................
.............................................................
.............................................................
P = "How can I place a method of learning that I do in order to produce other benefits? ".............................................................
.............................................................
.............................................................
.............................................................
E = "What can I eliminate or simplify the learning method that I do? ".............................................................
.............................................................
............................................................
R = "How can I change and rearrange the teaching methods that I do? "...........................................................
...........................................................
...........................................................
Note:

This paper is an adaptation and modification of SCAMPER concepts developed in the business world, would still need to be elaborated further. Hopefully useful and safely create and innovate!

FREQUENTLY MADE ERRORS IN TEACHING BY TEACHERS

Schoolash - 1 Take Shortcuts In Learning
The main task of the teacher is teaching, in terms of managing the environment to enable the learning activities to learners. Various cases shows that diatara many teachers who feel they have been able to teach well, although it can not provide the reason for the false assumptions underlying these assumptions are often misleading and lowered creativity, so that many teachers who like to take shortcuts in learning, both in the planning, implementation, and evaluation. The teacher was a professional, but there are still many teachers are reluctant to make proper preparations. As a result, the learning in the class potluck and without direction. One of the characteristics of professionalism a teacher is planning learning correctly. With a well planned preparation, the student learning outcomes can be encouraging all components of learning. "Want to succeed in teaching, for the preparation of mature!" Preparation of teaching is like the scenario in the film. There will be no good and bad movies watchable without a good scenario. Similarly, there will be no learning is successful without proper preparation.

In order not to be tempted to take shortcuts in learning, teachers should be looked at learning as a system, that if one of the components is interrupted, it will disrupt the entire system. For example, a teacher must always be made ​​and each will see the preparation of learning activities, and revised in accordance with the needs of the students, and the development of his day. Should always remember to teach without preparation is a shortcut, and dangerous actions, which can be detrimental to the development of learners.

2 Waiting Students Behave Negative
In the classroom, teachers are dealing with a large number of learners who all want to be noticed. Learners will develop optimally through positive teacher attention, negative attention would otherwise inhibit the development of learners. They are happy if they received praise from teachers and feel disappointed if less attention. But unfortunately most teachers trapped with misconceptions about teaching, they assume teaching material is delivered to learners, they also assume teaching is to provide knowledge to the learners. Not a few teachers who often ignore the personality development of students, and forget to give praise to those who do good, and do not make trouble. Teachers need to learn to capture the positive behavior shown by the learners, then immediately reward the behavior with praise and attention, on the other hand, teachers should pay attention to the behaviors of learners were negative, and eliminate these behaviors in order to not happen again. Teachers can cite a variety of negative behaviors of participants, for example through the story and illustrations, and give kudos to them for not doing the negative behavior.

3 Using a Destructive Discipline
Often teachers give assignments to be done outside the classroom learners (PR), but rarely do the teachers who correct the return didikdan participants work with a variety of comments, criticisms and suggestions for the betterment of the students. Often experienced gru learners are often assigned tasks, but never member feedback on tasks done. Such actions could be a learning and discipline enforcement destruktrif, very merugokan development of learners.

4 Ignoring Differences of Students
Each student has a unique distinction, they have strengths, weaknesses, interests, and different attention. Family background, socioeconomic background, and the environment, making learners differ in activity, creativity, intlegensi, and competence.
Teachers should be able to identify the individual differences of students, and establish the general characteristics of the class traits, from individual traits that characterize umumlah teacher should start learning. In this case, the teacher must also understand the characteristics of learners that should be developed and should be redirected back.

5. Feel Most Clever
This error departs from the condition that in general the students in his school relative younger than his teacher, so teachers feel that learners are more ignorant than himself, seen as learners who need to fill a glass of water into it. This feeling is very misleading, because in the current circumstances students can learn through the internet and the mass media, the teacher might not enjoy it. In this case the teacher should be a lifelong learner, constantly adjusting its knowledge with the community developments. If not, then it will miss the train, even the so-called orthodox teachers.
"
6 Discriminatory
Good and effective learning is capable of providing ease of learning fairly and equitably, so that learners can develop their potential optimally.
Justice in learning Brazilians obligation and the right teacher learners to acquire. In practice, many teachers are not fair, to the detriment perkembangna learners, and this is a teacher who often made mistakes, especially in the assessment. Assessment is an effort to provide an award to students in accordance with the business done during the learning process. Therefore, in giving out the assessment must be conducted in a fair, and truly a reflection of the behavior of the learners.

7 Forcing rights of learners
Force the rights of learners is a mistake that is often made ​​of teachers, as a result of the habit of doing business teacher in learning, so that justifies any means to earn a profit. Teachers may only have a second job, earn extra income, it has become a right, but the act of forcing even require students to purchase a particular book is very fatal and less able digugu and imitated. Offer may be limited, but if forced sorry for parents who can not afford.

Obviously the above errors should be avoided though of course as a man it's hard to avoid one hundred percent of the errors as mentioned above. As a teacher we also do not seek refuge in our human nature to not want to change the behaviors that tend to harm the students. Of course there are many other teachers errors, which could result in the failure of students to learn. The key words: If there is a failure of students in learning, so that's where the teacher needs to do introspection: it is true that he did? Then followed: what can he do to improve the situation? So, the teacher should always belajar.Ya, learning from books, learning from friends, learn from students, and learn from itself.
25 Mistakes a teacher in learning. Consciously or unconsciously, it is required to be avoided by the teachers in order not to "hurt" the process of learning and certainly do not give bad influence on students. Here are the 25 things:
Sitting on the table during the learning process.
While smoking while teaching.
Eating while teaching.

Playing Hp or online at teaching.
Asleep. It is rare, but it turns out it is never experienced as well. Usually if the teacher just told students to read the textbook during the lesson progress (monotone).
Consider yourself the smartest. Many say if the Doctor or professor because it was so clever that it makes a lot of students do not understand what is presented to them. A teacher can not be like that, teachers have an obligation to not only yourself but also memintarkan their students, so that humility and able to appreciate the intelligence and potential of his students is the key to a great teacher.
Monotony in presenting the material. The indication if there are students who fall asleep during the lesson hours.
Undisciplined. On time may be especially hard for Indonesian people, yes this is getting worse if not disciplined attitude is exemplified by the teacher.
Bolos.

Ineffective communication.
Not neatly dressed. Now the teacher is no longer synonymous with battered bikes, wrinkled clothes. Shown neat especially for teachers who have good economic times is mandatory.
Not doing the evaluation. The unique thing never happened, when a teacher turns giving out grades to students who had died, indicating if the teacher is not to evaluate the current allocation of marks, but the results of abracadabra ... ..
Letting cheating.

Leaked exam answers. No. 13 and 14 will certainly brighten corrupt generation in this country. If we the teachers agreed that the primary purpose of education is not a value (especially prioritizing vocational competence). Then it should be the development of creativity and potential of children who become the main agenda, not letting shortcuts that will ruin their future preserved.
  Change the value of the acquisition. Do not reduce and exaggerate, just objectively according to the capability of the child.

Provide a matter which is not taught. Do not make the stress and depression of children by providing exam that they never touch.
Instill hostility and hatred. The most wonderful thing when becoming a teacher, is when we are able to instill mutual respect, appreciate and love with each younger generation. Charity Jariyah cui ... ..

Teach pornography.
Sexual harassment. This is mah God forbid, our teachers were trusted. Do not reward him by doing things such as numbers 18 and 19.
Do not care about the presence of students.
Discriminatory. All students that are the same rank in our eyes.
Do not pay attention to individual differences. The potential, advantages and disadvantages. Should be monitored with jelly.

Clueless. Currently, students with easy to become smarter than the teacher because of advances in technology. So of course the teachers should not be missed, especially technology can facilitate teachers in preparing materials, ease of delivery and of course with maximum results. Prepare each generation according to his time.
Mismatch. This is where the importance of kurikullum.
Forget reading and learning. Of all the mistakes above, this last error is the most severe. If a teacher just lazy learning, how could he have created the best generation ?. Is not the change should start from ourselves?
Here are five mistakes when teaching the teacher can lead to the failure of students to achieve the learning objectives optimally.

Mistake # 1. Egocentric thinking. This is the most fundamental mistakes that really neglected by teachers. This error will also have an impact on the incidence of other mistakes. Have you ever heard a complaint like this, "I have earnestly teach this class but the result is very disappointing!" Or this complaint, "This child you know, has been described many times still do not understand!" Two examples of the complaint shows that teachers egocentric thinking is concerned, only according to himself. Yes, according to the teacher, he has taught in earnest or has been explained many times. He did not think about the problems faced by students when participating in learning so that it did not work. It could be because the teacher can not communicate coherently with the language that is easily understood? Or, perhaps students' learning styles of visual and kinesthetic but not fulfilled by the teacher, so the teacher's teaching style is not acceptable for students?

Mistake # 2. Not Sensitive To Change Class Atmosphere. In the learning process, obligatory control a classroom teacher. Completely! It is important that the learning process goes smoothly. We know that the class consists of a variety of characters. Therefore, efforts should be made to the various characters that can be orchestrated towards the realization symphony enjoyable learning (learning quantum try to check again). Symphony orchestrated towards learning enjoyable, it means that all the potential class (students) should be empowered to help each other to realize success for each individual. Thus the average achievement is high grade. Examples insensitivity example let teachers when teaching the class clown distracts the student who is eager to follow the teacher's explanation that the concentration of the class being split. Or let students who are not orderly distract other students who are learning. This seemingly small issue, but if not done can result in failure of the entire class. This is related to classroom management.

Mistake # 3. Ineffective communication. Examples of ineffective communication (teacher wants to remind the students were given homework), "Children, do not forget to watch the PR you know. You do everything. If you do not do your homework, then tomorrow will not get the value of bu teacher. "Why not say it like this," Children, remember, do your homework. Everything! Mrs. value tomorrow. "Is not that a second language more efficient, and therefore more effective. So, when we intend to ask for something, just say exactly what we mean. If a child told to shut up, so to say, "Children, be quiet!" If the children were told to pay attention to the teacher's explanation, just say yes, "Children, look at this!" And such.

Mistake # 4. Teaching Without Preparation. Talking about the preparation of teaching, I am reminded of a friend who said things like, "Want to succeed in teaching, for the preparation of mature!" Preparation of teaching is like the scenario in the film. There will be no good and bad movies watchable without a good scenario. Similarly, there will be no learning is successful without proper preparation. Most teachers (reportedly) reluctant to make proper preparations. As a result, the learning in the class seemed without direction. In fact, it is a professional teacher. One of the characteristics of professionalism a teacher is planning learning correctly. I believe you will fix your mistakes in teaching (the other day that did not make proper preparations), so that the learning outcomes of students really encouraging all the components (associated with your learning).

Mistake # 5. Not Conducting a Comprehensive Evaluation. Evaluation of learning must be done thoroughly. If you ever make a thesis on quantitative research, you must remember that the instrument you use must be tested for validity and reliability. Evaluation instrument was actually learning to be tested for validity and reliability. Evaluation instrument to be valid and reliable. But for this discussion, we will not be as detailed when writing his thesis. The meaning here is that the thorough preparation of the evaluation of learning about a minimum should include forms such as: multiple choice, stuffing, short answer. Not only multiple choice, or just stuffing. The material covers the whole matter being taught (at least a basic competence).
Once again, the above opinion is only based on personal experience of the author. Of course there are many other teachers errors, which could result in the failure of students to learn. You can also inventory the mistakes you make a mistake when teaching or colleagues.
The key words: If there is a failure of students in learning, so that's where the teacher needs to do introspection: it is true that he did? Then followed: what can he do to improve the situation? Thus, the teacher must always learn.
Yes, learning from books, learning from friends, learn from the students, and learn from itself. May be useful.

Tips and tricks to make effective teaching and learning activities and fun

Schoolash - Before explaining tips and tricks to make effective teaching and learning activities and fun will first need to understand what the learning style. In the study, each person has their own style.
One's learning style is the way he understands and process new information, acquire new learning experience, and / or solve a problem.

A teacher who is effective in empowering students in learning is a motivator, expert, and at the same coach, and knows when he should let students learn on their own.
So , that was a fun learning activities and more interesting, the teacher must first please the material, has a high spirit or enthusiasm in learning, and spend enough time to prepare lessons. Much more to math that has been already considered difficult and a scourge; we need to design effective learning strategies and systematic mathematics.

A good teacher not only teach, but to inspire students.
Not only ask what and how, but also explore why and what if.
Not only gives the subject matter, but also foster interest and ability to learn. He also teaches students to appreciate the knowledge, and how to play a role in human development and understanding of life in general.

Problem-solving strategies,,,

Definition of problem
There are five learning objectives of mathematics in high school-MA (MONE, 2006) to be achieved-MA high school students during the learning process of mathematics, namely:
Understanding a mathematical concept, explain the relationship between concepts and apply the concepts or algorithms, flexibly, accurately, efficiently, and accurately in solving problems;
Using the pattern and nature of reasoning, mathematical manipulation in making generalizations, compile evidence, or explain mathematical ideas and statements;
Solve problems that include the ability to understand the problem, devised a mathematical model, solve the model and interpret the obtained solution;
Communicate about ideas with symbols, tables, diagrams, or other media to clarify the situation or problem;

Having respect for the usefulness of mathematics in life, namely to have curiosity, attention, and interest in studying math, and tenacious attitude and confidence in solving problems.
Before discussing the problem and solving the problem, consider the following example:
Numbers 15 can be expressed as the sum of two or more consecutive natural numbers in three ways, namely:
15 = 1 + 2 + 3 + 4 + 5
15 = 4 + 5 + 6
15 = 7 + 8

Express the number 210 as the sum of two or more consecutive natural numbers. Write with as many ways.
Is that question is a problem for you?
Then consider again the following example:
987654321 x 9 =...

In the first instance there are challenges inherent in it and not known procedures to solve routine. As for the second example problems which I am sure is not a 'problem' for the reader.
In general, a problem or a question categorized the question is determined by the presence or absence of the usual challenges and solving routine procedures are not yet known.
Problem Solving Strategies

Ministerial Regulation No . 22 (MONE, 2006) on the Content Standards pelajaranmatematika stated that the purpose of high school so that students can:
"Solving problems that include the ability to understand the problem, devised a mathematical model, solve the model and interpret the obtained solution. "
From the above formulation, there are at least four steps in the problem-solving process that must be controlled so that the students must be trained to them, namely:
Understanding the problem,
Devised a mathematical model,
Completing the model, and
Interpret the obtained solution.
How Teachers Motivate Students

Motivating students is a tough task for teachers. Once students reach a certain age, they no longer feel the need to go to school, let alone enjoy it. Without motivation, the learning process will run flat and monotonous. So , how do you attempt to motivate current students?
Techniques to motivate students

Class where you are should be a pleasant experience for the students. Student motivation would appear impossible if your class does not have a pleasant atmosphere.
What is your attitude? Would you like to teach? Glad that you are there? Glad to see the students? Interested on the subject or class? You should be warm, exciting, and enthusiastic about your work. You have to show up every day with good preparation.
What class you feel silence? like a prison? empty space? Class you need the color and excitement. Fit a motivational writings. Display of students' work. You need to provoke the students as soon as they set foot in your class.

Make the classroom a fun place to learn is actually almost like a battle.
Students are motivated by rewards. Students need a gift for learning. Instead of prize money or candy of course. It may be effective to make the students' task is completed quickly, but no real motivation to learn. Remember, that is expected to motivate students to learn, not just completing tugas. Siswa need a reason to do the task. Give them one. Every teacher should come up with this on their own. Do not have granted relief because if you can not think of a reason to teach something, you can not motivate students.

Here are some hints how it affects them. Does it make them for better human being? Learners? Relating it to their lives. Relating it to their future. Relating it to their ego. Relate to current events. You can not just say, "because. "

Compliments are also effective and needs to be done. It is a gift that you can give many times and it's free. Write notes on their paper. Say it to them when you walk around the room. Call people by name and encourage them. Put students' work on the walls. Put a piece of work of ALL students in a variety of occasions. Call home and praised the students on their parents.

If your students have a reason to learn the material and get praise from you, it really became the motivation they need. It sounds simple, but difficult. Choose your opening to the lesson in a way that makes students want to know more. It may sound silly, but the story can be a very effective way. After the students you want to know more, you have to make them addictive. They are motivated! You want your students go home every day and say, "Guess what I learned? "
To motivate students, the first is motivate you and your class. Next will come a reason to learn. You will then be able to create curiosity about the material to be delivered.

Become a Favorites Teacher

schoolash.blog - How to deal with students who are quasi-tau in the classroom? student teachers should be happy with a wise guy, because he is an active and creative. although the answer or the incorrect or incomplete disclosure. sebgai important to appreciate that the teacher must keep developing their creativity. because students know that Sok can be caused by a desire to know or at least know, important and influential. Often times people behave like that annoying and somewhat imposing their opinions to others. so teachers need to provide a better understanding and not to satirize or make him feel less.

other than that as educators avoid saying in front of the students that he was less creative or less in a case. I feel as a student it is not made me intrigued, but only made me tired, and not even the spirit of the teacher, because every student is different.

but the teacher remains the unsung heroes. teachers are very meaningful to us all. hope all teachers want their students or a teacher loved favorite. I also someday like to become an educator who became a favorite.

I found a great article on tips to students' favorite teacher. The following quotation. Not hard to be a fun teacher so that students interested in following the lessons we have to say. Not a pretty or handsome face that caused a teacher to the attention of students, although it may be a point as well. But more to the engineering delivery of content and nature of the teacher is the charm. These will be presented some tips n 'tricks to become a teacher idol.

First impression is a must! The first impression is so tempting rest is up to you. Once the ads are often heard quote. It's the first impression is one of the keys to success as a teacher favorite. When it was first taught to make students bored, let alone the next meeting. Can certainly dim view of students to follow the lessons presented. For example, to become acquainted with the beginning of singing or giving out sweets to the students. So that they will remember if you are a teacher or teacher who likes to sing a kind distribute candy in class. So, make sure you know how the introduction of an exciting and unique way to greet students.

Further welcoming and position yourself as a friend. Now Gone are the days of the dreaded student teachers, but teachers are respected students. One way to be respected is friendly to students. Being friends with the students certain limits. Can position themselves well, when a student friend, when a teacher is to be respected and listened to his explanation. Most students hate the teacher, self and felt jaim higher and all of the students. Stay down to earth teacher!

Being an active listener and good. When students are asked not interrupted by knowingly continuing student intent. Listen to the complete question and ask students if fewer students understand what the question means. Everyone wants to listen to what is delivered, even if it is asked trivial, but a teacher should still provide the best response.

A teacher is a role model, for example, to be imitated by his pupils. If he snapped the students, then one day the teacher will receive disrespect from students. Treat others as you would like to be treated. Honor and respect your students. Because they are the candidates of the nation who are learning to build this nation of you teachers. Be careful in the act, firm and distinct vicious. Firm is warning that students should not be so with good reason. but sternly rebuked the student for no apparent reason.

In presenting the material, you should use a sentence that is clear and straightforward. Good communication between teacher and pupil is one of the keys to success in the delivery of content. Teachers who understand the material will find a way for students to capture the contents of the discussion with ease. A brief explanation, but hit better than long but students do not understand the purpose of explanation.

How boring if the teacher present the material without any interspersed with humor. Teachers do not necessarily like Sule OVJ or perform antics to keep students entertained. However, simple jokes that make the classroom atmosphere is not stiff enough to make warmer-class aura.

Humans are the wrong place and forget, so you should look inward when the correction of students. Instead of self-righteous. Accept the correction of students does not make you look stupid. Honestly admit that you forgot who the inventor of the Americas, or there are errors in the calculation indicates that you are open and accepting of personal shortcomings.

Teacher Cartoon

schoolash.blog - Hehehe its only jus for fun. are you like it?