The Implications of the Reciprocal

The Implications of the Reciprocal Style
Just as the previous two styles have implications affecting the teacher and
the learner, so does this style. The implications unique to the Reciprocal
style are:
• The teacher accepts the socializing process between observer and doer
as a desirable goal in education.
• The teacher recognizes the importance of teaching learners to give
accurate and objective feedback to each other.
• The teacher is able to shift the power of giving feedback to the learner
for the duration of Reciprocal style episodes.
• The teacher learns a new behavior that requires refraining from direct
communication with the performer of the task (the doer).
• The teacher is willing to expand his or her behavior beyond those of the
Command and Practice styles and takes the needed time for learners to
learn these new roles in making additional decisions.
• The teacher trusts the students to make the additional decisions shifted
to them.
• The teacher accepts a new reality where he or she is not the only source
of information, assessment, and feedback.
• The learners can engage in reciprocal roles and make additional decisions.
• The learners can expand their active roles in the learning process.
• The learners can see and accept the teacher in a role other than those
intrinsic to Command and Practice styles.
• Learners can spend time learning (by use of the criteria sheet) in a
reciprocal relationship without the constant presence of the teacher.

Hasil (Bahasa Indonesia) 1:

The Implications of the Reciprocal StyleJust as the previous two styles have implications affecting the teacher andthe learner, so does this style. The implications unique to the Reciprocalstyle are:• The teacher accepts the socializing process between observer and doeras a desirable goal in education.• The teacher recognizes the importance of teaching learners to giveaccurate and objective feedback to each other.• The teacher is able to shift the power of giving feedback to the learnerfor the duration of Reciprocal style episodes.• The teacher learns a new behavior that requires refraining from directcommunication with the performer of the task (the doer).• The teacher is willing to expand his or her behavior beyond those of theCommand and Practice styles and takes the needed time for learners tolearn these new roles in making additional decisions.• The teacher trusts the students to make the additional decisions shiftedto them.• The teacher accepts a new reality where he or she is not the only sourceof information, assessment, and feedback.• The learners can engage in reciprocal roles and make additional decisions.• The learners can expand their active roles in the learning process.• The learners can see and accept the teacher in a role other than thoseintrinsic to Command and Practice styles.• Learners can spend time learning (by use of the criteria sheet) in ahubungan timbal balik tanpa kehadiran terus-menerus guru.

Hasil (Bahasa Indonesia) 2:

Implikasi dari Reciprocal Style
Sama seperti dua gaya sebelumnya memiliki implikasi yang mempengaruhi guru dan
pelajar, demikian juga gaya ini. Implikasi unik untuk Reciprocal
gaya adalah:
• Guru menerima proses sosialisasi antara pengamat dan pelaku
sebagai tujuan yang diinginkan dalam pendidikan.
• Guru mengakui pentingnya peserta didik mengajar untuk memberikan
umpan balik yang akurat dan objektif untuk satu sama lain.
• Guru adalah mampu menggeser kekuatan memberikan umpan balik kepada peserta didik
selama episode gaya Reciprocal.
• Guru belajar perilaku baru yang memerlukan menahan diri dari langsung
komunikasi dengan pemain dari tugas (pelaku).
• Guru bersedia untuk memperluas nya perilaku di luar yang dari
Komando dan Praktek gaya dan mengambil diperlukan waktu bagi peserta didik untuk
mempelajari peran-peran baru dalam membuat keputusan tambahan.
• Guru mempercayai siswa untuk membuat keputusan tambahan bergeser
kepada mereka.
• Guru menerima baru realitas di mana ia bukan satu-satunya sumber
informasi, penilaian, dan umpan balik.
• The peserta didik dapat terlibat dalam peran timbal balik dan membuat keputusan tambahan.
• The peserta didik dapat memperluas peran aktif mereka dalam proses pembelajaran.
• The peserta didik dapat melihat dan menerima guru dalam peran selain yang
intrinsik untuk Command dan gaya Praktek.
• Peserta didik dapat menghabiskan waktu belajar (dengan menggunakan lembar kriteria) dalam
hubungan timbal balik tanpa kehadiran konstan guru.