Balinese Culture
 
METATAH

Tooth Filing Ceremony

 

Tooth Filing Ceremony (also called Potong Gigi), in which six teeth are symbolically rasped, the four upper frontals and the two canines. In a spiritual sense, the filing helps control and prevent sad ripu (the six vices: desire, anger, greed, pride, arrogance and envy) that bring about the downfall of mankind  into misery, in this world and the hereafter. 

reference: Bali Art and Culture 

see more @ www.MuseumRudana.com 

Modern methode in teaching listening

Interpersonal Activities

• 

  One effective and nonthreatening way for students to develop stronger listening skills is through interpersonal activities, such as mock interviews and storytelling. Assign the students to small groups of two or three, and then give them a particular listening activity to accomplish. For example, you may have one student interview another for a job with a company or for an article in a newspaper. Even a storytelling activity, such as one that answers the question "What was your favorite movie from last year?" can give students the opportunity to ask one another questions and then to practice active listening skills.

Group Activities

• Larger group activities also serve as a helpful method for teaching listening skills to students. You can begin with a simple group activity. For the first part, divide students into groups of five or larger and instruct them to learn one hobby or interest of at least two other group members. Encourage them to ask clarifying questions during the activity, and you may allow them to take notes if helpful. However, as time passes and their skills grow, you should limit students to only writing notes after the completion of the first part of the group activity. For the second part, have the students sit in a large circle, and then have each individual student share the name and the hobby or interest of the group members that she or he met. This second part of the group activity can also lend itself to additional listening exercises. For example, you may ask students to name a number of the hobbies and interests identified during the sharing session.

  
  
• Sponsored Links

  • Math Practice - Ages 5-15
    A math website kids LOVE — Win awards, certificates, have fun!
    www.IXL.com/Math

Audio Segments

• You can also teach listening skills through audio segments of radio programs, online podcasts, instructional lectures and other audio messages. You should model this interactive listening process in class with your students, and then instruct them to repeat the exercise on their own. First, instruct students to prepare for listening by considering anything that they will want to learn from the content of the audio segment. Once they have written down or shared these ideas, then play the audio segment, allowing the students to take notes if helpful. Once they have gained confidence and experience, repeat this activity but instruct students to not take notes until the completion of the audio segment. You can use shorter or longer audio segments, and you can choose more accessible or more challenging material for this type of exercise.

Read more: Modern Methods of Teaching Listening Skills | eHow.com http://www.ehow.com/about_5478603_modern-methods-teaching-listening-skills.html#ixzz1yUv5kv7R

Video Segments

• Another helpful resource for teaching listening skills are video segments, including short sketches, news programs, documentary films, interview segments, and dramatic and comedic material. As with audio segments, select the portion and length of the video segment based on the skill level of your students. With your students, first watch the segment without any sound and discuss it together. Encourage the students to identify what they think will be the content of the segment. Then, watch the segment again, this time with sound, allowing students to take notes if helpful for their skill level. After the completion of the video segment, you can have students write a brief summary of the segment, or you can take time to discuss as a group how the segment compares with the students' expectations.

Instructional Tips

• Whatever method you use for teaching listening, keep a few key instructional tips in mind that will help both you and your students navigate the learning process. One, keep your expectations simple, as even the most experienced listener would be unable to completely and accurately recall the entirety of a message. Two, keep your directions accessible and build in opportunities for students not only to ask clarifying questions, but also to make mistakes. Three, help students navigate their communication anxiety by developing activities appropriate to their skill and confidence level, and then strengthen their confidence by celebrating the ways in which they do improve, no matter how small.

Read more: Modern Methods of Teaching Listening Skills | eHow.com http://www.ehow.com/about_5478603_modern-methods-teaching-listening-skills.html#ixzz1yFnF7VVi

manage your large class

http://www.eslbase.com/articles/large-classes

Teaching English with games is becoming standard through out ESL classrooms of the world. And this is good news, because children love to learn through games, and become much more motivated students as a result. However games often make children excited, and if you have a large class you need a few things up your sleeve to bring the class into line immediately if things get a little over-heated.

Here are some tips and ideas to help you contain your pupils' enthusiasm and manage your large class. There are three sections. Essential basics, useful tips, and attention grabbers.

1. Some essential basics to manage a large class
Together with your pupils define the rules in the first lesson, and post them on the classroom wall for reference. Knowing WHY a rule is in place makes it easier to keep. You must establish the rules on day one and stick to them!

Be consistent in applying your rules. If you are arbitrary about how you dish out your rewards or 'consequences', or punishments you will undermine the rules themselves.

Praise good behavior to generate love and self-esteem. Whatever you do, avoid being like so many parents who spend their whole time telling their children, "don't do this", and "don't do that". By focusing on the positive in order to draw more attention to it you apply the universal law of "you attract what you focus on".

If you are working in a school know the law and rules of your institution before you go into the classroom for the first time, and work in harmony with the school.

Start out strict and fair - and stay that way! Being strict is not about looking stern and being bossy. It is about making sure the rules are kept, in a firm but fair way. You can still be a really fun, loving teacher and be strict with your class at the same time.

2. Useful Tips
Don't break your own rules by raising your voice to be heard. Instead talk quietly or stop and wait. Your class should know that for every minute you are kept waiting they will receive extra English homework, or whatever consequence you have designated.

Children love the sound of their own name more than anything else. So use an individual's name for praise and avoid using it when telling someone off.

Create teams and deduct or reward behavior points to a team's score during a game. Your class will respond naturally by using peer pressure to keep the naughty children from misbehaving.

Empower your children with choices. For example, ask a naughty child, "Do you want me to speak to your Dad?" By asking a question you give the child the power to choose, whereas if you use a threat such as, "I'll call your Dad if you don't behave", you take the initiative away and seem tyrannical.

You can also say things like, "you can either play the game properly or you can sit in the corner". The child will probably choose to play the game properly, and you make them responsible for their behaviour.

Prevention is better than cure, so try giving boisterous children an important task BEFORE they start to play up. They may respond well to the responsibility.

It is important, especially with a large class, to hand things out quickly or use a system to have this done, such as giving the well-behaved children the task as a reward. Sing a song together or do some counting or a quick game to occupy the class while materials are handed out.

Play a mystery game and, before you start your fun game say that during the activity you will be watching the whole class for 3 well-behaved children who will be rewarded.

Only play games where you know you can keep a handle on the situation. For example there is no point playing a boisterous game with a lot of movement if you have more than around 20 children. With large classes, including classes of up to 60 children, you need special games where the children have limited movement - such as standing up or making gestures but while remaining in their seats. You can sign up to receive free games in the resource box below, and some of the free games given out are suitable for very large classes.

3. Attention grabbers
Start an English song the children know and love – they will all join in with you and at the end you’ll have their attention.

Clap out a pattern which the class must clap back, or start a rhyme they know with actions.

Use quiet cues such as heads down or lights off. Vary these with other fun quiet cues such as "Give me five".1--on your bottom, legs crossed; 2--hands folded in your lap; 3--face the speaker; 4--eyes and ears open; 5--mouths closed.

You teach this repeatedly in the first lessons and after a few weeks, you only have to say "Give me five:1,2,3,4,5", and the children will do it.

You can also use the Magic 1 2 3 idea. When a child does not comply start counting 1, 2,… The child knows that if you get to 3 there will be some sort of consequence, such as missing out on the next game. If you use this and you reach 3, you must follow through with an appropriate consequence consistently.

To summarise, establish the rules and consequences for good and bad behavior, apply them consistently, set a good example, use peer pressure and points, and use attention grabbing cues such as favorite songs, English rhymes with actions and countdowns. Above all play suitable games where you know you can keep in control of your class.

You can be firm and fun at the same time, and if you cannot manage your class, you should realize that, although it sounds harsh to say it, you are wasting their time.

10 Ways to Improve Your Brain Health

10 Ways to Improve Your Brain Health

1. Do “neurobic” exercises to strengthen neural pathways. Certain cognitive exercises and brain games can create new associations between different brain parts, says neurobiologist Lawrence Katz of Duke University. Neurobics include getting dressed or showering in the dark, switching what you normally wear on one side to the other (e.g., put your watch or bracelet on your opposite wrist), using your opposite hand to brush your teeth, and cooking ethnic foods that you’ve never prepared before.

2. Limit your alcohol intake to keep your brain "big." The more alcohol you consume, the lower your brain volume becomes. Scientists at Wellesley College in Massachusetts found that low to moderate levels of alcohol helps protect your health from cardiovascular disease, but heavy drinking shrinks brains. These researchers define heavy drinking as more than 14 drinks per week, moderate drinking as 8 to 14 drinks per week, and low as less than 7 drinks per week. To improve your brain health, keep the alcohol consumption to a minimum.

3. Try something new to sharpen concentration. An active brain can slow the mental decline that comes with age. “A lifetime of good mental habits pays off,” says University of Alberta researcher Dr. Dennis Foth. “People who are curious at a young age are more likely to be mentally active and stay active as they age. And we found it's never too late to start. With a little effort, even people in their 70s and 80s can see dramatic improvements.” Memorizing poetry, learning a new musical instrument, or taking Spanish or French lessons are great ways to increase memory and sharpen concentration.

4. Smell the sandalwood to increase your memory. “Natural scents have a direct pathway to the brain and research shows that some chemical constituents of aromatherapy oils, particularly…sesquiterpenes can cross the blood-brain barrier and increase oxygen flow to the brain,” says Michelle Schoffro Cook, doctor of natural medicine and author of The Brain Wash. Extra oxygen increases energy, immune function, positive moods, and learning. Frankincense and sandalwood are particularly effective at increasing oxygen levels in the brain. Aromatherapy also decreases stress (and stress decreases brain health).

5. Do the tango to strengthen cognitive abilities. Dance requires twists and turns that strengthens brain connections. Learning the cha-cha-cha can nourish brain cells, which translates to cognitive skills in the real world. “Exercise can protect the brain against environmental toxins by counteracting free radicals and reducing inflammation,” says Schoffro Cook, author of The Brain Wash. Physical activity is one of the best ways to promote the growth of new brain cells and reduce the risk of Alzheimer's.

6. Sleep to boost memory. Your brain requires huge amounts of energy to function properly; sleep boost memory and allows your brain to process information. “Though it's not sexy, the traditional sleep advice is still effective,” says Dr Rachel Morehouse of the Atlantic Sleep Centre. Sleep little – if at all – during the day because naps rob you of sleep at night. To improve your overall brain health, get up and go to bed at set times. Stay active but avoid exercising in the evening because it keeps you awake. Wind down before you go to bed with music or a book. To improve your memory, enjoy healthy food, eat light meals at night, and avoid caffeine.

7. Volunteer to lower your stress and increase mental functioning. “Good Samaritans have been found to have lower stress levels and a sense of well-being, factors that add up to better overall health, including brain health,” says Schoffro Cook, author of The Brain Wash. The brain benefits of volunteering include increased mental functioning and better communication skills. The key may be in the “helper’s high” – the sense of calmness and well-being that comes from helping others. Volunteering can also improve your brainy health by raising your self-esteem and feelings of self-efficacy.

8. Socialize with people to improve your memory. Talking can increase memory and cognitive skills, says Oscar Ybarra, a psychologist at the University of Michigan. Further, he believes that visiting with a friend or neighbor may be as helpful as doing a crossword puzzle. About his study, he said, “Short-term social interaction lasting for just 10 minutes boosted participants’ intellectual performance as much as engaging in so-called ‘intellectual’ activities for the same amount of time.”

9. Strive for variety. Don’t rely on a particular practice, supplement, or food to improve your brain health. Instead, incorporate different activities into your life. For instance, take a child hiking if you normally spend time with adults; go for a run instead of the usual yoga class. The more you challenge your brain and body, the healthier and stronger they become. Playing brain games can also improve your brain health.

10. Reduce your exposure to neurotoxins. Harmful chemicals, food additives, and chemically altered ingredients can harm your brain and body health. While it’s not possible to completely eliminate pollution from your environment, you can limit it. Pure products, organic produce, natural fragrances, whole foods, and fresh air will improve your brain health and sharpen concentration.

If you found How to Improve Your Brain Health interesting, read Foods That Make You Smarter

http://suite101.com/article/how-to-improve-your-brain-health-a53255

Children story

by Karen Lewis
Illustrated by Michael S. Weber

Not long ago and not far away there was a beautiful, big teddy bear who sat on a shelf in a drug store waiting for someone to buy him and give him a home.
     His name was Wolstencroft. And he was no ordinary bear.

     His fur was a lovely shade of light grey, and he had honey colored ears, nose and feet. His eyes were warm and kind and he had a wonderfully wise look on his face.
     Wolstencroft looked very smart in a brown plaid waistcoat with a gold satin bow tie at his neck.
     Attached to the tie was a tag with his name written in bold, black letters: Wolstencroft.
  He had arrived in the store just before Christmas when there had been a lovely big tree in the window, all decorated with fairy lights. Yards and yards of sparkling tinsel had been draped over everything, and holiday music had been playing all the time. Wolstencroft was especially fond of Jingle Bells. He liked its light, tinkling sounds. It always made him feel merry.

     At that time there had been lots of other bears to keep him company. In fact, there had been so many teddy bears crowded onto that one narrow shelf that he had scarcely had room to move.
     But, one by one they had all gone. Gleefully waving goodbye as they were carried off to their new homes. Until finally, he was the only teddy bear left in the entire store.
     He had hoped that Santa Claus would drop by on Christmas Eve and deliver him to a good home. But he hadn't. Santa had been too busy that year, delivering even more presents than usual.
     Wolstencroft felt sad and lonely sitting there all by himself on the shelf that was high above the Christmas cards. He longed to have a child take him home and love him and play with him. But, most of all, to hug him. For no hug is ever too big for a teddy bear.
     He was trying hard not to cry because he knew that tears would make his eyes all puffy and red and then he would have even less chance of finding a home.
     But why oh why didn't someone choose him?
     Why, he wondered, was he passed over so many times for other less beautiful bears?

---

   Then one day, shortly before Easter, three bunny rabbits were placed on the shelf beside him.
     They all had very big ears and feet and long legs. All three were wearing woolen sweaters.
     Rita Rabbit wore a pink sweater. Roger Rabbit a green one. And Ronnie wore blue.
     Roger and Ronnie were twins, and Rita was their sister.
     "My you are a handsome bear," Rita told Wolstencroft after the store had closed for the night. "I'm surprised that no one has bought you and taken you home."
     "So am I," replied Wolstencroft and, although he tried very hard to stop it, a tear rolled down his furry cheek.
     Ronnie and Roger had jumped down off the shelf and were playing tag up and down the aisles.

     "Be careful and don't knock anything over," Rita called to them.
     Rita looked closely at Wolstencroft from every angle. She peered into his face and circled around him, her nose twitching. He had noticed that bunnies' noses twitch a lot. Then she sat down and remained deep in thought for a very long time.
     "Well," he asked her, unable to stand the suspense any longer. "What do you think is wrong with me? Why doesn't anyone want to buy me?"
     "It must be your name," Rita answered.
     "My name!" exclaimed Wolstencroft. "Why, what's wrong with my name?"
     "Oh, there's nothing wrong with your name," Rita replied. "Wolstencroft is a wonderful name, but it's too long for some people to say. Not everyone can pronounce it properly."
     Now Wolstencroft had always been able to say his name correctly. But then, it was his very own name and everyone can say his or her own name. At least he thought that they could. Not when they are very little, of course. He couldn't say his name when he was a tiny baby bear. But after he had started going to school he knew it very well.
     "Wolstencroft," the teacher would call out. "Will you recite the alphabet for us today?"
     And he would name all the letters from A to Z. All 26 of them. He was a very smart bear.
 On Easter Sunday, very early just after the store had opened, a Mommy and Daddy bought Roger and Ronnie for their twin boys.

     "They look nice," Rita said. She was happy that her brothers had found a good home but felt sad, too, because she was beginning to miss them already.
     At the front of the store a table had been set up with chocolate Easter eggs. And as it was now Easter Sunday, they had been marked down to half price.
     After everyone had gone home for the day, Wolstencroft picked the nicest egg he could find and gave it to Rita, to cheer her up.
     They shared the egg, sucking on the sweet creamy chocolate and making sure it didn't get onto their clothes.
     Then they started to talk about the name Wolstencroft again.
     "I wouldn't want to change it," Wolstencroft declared. " I mean it's me. I've had it all my life.
     "But if it's stopping you from getting a home," Rita insisted. "You may have to."
     She hopped over to the book department and returned with a book called What to Name Baby.
 Then she began reading out the names she thought might suit Wolstencroft.
     "What about Adrian?" she suggested. "It's a lovely name, very dignified."
     But Wolstencroft shook his head.
     "Well, what do you think of Bernard? It actually means brave as a bear."
     But Wolstencroft was not impressed.
     So Rita left the B's and began flipping through the pages of the book, reading out a name for each letter of the alphabet starting with C.

     "Clive, David, Edwin, Francis, Graham, Howard, Ivan, Jeremy, Keith, Leonard, Miles, Nathan, Oliver, Percy, Quentin, Rodney, Selwyn, Timothy, Ulysses, Vincent, Winston."
     And here she stopped because the names beginning with X, Y and Z: Xavier, Yves and Zachary, were too difficult to pronounce. There was no sense in taking a name that was even harder to say than the one he already had.
     But Wolstencroft didn't like any of the names she suggested. At least not for himself.
     "They're all fine names," he said, popping a piece of chocolate into his mouth then dabbing his mouth with a napkin. "But, they're just not me."
     Rita stayed lost in thought for a very long time, tapping her cheek with her finger. And it wasn't until the big clock behind the pharmacy counter struck ten that she finally spoke.
     "I think I have the answer," she said. "You could have a name that's easy to say and keep your name at the same time."
     Wolstencroft looked puzzled. "That doesn't make sense," he replied.
     "Oh, but it does," Rita insisted. "You only have to shorten the name you have."
     Wolstencroft began to look interested. "You mean I would still be Wolstencroft, but I'd have a shorter, easier to pronounce name for those who preferred it."
     "That's right," she cried excitedly. "And you have such a long name that there are several choices." And she began ticking them off on her fingers.
     "Woolly, Wolsten, Sten or Croft. Which one do you like best?"
     Wolstencroft thought very carefully, mulling over each name in his mind.
     "I like Croft," he decided at last. It's very dignified.
     Rita looked disappointed. "I like Woolly best," she said. "It's so cuddly and friendly. And you are woolly, you have a lovely thick coat."
     Wolstencroft looked uncertain.
     "You would still be Wolstencroft," Rita reminded him. "And that's a very dignified name indeed. Woolly would be a nice contrast."
     They talked it over for well into the night as this was a very important decision. There are very few things as important as one's name.
   But finally, just before the dawn rose in the eastern sky, Rita had convinced him that Woolly was the best choice.
     "You're right," Wolstencroft said as he closed his eyes and prepared to sleep. "It's nice to be dignified, but not to be stuffy."
     And so it was that Wolstencroft became known as Woolly for short.
     "I bet someone will come along and buy you tomorrow," Rita predicted as she fetched a black felt pen from the stationery department and underneath Wolstencroft, wrote Woolly for short.
     But Rita was wrong. It was she, and not Wolstencroft, who went to a new home the next day.
     Nobody bought Wolstencroft that day. Or the next day. Or the day after that.
     In fact, all through that entire year, which felt very long indeed to Wolstencroft, nobody took him home to love and to hug him. And by this time he longed to be hugged so badly that sometimes he thought he just couldn't stand it any longer. Because, of course, no hug is too big for a teddy bear.
     Soon it was almost Christmas time again. And the tinsel and the holly were decorating the drug store. And the shoppers were all very merry and wearing gaily colored scarves and mittens. But still no one bought Wolstencroft, who was feeling extra sad and lonely sitting there all by himself high above the Christmas cards and wrapping paper.

     It's my name he decided sadly, as a tear rolled down his furry cheek. I hate it. And so does everyone else. I wish I were called anything but Wolstencroft. Even though it's now Woolly for short.
  Then one frosty evening when the stars were sparkling in the night sky and snowflakes were dancing past the windows, a little boy and his daddy came into the store.
     "Hey look at this," said the daddy when he noticed Wolstencroft's name tag. "This teddy bear has the same name as you! Only you're called Sten for short and he's called Woolly."
     "What?" The boy called out in surprise. "I didn't think anyone else in the whole great big world was called Wolstencroft."
     And just like Wolstencroft the bear, he was beginning to hate his name.
     "Why don't you two get to know each other?" the daddy suggested as he lifted Wolstencroft down from the shelf.
     And the little boy wrapped his arms around his namesake, which means someone who has the same name as yourself, and stroked his soft fur. And they both loved each other from that moment on.
     "I love him daddy, can I have him for Christmas?" he asked hopefully. And when his daddy said yes, danced around the store with Wolstencroft, almost colliding with other shoppers as he did so.

     Wolstencroft really wasn't such a bad name after all they both decided as they whirled around the Christmas tree at the front of the store. In fact, it was starting to sound better all the time now that they had found each other in this wonderful way.
     Wolstencroft the bear had never remembered feeling this happy before. Indeed, he felt so chock-full of joy that he thought he just might burst. He was going to a new home at last. And he knew that this little boy, who was called Sten, would be his very best friend forever.
     Then Sten gave him a hug so big that his tummy was squished. But, of course, Wolstencroft didn't care. Because no hug is too big for a teddy bear.
 

see more on http://www.magickeys.com/books/wolstencroft/index.html

aaaddddddddddddduuuuuuuuuuhhhhhhhhhh  akhirnya nie blog jadi juga ! ^-^

this is my second blog........... but it was made so longer than unusual.............. oooooo I hate it...........

but finally it is done hahahaha...............

thanks for Eka Sri Rahayu n Dwi Sri Wahyuni because they had given a lot of meals when I did this blog!

hehe thanks sista