Know Your National Council Representative

1951 ◽  
Vol 44 (1) ◽  
pp. 26
Author(s):  
Kenneth E. Brown
Keyword(s):  
High School ◽  
North Carolina ◽  
Junior High School ◽  
Junior High ◽  
School Teacher ◽  
High School Teacher ◽  
Active Member ◽  
National Council ◽  
Duke University ◽  
Teaching Of Mathematics

Miss Annie John Williams, a high school teacher at Julian S. Carr Junior High School, Durham, North Carolina, has been an active member of the National Council of Teachers of Mathematics for twelve years. She reports that she finds the articles in The Mathematics Teacher very helpful to her in teaching students in the junior high school. Her interest in the improvement of the teaching of mathematics is indicated by her attendance for six years at the Mathematics Institute at Duke University. The sole purpose of this Institute is to provide a mathematics laboratory that will contribute to the improvement of mathematics education. Her special interest in the improvement of the teaching of mathematics is in harmony with her work as National Council Representative. Each year she writes several hundred letters to teachers of mathematics asking them to join the Council— the only national organization devoted solely to their cause. Miss Williams will welcome the assistance of the mathematics teachers in North Carolina in helping her with the National Council work.

Attitudes and Career Interests of Junior High School Mathematics Students: Implications for the Classroom

1985 ◽  
Vol 32 (7) ◽  
pp. 45-49
Author(s):  
Katherine Pedersen ◽  
Dorothy R. Bleyer ◽  
Patricia B. Elmore
Keyword(s):  
High School ◽  
Sex Differences ◽  
Junior High School ◽  
Junior High ◽  
Sex Role ◽  
School Teacher ◽  
High School Teacher ◽  
Academic Factors ◽  
Role Identification ◽  
Junior High School Teacher

During the 1970s. various political, cultural, and academic factors joined to thrust the topic of sex differences in achievement in mathematics to national attention. At the same time, research has served to refine attitudinal instruments and to relate cultural and societal influences to sex differences in mathematics. The junior high school years are Important to study because sex-role identification becomes more prominent, and crucial educational choices are made at this stage. Surprisingly, a study by Benbow and Stanley (1980) has suggested that the mathematical experiences of both males and females are identical until the junior high school years. The junior high school teacher, especially, becomes cognizant that different foctors are Influencing students during these early adolescent years.

The arithmetic of growth

1954 ◽  
Vol 47 (3) ◽  
pp. 180-183
Author(s):  
H. C. Trimble
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
School Teacher ◽  
High School Teacher ◽  
Junior High School Teacher

Every junior high-school teacher knows how hard it is to instill the concept: The same per cent of different amounts yields different answers. Twenty per cent of 50 is 10; but 20 per cent of 60 is 12.

Mathematics in the Junior High School: Teaching the formula for circle area

1956 ◽  
Vol 49 (7) ◽  
pp. 548-549
Author(s):  
Jen Jenkins
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
School Teacher ◽  
High School Teacher ◽  
School Teaching ◽  
High School Teaching ◽  
Geometry Class ◽  
Algebra Class

To make the concept of the formula for the area of the circle an old and accepted one in the minds of gangling, trying-not-to-be-schooled junior high youngsters of today is the goal of many an arithmetic teacher. How far short of his goal he falls is shown in the blank stares the high school teacher faces when he asks his algebra class or geometry class to state the formula.

Psychology of learning in the junior high school

1956 ◽  
Vol 49 (4) ◽  
pp. 235-240
Author(s):  
Howard F. Fehr
Keyword(s):  
High School ◽  
Junior High School ◽  
Learning Process ◽  
Junior High ◽  
School Teacher ◽  
High School Teacher ◽  
Age Group ◽  
Junior High School Teacher ◽  
Psychology Of Learning

Too often mathematics is “taught” without regard for those things which are known about the learning process and the characteristics of a particular age group. This article summarizes some of these important facts for the junior high school teacher.

scholarly journals HUBUNGAN PEMBERIAN TUNJANGAN SERTIFIKASI GURU DENGAN MOTIVASI DAN DISIPLIN KERJA GURU SMP DI OKSIBIL KABUPATEN PEGUNUNGAN BINTANG

2018 ◽  
Vol 6 (2) ◽  
pp. 24-38
Author(s):  
Elisabeth Nawipa
Keyword(s):  
High School ◽  
Multiple Regression ◽  
Junior High School ◽  
Junior High ◽  
School Teacher ◽  
High School Teacher ◽  
Junior High School Teachers ◽  
Junior High School Teacher ◽  
Teacher Work ◽  
Relationship Of

This study uses hypothesis testing with multiple regression and partial regression analysis. Multiple regression is used to test the fourth hypothesis concerning the relationship of giving certification allowance to motivation and work discipline of teacher, while for hypodesis testing one, two and three used partial test, that is to know relation of giving of certification allowance with motivation and relation giving certification allowance to discipline teacher work and motivational relationships and work discipline of teachers. The results showed that there was a relationship between certification allowance with motivation with significance value of 0.444 with medium category. There is a relationship between certification allowance and teacher work discipline with significance value of 0.469 with medium category. There is a relationship between motivation and discipline of junior high school teachers in Oksibil Pegunungan Bintang Regency with a significance value of 0.661 with strong category. There is a correlation between certification allowance with motivation and discipline of junior high school teacher in Oksibil Pegunungan Bintang Regency 0,502 with medium category. Keywords:  Provision of Teacher Certification Allowance, Motivation, Teacher Work Discipline

scholarly journals Pola Komunikasi Interpersonal antara Guru dengan Murid Berkebutuhan Khusus di SMP Inklusi Sada Ibu

2020 ◽  
Vol 4 (1) ◽  
pp. 48
Author(s):  
Iko Fajriaturrizqoh ◽  
Imas Kania Rahman ◽  
Yono Yono
Keyword(s):  
High School ◽  
Special Needs ◽  
Interpersonal Communication ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
School Teacher ◽  
High School Teacher ◽  
Communication Patterns ◽  
Teachers And Students

<p class="15bIsiAbstractBInggris"><em>This research was conducted to describe the interpersonal communication patterns between teachers and students’ ith special needs at the Sada Ibu Inclusion Junior High School Cirebon City in the teaching and learning process. The reseach method used by the author is descriptive qualitative, that is research that produces descriptive data in the form of written ord from the person being observed. Data collection techniques used are observation, direct interview techniques to trusted sources, and documentation. From the result of the reseach that has been done, that the communication between Sada Ibu Inclusive Junior High School teacher are students ith special needs is categorized according to primary, secondary, linear and circular communication patterns which refer to Joseph A. DeVito’s theory of the effectiveness of interpersonal communication. However, in circular communication patterns the responses given tend to be passive because the feedback is not one hundred percent running optimally, the level limitation of students with various special needs</em><em>.</em><em></em></p><p><strong>Abs</strong><strong>trak</strong></p><p>Penelitian ini dilakukan untuk menggambarkan pola komunikasi interpersonal antara guru dengan murid berkebutuhan khusus di Sekolah Menengah Pertama Inklusi Sada Ibu Kota Cirebon dalam proses belajar mengajar. Metode penelitian yang digunakan oleh penulis adalah deskriptif kualitatif, yaitu penelitian yang menghasilkan data deskriptif berupa tulisan kata-kata dari orang yang diamati. teknik pengumpulan data yang digunakan yakni dengan observasi, teknik wawancara secara langsung dengan narasumber terpercaya, dan dokumentasi. Dari hasil penelitian yang telah dilakukan, bahwa komunikasi guru SMP Inklusi Sada Ibu dengan murid berkebutuhan khusus dikategorikan telah sesuai dengan pola komunikasi primer, sekunder, linear dan sirkular yang mengacu pada teori Joseph A. DeVito tentang efektifitas komunikasi interpersonal. Namun pada pola komunikasi sirkular respon yang diberikan cenderung pasif karena feedback tidak seratus persen berjalan secara maksimal karena tingkat keterbatasan murid berkebutuhan khusus yang bermacam-macam..</p>

scholarly journals Reinforcement Level: An Analysis Teacher in Junior High School Teacher

2021 ◽  
Vol 2 (2) ◽  
pp. 108-116
Author(s):  
Citra Maulidia ◽  
Herman Nirwana ◽  
Marlina Marlina
Keyword(s):  
High School ◽  
School Counselors ◽  
Junior High School ◽  
Learning Process ◽  
Junior High ◽  
School Teacher ◽  
High School Teacher ◽  
Sampling Technique ◽  
Guidance And Counseling ◽  
Close Relationship

The implementation of the learning process cannot be separated from the existence of the teacher. The creation of an effective learning atmosphere requires a close relationship between teachers and students. The reinforcement given by the teacher affects the level of student activity and participation in the learning process. In schools, there are still teachers who are not appropriate to implement reinforcement. This can be seen in the poorly educated treatment of teachers towards students, such as yelling at students in public, and negative labeling of students.The purpose of this study was to describe the level of reinforcement of subject teachers in Padang City Junior High School. This research uses a quantitative descriptive approach. The research sample consisted of 149 students who were taken using the purposive random sampling technique. The instrument used was the "Teacher Reinforcement Scale" with a reliability value of 0.714. The results of this study reveal that the reinforcement of subject teachers in schools is in a low category. The results of the study generally show that the reinforcement of subject teachers is in a low category and needs to be improved in order to encourage students to be more active in participating in the learning process. The results of this research can be used as a basis for school counselors or Guidance and Counseling teachers in providing guidance and counseling services in schools by involving subject teachers.

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