A Study To Encourage Independent Mistake Correction Habit Among Students At Grade 8
- Topic
- Theme
- Sub Theme
- The overall background of the participants of the project
- Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.
- What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?
- What did you find about the problem in the existing literature (books/articles/websites)?
- What were the major variables/construct of your project? Give definitions/descriptions from literature.
- What did you want to achieve in this research project?
- Who were the participants in your project?
- How did you try to solve the problem?
- What kind of instrument was used to collect the data? How was the instrument developed?
- What were the findings and conclusion?
- Summary of the Project
- How do you feel about this practice? What have you learned?
- What has it added to your professional skills as a teacher?
- List the works you cited in your project.
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Topic
A Study To Encourage Independent Mistake Correction Habit Among Students At Grade 8
Theme
Promoting Children’s Wellbeing
Sub Theme
Accepting Errors and Mistakes
The overall background of the participants of the project
Name of the School (where the action research was conducted):
Govt. Elementary School, ——.
Overall background of the participants of the project; area / Area: (socio-economic status, occupation / profession – earning trends of majority of the parents, literacy rate, academic quality, and any other special trait of the community where the Area is situated).
This action research was conducted in Govt. Elementary School, ——.
Background:
In general the structure of school was huge and lovely. The school had lovely playground and parking. Classes are better in condition. The environment of school was great, better for learning and secure for children. The participants of study were elementary (8th) grade children and their teachers who were enrolled in Govt. Elementary School, ——. I selected elementary (8th) grade children and their teachers which are considered in total 32 members.
Socio Economic Status:
The reason for this examination was to research the Study to encourage independent mistake correction habit among students at grade 8. Financial status measures families and network’s remaining in connection to society. FS can be comprehensively characterized as a person’s and network’s entrance to money related, social and human capital assets. Most of peoples from this area are Govt. employee but some of them are shopkeeper or work in a private offices. Most of parents do not afford children education due to their family expenses and their low income but some parents support their children at higher level in well reputed universities. But due to the lack of higher educational institute and low income of their parents, more than 60% children stop their education after intermediate. Overall the financial status of this area is good.
Occupation & Earning Trend:
A Study To Encourage Independent Mistake Correction Habit Among Students At Grade 8 Parents with Govt. jobs and small businessman are in a better condition to help and support their children educationally, mentally and profoundly. However, Parents with low income because of expenses and low salaries issues can’t give satisfactory to up level their children education. The control of the Parents in this research from this area is normal. A part of the Parents are not monetarily so good. The children who Parents with government jobs are more verified and their family finds a sense of contentment moderately contrasted with the individuals who work in private association. They are consistently in dissatisfaction. Due to low earning trend of this area, the children face a great deal of difficulties both at home and school, which block them from taking an interest completely in classroom exercises. In present some parents drop their children at different shop for learning work and for earning but today due to free education in Pakistan more than 80% children go to school till then matriculation.
Literacy Rate:
In 2019, ——’s literacy rate of 56% for females was noticeably lower than the 64% for males.
Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.
I choose this theme because of learning from mistake that give the world and life and everything in it meaning. Parents often jump through hoops to prevent their children from making mistakes or quickly jump in to bail them out when they do make them. They may fear that their children will:
- fail
- not meet obligations
- become irresponsible
- be judged as incompetent
- feel badly about themselves
- be embarrassed
- lose confidence in their abilities
- Not get good grades, not get into the “highest” honors, not go to a good school, and not live up to their “potential.” Wow all that, from a forgotten homework assignment!
A Study To Encourage Independent Mistake Correction Habit Among Students At Grade 8 Underlying these concerns are parents’ wishes for their children to be perfect. They also want to be able to protect their kids from the unpleasant feelings that come with having goofed up. If the message in your home is that mistakes can be opportunities to learn, then valuable lifelong lessons can be taught to your kids when they mess up. They can learn that:
- making errors is a part of life,
- they can survive mistakes rather than be crushed by them,
- they don’t have to be perfect,
- They can “pick themselves up, dust themselves off, and start all over again.”
These attitudes describe resilient kids who do not give up when the going gets rough and who do not crumble when they don’t succeed. They are not too fragile to handle the up’s and down’s of life and don’t feel defeated when they make an error. Instead they face their independent mistakes and strive to do better next time.
By allowing your children to make a mistake and then to fix it, you will both know that they have the skills and judgment to deal with the problem if it occurs again. Only when kids confront the same situation and make a different choice on their own can you trust their judgment. If you keep them from repeating the same mistake, you also keep them from showing any maturity.
A Study To Encourage Independent Mistake Correction Habit Among Students At Grade 8 Consider the learning that occurs when a child and a friend have an argument. Even though it is unpleasant, children learn to reflect on their own actions, manage their emotions, take another’s perspective, solve problems, and compromise. If parents swoop in to fix those problems, children miss out on that critical skill-building that results from learning from independent mistakes or failure. Further, children that don’t have opportunities to fail or struggle and recover have lower self-confidence and a less developed self-concept. They tend to be more fearful of failure and less willing to try new things because they don’t know how they will handle it. Try giving your child time for trial and error. From tying shoes to homework, respond with, “Let me see you try first and then I will help with the rest.” Or, offer to do it together. If your child is non-verbal, give words to his actions so he can start to learn the process. For example, when a child reaches upward to be picked up, you can say, “It seems like you want me to carry you. I will hold you for a few minutes and then we will walk together.” You don’t need to do this every time, but consider it often.
What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?
After choosing this theme, I discussed this topic with my teachers, friends and supervisor.
Discussion with Supervisor:
My supervisor pointed out that when children make mistakes, as a parent, you may react in various ways:
- You might criticize them
- Shout at them
- Give them a smack
- Punish them
- Remind them
- Preach at them
- Tell them what they should have done
- Argue with them
- Threaten them
- Or you might call them names such as stupid, thick, dumb, idiot, etc. etc.
A Study To Encourage Independent Mistake Correction Habit Among Students At Grade 8 Sometimes, in the short-term, your child may do things to avoid your shouting or punishment. But in the long-term, poor behavior is often repeated when you are not around. Your children continue to fight, pick on other kids, answer back, misbehave in school, and help themselves to crisps– or whatever it is. Which is a bit unsettling to realize. Mainly because you can’t think of another way of dealing with it. The problem is, you frequently copy behavior that we have learned from your own parents and teachers as you were growing up. Even if they don’t work. Because you can’t think of what else to do.
Discussion with Teacher:
My teacher told me that 15 steps to help children learn from independent mistakes that is:
- Accept mistakes are normal. Help your children understand that everyone makes mistakes and you don’t expect them to be perfect.
- Recognize a ‘teachable moment.’React to a mistake with the intention, not to punish, but to help your child learn from it.
- Explain the problem.Calmly help your child to understand there is a problem that needs to be fixed. Help your child work out what to do to fix it (such as clearing up a mess.)
- After a mistake, allow time to calm down.Wait for your child to calm down before discussing the mistake. Listen to the issues, but if possible, give them space to get over the frustration and upset that the mistake may have caused. It is very difficult for your child to think straight when their emotions are running high.
- Help them accept responsibility.Encourage your child to admit to a mistake, and to take responsibility for it rather than blaming others.
- Acknowledge responsible actions. Praise your child if they do admit to a mistake. Resist the temptation to jump in with a criticism, comment, label, punishment or judgment.
- Stick to the point.Make sure that you stick to the one mistake, rather than bringing up any similar mistakes made in the past.
- Don’t rescue from poor decisions.Overcome the temptation to rescue your child from the consequences of a mistake. Help them to realize the consequences of their actions. (Such as children not wanting to play with them, people being cross, punishments at school etc.).
- Help them explore solutions.Help your child to problem-solve to look at ways to make amends. Or do something nice if they have hurt or offended someone. Maybe drawing them a ‘sorry’ picture, helping out, decorating a cake for them or giving them a foot massage!)
- Ask what they’ve learned.Help your child explore what they have learned from the mistake, or what they would do differently next time.
I concluded that Children learn by developing ‘muscle memory’ of saying or doing the right thing. So, do a role play where you recreate the incident, and get them to say or do the right thing. Help them realize the benefits of learning new ways to react. So, they don’t keep repeating the ‘poor’ behavior.
What did you find about the problem in the existing literature (books/articles/websites)?
Spratt, Paleness, and Williams (2020) state that resilience is the ability to recover from a setback. Learning from a mistake allows a child to develop this valuable characteristic: facing and growing from failures. Moreover, a child recognizes where they went wrong. This way, minor inconveniences would not lead to temper tantrums or misbehavior from the child. Instead, the child learns how to spring back into action. In addition to this, facing failure makes children less prone to feelings of anxiousness. Resilience teaches a child to invest in constant growth and improvement. It opens them up to taking on new challenges and initiatives and solving problems. Most importantly, it opens them to new experiences. Resilient children will set their goals and follow them through to the end. This mindset makes them independent learners and self-reliant since they believe that they can set their own goals and achieve them.
Another linguist, Hyland (2019), explains that when a child makes a mistake, they see the consequences of their actions. It allows them to take responsibility for the mistakes that they make. For example, when a child fails a test because they didn’t study for it, they can take that natural consequence and choose to be better prepared next time. Without mom or dad swooping in to solve the problem/blame the teacher, it allows the child to accept ownership of their situation. The next time, the child puts an effort to get better grades. Having a sense of responsibility is an integral part of a child’s growth. Without this, a child may become careless, dishonest, and lazy. Hence, realizing that they are responsible for their actions helps them in becoming better adults. Moreover, children with this trait are less likely to lie, give excuses for when things go wrong, thus they are better prepared to face life’s challenges.
Brown (2019) illustrates that through mistakes that a child makes, they learn how their decisions impact a situation. In this case, parents must help a child examine the role their choices have played in their situation. Mistakes help in improving decision-making skills, whether in the case of an adult or a child. Even adults make bad choices, so it should be okay if a child makes a poor choice once in a while, as long as a mistake does not threaten the child or pose a risk to the child’s well-being.
Wallace (2019) states that helps in developing the thought process and brings a level of wisdom to the child. With their parents’ guidance, they learn the difference between a good versus a bad choice and are better equipped to weigh the pros and cons of each decision that they make. As a child’s decision-making skills improve, parents can gradually pull themselves from the equation, trusting their child in the absence of parental guidance. Hence, children grow up to become more independent.
Brown (2019) states in making mistakes, it helps a child identify what motivates them intrinsically. In the long-run, this is a positive change because a child will know what they want for their future selves. In addition to this, a child learns their strengths and weaknesses and are better equipped to address them. Hence, it makes a child self-reliant. This way, a child learns to think for themselves independently. Instead of looking for motivation from the outside, the child learns to look for motivation from the inside.
Wajnryb (2020) recommends that Younger children are not emotionally mature; they have a hard time controlling their emotions and will throw a temper tantrum when distressed. However, with time, a child should be able to identify their feelings and manage them. By making mistakes and identifying their emotions, a child also grows emotionally and learns skills to handle both positive and negative emotions, such as anger, jealousy, happiness, sadness, excitement, etc. So it helps children become emotionally mature.
Van Patten, Inclezan, Salazar, & Farley (2020) stated that Trust your kids to make the right choice. If you think that the decision is not a good one, give hints but do not jump to a conclusion. You should let your child do that by considering the pros and cons.
Bromley, (2019) stated that be patient and let your kid do their thing even if it means bending the rules a bit. Does your kid like to get dirty during playtime? Let them do it! But also let them know the consequences of their actions. Let them know that they have to clean up after themselves. Allow the child to follow through to the end by assisting as little as possible.
Calkins, (2019) recommended that Communicate with your child. Your child made a mistake, now what? Talk to your child and help them realize where they went wrong. By talking to them in a calm tone (without letting anger take the best of you), your child is reassured that they can trust you.
The inherent nature of a parent is to protect their children from all harm, no matter what the scale. While this shows a parent’s concern for the child, being overprotective has negative consequences for a child’s growth. Parents should encourage their children to become independent and resilient. We should be the ones cheering for our child from the sidelines and providing them the necessary guidance that they need. After all, we can’t lead them by the finger for their entire lives.
What were the major variables/construct of your project? Give definitions/descriptions from literature.
Independent Mistake:
In most cases, a mistake is a decision that later turns out to be wrong.
Learning:
Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences. The ability to learn is possessed by humans, animals, and some machines; there is also evidence for some kind of learning in certain plants.
Children’s wellbeing:
Promoting wellbeing involves understanding and addressing child, youth, and caregiver functioning in physical, behavioral, social, and cognitive areas. This section presents information on protective factors and child, youth, parent, and caregiver wellbeing.
Promoting:
Learning through health and wellbeing enables children and young people to: make informed decisions in order to improve their mental, emotional, social and physical wellbeing. Experience challenge and enjoyment. Experience positive aspects of healthy living and activity for themselves.
What did you want to achieve in this research project?
The purpose of this action research will be find the A study to encourage independent mistake correction habit among students at grade 8 at Govt. Elementary School.
Objective of this research are:
- To carry out the A study to encourage independent mistake correction habit among students at grade 8.
- To explore the use of independent mistakes on students.
- To discover the role of independent mistakes on promoting children’s learning.
Research Question:
This study aims to make an action plan for the effecting of children’s wellbeing of elementary class students in Govt. Elementary School, ——. Specifically it seeks to answer the following questions:
- What is the A study to encourage independent mistake correction habit among students at grade 8?
- How independent mistake effect Children’s learning?
- To find out the different skills that can use children learning from independent mistakes?
Who were the participants in your project?
The Children’s wellbeing were developed on the basis of a series of research regarding Mistake identification and improvement for elementary class students. This curriculum purported to enhance students’ Mistake and depositions through speculating about academic learning and life issue discussion.
The targeted population was students enrolled in elementary class of Govt. Elementary School, ——. However, in this questionnaire, thirty-two (32) students, taking a related course, were selected in a Govt. Elementary School, —— as a sample while considering the research control and validity of this study. This sample included students of the two major medium (English Medium and Urdu Medium). These participants might generally represent the students in elementary class.
How did you try to solve the problem?
This sort of research has turned out to be step by step across the board everywhere throughout the world as a technique for expert learning. It has been particularly created in training, explicitly in instructing, and is presently utilized extensively over the callings.
Data Collection:
The data was accumulated through efficient research gadget. So in such sort inspects, it is indispensable during progress of estimation gadget for quality data to recollect all points of view. Emotional/Quantitative system was used to get critical and cautious information. Information was assembled through survey including simply close completed request in regard to investigate goals. The close by completed overview was made for data gathering.
Method of the study:
The procedure of this research was involved on an activity research to discover and tackle the issue. The social wonder under investigation was the A study to encourage independent mistake correction habit among students at grade 8 of elementary class level. Questionnaire were utilized to gather the information expected to give the data knowledge important to respond to the research questions.
Sampling:
The entire group from which a sample is chosen is known as the population and we choose the students of Govt. Elementary School, ——. It was quite convenient for me, being a resident of Govt. Elementary School, —— to accumulate quality data from chosen city and Area. Sample is smaller representation of large data. Generally, it consists of all the observation that represents the whole population. The number of observation included in a sample is called size of sample. The students of Govt. Elementary School, —— and their Parents were selected for this class based action research.
Ethical Consideration:
An action research is considered ‘ethical’ if research design, interpretation and practical development produced by it have been negotiated with all parties directly concerned with the situation under research. Permission to conduct the study was first sought from the principal and Area governing body. Permission was sought from Area head. Permission was granted by the Education Department for this study to take place at the Area where I was teaching. The rights of the participants (elementary class students) were spelled out clearly i.e. they could refuse to be audio recorded and they could demand to see any notes or recordings.
What kind of instrument was used to collect the data? How was the instrument developed?
Research Instrument:
Questionnaire was used to collect the data needed to provide the information insight necessary to answer the research questions. In this technique a number of questions were designed according to requirement and relevancy of researcher being conducted. The questionnaire was prepared to attain study objectives.
Quantitative research is explaining phenomena by collecting numerical data that are analyzed using performing based methods (in particular statistics)’. Quantitative data contains closed ended information such as that found on attitude behavior and performance instruments .In this study the children have been given a questionnaire to find out A study to encourage independent mistake correction habit among students at grade 8 and this questionnaire has been derived and analyzed in terms of numerical data. This is why the research falls under quantitative category.
Questionnaire
A questionnaire is a research instrument consisting of a series of questions for the purpose of gathering information from respondent’s statistical society. Usually a questionnaire consists of a number of questions that the respondent has to answer in a set format .A distinction made between open ended and closed ended questions .an open ended question ask the respondent to formulate his own answer, whereas a closed ended question has the respondent pick an answer from given number of options.
Questionnaire is:
| Statements | Option |
| Children’s independent mistake motivate them in learning.
|
Strongly Agree |
| Agree | |
| Disagree | |
| Strongly Disagree | |
| Children’s independent mistake helping them to learning in different knowledge. | Strongly Agree |
| Agree | |
| Disagree | |
| Strongly Disagree | |
| Children’s independent mistake making them able to learning in different content. | Strongly Agree |
| Agree | |
| Disagree | |
| Strongly Disagree | |
| The use of Children’s independent mistake is understandable. | Strongly Agree |
| Agree | |
| Disagree | |
| Strongly Disagree | |
| Can choice effect on Children’s independent mistake. | Strongly Agree |
| Agree | |
| Disagree | |
| Strongly Disagree | |
| Can you use the choice making activities in your study? | Strongly Agree |
| Agree | |
| Disagree | |
| Strongly Disagree | |
| Children wellbeing effects the life of student. | Strongly Agree |
| Agree | |
| Disagree | |
| Strongly Disagree |
What were the findings and conclusion?
I used scale questionnaires to get students’ responses towards the use for the improvement of independent mistakes. The results are shown below (Table). Total students in this questionnaire were 32.
Table: The Questionnaire Results on the Implementation of Children’s independent mistake
| Statements | Option | Students’ Choice | |
| Children’s independent mistake motivate them in learning. | Strongly Agree | 5 | 15.62% |
| Agree | 22 | 68.75% | |
| Disagree | 5 | 15.62% | |
| Strongly Disagree | 0 | 0% | |
| Children’s independent mistake helping them to learning in different knowledge. | Strongly Agree | 8 | 25% |
| Agree | 24 | 75% | |
| Disagree | 0 | 0% | |
| Strongly Disagree | 0 | 0% | |
| Children’s independent mistake making them able to learning in different content. | Strongly Agree | 7 | 21.88% |
| Agree | 23 | 71.88% | |
| Disagree | 2 | 6.25% | |
| Strongly Disagree | 0 | 0% | |
| The use of Children’s independent mistake is understandable. | Strongly Agree | 2 | 6.25% |
| Agree | 25 | 78.12% | |
| Disagree | 5 | 15.62% | |
| Strongly Disagree | 0 | 0% | |
| Can choice effect on Children’s independent mistake. | Strongly Agree | 6 | 18.75% |
| Agree | 20 | 62.5% | |
| Disagree | 6 | 18.75% | |
| Strongly Disagree | 0 | 0% | |
| Can you use the choice making activities in your study? | Strongly Agree | 2 | 6.25% |
| Agree | 26 | 81.25% | |
| Disagree | 4 | 12.5% | |
| Strongly Disagree | 0 | 0% | |
| Children wellbeing effects the life of student. | Strongly Agree | 2 | 6.25% |
| Agree | 23 | 71.88% | |
| Disagree | 7 | 21.88% | |
| Strongly Disagree | 0 | 0% | |
The first statement, “Children’s independent mistake motivate them in learning”. This statement was used to know whether the Children’s independent mistake improved students’ Mistake to learning. There were 32 respondents who gave their opinion. It showed that 15.62 % of the students were very motivated to learning using Children’s independent mistake. It showed that 68.75% of the students were motivated to learning using Children’s independent mistake. The second statement is “Children’s independent mistake helping them to learning”. So, about 25 % of the students were really helped by the use of Children’s independent mistake to help them Mistake. It showed that 75 % of the students were helped by Children’s independent mistake to learning in different content. The third statement shows that there were 21.88 % of the students who thought that they were able to learning by using the Children’s independent mistake. There were 71.88 % of the students could learning through motivation. The next statement concluded that 6.25 % of the students could clearly understand with the steps used in Children’s independent mistake. So, 78.12 % of the students agreed that the steps in Children’s independent mistake were understandable for them. The next statement shows that more than 80 % of the students could get the Mistake from online lesson that would be used as the basic for them to develop and learning the lesson. The sixth statement will show there were still 4 students who were not able to develop their Mistake. The last statement showed so, there were more than 70 % of the students agreed that mistake in mistake were fun.
Discussion:
From the result above, it can be seen that more than 50 % of the students responded that Children’s independent mistake motivated them in mistake. The use of Children’s independent mistake was effective to motivate the students, helping them to learning lesson in different content. After learned using Children’s independent mistake, more than 70 % of the students were able to learning lesson in different content. It also shows that Children’s independent mistake are understandable and fun for them. They could follow the steps in Children’s independent mistake periods. More than 50 % of the students were able to get the key mistake when they used Children’s independent mistake. Then, they were able to develop the key mistake into a lesson. Children’s independent mistake also helped the students to understand the generic structure of texts. The result of this research revealed the improvements contributed by the implementation of the Children’s independent mistake periods in the teaching and learning process of independent mistakes in grade ten of Govt. Elementary School, ——. First, Children’s independent mistake could improve students’ Mistake. It was able to engage the students’ attention and interests during the teaching and learning process of independent mistakes. Besides, Children’s independent mistake could provide the students with illustrations and ideas in their minds. Second, the improvement could also be seen in the teaching and learning process. Children’s independent mistake could be combined with other media such as pictures or video that could create various fun learning mistake so it decreased students’ boredom during their learning process in the classroom. The students became more confident to learning and active in the classroom mistake. Third, since the students were motivated and the Mistake class ran well, the students’ mistake were also improved.
Summary of the Project
This action research was conducted in Govt. Elementary School, ——. The participants of study were elementary (8th) grade children and their teachers who were enrolled in Govt. Elementary School, ——. I selected elementary (8th) grade children and their teachers which are considered in total 32 members.
Objective of this research are:
- To carry out the A study to encourage independent mistake correction habit among students at grade 8.
- To explore the use of independent mistakes on students.
- To discover the role of independent mistakes on promoting children’s learning.
Questionnaire was used to collect the data needed to provide the information insight necessary to answer the research questions. In this technique a number of questions were designed according to requirement and relevancy of researcher being conducted. The questionnaire was prepared to attain study objectives.
The first statement, “Children’s independent mistake motivate them in learning”. This statement was used to know whether the Children’s independent mistake improved students’ Mistake to learning. There were 32 respondents who gave their opinion. It showed that 15.62 % of the students were very motivated to learning using Children’s independent mistake. It showed that 68.75% of the students were motivated to learning using Children’s independent mistake. The second statement is “Children’s independent mistake helping them to learning”. So, about 25 % of the students were really helped by the use of Children’s independent mistake to help them Mistake. It showed that 75 % of the students were helped by Children’s independent mistake to learning in different content. The third statement shows that there were 21.88 % of the students who thought that they were able to learning by using the Children’s independent mistake. There were 71.88 % of the students could learning through motivation.
It was able to engage the students’ attention and interests during the teaching and learning process of independent mistakes. Besides, Children’s independent mistake could provide the students with illustrations and ideas in their minds. Second, the improvement could also be seen in the teaching and learning process. Children’s independent mistake could be combined with other media such as pictures or video that could create various fun learning mistake so it decreased students’ boredom during their learning process in the classroom. The students became more confident to learning and active in the classroom mistake. Third, since the students were motivated and the Mistake class ran well, the students’ mistake were also improved.
How do you feel about this practice? What have you learned?
I learnt a lot of new things which I never learnt in my previous life. For example when I talked with senior Parents and expert people I learnt a lot of skills of writing. When I taught the children then I counsel dictionary and great writers, businessmen and novels. These all things increased my Conflict management also showed them video lesson of some expert and creative writers to teach them. It also helped me to learn new things. This practice also improved my writing skills too.
I also learnt how to write effectively and accurately I have improved my English grimmer. My work has been improved. I learnt new methods of improving writing. I learnt how to write stories in appropriate way. Overall it helped me to develop new writing skills, new way of teaching writing skills. So I am glad to say that it was unforgettable experience of my life. First of all most of us numb the uncomfortable emotions, but unknowingly when we do this research we can also end up numbing our other emotions like joy, peace, happiness, and pleasure. We can’t fully have one without the other.
The first step is always awareness, because once we have awareness we can start to do something about it. Awareness alone won’t help us stop using Conflict management. Awareness after the fact is what I’m talking about here. Starting anything new and trying to create a habit out of it takes work and time. This is one of the reasons I love researching and attending classes as it’s basically a scheduled time in the day, where I have no other distractions, to just be in my routine and notice how I’m feeling. That being said I rarely make it to a class once a week these days, so I do have to find simple and quick ways to connect.
What has it added to your professional skills as a teacher?
It added a lot of new skills in my teaching .It improved my way of teaching. For example when I talked with senior Parents and expert people I learnt a lot of skills of independent mistakes. When i taught the students then I counsel dictionary and great learnings, businessmen and novels .These all things increased my learning .I also showed them video lesson of some expert and creative learnings to teach them. It also enhanced my knowledge. This practice also improved my Mistake too. I also learnt how to learning effectively and accurately. I have learnt how to deal in society.im become confident after this practice. Now I can speak at any forum.
- Different kids learn in different ways, and some lessons need unique teaching tools. Good Parents know how to adapt their lesson plan to their students, so that all the kids learn optimally. This trait can take some experience and practice in a classroom setting, so give it time.
- Whether you teach high Area chemistry or kindergarten, nothing is a more effective tool than using your imagination to create new and motivation ways for your students to learn. You may be inspired by the work of another teacher, mentor or a TV commercial – it doesn’t matter. All that matters is that you take the initiativeto find new ways for your kids to learn the material.
- In this modern, digital age, Parents need to be flexible and be able to adapt to whatever is thrown their way. New technologies are developed every day that can change the way students learn, and the way Parents teach. Likewise, administrators are changing and updating expectations and learning standards.
- This is likely the single most important skill. Kids these days are stubborn, and many lack the inherent respect for authority that we were taught at a young age. Spending a single day in a room full of raucous teenagers is enough to send any human being to the Looney bin, which is why every good teacher needs patiencein order to find a way to work with his students and earn their respect.
- Parents could have a hard time without a wide variety of support staff around them. If you feel alone, your Area principal, administrative staff, parent-teacher committee, and more are often available to provide you help. By working as a team, you may have an easier time increasing your students’ ability to learn and have fun.
- Sometimes to get the big reward, you may need to take a risk. Being a teacher is about finding a way to get kids to learn, and sometimes these new learning methodscan be risky. Stick to it and you’ll soon find that others are following your teaching example.
List the works you cited in your project.
- Bromley, K. (2019). Best Practices in Teaching Mistake. In L. Gambrel, ed., L. M. Morrow, ed., & M. Pressley (Eds.), Best practices in literacy instruction (pp. 243–264). New York: Guilford.
- Brown, H. Douglas. (2019). Teaching by Principles: An Interactive Approach to Content Pedagogy. 2nd Ed. San Francisco: Longman.
- Calkins, L. (2019). The Art of Teaching Mistake. Portsmouth, NH: Heinemann.
- Hyland, K. (2019). Second Content Mistake. New York: Cambridge University Press.
- Van Patten, B., Inclezan, D., Salazar, H., & Farley, A. (2020). Processing instruction and Dictogloss: A study on object pronouns and word order in Spanish. Foreign Content Annals, 42, 557–576.
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