Encouraging reading for pleasure

The Government is committed to improving literacy skills for all pupils. A key part of this commitment is promoting the importance of reading for pleasure. We want teachers and school librarians to support children to enjoy reading, and enable them to read a wide range of good quality literature.
There is good evidence to suggest that young people who read for pleasure daily perform better in reading skills tests than those who never do. However, a recent survey carried out by the National Literacy Trust has indicated a decline in the amount of time children and young people spend reading for pleasure.
This section gives the evidence for why reading for pleasure is so important, and offers some case studies and practical ideas on how to promote reading in your school.

What are the benefits of reading for pleasure?

• Children who say they enjoy reading for pleasure are more likely to score well on reading assessments compared to pupils who said they enjoyed reading less
• There is some evidence to show that reading for pleasure is a more important determinant of children’s educational success than their family’s socio-economic status
• It can have a positive impact on pupils’ emotional and social behaviour
• It can have a positive impact on text comprehension and grammar.

What works in improving independent reading?

• An important factor in developing reading for pleasure is providing choice - choice and interest are highly related
• Parents and the home environment are essential to the early teaching of reading and fostering a love of reading; children are more likely to continue to be readers in homes where books and reading are valued
• Reading for pleasure is strongly influenced by relationships between teachers and children, and children and families.

A report on the evidence about reading for pleasure can be downloaded from the associated resources section below.

We asked teachers and librarians for practical, innovative ideas to promote reading in school. This is what they told us.

• Engage parents by inviting them to become members of the school library, or by inviting them to workshops on how to support their child’s reading.
• Make reading visible around the school by displaying attractive posters – ‘Good reads for historians…’, ‘Want to know more about the causes of earthquakes? Try these books…’ 
• Have sections of a text placed in different corridors and areas so that pupils need to read one and find the next extract.
• Let pupils take home six books from the library over the summer holiday (one for each week). Better that the books are with the pupils than sitting on the shelves over the summer holiday!
• Recruit influential pupils to be book, author or genre ‘ambassadors’ – with an element of competition to see who can secure the widest readership.
• Try ‘Taking a chance on a book’ promotions where some books are wrapped in paper to hide their identity; this gives an air of mystery and can encourage readers to try different genres.
• Add small ‘recommendation’ cards to book displays with lively pupil or teacher comments, or try “If you like this then you’ll love…”
• Encourage other staff to use and promote the library to pupils. One school uses regular ‘literary lunches’ hosted by the librarian, where new acquisitions are shared with other members of staff.
• Take the library out of the library – set up book displays and reading corners in different parts of the school.
• Show pupils how current literature has its roots in the past, e.g. Twilight and Dracula.
• Take advantage of technology in the school – share book recommendations, extracts or reviews on the school’s intranet, screensavers and TV display screens.
• Set up book groups for pupils – encourage them to discuss books and make recommendations, or try shadowing book awards such as the Carnegie.
• Develop a subject specific ‘extension library’ to enable older pupils who may be specialising in history or economics to develop their reading repertoire whilst connecting to and making sense of their specialist areas of interest.

We asked a group of teachers and librarians how they promote wider reading of novels in their schools. This is what they told us.

English subject leaders promote wider reading of novels by:

• Reading themselves – being role models and keeping abreast of new fiction for pupils of different ages
• fostering strong links with the school library/librarian
• maintaining a calendar of literary events
• giving book tokens/books as rewards or prizes
• providing ideas for parents to promote reading at home.

School librarians promote wider reading of novels by:

• Taking the library into other areas of the school – science labs, assemblies, etc
• making the library a welcoming place – perhaps even extending it outdoors when the weather permits
• engaging with pupils as readers and getting to know their preferences, using data to find out what pupils are reading and then acting on the information
• providing attractive and eye-catching displays and book recommendations
• keeping up to date with the best new fiction for children of different ages.

Senior leaders promote wider reading of novels by:

• Making it a whole school priority
• ensuring that all teachers promote reading in their subject areas, e.g. historical novels in history
• raising the profile of the library/librarian
• reading themselves – being a role model – keeping and publishing a reading blog
• creating a reading-friendly environment.

Teachers promote wider reading of novels by:

• Reading themselves – being a role model
• dropping reading hints - leaving books on desks, talking about books and displaying books in the classroom
• engaging with pupils as readers and getting to know their preferences
• referring to whole books/literary fiction rather than just chunks in textbooks, e.g. historical novels in history
• displaying posters – ‘If you like science, you’ll love…‘ with a list of recommended literary fiction.

Former Children’s Laureate Michael Rosen has put together a '20 point plan' with plenty of useful ideas on how teachers and schools can encourage children to read more widely.

A good school library service can have a significant impact on pupils’ literacy. We would like to see all schools have a well-stocked library and all secondary schools employ an information professional, but this should be a local decision, not one mandated by Government. It is up to schools to target resources appropriately according to their individual circumstances and to make their own choices about school library provision and book resourcing.

Organisations such as the School Library Association (SLA), the Chartered Institute of Library and Information Professionals (CILIP), and the Society of Chief Librarians (SCL), provide a wealth of materials, training and expertise to help school libraries and librarians improve provision at a local level.

Last year’s report from the School Library Commission (chaired by Baroness Morris) also provides a range of suggestions for improvements.
If you are looking for more ideas, resources to support reading for pleasure, or book recommendations, you may find the links on this page useful.
The Department has chosen a partnership between Booktrust and the Pearson Foundation to develop and manage a national schools reading competition. This follows an open tender exercise conducted earlier this year.
The competition will aim to increase volume, range and quality of children’s reading; cultivate long-lasting positive attitudes towards reading; and encourage children to talk about and recommend books.
Designed to capture the imagination of participants, schools and parents, the competition will lead children to a wide range of quality fiction and non-fiction, while allowing them to select books individually according to their interests, tastes and ability. It will culminate in individual, school and class prizes at regional and national level.
The competition will be tested and developed over the course of the summer and is expected to launch in the academic year 2012/13 for pupils in Year 5 and Year 6. It will expand to include more pupils in future years.
For further details or to express an interest in taking part in the reading competition, please contact Booktrust or the Pearson Foundation directly.
Resource from: http://www.education.gov.uk/

Membangun Kesadaran Diri

”Tanpa disiplin, tidak ada kehidupan sama sekali”

Katharine Hepburn

Sejak awal berdiri sekolah pak Supangkat(bukan nama sebenarnya) di mana ia pertama kali sebagai kepala sekolah yang membiasakan program penyambutan siswa. Dan sekarang sudah banyak sekolah – sekolah yang melakukan penyambutan murid-murid di depan pintu gerbang sekolah. Semoga ini sebuah kesadaran dan sekaligus sebuah simbol pertaubatan akan pentingnya membangun kesadaran diri. Kesadaran diri akan apa sekolah selama ini membangun. Anak-anak menempuh sekolah untuk jenjang TK 2 tahun lamanya, SD 6 tahun, SMP 3 tahun, dan SMA 3 tahun lamanya. Belum lagi bila mereka akan melanjutkan ke PT 4 tahun sekurang-kurangnya yang harus mereka tempuh. Begitu panjang dan lama perjalanan mereka harus lalui untuk memperoleh pendidikan dan pengajaran. Jadi anak-anak didik kita bila lengkap menempuh pendidikan dan pengajaran selama 18 tahun. 

Pendidikan selama itu haruslah jelas bagi para pendidik, orang tua dan pemerintah, bahwa sebenarnya kita semua ini akan membangun apa? Apakah kita sudah mengetahui dan merasakan akan hasil pendidikan dari tiap-tiap jenjang pendidikan? Lulusan SD harus ada perubahan apa pada mereka? Demikian pula untuk lulusan SMP, SMA dan PT. Bila ternyata kita belum mengetahui sebenarnya sekolah dan perguruan tinggi itu membangun apa, tentu kita juga tidak akan pernah mengetahui dan tidak akan pernah merasakan perubahan apa-apa pada mereka, para lulusannya. Selama ini yang menjadi hasrat atau nafsu kuat dari pendidik, orang tua dan pemerintah adalah anak didik mendapatkan nilai yang tinggi saja yang tidak dilandasi sikap atau akhlak yang kuat. Sebagai akibat pembangunan sistem pendidikan yang belum berimbang. Sebagai contoh untuk mendapatkan nilai UAN dengan standar kelulusan 5.00 baik siswa, guru dan orang tua melakukan sesuatu yang tidak jujur dan tidak terpuji, pembocoran kunci jawaban.

Arah pembangunan pendidikan kita akan benar dan sesuai dengan falsafah Bapak Pendidikan Indonesia, Ki Hajar Dewantara dengan triloginya yaitu ing ngarso sun tulada, ing madya mangun karsa, tut wuri handayani, bila kita mendahulukan pembangunan sikap dan perilaku dari pada kecerdasan otak semata. Betapa besar dampak sistem pendidikan kita sekiranya pondasi pembangunan kecerdasan kognisi anak-anak didik kita ditopang oleh sikap-perilaku dan keterampilan sebagaimana diagram di bawah ini:

Pembangunan sikap dan perilaku pada prioritas pertama contohnya adalah disiplin, jujur, pekerja keras dan pantang menyerah.

Dan pembangunan keterampilan sebagai pendukung contohnya adalah berbahasa-berbicara, menulis dan berhitung.

Kemudian terakhir pembangunan pengetahuan contohnya adalah pengetahuan alam, sosial dan logik-matematik.

            Anak didik adalah pewaris kita yang harus dipersiapkan dengan benar. Merekalah nantinya yang akan melanjutkan tali estafet pembangunan bangsa ini. Penyambutan siswa di pagi hari itu hendaklah menjadi gambaran pada kita semua betapa anak didik menjadi tamu istimewa yang harus kita jamu dengan jamuan yang istimewa pula. Sadarlah! Sadarlah! Dan berjanjilah pada diri kita masing-masing dengan mengubah orientasi pembangunan pendidikan bangsa ini menjadi sikap-perilaku dan keterampilan menjadi penyangga kecerdasan (pengetahuan) anak didik.

Pengelolaan Kelas di Sekolah Dasar

Pengertian

Adalah segala usaha yang diarahkan untuk mewujudkan suasana belajar mengajar yang efektif dan menyenangkan serta dapat memotivasi siswa untuk belajar dengan baik sesuai kemampuan.

Tujuan

1.    Mewujudkan situasi dan kondisi kelas yang konduksif sebagai lingkungan belajar

2.    Menghilangkan berbagai hambatan yang menghalangi terwujudnya                  interaksi belajar mengajar

3.    Menyediakan dan mengatur fasilitas belajar

4.    Membina dan membimbing siswa sesuai dengan latar belakang

Peran Guru dalam Pengelolaan Kelas

1.    Peran sebagai Pengajar/Instruksional

Peran yang mewajibkan guru untuk menyampaikan sejumlah materi pelajaran sesuai dengan kurikulum berupa informasi, fakta tugas dan ketrampilan siswa.

Beberapa yang dilakukan guru:

a.    Menyusun program pengajaran

b.    Membuat persiapan mengajar untuk tiap bahan kajian

c.    Menyiapkan alat peraga atau media

d.    Menyiapkan program lain, remedial, pengayaan, ekstra dll

2.    Peran sebagai Pendidik/Educational

Dalam hal ini peran guru adalah membentuk sikap, mental dan watak siswa. Perhatian guru yang lebih pada sikap, tingkah laku, ketertiban dan kedisiplinan.

3.    Peran sebagai Pemimpin/Managerial(keteladanan)

Guru adalah pemimpin dan penanggung jawab utama kelasnya. Oleh karena itu guru harus mengadakan hubungan dengan sekolah lain, masyarakat sekitar dan sumber daya yang ada. Sementara yang berkaitan dengan tata usaha dan administrasi kelas ( managerial kelas ). Kemampuan yang harus dimiliki guru:

a.   Menguasai kurikulum

b.   Menguasai materi pelajaran

c.   Menguasai metoda dan evaluasi belajar

d.   Setia terhadap tugas

e.   Disiplin dalam arti luas

Tehnik membina disiplin kelas:

   a.      Pendekatan ada 2 yaitu:pemberian bimbingan & evaluasi pada diri                                    sendiri

   b.      Tehnik-tehnik yang digunakan : tehnik keteladanan guru, tehnik                                 bimbingan guru, tehnik pengawasan bersama.

Aspek-Aspek Pengelolaan Kelas

1.    Mengecek kehadiran siswa

2.    Mengumpulkan hasil pekerjaan siswa dan menilai hasil pekerjaan

3.    Pendistribusian bahan dan alat

4.    Mengumpulkan informasi dari siswa

5.    Mencatat data

6.    Pemeliharaan arsip

7.    Menyampaikan materi pelajaran

8.    Memberi tugas

Pendekatan dalam Pengelolaan Kelas

1.      Komando atau perintah

2.      Pemberian sanksi

3.      Demokratif                                                                    

4.      Akal sehat

5.      Instruksional

6.      Motivasi

7.      Sosio-emosional

8.      Kerja kelompok

Peningkatan Mutu Pendidikan Sekolah

Komponen-komponennya:

1.    Siswa meliputi:

-   Kemampuan

-   Lingkungan

-   Intelegensi, kepribadian, bakat dan minat

2.    Guru meliputi:

-   Kemampuan

-   Latar belakang pendidikan

-   Pengalaman kerja

-   Beban mengajar

-   Kondisi social ekonomi

-   Motivasi kerja

-   Komitmen terhadap tugas

-   Disiplin

-   Kreativitas

3.    Kurikulum meliputi:

-   Landasan program dan pengembangan

-   GBPP

-   Metoda

-   Sarana

-   Tehnik penilaian

4.    Sarpra meliputi:

-   Media belajar

-   Laboratorium

-   Perpustakaan

-   UKS

-   dll

5.    Pengelolaan kelas:

-   Pengelolaan kelas

-   Pengelolaan guru

-   Pengelolaan siswa

-   Pengelolaan sarpra

-   Peningkatan tata tertib

-   Kepemimpinan

6.    PBM

-   Penampilan guru

-   Penguasaan materi/kurikulum

-   Penggunaan metoda

-   Pendayagunaan media mengajar

-   Penyelenggaraan PBM dan evaluasi

-   Pelaksanaan kurikuler dan ekskul

7.    Pengelolaan dana:

-   RAPBS

-   Penggunaan dana

-   Laporan

-   Pengawasan

8.    Supervisi dan monitoring

-   KS supervisor di sekolah

-   PS sebagai supervisor

-   Pembina

9.    Hubungan sekolah dan lingkungannya

-   Hubungan sekolah dengan orang lain

-   Hubungan sekolah dengan instansi pemerintah

-   Hubungan sekolah dengan dunia usaha dan tokoh masyarakat

-   Hubungan sekolah dengan lembaga lainnya.

*Disarikan dari sebuah buku

Learning Tipe

When we celebrate good practice, it helps if we have a shared understanding of what it looks like and a common language with which to review, analyse and discuss it. Having a common language helps us to ensure that every lesson is of the highest quality we can deliver with the focus on achievement and engagement for every learner. Once this language is consistent across teams, deconstructing classroom experiences good, bad and ugly becomes a valuable exercise, promoting teacher reflection and informing continuing professional development (CPD) opportunities and performance review (PM) targets.

Effective department teams share a clearly articulated vision of what they intend to achieve, a vision and a strategy for achieving it which underpins and promotes the wider organisation's drive for improvement. When cross-school conversations about learning and teaching are based on a mutually agreed and understood framework, it is easier to harness the potential of the learning conversation, teacher to teacher, student to teacher and student to student. This common, consistent language can be achieved via a range of effective initiatives which in due course most teams will use in order to promote team and school improvement.

The introduction of such important protocols as: common lesson planning formats, clearly articulated marking and assessment protocols, a jointly developed and agreed team teaching and learning policy, peered observation schedules and the introduction of Assessment for Learning (AfL) bring with them the capacity to bring about real improvement in teacher classroom practice. They do this by helping us agree benchmark standards for practice in our own classrooms and our own teams and promote dialogue beyond subject boundaries. They help create dialogue around the standards and expectations that each department head expects from their teachers and around what each student has the entitlement to expect from their teachers. Such initiatives harness the potential for teacher and pupil improvement because they lay the foundations for consistency of practice and expectations.

As individual teachers, we are ultimately part of teams in which securing high standards should be the main drivers of our daily practice. In this respect, although the team in which you may work may currently do none of the above, by introducing these areas in your work you have the potential as an individual to drive standards of achievement and engagement forward, modelling for others the potential that resides in effective teams. However, a word of caution if you are a lone voice in the wilderness of your team, start your initiatives small, maybe choosing one or two new approaches to try out making mistakes and revisiting and refining your practice in the security of your classroom or with a colleague who you know shares your philosophy and passion. Perhaps you might consider team-teaching with the other teacher or maybe enlist the support and insights of your teaching assistant or other in-class supporters. And whatever you do don't forget to ask the students what they think about these changes.

You might wish to begin distilling good practice in order to develop a teaching and learning policy and in order to do that you could simply write a list of some of the things that make for successful practice and then share that with the wider department team or with another teacher or teaching assistant with whom you work closely. What do they think? By beginning this conversation you will be moving your practice forward by exploring key concepts related to effective learning.

Through this process you will begin to understand the shift towards personalised learning and through this you will doubtless discover the potency of developing assessment for learning practice in your classroom.

The focus on individual needs and the emphasis on monitoring and evaluation in promoting effective learning is what lies at the heart of the move toward afl in schools. Afl approaches have much to offer in the drive to develop personalised learning and these approaches lie at the heart of the new Ofsted inspection framework, where assessment of and for learning are influential elements of inspection.

In some schools there is little real dialogue around effective learning and teaching, either across teams or within teams. This is because some subject specialists see themselves as just that - they don't see themselves as a school-wide driver for improvement. Thus they can lack the inclination to move beyond subject boundaries. Clearly articulated whole-team and whole-organisation policies help to promote the idea that we learn from each other in a professional climate of respect with mutually shared values.

By looking briefly at one area, that of afl, we begin to see how these initiatives can easily be absorbed into planning and delivery of teaching, regardless of whether you are a historian, a PE teacher or a modern linguist.

Assessment for learning
When classroom observations are undertaken by colleagues or inspectors the quality of learning will be reviewed in detail with observers expecting to see that pupils:

• know what they are learning
• know whether they are consolidating previous skills or learning new ones
• make links between previous and current learning
• can work independently
• collaborate with other pupils

In other areas, such as the enjoyment of learning, quality of provision, assessment to support learning and pupil progress, consistency regarding AfL practice can provide a cornerstone for quality classroom experiences, with AfL enabling teachers to differentiate effectively for all learners, thus providing the type of personalised approach good practitioners are striving for.

In essence the key to AfL is students being active participants in their own learning. This requires teachers to consider and plan for ways in which content can be manipulated towards these ends.

Key characteristics of assessment for learning

• 'Sharing learning objectives with pupils
• Helping pupils to know and recognise the standards they are aiming for
• Involving pupils in peer and self-assessment
• Providing feedback that leads pupils to recognising their next steps and how to take them
• Promoting confidence that every pupil can improve
• Involving both teacher and pupil in reviewing and reflecting on assessment information.'

Pedagogy and Practice, Teaching and Learning in Secondary School, Unit 12: Assessment for Learning, National Strategies

Useful tools and techniques
There are a variety of sources where you can discover more about the underpinning principles of afl. These include: Pedagogy and Practice, Teaching and Learning in Secondary School, Unit 12: Assessment for Learning (National Strategies), Working Inside the Black Box (nferNelson, London, 2002), Testing, Motivation and Learning (The Assessment Reform Group, Cambridge, 2002).

As classroom practitioners, our most influential developments are often those which are easy enough for us to incorporate in our teaching without overhauling our entire planning regime. For this reason, I include here some simple approaches to developing afl in your classroom that most of us will find easy to incorporate into our practice. Do remember to evaluate the impact of these by discussing them with your students and by reviewing them with colleagues as part of your drive to improve standards.

Student review
 
Introduce the notion of a learning partner and as part of your plenary or as a mini-plenary introduce some protocols to support students reviewing each other’s learning.

Comment-only marking
This is intended to provide students with a focus for progression and the initial marking is undertaken by their learning partner. Each student has to review the other's work by reviewing it against the success criteria for the task. Once they have decided on the level that has been achieved, they write why they have made that decision, suggest further improvements and then sign their name and date their work. This ensures that there is a progress map of achievement and each marking partner accepts responsibility for their comments which the teacher can then review in detailed marking as appropriate.

Pupil-teacher feedback
Building on the previous idea, the teacher carries out a regular review of work and targets set and then uses these to identify the areas which are causing most problems for learners and refocuses lesson planning accordingly.

Student questioning
Create opportunities for students to ask questions. Allow time for this to eliminate ambiguity related to assessment activities. You might also consider having a question box in the classroom where you could then review any written questions and plan for these in your next lessons in the series.

No hands up
Look carefully at your question and answer approaches. If these are not carefully structured you will often find the same students answering questions in every lesson, thus leaving a large number of the students as passengers, just along for the ride.

Introduce wait-time before selecting students to answer questions. If you have an interactive white board (IWB), you will probably have a programme which allows students to be selected simply by pushing on a scrolling register, if you haven't got this you will need to ensure you involve students by thoughtful selection.

You tell the students that you are going to ask them a question and that they have 30 seconds thinking time and then you will select someone to answer. This ensures that all learners are encouraged to listen and to participate. This is a useful approach in all classrooms but it is particularly useful in mixed gender groups where some boys tend to be the risk takers, answering questions even before they have been asked!

Open versus closed questions
Closed questions can be useful, but they are not very successful when encouraging thinking skills and promoting higher-level thinking. Open questions are more likely to do this and thus improve learning.

Example closed question: 'Did you have dinner last night?'
Example open question: 'Which part of your dinner do you most enjoy and why is that?'

Lesson target setting
Lessons can become more purposeful if students set themselves targets for the duration of the lesson which are related to the lesson objectives. These can then be referred to throughout the lesson and revisited during the plenary. Learning partners and in-class supporters as well as the teacher can be checking on progress towards these targets as the lesson progresses.

SMART targets
Ensure that students understand that targets are there to support their learning not to reinforce their failure and for this reason they have to be SMART: specific, measurable, achievable, relevant, time-bonded.

Traffic lights
Use these as a visual means of showing understanding. Some schools have incorporated into their planners sheets of green, red and amber paper, thus enabling students to discretely signal their progress without calling attention to areas which some will regard as weaknesses and will not want to share when the teacher asks the age old question 'Does everybody understand?'

Put simply, the student opens their planner to the colour that relates to their progress and the teacher using the traffic light approach can see at a glance where he/she needs to focus attention. The traffic light also signals to the learning partner that there is a possible confusion, this then limits potential time off-task.

If your school has not got planners or has not included the traffic light system in their planners, it is fairly inexpensive and easy to do a class set of credit card sized paper in the three colours, joined by a treasury tag that can be distributed at the start of each lesson.

Achieving high-quality learning and teaching is every team's goal and achieving this through a commonly agreed, consistent framework of practices has the power to transform learning. By extending dialogue and collaboration beyond our own classroom and our teams we can begin to learn from each other in a meaningful 21st century manner.

References
Pedagogy and Practice, Teaching and Learning in Secondary Schools, Unit 12, Assessment for learning http://nationalstrategies.standards.dcsf.gov.uk/node/96853

Black, PJ et al (2002), Working Inside the Black Box: Assessment for Learning in the Classroom, nferNelson: London

Assessment Reform Group (2002), Testing, Motivation and Learning, ARG, Cambridge

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Written by: Lynn Maidment

About the Author:
Lynn Maidment is an education consultant whose company Beacon Development and Training specialises in high quality school staff training, development and interim management.

Untuk di-Renungkan dan di-Lakukan

Mr.President SBY
-Jabatan adalah amanah maka melaksanakan dengan sungguh2 dengan niat ikhlas karena Allah untuk mensejahterakan rakyat merupakan sikap yang benar.
-Masing-masing pemimpin memang memiliki gaya kepemimpinan masing2 tapi ketegasan, berani ambil resiko, bertanggung jawab, pantang menyerah(tdk mengeluh), kuat memegang visi kebangsaan adalah standar R1 dan pemimpin2 di republik ini.
-Siap jadi pemimpin harus siap pula RESIKO-nya maka ketegaran, kenegarawan, kebangsaan, dan kebijaksanaan memimpin negeri yang berbhineka tunggal ika ini sungguh amatlah berat namun besar pahala di sisi-Nya.
-Bekerja, bekerja, dan bekerja seyogyanya menjadi semangat dan porsi yang terus dikumandangkan dan diamalkan untuk menjawab kritikan.
-Janji, slogan dan pernyataan menjadi cermin buat diri, apa hanya untuk mengkibuli rakyat atau untuk memperjuangkan rakyat(adil-makmur)!
-Menggantungkan usaha dan doa hanya kepada Allah Yang Maha Kuasa.
-Semoga Bapak presiden diberi kesabaran dalam mengemban amanah.

Kita, WNI tercinta
-Warga negara yang baik adalah orang yang berkontribusi baik bagi bangsa dan negara di bidangnya masing-masing.
-Pemimpin yang baik hanya akan lahir dari warga negara yang baik pula, maka membangun karakter bangsa menjadi tanggungjawab masing-masing.
-Bangsa yang besar adalah bangsa yang mau bekerja keras untuk kemajuan diri, keluarga, masyarakat, dan lingkungannya, bukan menjadi parasit yang selalu merugikan dimana ia hinggap.
-Mengkritik adalah jalan yang paling mudah untuk menghakimi seseorang atau sekelompok orang tapi memberikan solusi sering menjadi jalan buntu.
-Bekerja, berdoa dan tawakal menjadi resep seluruh rakyat Indonesia tercinta ini.
-Semoga kita warga Indonesia diberi kekuatan, kesabaran dan kesuksesan dunia dan akherat.