Senin, 26 Agustus 2013


Presiden BEST SMP IT IM 2013 - 2014

Alfiryal zakiyudin,

Selamat Atas Suksesnya Pemilu BEST SMP IT IM dan terpilihnya Anggota Dewan, Presiden, Wakil Presiden dan Kabinet BEST IM 2013 - 2014.

Presiden BEST IM : Alfiryal zakiyudin, 


Wakil Presiden BEST : M. Fachrul Islam, 


1. Mentri Pendididkan dan Kebudayaan : M Fajar Mahardika,


Wamen Pendididkan dan Kebudayaan : Syahril Siddiq, 


2. Men. Ekonomi dan Perdagangan : Auzan Duari Budiarto, 


Wamen Ekonomi dan Perdagangan : Abdullah Azzam Al-Muzaini, 


3. Menetri Pertahanan dan Keamanan : M Vigo Firdaus,



Wamen Pertahanan dan Keamanan : A. Dzaki Raihan,


4. Menteri Kesehatan dan Kebersihan: Saeful Ulwan,


Wamen Kesehatan dan Kebersihan : Bagus Muhammad A.


Dan selamat juga kepada para Anggota Dewan Perwakilan Sekolah (DPS)




Kamis, 22 Agustus 2013

Surat Muhammad Beltaji Pada Putrinya, Asmaa, yang Syahid di Rabaa Al-Adawiyah Mesir

Putriku tercinta dan guruku bermartabat Asma al-Beltaji, aku tidak mengucapkan selamat tinggal padamu, tapi kukatakan bahwa besok kita akan bertemu lagi.

Kau telah hidup dengan kepala terangkat tinggi, memberontak melawan tirani dan belenggu serta mencintai kemerdekaan. Kau telah hidup sebagai seorang pencari cakrawala baru untuk membangun kembali bangsa ini, memastikan tempatnya di antara peradaban.

Kau tidak pernah dijajah diri dengan apa yang menyibukkan mereka dari usiamu. Meskipun studi tradisional gagal memenuhi aspirasi dan ketertarikanmu, kau selalu yang terbaik di kelas.

Aku tidak punya cukup waktu untuk membersamaimu dalam hidup singkat ini, terutama karena waktuku tidak memungkinkan untuk menikmati kebersamaan denganmu. Terakhir kali kita duduk bersama di Rabaa Al Adawiya kau berkata padaku, "Bahkan ketika Ayah bersama kami, Ayah tetap sibuk" dan kukatakan "Tampaknya bahwa kehidupan ini tidak akan cukup untuk menikmati setiap kebersamaan kita, jadi aku berdoa kepada Tuhan agar kita menikmatinya kelak di surga."

Dua malam sebelum kau dibunuh, aku melihatmu dalam mimpiku dengan gaun pengantin putih dan kau terlihat begitu cantik. Ketika kau berbaring disampingku aku bertanya, "Apakah ini malam pernikahanmu?" kau menjawab, "Waktunya adalah di sore hari Ayah, bukan malam". Ketika mereka bilang kau dibunuh pada Rabu sore aku mengerti apa yang kau maksud dan aku tahu Allah telah menerima jiwamu sebagai martir. Kau memperkuat keyakinanku bahwa kita berada di atas kebenaran dan musuh kita berada pada kebathilan.

Aku merasa sangat terluka karena tidak berada di perpisahan terakhirmu dan tidak melihatmu untuk terakhir kalinya, tidak mencium keningmu, dan memilki kehormatan untuk memimpin shalat jenazahmu. Aku bersumpah demi Allah sayang, aku tidak takut kehilangan nyawaku atau penjara yang tidak adil, tapi aku ingin membawa pesan yang telah berkorban nyawa untuknya, untuk menyelesaikan revolusi, untuk menang dan mencapai tujuannya.

Jiwamu telah dimuliakan dengan kepala terangkat tinggi melawan tiran. Peluru tajam telah membelah dadamu. Yang menurutku luar biasa dan penuh dengan kebersihan jiwa. Aku yakin bahwa kau jujur kepada Allah dan Dia telah memilihmu di antara kami, memberimu kehormatan dengan pengorbanan.

Akhirnya, putriku tercinta dan seorang guru yang bermartabat... aku tidak mengucapkan selamat tinggal, tapi aku mengucapkan sampai jumpa kita akan segera bertemu dengan Nabi kita tercinta dan sahabat-sahabatnya di surga, dimana keinginan kita untuk menikmati kebersamaan kita akan menjadi kenyataan.

Alumni Pesantren Unggulan : Asmaa Muhammad Beltaj  Paelahar yang Syahid di Rabaa Al-Adawiyah Mesir


NB: Asmaa Mohamed El Beltaji berusia 17 tahun dan adalah antara yang dibunuh pada tragedi berdarah di Medan Rab'ah (14/8/2013). Beliau adalah putri satu-satunya Mohammed El Beltaji, seorang pimpinan Ikhwanul Muslimin.

Pesantren Bisnis (Entrepreneurs Academy) Berbasis Al-Quran dan Informasi teknologi (Wajib Bawa LapTop). Pesantren bebas bisnis online, bebas berekspresi, bebas menyalurkan bakat, bebas polusi dekat gunung dan laut), bebas biaya bagi yatim & dhuafa berprestasi. 

Suasana Serasa di Villa Sendiri... 
Segera Survey ke Lokasi Pesantren... 
Disarankan bawa pancingan untuk Refreshing Anak Anda
Foto Lomba Tangkap Ikan, klik disini



Dibuka PSB PesantrenBisnis.com SMP IT Istana Mulia 2014 - 2015 Gelombang ke 2 Mendapat Potongan Uang Pangkal RP. 2 juta (1 Oktober 2013 sd 30 Januari 2014 /Quota Terbatas) PesantrenBisnis.Com SMPIT Istana Mulia Daftar Online Klik disini.



Lokasi PesantrenBisnis.Com 
SMP IT Istana Mulia :
  Jl Raya Karang Bolong Anyer, cinangka, Jambu Kab Serang Banten. Berminat 
Info Pendaftaran SMP IT Istana Mulia 71203233 - 70094959 - 088801152191 (bu Indah)
021-2738666 atau Flexi 02168992324  e-mail : indah.imtravel@gmail.com  atau info@im-travel.co.id 
Ingin daftar Online calon siswa SMP Informasi Teknologi pesantrenBisnis.com 2014 - 2015 Daftar Silahkan Klik disini.



Marketing Office : Jl.Ciledug Raya No 35 2B Larangan Kota Tangerang (samping giant Kreo/ belakang Toko Ingat Bayi) Berminat Hub 71203233 - 70094959 - 021-70293232 fax 0217361379  e-mail : indah.imtravel@gmail.com  atau info@im-travel.co.id 



A. PENDAFTARAN DAN SELEKSI GELOMBANG 2

1.      Pendaftaran dibuka mulai tgl. : 1 Oktober 2013 sd 30 Januari 2014
2.     Tempat Pendaftaran dan Informasi :  


A. Office Istana Groups : Jl.Ciledug Raya No 35 2B Larangan Kota Tangerang (samping giant Kreo/ belakang Toko Ingat Bayi) Hub 71203233 - 70094959 - 088801152191 (bu Indah) 021-70293232 atau 021-2738666 fax 0217361379 e-mail : indah.imtravel@gmail.com  atau info@im-travel.co.id 

B. PesantrenBisnis.com Jl Raya Karang Bolong Anyer, cinangka, Jambu Kab Serang Banten. 71203233 - 70094959 - 088801152191 (bu Indah)  Flexi 02168992324 Flexi 02170094959 XL 087884013344  e-mail : indah.imtravel@gmail.com  atau info@im-travel.co.id 
  
3.      Pendaftaran online melalui web Istana http://www.smp-im.com/  Klik disini.
4.      Waktu Pengisian Formulir paling lambat gelombang 2 : tanggal 1 Oktober 2013 sd 30 Januari 2014 jam 22.00 WIB (lebih cepat lebih baik / akan ditutup ketika quota terpenuhi)
5.      Jadwal Seleksi  : A. Sabtu Tgl 1 Februari 2014, jam 13.00 WIB s.d. selesai Tempat  :   Jl Raya Karang Bolong Anyer, cinangka, Jambu Kab Serang Banten (kawasan wisata karang bolong)

Materi Seleksi/Test :
1. Tes Akademik (B.Indonesia, B.Inggris dan Matematika)
2. Tes Baca Al Qur’an
3. Tes Psikologi
4. Tes Kesehatan
5. Wawancara Orang Tua  Murid

B.  Jadwal Seleksi Susulan, Sabtu Tgl 8 Februari 2014, jam 13.00 WIB s.d. selesai Tempat  :  Jl.Ciledug Raya No 35 2B Larangan Kota Tangerang (samping giant Kreo/ belakang  Toko Ingat Bayi) Hub 021-2738666 atau 021-70293232 fax 0217361379 e-mail :indah.imtravel@gmail.com  atau info@im-travel.co.id 
7.Pengumuman : tanggal 10 Februari 2014, melalui http://www.smp-im.com/ atau  Hub 021-2738666 atau 021-70293232 fax 0217361379  indah.imtravel@gmail.com  atau info@im-travel.co.id 

8.      DAFTAR ULANG BAGI YANG DITERIMA    :  11 Februari 2014




B. PERSYARATAN ADMINISTRASI
1.  Data calon siswa dan orang tua/wali siswa isi lengkap via online 
2.  Menyerahkan data kesehatan (pada saat tes) berupa:
  • Hasil Foto Rontgen Dada (Thorax)
  • Hasil Laboratorium berupa :     (1)  HbSAg,    (2)  darah RUTIN    (3)   urine RUTIN
  • Hasil rekomendasi/ rekap medik dokter dari daerah asal santri
3.  Setelah kelulusan disekolahnya, persyaratan lainnya berupa:
  • Fotokopi Ijazah SD/MI yang telah dilegalisir sebanyak 3 lembar, dengan menunjukkan  aslinya 
  • Fotokopi Nilai Ujian Akhir Nasional sebanyak 1 lembar, dengan menunjukkan Aslinya

C. INVESTASI BIAYA PENDIDIKAN
  • Biaya formulir dan seleksi Rp. 350.000 (yatim gratis)
  • Biaya ditransfer melalui Rekening  Bank Mandiri Ciledug No Rek 1550.0609761 atau Bank BCA Pondok Lestari Ciledug No Rek Rupiah : 3452.3777.70 an ISTANA MULIA
  • Atau No Rek Bank Mandiri 15500.4444.3334 atau No.Rek Syariah Mandiri 1111.4444.51 an Istana Yatim Indonesia. 
  • Konfirmasi SMS ke XL 087884013344 dg format : nama siswa_jml transfer_ke rekening/nama bank_tgl_no hp orang tua wali atau Hub 021-2738666 atau Flexi 02168992324    
 Gelombang ke 2 Mendapat Potongan Uang Pangkal RP. 2 juta (quota terbatas)

RINCIAN INVESTASI BIAYA PENDIDIKAN




Uraian
 PILIHAN PAKET


Tahunan (1 sd 3 tahun)
 Berkah
 Beasiswa Yatim



Investasi Uang Pangkal  (3 tahun)
6.200.000
 gratis



Uang Pendidikan (1 tahun)
3.200.000
 gratis



Sumbangan Tempat Tidur dan Lemari 
1.000.000
 gratis



Iuran Komite Sekolah (1 tahun)
  200.000
 gratis



MOS (Pekan Orientasi Siswa) (3 tahun)
  200.000
 gratis













Biaya Bulanan





Uang SPP
   300.000
gratis



Uang Asrama (makan dan lsitrik)
   450.000
gratis
















1. Paket Berkah adalah biaya termasuk donasi / kafalah untuk yatim
2. Paket Beasiswa adalah biaya yang diutamakan untukdhuafa berprestasi
3. Paket Yatim adalah biaya yang diutamakan untuk orang tua yang sudah meninggal
  • Uang pendidikan meliputi operasional sekolah, ektrakulikuler (marawis, pramuka, muhadhoroh, outbound,)
  • Uang Asrama meliputi makan 3 kali sehari, dan operasional pesantren (tdk termasuk cuci gosok)

(Presiden Direktur Istana Mulia GroupS 
Sedang memberikan Pengarahan di SMP IT Istana Mulia) 


SYARAT-SYARAT PENERIMAAN
1. Lulus Seleksi
2. Melunasi Pembayaran Sekolah Tahap I 

(Pertama) minimal 50 % dari Total biaya
3. Memenuhi Kelengkapan Administrasi Siswa, berupa :
·         Fotocopy Akta Kelahiran 1 lembar
·         Fotocopy KTP Ayah Ibu @ 1 lembar
·         Pas foto berwarna 3 x 4 2 lembar
·         Fotocopy STTB MI/SD yang telah dilegalisir 2 lembar (bisa menyusul)
·         Fotocopy Surat Kelulusan 2 lembar (bisa menyusul)
·         Fotocopy Raport kelas VI yang telah dilegalisir 2 lembar
·         Menyerahkan NISN (Nomor Induk Siswa Nasional)
·         Memberikan Informasi Kesehatan Anak
·         Menyerahkan Surat Keterangan Pindah (Siswa Pindahan)

Sabtu, 17 Agustus 2013


Homeschooling adalah sebuah sistem pendidikan alternatif untuk anak selain di sekolah. Dimana saat ini mulai berkembang di Indonesia, keberadaannya sah dan dijamin Undang-Undang. 

Homeschooling mulai menjadi pilihan masyarakat sebagai alternatif metode pendidikan karena beberapa hal, antara lain adanya keinginan masyarakat untuk lebih fleksibel dalam mendidik anak, menyediakan sistem pendidikan yang lebih ramah terhadap perkembangan anak, maupun menjamin bahwa proses belajar mengajar anak bisa terlaksana secara maksimal. 

Berdasarkan alasan ini maka dibangunlah sebuah Homeschooling dalam bentuk Pesantren Bisnis Berbasis Minat dan Bakat yang dibingkai pedoman Al-Quran dan sarana Informasi teknologi (Wajib Bawa LapTop). Pesantren bebas bisnis online, bebas berekspresi, bebas menyalurkan bakat, bebas polusi dekat gunung dan laut), bebas biaya bagi yatim & dhuafa berprestasi, 

Alamat Pesantren Bisnis  : Jl Raya Karang Bolong Anyer, cinangka, Jambu Kab Serang Banten. Berminat Hub 021-2738666 atau 021-70293232 fax 0217361379 e-mail : ayi.okey@gmail.com

Kamis, 15 Agustus 2013

Selama ini tak sedikit orangtua yang, karena kesibukannya, cenderung memasrahkan pendidikan anak-anaknya kepada sekolah-sekolah formal. Ini tidak salah.

Namun, kadang-kadang pemasrahan itu disertai juga dengan ketidakpedulian terhadap nasib pendidikan anak-anaknya. Bahkan, ada anggapan umum bahwa belajar hanyalah sebatas di sekolah formal, bukan di tempat yang lebih luas.

Homeschooling dapat menyadarkan kepada para orangtua bahwa belajar bisa dilakukan di mana saja, termasuk di rumah. Bahkan, untuk menanamkan rasa cinta belajar kepada anak sejak dini, hanya orangtualah yang mungkin paling layak untuk mewujudkannya.
Homeschooling mengingatkan para orangtua bahwa kecintaan belajar, mencari ilmu, dapat ditumbuhkan di rumah. Seto Mulyadi
Benar, secara naluriah, anak sejak berada di kandungan ibunya sudah dilengkapi dengan kemauan-kuat untuk belajar. Namun, apabila lingkungan di rumahnya tidak mendukung, ada kemungkinan kemauan-kuat itu semakin lama semakin hilang dan akhirnya tidak ada lagi semangat atau rasa cinta belajar dalam diri si anak.

Selama ini ada kesan, ketika anak belajar dia seolah-olah menjadi objek kurikulum. Dengan kata lain, kegiatan belajar-mengajar yang selama ini diselenggarakan bukan menjadikan kurikulum itu untuk anak, tetapi bahkan sebaliknya, yaitu anak untuk kurikulum.

Akibatnya, terjadilah kegiatan belajar yang “memaksa” anak untuk menyesuaikan dengan kurikulum. Idealnya, memang, kurikulumlah yang menyesuaikan diri dengan kebutuhan setiap anak. Anak-anak diberi hak untuk memiliki kurikulum yang ingin diikutinya.
Homeschooling menjadikan anak didik sebagai subjek belajar. Anak didik dapat memilih materi pelajaran yang disukai dan ingin dipelajarinya. Seto Mulyadi
Melalui homeschooling, anak-anak benar-benar diberi peluang untuk menentukan materi-materi yang ingin dipelajarinya. Anak-anak menjadi subjek dalam kegiatan belajar. Bahkan, bukan hanya materi pelajaran yang dapat dipilih oleh anak, gaya belajar si anak apakah dia tipe somatis/kinestetis, auditif, visual atau intelektual – benar-benar dapat dilayani. Dengan menjadikan anak sebagai subjek dalam belajar, belajar yang diselenggarakan si anak pun dapat berlangsung secara nyaman dan menyenangkan
Homeschooling dapat dimanfaatkan untuk mengembalikan anak yang semula menjadi objek belajar ke subjek belajar

Homeschooling akan membawa anak-anak untuk belajar di dunia nyata, di alam yang sangat terbuka. Di samping itu, objek yang dipelajari anak pun bisa sangat luas, seluas langit dan bumi.
Meskipun pada saat ini telah tumbuh menjamur sekolah-sekolah formal yang memanfaatkan alam sebagai media belajar, namun ketika anak-anak tersebut mulai memasuki pendidikan yang lebih tinggi, mereka pun kembali lagi berhadapan dengan ruang-ruang kelas yang serbakaku dan tertutup.
Homeschooling juga menjadikan objek yang dipelajri anak didik seluas, seluas langit dan bumi. Seto Mulyadi
Homeschooling dapat membebaskan anak untuk belajar apa saja sesuai minat dan hal-hal yang disukainya. Sesekali mereka dapat berkunjung ke berbagai tempat yang bisa menjadi objek pelajaran, seperti persawahan, taman burung, pemandian air panas, kebun binatang, padang-padang tetanaman yang berisi banyak bunga, tepian laut yang berisi makhluk-makhluk hidup yang beraneka ragam, stadion-stadion olahraga, dan tempat-tempat lain yang menarik perhatiannya. Tempat kerja seperti bank, pemadam kebakaran, pasar dan masih banyak sekali dapat juga dijadikan sebagai tempat belajarnya.
Kontektual berasal dari kata kerja Latin, contexere, yang berarti “menjalin bersama”. Kata “konteks” merujuk pada “keseluruhan situasi, latar belakang, atau lingkungan” yang berhubungan dengan diri yang terjalin bersamanya.
Kita masing-masing berada di dalam konteks yang beragam-misalnya konteks lingkungan tempat tinggal, keluarga, teman-teman, sekolah, pekerjaan, kebijakan politik, dan ekosistem bumi. Demikian juga, semua entitas yang lain, hidup maupun tak hidup, berada di dalam konteks. Untuk menyadari seluruh potensinya, semua organisme hidup, termasuk manusia, harus berada di dalam hubungan yang tepat dengan konteks mereka.
Homeschooling sangat memungkinkan untuk menampung sekaligus mendukung kegiatan belajar yang kontekstual. Seto Mulyadi
Homeschooling sangat memungkinkan untuk menampung sekaligus mendukung kegiatan belajar yang kontekstual ini. “Ketika seorang anak dapat mengaitkan isi dari mata pelajaran yang sedang dipelajarinya-seperti matematika, ilmu pengetahuan alam, atau sejarah – dengan pengalaman mereka sendiri, mereka menemukan makna, dan makna memberi alasan kepada mereka untuk belajar,” tulis Elaine B. Johnson, Ph.D., dalam Contextual Teaching and Learning.
Sebagai bentuk dari sistem pendidikan informal, kunci utama penyelenggaraan homeschooling adalah adanya kelenturan flesibilitas. Jadi tidak boleh kaku dan terlalu berstruktur sebagaimana sekolah formal.
Kalau terlalu disusun dalam kurikulum yang baku maka homeschooling justru akan kehilangan makna utamanya. Itulah sebabnya maka bagi seorang peserta homeschooling yang semula berasal dari siswa sekolah formal diperlukan adanya penyesuaian diri yang bertahap. Apabila mula-mula anak bosan dan merasa seperti tidak ada yang bisa dilakukan, maka anak bisa diajak untuk pergi keluar mengunjungi berbagai tempat yang menarik seperti pameran lukisan, pertunjukan musik, pagelaran wayang orang atau teater, perpustakaan, taman hiburan dan sebagainya.
Homeschooling memberikan keleluasaan belajar. Belajar bisa dimana saja, kapan saja dan kepada siapa saja. Seto Mulyadi
Kemudian dari berbagai perjalanan yang mengasyikan tersebut, anak diminta untuk membuat catatan perjalanan atau karangan menarik berdasarkan pengalaman tersebut. Hal ini masih ditambah dengan ketidakketatan waktu untuk belajar. Meski kedisiplinan dan tanggung jawab tetap ditekankan dalam homeschooling dengan memu\buat jadwal-jadwal belajar, namun kekakuan bisa diminimalkan.

Selamat datang di Homeschooling ala Kak Seto


Untuk memudahkan administrasi dan memberikan layanan terbaik kepada siswa, orangtua dan masyarakat pada umumnya, kami menggunakan aplikasi pelayanan berbasis ticketing. Setiap pengaduan, usulan, pertanyaan atau komentar akan diberi nomor unik (tiket) sebagai identitas dan dapat digunakan untuk menelusuri tindak lanjut atas kemajuan pengaduan, usulan, pertanyaan atau komentar yang diajukan secara online. Untuk referensi kami menyediakan dokumentasi dan riwayat lengkap dari setiap pengajuan pengaduan, usulan, pertanyaan atau komentar Anda.
Alamat Homeschooling ala Kak Seto : Jl. Taman Makam Bahagia ABRI No. 3A Parigi Lama, Pondok Aren, Bintaro Sektor 9, Tangerang Selatan, Banten 15400
Apa itu SMPIT Boarding school (SMP IT Pesantren Unggulan) ? Dimana daftar SMPIT Boarding school (SMP IT Pesantren Unggulan)  anda bisa dapatkan di Indonesia ? Apa karakter unggulan SMPIT Boarding school (SMP IT Pesantren Unggulan) di Indonesia ini ? Kapan memulai penerimaan siswa baru dibuka untuk SMPIT Boarding school (SMP IT Pesantren Unggulan) ? 

Info Lengkap Islamic Boarding school SMPIT IM  silahkan klik di : 





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Boarding school is a school where some or all people study and live during the school year with their fellow students and possibly teachers and / or Administrators. The word 'boarding' is used in the sense of "bed and board," ie, lodging and meals. Beberapa boarding schools also have day students who attend the institution by day and return off-campus to their families in the evenings.

Many independent (private) schools in the Commonwealth of Nations are boarding schools. Boarding school pupils (aka "boarders") normally return home during the school holidays and, often, weekends, but in some cultures may spend the majority of their childhood and adolescent life away from their families. In the United States, boarding schools comprise various grades, most commonly grades tujuh atau sembilan through grade twelve - the high school years. Specialized military schools also feature military education and training . Some American boarding schools offer a post-graduate year of study in order to help students prepare for college entrance, most commonly to assimilate foreign students to American culture and Academics before college.

In the former Soviet Union similar schools were introduced; these sometimes are known as Internat-schools (Russian: Школа-интернат ) (dari Latin: internus ). They varied in their organization.Some schools were a type of specialized school with a specific focus in a particular field atau bidang seperti mathematics, physics, language, science, sports, etc. Other schools were associated with orphanages after which all children enrolled in Internat-school automatically. Juga, separate boarding schools were established for children with special needs (schools for blind, for deaf and other). General schools offered "extended stay" programs (Russian: Группа продленного дня) featuring cheap meals for children and preventing them from coming home too early before parents were back from work (education in the Soviet Union was free). In post-Soviet countries, konsep boarding school differs from country to countr


boarding school characteristics [ edit source | edit beta ]

The term boarding school often refers to classic British boarding schools and many boarding schools around the world are modeled on these. [ 1 ]





Boarding house of the Presbyterian Ladies College, Sydney , Australia

A typical modern fee-charging boarding school has several separate residential houses, either within the school grounds or in the surrounding area.Pupils generally need permission to go outside defined school bounds; they may be allowed to travel off-campus at certain times.

Depending on country and context, boarding schools generally offer one or more options: full (students stay at the school full-time), weekly (students stay on the weekdays and return home for the weekend) or flexible (students choose when to board, eg during exam week).

A number of senior teaching staff are appointed as housemasters, housemistresses, dorm parents, or residential advisors, each of whom takes quasi-parental responsibility for perhaps 50 students resident in their house at all times but particularly outside school day. Setiap may be assisted in the domestic management of the house by a housekeeper often known as matron , and by a house tutor for academic matters, often menyediakan staff of each sex. In the US, boarding schools Typically have a resident family that lives in the dorm, known as dorm parents. They also have janitorial staff for maintenance and housekeeping, but Typically do not have tutors associated with an individual dorm. Nevertheless, older pupils are often unsupervised by staff, and a system of monitors or prefects gives limited authority to senior pupils. Houses readily develop distinctive characters, and a healthy rivalry antara houses is often encouraged in sport. See also House system .

Houses or Dorms usually include study-bedrooms or dormitories , a dining room or Refectory where pupils take meals at fixed times, and a library, hall or cubicles where pupils can do their homework. Houses may also have common rooms for television and relaxation and kitchens for snacks, and, occasionally, storage facilities for bicycles or other sports equipment. Beberapa fasilitas may be shared between several houses or Dorms.

In some schools, each house has pupils of all ages, in which case there is usually a prefect system, which gives older pupils beberapa privileges and some responsibility for the welfare of the younger ones. In others, separate houses accommodate needs of different years or classes. In some schools, day pupils are assigned to a dorm or house for social activities and sports purposes.





Anderson Hall di Asheville School, Asheville, NC , is one of three residential halls at the co-ed college preparatory boarding school for students in grades 9 through 12. Founded in 1900, Asheville School has more than 75% of its students living on campus.

Each student has an individual timetable, which in the early years memungkinkan little Discrétion. Boarders and day students are taught together in school day and in most cases continue beyond the school day to include sports, clubs and societies, or excursions. Serta the usual academic facilities seperti classrooms, halls, libraries and laboratories, boarding schools often provide a wide variety of facilities for extracurricular kegiatan seperti music rooms, gymnasiums, sports fields and school grounds, boats, squash courts, swimming pools, cinemas and theatres. A school chapel is often found on site. Day students often stay on after school to use these facilities.





Dormitory at The Armidale School , Australia, 1898

British boarding schools have three terms a year, sekitar twelve weeks each, with a few days 'half-term holiday during which pupils are expected to go home or at least away from school. There may be several exeats or weekends in each half of the term when pupils may go home atau away. Boarding pupils nowadays often go to school within easy traveling distance of their homes, and so may see their families frequently; families are encouraged to come and support school sports teams playing at home against other schools.

Most school dormitories memiliki "lights out" time when the pupils are required to be in bed, depending on their age, and perhaps a later time after which no talking is permitted; seperti rules may be difficult to enforce, and pupils may often try to break them, for example by reading surreptitiously by flashlight or Escaping on nocturnal excursions. Students sharing study rooms are less likely to disturb others and may be given more latitude.

Beberapa boarding schools have only boarding students, sementara others have both boarding students and day students who go home at the end of the school day. Day students are sometimes known as day boys or day girls. Some schools welcome day students to attend breakfast and dinner, while others charge a nominal fee. For schools that have designated study hours or quiet hours in the evenings, students on campus (termasuk day students) are usually required to observe the same "quiet" rules (seperti no television, students must stay in their rooms, library or study hall , etc.).Schools that have both boarding and day students sometimes describe themselves as semi boarding schools or day boarding schools. Some schools also have students who board during the week but go home on weekends: these are known as weekly boarders, quasi-boarders, or five-day boarders.

Day students and weekly boarders may have a different and perhaps unfavourable view of the day school system, as compared to children who attend day schools without any boarding facilities. These students relate to a boarding school life, even though they do not totally reside in school; however, they may not completely become part of the boarding school experience. In some cases, day students feel they are treated as second-class students by the boarding students. On the other hand, these students have a different view of boarding schools as compared to full-term boarders who go home less frequently, perhaps only at the end of a term or even the end of an academic year.

Other forms of residential schools [ edit source | edit beta ]

Boarding schools are a form of residential school; however, not all residential schools are "classic" boarding schools. Other forms of residential schools termasuk:

· Therapeutic schools , which provide clinical inpatient services for students with disabilities, seperti severe anxiety disorder , obsessive compulsive disorder , Aspergers syndrome , and / or for students with substance abuse and socialisation problems

· Traveling boarding schools seperti Think Global School are four-year high schools that immerse the students in a new city setiap term. Traveling boarding schools partner with a host school within the city to provide the living and educational facilities.

· Residential education programs, which provide a stable and supportive environment for at-risk children to live and learn together.

· Residential schools for students with special educational needs , who may or may not be disabled

· Semester schools , which complement a student'S secondary education by providing a one semester residential experience with a central focusing curricular theme-which may appeal to students and families uninterested in a longer residential education experience

· Specialist schools focused on a particular academic discipline, such as the public North Carolina School of Science and Mathematics or the private Interlochen Arts Academy .

· The Israeli kibbutzim , where children stay and get educated in a commune, but also have everyday contact with their parents at specified hours.

· In rural areas of the United States, general attendance public boarding schools were once berbagai; only one remains saat: Crane Union High School in Crane, Oregon . Around two-thirds of its more than 80 students, mostly children from remote Ranches , board during the school week in order to save a one-way commute of up to 150 mil (240 km) across Harney County . [ 2 ]

Applicable regulations [ edit source | edit beta ]

In the UK, almost all boarding schools are independent schools , which are not subject to the national curriculum or other educational regulations applicable to state schools. Nevertheless there are some regulations, primarily for health and safety purposes, serta the general law. The Department for Children, Schools and Families , in conjunction with the Department of Health of the United Kingdom, memiliki prescribed guidelines for boarding schools, called the National Boarding Standards. [ 3 ]

One example of regulations covered within the National Boarding Standards are those for the minimum floor area or living space required for each student and other aspects of basic facilities. The minimum floor area of a dormitory accommodating two or more students is defined as the number of students sleeping in the dormitory multiplied by 4.2 m², plus 1,2 m². A minimum distance of 0.9 m should also be maintained between any two beds in a dormitory, bedroom or cubicle. In case students are provided with a cubicle, then each student must be provided with a window and a floor area of 5.0 m² at the least. A bedroom for a single student should be at least of floor area of 6,0 m². Boarding schools must provide a total floor area of at least 2.3 m² living accommodation for every boarder. This should also be Incorporated with at least one bathtub atau shower for every ten students.

These are some of the few guidelines set by the department amongst many others. It could probably be observed that not all boarding schools around the world meet these minimum basic standards, despite their apparent appeal.


History [ edit source | edit beta ] 

The practice of sending children to other families or to schools so that they could learn together [ citation needed ] is of very long standing, recorded in classical literature and in UK records going back over a thousand years. In Europe, a practice developed by early mediaeval times of sending boys to be taught by literate clergymen, either in Monasteries or as pages in great households.The school often considered the world'S tertua boarding school, The King'S School, Canterbury , counts the development of the monastery school in around 597 AD to be the date of the school'S founding. The author of the Croyland Chronicle recalls being tested on his grammar by Edward the Confessor 's Queen Editha in the abbey Cloisters as a Westminster schoolboy, in around the 1050s. Monastic schools as such were generally dissolved with the Monasteries themselves under Henry VIII, although for example Westminster School was specifically preserved by the King'S letters patent and it seems likely that most schools were immediately replaced. Winchester College didirikan oleh Uskup William of Wykeham in 1382 and Oswestry School didirikan oleh David Holbache in 1407 are the oldest boarding schools in continual operation .


Boarding schools across societies [ edit source | edit beta ] 

Boarding Schools manifest themselves in different ways in different societies. For example, in some societies children start boarding school at an earlier age than in others. In some societies, a tradition has developed in which families send their children to the same boarding school for generations.

One observation that appears to apply globally is that a significantly larger number of boys than girls attend boarding school and for a longer span of time.

In the United States, boarding schools for students below the age of 13 are called junior boarding schools , and are not as common and not as encouraged as di Inggris, India dan Pakistan. The oldest junior boarding school in the United States is the Fay School in Southborough, Massachusetts . Other boarding schools are intended for high school age students, generally of ages 14-18.About half of one percent or (.5%) of school children attend boarding schools in the United States. This is much lower as compared to Britain or commonwealth countries. In Britain about one percent of children are sent to boarding schools. [ 4 ] [ 5 ] [ 6 ] Boarding schools for this age group are often referred to as persiapan schools .

Within the Northeast, some notable examples with pre-Revolutionary and even colonial origins termasuk Brooks School , Choate Rosemary Hall , Deerfield Academy , The Governor'S Academy ,Groton School , The Hotchkiss School , Milton Academy , Northfield Mount Hermon School , Phillips Academy Andover , Phillips Exeter Academy , Pomfret School , Portsmouth Abbey School ,St. Marks , St. Paul , and The Taft School .

Outside of New England, notable boarding schools termasuk Episcopal High School (Alexandria, Virginia) , St. George School , Asheville School , Army and Navy Academy , Culver Military Academy , Cranbrook Kingswood , Western Reserve Academy , Shenandoah Valley Academy , Woodberry Forest School , Foxcroft School , Saint James School , Millbrook School , Westtown School , NJ West Ridge Academy , Blair Academy , The Hill School , The Lawrenceville School , Shady Side Academy , and The Emma Willard School .

"St. Grottlesex" is the colloquial name for the New England boarding schools, dan terdiri elements of the names of five geographically grouped schools: St. Paul School , St. Mark'S School in Southborough, MA, The Groton School di Groton, MA , The Middlesex School di Concord, MA , and Chapel Hill - Chauncy Hall School di Waltham.

Boarding schools in England started in medieval times, when boys were sent to be educated at a monastery or noble household, where a lone literate cleric could be found. In the 12th century, the Pope ordered all Benedictine Monasteries seperti Westminster to provide charity schools, and many public schools started when seperti schools attracted paying pupils. These public schools reflected the Collegiate universities of Oxford dan Cambridge , as in many ways they still do, and were accordingly staffed almost entirely by clergymen until the 19th century. Private tuition at home remained the norm for aristocratic families, and for girls in particular, but after the 16th century it was increasingly accepted that adolescents of any rank might best be educated collectively.The institution has thus adapted itself to changing social circumstances over 1,000 years.

Boarding preparatory schools tend to reflect the public schools they feed. They often have a more or less official tie to particular schools.

The classic British boarding school became highly popular during the colonial expansion of the British Empire. British colonial Administrators abroad could ensure that their children were brought up in British culture at public schools at home in the UK, and local Rulers were offered the same education for their sons. More junior expatriates would send their children to local British-run schools, which would also admit selected local children who might travel from considerable distances. The boarding schools, which inculcated their own values, became an effective way to encourage local people to share British Ideals, and so help the British achieve their imperial goals.

One of the reasons sometimes stated for sending children to boarding schools is to develop wider horizons than their family can provide. A boarding school a family has attended for generations may define the culture parents aspire to for their children. Equally, by choosing a fashionable boarding school, parents may aspire to better their children by enabling them to mix on equal terms with children of the upper classes. However, seperti stated reasons may conceal other reasons for sending a child away from home. [ 7 ] [ 8 ] [ 9 ] These might apply to children who are considered too disobedient or underachieving, children from families with divorced spouses, and children to whom the parents do not much relate. [ 8 ] [ 9 ] These reasons are rarely explicitly stated, though the child might be aware of them. [ 8 ] [ 9 ]

In 1998, there were 772 private-sector boarding schools in England and 100.000 children attending boarding schools all over the Inggris. Di Inggris, they are an important factor in the class system. In Britain about one percent of children are send to boarding schools. [ 4 ] [ 5 ] [ 6 ] Also in Britain children as young as 5 to 9 years of age are send to boarding schools. [ 10 ] Mostsocieties around the world decline to make boarding schools the preferred option for the upbringing of their children. However, boarding schools are one of the preferred modes of education in former British colonies or Commonwealth countries like India, Pakistan, Nigeria, and other former African colonies of Great Britain. For instance in Ghana the majority of the secondary schools are boarding. In China some kids are send to boarding schools at 2 years of age. [ 11 ] In some countries, seperti Selandia Baru dan Sri Lanka , sejumlah state schools have boarding facilities.However, these state boarding schools are frequently the traditional single-sex state schools, whose ethos is much like that of their independent counterparts. Furthermore, the proportion of boarders at these schools is often much lower than at independent boarding schools, Typically sekitar 10%.

The Swiss government developed a strategy of fostering private boarding schools for foreign students as a business integral to the country'S economy. Their boarding schools offer instruction in several major languages ​​and have a large number of quality facilities organized through the Swiss Federation of Private Schools .

In Canada, the largest independent boarding school is Columbia International College , with an enrollment of 1.700 students from all over the world. Robert Land Academy in Wellandport, Ontario is Canada'S only private military style boarding school for boys in Grades 6 through 12.

Native American boarding schools [ edit source | edit beta ]





Pupils at Carlisle Indian Industrial School , Pennsylvania (c. 1900)

Main article: Native American boarding schools

See also: Native American education and boarding schools

In the late 19th century, the United States government undertook a policy of educating Native American youth in the ways of the dominant Western culture so that Native Americans might then be able to assimilate into Western society. At these boarding schools, managed and regulated by the government, Native American students were subjected to a number of tactics to prepare them for life outside their reservation homes. [ 12 ]

In accordance with the assimilation methods used at the boarding schools, the education that the Native American children received at these institusi centered on the dominant society'S construction of gender norms and Ideals. Thus boys and girls were separated in almost every activity and their interactions were strictly regulated along the lines of Victorian Ideals. Selain, the instruction that the children received reflected the roles and duties that they were to assume once outside the reservation. Thus girls were taught skills that could be used in the home, seperti "sewing, cooking, canning, ironing, child care, and cleaning" [ 12 ] (Adams 150). Native American boys in the boarding schools were taught the importance of an agricultural lifestyle, with an emphasis on raising livestock and agricultural skills like "plowing and planting, field irrigation, the care of stock, and the maintenance of fruit Orchards" [ 12 ] ( Adams 149). These ideas of domesticity were in stark contrast to those existing in native communities and on reservations: many indigenous societies were based on a matrilineal system where the WOMEN'S lineage was honored and the WOMEN'S place in society respected. For example, women in indigenous communities held powerful roles in their own communities, undertaking tasks that Western society deemed hanya appropriate for men: indigenous women could be leaders, healers, and farmers.

While the Native American children were exposed to and were likely to adopt some of the Ideals set out by the whites operating these boarding schools, banyak resisted and rejected the gender norms that were being imposed upon them. See also: Carlisle Indian Industrial School di Carlisle, Pennsylvania .


Sociological issues of boarding schools [ edit source | edit beta ] 

Beberapa elite University-preparatory boarding schools for pupils from age 14 to 18 are seen by sociologists as centers of socialization for the next generation of political upper class and reproduces elite class system . [ 13 ] This attracts families who value power and hierarchy for socialization of their family members. [ 13 ] These families share a sense of entitlement to social class or hierarchy and power. [ 13 ] Boarding schools are seen by certain families as centres of socialization where pupils mingle with others of similar social hierarchy [ 13 ] to form what is called Old boy network . Elite boarding school pupils are brought up with the assumption that they are meant to control society. [ 13 ] Significant number of them enter political upper class of society or join financial elite di bidang seperti international banking and venture capital . [ 13 ] Elite boarding school socialization instil students to internalize a strong sense of entitlement and social control or hierarchy. [ 13 ] This form of socialization is called "deep structure socialization" by Peter Cookson & Caroline Hodges (1985). [ 13 ] [ 14 ] This refers to the way in which boarding schools not only manage to control the pupils physical lives but also their emotional lives. [ 13 ] [ 14 ] Boarding school establishment involves controlling of behaviour regarding several aspects of life termasuk what is appropriate and or acceptable which adolescents would consider as intrusive. [ 13 ] [ 14 ] This boarding school socialization is carried over well after leaving school and into their dealings with the social world. [ 13 ] Thus it develops boarding school students to adhere to values ​​of elite social class from which they come from or to which they aspire to be part of. [ 13 ] According to Peter W Cookson Jr (2009) the elitist tradition of elite preparatory boarding schools has declined due to the development of modern economy and the political rise of the liberal west coast of the United States of America. [ 13 ] [ 14 ]

Socialization of role control and gender stratification [ edit source | edit beta ]

The Boarding school socialization of control and hierarchy develops deep rooted and strong adherence to social roles and rigid gender stratification as documented in the research work of Sarah Chase. [ 13 ] [ 15 ] She states that one of the surprising findings of her study was the highly gendered student culture in boarding school. [ 13 ] [ 15 ] The social pressure of conformity was severe and several students abused performance drugs seperti Adderall dan Ritalin for both academic performance and to lose weight. [ 13 ] [ 15 ] The distinct and hierarchical nature of socialization and boarding school culture becomes very obvious in the manner pupils sit together and form cliques ., [ 13 ] [ 15 ] especially in what would traditionally be called a Refectory in classic British boarding schools. This leads to pervasive form of explicit dan implicit bullying in boarding schools with excessive competition between cliques and between individuals. [ 13 ] [ 15 ] The rigid gender stratification and role control is displayed in the boys forming cliques on the basis of wealth and social background and in girls it is displayed in their overt acceptance that they would marry only for money. [ 13 ] [ 15 ] This narsis tendency and gender stratification juga shown in their choice of only rich or makmur males as boyfriends. [ 13 ] [ 15 ] According to Sarah (2008) most boarding school students get caught up in rigid socialization and gender roles. [ 13 ] [ 15 ] She states that students are not able to display much sensitivity and emotional response and are unable to have more close relationships except on a Superficial and politically correct level. [ 13 ] [ 15 ] Students engage in social behaviour that would make them seem appropriate and rank high in social hierarchy. [ 13 ] [ 15 ] This socialization makes boarding school students to adhere and perform extreme gender and social stereotypes even in their social life later on. 

Psychological issues of boarding schools [ edit source | edit beta ] 

The aspect of boarding school life with its round the clock Habitation of pupils with each other in the same environment, involved in studying, sleeping and socializing leads to pressures and stress in boarding school life. [ 13 ] This is manifested in the form of hypercompetitiveness , use of recreational or illegal drugs , indulgence or experimentation with sexuality, and psychological depression that at times may manifest in suicide or its attempt. [ 13 ] Studies shows that about 90% of boarding school pupils acknowledge that living in a total institution like boarding school has significant impact and changed their perception and interaction with social relationships. [ 13 ] Boarding schools are less a form of schooling and more a form of child rearing. The change that the students experience is often not in the manner that the boarding school establishment defines itself or claims to inculcate, instead the changes that come about is chiefly due to the constant interaction of the pupils with the ever present boarding school student culture. [ 13 ] This is shown in manifest level or covert level in the form of attaining Credential in school and in an implicit level or inherent level in the pursuit of individual goals and hierarchical social class interest which is often social control and material comfort in the ethos of boarding schools. [ 13 ]

Total institution and child displacement [ edit source | edit beta ]

It is claimed that children may be sent to boarding schools to give more opportunities than their family can provide. However, that involves spending significant parts of one'S early life in what may be seen as a total institution [ 16 ] and possibly experiencing social Detachment, as suggested by social-psychologist Erving Goffman . [ 16 ] This may involve long-term separation from one'S parents and culture, leading to the experience of homesickness [ 17 ] [ 18 ] [ 19 ] and may give rise to a phenomenon known as the 'TCK' or third culture kid . [ 20 ]

Preparatory schoolboys live in a world completely dissociated from home life. They have a different vocabulary, a different moral system, even different voices. On their return to school from the holidays the change-over from home-self to school-self is almost instantaneous, whereas the reverse process takes a fortnight at least. A preparatory schoolboy, when caught off his guard, will call his mother 'Please, matron,' and always addresses any male relative or friend of the family as 'Sir', like a master. I used to do it. School life becomes the reality, and home life the illusion. In England, parents of the governing classes Virtually lose any intimate touch with their children from about the age of eight, and any attempts on their parts to insinuate home feeling into school life are resented. 

-Robert Graves Some modern philosophies of education, seperti constructivism and new methods of music training for children termasuk Orff Schulwerk and the Suzuki method , make the everyday interaction of the child and parent an integral part of training and education. In children, separation involves maternal deprivation . [ 22 ] The European Union - Canada project "Child Welfare Across Borders" (2003), [ 7 ] an important international venture on child development, considers boarding schools as one form of permanent displacement of the child . [ 7 ] This view reflects a new outlook towards education and child growth in the wake of more scientific understanding of the human brain and cognitive development .

Data have not yet been tabulated regarding the statistical ratio of boys to girls that matriculate boarding schools, the total number of children in a given population in boarding schools by country, the average age across populations when children are sent to boarding schools, and the average length of education (in years) for boarding school students. There is also little evidence or research about the complete circumstances or complete set of reasons about sending kids to boarding schools

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