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Accepting Errors And Development Of Positive Effort Based Learning

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 the 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

Theme

Promoting Children’s Well-being

Sub Theme

Accepting mistakes and errors

The overall background of the participants of the project

Name of the School (where the action research was conducted):

Govt. High School, —–

The overall background of the participants of the project; area/school: (socio-economic status, occupation/profession – earning trends of majority of the Teachers, literacy rate, academic quality, and any other special trait of the community where the school is situated).

Action research is an interactive inquiry process that balances accepting errors and actions implemented in a collaborative context with data-driven collaborative analysis or research to understand underlying causes enabling future predictions about personal and organizational change. Action research was conducted in Govt. High School. It’s conducted in District —–.

Background:

In general, the structure of the school was huge and lovely. The school had a lovely playground and parking. Classes are better in condition. The environment of the school was great, better for learning and secure for children. The participants of the study were 5th class students who were enrolled in Govt. High School, —–. I selected class 5th students who are considered in total 46 members.

Socio Economic Status:

Socioeconomic status is typically broken into three levels (high, middle, and low) to describe the three places a family or an individual may fall into. When placing a family or individual into one of these categories, any or all of the three variables (income, education, and occupation) can be assessed. Education in higher socioeconomic families is typically stressed as much more important, both within the household as well as the local community. In poorer areas, where food, shelter, and safety are priorities, education can take a backseat. Most peoples from this area are Govt. employees but some of them are shopkeepers or work in a private offices. Most parents do not afford their children’s education due to their family expenses and their low income but some parents support their children at a higher level in well-reputed universities. But due to the lack of higher educational institutes and the low income of their parents, more than 60% of children stop their education after matriculation. Overall the financial status of this area is good.

Occupation & Earning Trend:

Parents with Govt. jobs and small businessmen 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’s education. The control of the Parents in this research from this area is normal. A part of the Parents is not monetarily so good. The children who are Parents with government jobs are more verified and their family finds a sense of contentment moderately contrasted with the individuals who work in a private association. They are consistently in dissatisfaction. Due to the low earning trend in 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 66% for females was noticeably lower than 79% for males.

Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.

Positive effort-based learning is an exciting subject. I choose this subtheme because Positive effort-based learning is the act of defining a problem; determining the cause of the problem; identifying, prioritizing, and selecting alternatives for a solution; and implementing a solution.

You talk about the effort in your school such that:

The Learning Zone

Students need to become good at identifying their Learning Zone – the point just beyond their current abilities where they are stretched and challenged. When talking to students about effort, we should question how freely they enter their Learning Zone, how effectively they can identify this zone for themselves and how often they seek it out.

Learning behaviors – Habits of Mind

To succeed in the Learning Zone, students need powerful Habits of Mind. This means they must be able to recognize, apply, improve and become increasingly self-directed and self-assessing in relation to their Habits of Mind.

Mistakes

Learning is almost always accompanied by mistakes. Helping students become more efficacious learners involves nurturing their relationship with mistakes. How prepared students are to make mistakes, how they respond to mistakes and how they use them as part of the learning process is critical.

Feedback

We can offer students feedback, but how they use it is another matter. Learning to accept, identify, respond to and use different types and sources of feedback is an essential aspect of becoming a more efficacious learner. As we support students to develop their effort, we need to engage them in reflection about how they not only use feedback but learn to request and tailor feedback to their specific learning needs.

The subjective aspects include things such as how the child is feeling about their life and how happy they are. The objective aspects include factors that affect the child’s feelings, for example, health, housing, poverty, social capital, and education. Despite a fairly extensive literature, comparisons between countries and communities are difficult as ‘the field of social child indication is fragmented and lacking a unifying taxonomy’. Many different indicators have been identified.

Well-being is characterized by eight key factors; these are openness and receptivity, flexibility, self-confidence and self-esteem, assertiveness, vitality, relaxation and inner peace, enjoyment, and the child feeling connected and in touch with himself or herself. Clearly, these attributes are not only important to the individual child but are also important considerations in relation to the child’s current contribution and engagement with their peers and family and their future potential contribution to their community and more broadly to society.

Well-being is no longer seen as an optional extra; it is becoming an important concern of policymakers and economists. Indeed, the a dramatic rise in the number of efforts to measure and monitor the position and lives of children in recent years. However, as the metrics for measuring children’s emotional well-being are developed and a greater understanding of the complex interplay between the different factors is gained, uncomfortable truths are revealed.

What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?

The researcher talked about his problem with his colleague, friends, and senior teachers. During discussions with these people, the researcher found that children and teachers did not pay attention to their effort-based learning, and teachers were also not focused on their accepting their errors. That’s why children could not improve their effort-based learning as much as they deserve.

Discussion with Supervisor:

During the discussion, we summarize some problem such as that Accepting errors are important in every school. There’s no school that’s immune to the regular onslaught of problems. Principle and teachers may find that nearly every aspect of their daily routine centers around some type of accepting errors. When you’re in a seniority position, one of the most important things you do is simply handle the day-to-day issues that arise for your students. Improving your acceptance errors will give you a distinct edge both in a teaching job and in other positions within your school.

Discussion with Teacher:

My teacher told me that you can hone your accepting errors by:

Practicing brainstorming and accepting their errors such as mind mapping
Approaching everyday issues with a “what if” mentality, regularly testing new approaches
Keeping an idea journal where you jot down all your ideas, no matter how out-of-the-box
Working through logic puzzles and games like Sudoku
Following industry publications covering the latest software and strategies for common issues

Discussion with Friends:

One of my friends pointed out this subtheme that makes it clear that you saw a problem relevant to your department, found an innovative way to solve it, and achieved measurable results with your chosen strategy. Demonstrating accepting errors is important no matter what position you’re applying for. In customer service, you problem-solve every time you deal with a difficult customer. As an accountant, you’re accepting errors and ways to cut costs and boost revenue.

Solution:

I concluded that the problems are coming from some aspects such as students, media, and materials. One problem is causing another problem. For example, if students lack background knowledge, they will feel that the tasks are too difficult. This problem is affecting the student’s motivation and interest in doing the tasks. Efforts have to be done by the teacher to avoid these problems in the positive effort-based learning skill class.

What did you find about the problem in the existing literature (books/articles/websites)?

Accepting their errors belongs to a productive skill rather than a perceptive one. It produces a message to communicate. Spratt, Paleness, and Williams (2020) state that accepting their errors in learning belongs to productive skills. She said that learning and Positive effort-based learning, particularly, involve producing content rather than receiving it. The subjective aspects include things such as how the child is feeling about their life and how happy they are. The objective aspects include factors that affect the child’s feelings, for example, health, housing, poverty, social capital, and education. Despite a fairly extensive literature, comparisons between countries and communities are difficult as ‘the field of social child indication is fragmented and lacking a unifying taxonomy’. Many different indicators have been identified. It means that accepting their errors in learning will produce an output as an indicator that students have learned both of those skills. It is clear that the output of learning skills can be oral conversation or drama. Meanwhile, the output of learning skills can be written stories, letters, or other text types. Another linguist, Hyland (2019), explains that accepting their errors is a way to share personal meanings. The people construct their own views on the topic.

Through being good role models for our children and developing positive thinking and behavior patterns in them we can help improve our accepting of their errors, as well as teach them lifelong skills to maintain this into their adult life. They will share their views on a topic with each other then. A person’s views may be different from other people’s views. It depends on their belief. Therefore, when constructing their views (ideas), people have to make them understandable and acceptable. Brown (2019) illustrates that Positive effort-based learning is like swimming. When people want to be able to swim, they must have an instructor to show them basic ways or tricks to swim, although the instructor is only their parents or their friends (not professional Parents). After they get the basic ways to swim, they will develop based on their own style. The more chance they get to swim, the more perfect they will be. Positive effort-based learning is the last output after students learn separate acts continuously. Wallace (2019) states that Positive effort-based learning is the final product after students learn several stages of Positive effort-based learning separately before. Those stages are note-taking, identifying a central idea, outlining, drafting, and editing. It means that Positive effort-based learning is a complex skill. It covers many sub-skills that have to be passed before producing a good piece of Positive effort-based learning.

Positive effort based learning seem so complicated with its sub skills, but it is actually can be learn with fun. Wajnryb (2020) is credited with helping to develop a new way of accepting their errors known as doctorless. Dictogloss is a relatively recent procedure in content teaching. Those skills are related to each other. In this case, I am going to focus on Positive effort based learning accepting their errors. Positive effort based learning are a content skill that is very important. Positive effort based learning are among the most important skills that foreign content students need to develop. It is the last stage in positive effort based learning content after listening, learning, and listening. In other Positive effort based learning, I can say that Positive effort based learning are an indicator whether students have gained all skills before or have not. Before the students have to positive effort based learning, they should be able to listen, to speak, and to read.

Positive effort based learning accepting their errors differs from other skills like learning and listening. Brown (2019) states that trends in teaching Positive effort based learning of ESL and other foreign contents are integrated with teaching other skills, particularly listening and learning. Wajnryb recommends that learners should listen to the Accepting their errors twice and that both readings should be, as far as possible, identical. The text is read at natural speed with short pauses between each sentence. Students are told not to positive effort based learning anything the first time, ‘but allow the Positive effort based learning to wash over them’ (2020). This is to allow students to get an overall feel for the passage. On the second listening students should take down notes. At this stage the teacher should suggest that learners focus on noticing and recording key content or information.

Accepting their errors are an integrative strategy that was originally used for second content learners. The purpose of accepting their errors is to improve students’ knowledge of text structure and grammar & learning within an authentic context (Van Patten, Inclezan, Salazar, & Farley, 2020). As research indicates, effective Positive effort based learning instruction focuses on grammar & learning and text structure within context of use (Bromley, 2019). In this instructional strategy, students listen to a model of motivation structure and deconstruct it collaboratively before it is recreated. The collaborative nature of accepting their errors allows all learners, but especially second content learners and striving readers, to examine an exemplary narrative passage and discover how the author created it. When students are explicitly instructed in the study of genres and their textual differences, the quality of their Positive effort based learning improves (Calkins, 2019).

What were the major variables/construct of your project? Give definitions/descriptions from literature.

Positive effort-based learning:

Accepting errors help you determine the source of a problem and find an effective solution. Although accepting errors are often identified as its own separate skill, there are other related skills that contribute to this ability. Accepting errors is important in every career at every level. As a result, effective positive effort-based learning may also require industry or job-specific technical skills.

Wellbeing:

Promoting well-being 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 well-being.

Accepting their errors:

Accepting their errors, as the name suggests, are accepting their errors designed or deployed by the teacher to bring about, or create the conditions for learning. Some accepting their errors stimulate experiential learning, others mobilize conceptual thinking, while still others prompt students to engage in analytical discussion.

What did you want to achieve in this research project?

The purpose of this action research will be to find accepting errors and development of positive effort base learning at Govt. High School.

The objective of this research are:

To carry out accepting errors and development of positive effort base learning.
To explore the use of Positive effort based learning on students.
To discover the role of Positive effort based learning from accepting their errors.

Research Question:

This study aims to make an action plan for the effecting of Accepting their errors of 5th class students in Govt. High School, —–. Specifically it seeks to answer the following questions:

What is accepting errors and development of positive effort base learning?
How Positive effort based learning effect student’s learning?
To find out the reason of ability for positive effort based learning techniques that effects on children’s learning?

Who were the participants in your project?

The Accepting their errors were developed on the basis of a series of research regarding Positive effort based learning identification and improvement for 5th class students. This curriculum purported to enhance students’ Positive effort based learning and depositions through speculating about academic learning and life issue discussion. The targeted population was students enrolled in 5th class of Govt. High School, —–. However, in this questionnaire, thirty-two (32) students, taking a related course, were selected in a Govt. High 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 5th class.

How did you try to solve the problem?

Action research incorporates little scale deliberate request and contains various stages which every now and again endure in cycles. Like arranging, activity, perception and reflection. 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 term survey is normally used on the other hand with audit. It is ordinary and straightforward strategy for data amassing, in actuality, look at. Moreover, it is snappiest, most affordable, private method for social affair data from respondents. The data was accumulated through efficient research gadget.

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 accepting errors and development of positive effort base learning. Questionnaire was 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. High School, —–. It was quite convenient for me, being a resident of Govt. High School, —– to accumulate quality data from chosen city and Area. Sample is smaller representation of large data. Generally, it consists of all the accepting their errors that represents the whole population. The number of accepting their errors included in a sample is called size of sample. The students of Govt. High School, —– and their Parents were selected for this class based action research.

Ethical Consideration:

From the inception of this research I was extremely particular to carry out an ethical inquiry and therefore gave serious thought to all ethical aspects this study would entail. As teacher-researchers, my 5th class responsibility was to my students. 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 (5th 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

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 Accepting errors and development of positive effort base learning 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
Accepting their errors motivate them in positive effort based learning.	Strongly Agree
	Agree
	Disagree
	Strongly Disagree
Accepting their errors helping them to solve problem in different knowledge.	Strongly Agree
	Agree
	Disagree
	Strongly Disagree
Accepting their errors making them able to solve problem in different content.	Strongly Agree
	Agree
	Disagree
	Strongly Disagree
The use of Accepting their errors is understandable.	Strongly Agree
	Agree
	Disagree
	Strongly Disagree
Can positive effort based learning effect on learning?	Strongly Agree
	Agree
	Disagree
	Strongly Disagree
Can you use the positive effort based learning accepting their errors 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 Positive effort-based learning. The results are shown below (Table). The total number of students in this questionnaire were 32.

Table: The Questionnaire Results on the Implementation of Accepting their errors

Statements	Option	Students’ Positive effort based learning
Accepting their errors motivate them in positive effort based learning.	Strongly Agree	5	15.62%
	Agree	22	68.75%
	Disagree	5	15.62%
	Strongly Disagree	0	0%
Accepting their errors helping them to solve problem in different knowledge.	Strongly Agree	8	25%
	Agree	24	75%
	Disagree	0	0%
	Strongly Disagree	0	0%
Accepting their errors making them able to solve problem in different content.	Strongly Agree	7	21.88%
	Agree	23	71.88%
	Disagree	2	6.25%
	Strongly Disagree	0	0%
The use of Accepting their errors is understandable.	Strongly Agree	2	6.25%
	Agree	25	78.12%
	Disagree	5	15.62%
	Strongly Disagree	0	0%
Can positive effort based learning effect on learning?	Strongly Agree	6	18.75%
	Agree	20	62.5%
	Disagree	6	18.75%
	Strongly Disagree	0	0%
Can you use the positive effort based learning accepting their errors 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, “Accepting their errors motivate them in positive effort based learning”. This statement was used to know whether the Accepting their errors improved students’ Positive effort based learning. There were 32 respondents who gave their opinion. It showed that 15.62 % of the students were very motivated to positive effort based learning using accepting their errors. It showed that 68.75% of the students were motivated to positive effort based learning using accepting their errors. The second statement is “Accepting their errors helping them to positive effort based learning”. So, about 25 % of the students were really helped by the use of Accepting their errors to help them Positive effort based learning. It showed that 75 % of the students were helped by accepting their errors to solve problem in different content. The third statement shows that there were 21.88 % of the students who thought that they were able to positive effort based learning by using the Accepting their errors. 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 accepting their errors. So, 78.12 % of the students agreed that the steps in accepting their errors were understandable for them. The next statement shows that more than 80 % of the students could get the Positive effort based learning 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 Positive effort based learning. The last statement showed so, there were more than 70 % of the students agreed that Positive effort based learning in Positive effort based learning were fun.

Discussion:

They could follow the steps in Accepting their errors periods. More than 50 % of the students were able to get the key Positive effort based learning when they used accepting their errors. Then, they were able to develop the key Positive effort based learning into a lesson. Accepting their errors 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 Accepting their errors periods in the teaching and learning process of Positive effort based learning in grade ten of Govt. High School, —–. First, accepting their errors could improve students’ Positive effort based learning. It was able to engage the students’ attention and interests during the teaching and learning process of Positive effort based learning. Besides, accepting their errors could provide the students with illustrations and ideas in their minds. Second, the improvement could also be seen in the teaching and learning process. Accepting their errors could be combined with other media such as pictures or video that could create various fun learning Positive effort based learning so it decreased students’ boredom during their learning process in the classroom. The students became more confident to positive effort based learning and active in the classroom Positive effort based learning. Third, since the students were motivated and the Positive effort based learning class ran well, the students’ Positive effort based learning were also improved.

Summary of the Project

This action research was conducted in Govt. High School, —–. The participants of study were elementary (8^th) grade children and their teachers who were enrolled in Govt. High School, —–. I selected elementary (8^th) grade children and their teachers which are considered in total 32 members.

Objective of this research are:

To carry out accepting errors and development of positive effort base learning.
To explore the use of Positive effort based learning on students.
To discover the role of Positive effort based learning from accepting their errors.

It was able to engage the students’ attention and interests during the teaching and learning process of Positive effort based learning. Besides, accepting their errors could provide the students with illustrations and ideas in their minds. Second, the improvement could also be seen in the teaching and learning process. Accepting their errors could be combined with other media such as pictures or video that could create various fun learning Positive effort based learning so it decreased students’ boredom during their learning process in the classroom. The students became more confident to positive effort based learning and active in the classroom Positive effort based learning. Third, since the students were motivated and the Positive effort based learning class ran well, the students’ Positive effort based learning were also improved.

How do you feel about this practice? What have you learned?

I am feeling very satisfied and glad after my research. It was quite interesting and Conflict management experience. Now I am confident after this research. Now I am able to do these all sorts of such tasks.im feeling myself as confident, glad and learnt person. 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 me 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?

While teaching can certainly be a challenge, it is also one of the most rewarding careers out there. Check out some of the useful skills for teachers to see if there are any areas you need to work on before you become one:

Risk Taking

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 methods can be risky. Stick to it and you’ll soon find that others are following your teaching example.

Constant Learning

You can never know too much when you are a teacher, especially when it comes to the best way to teach your students. Great teachers are constantly looking for ways to expand their horizons with courses, workshops, and seminars. Make sure you don’t become stagnant by taking courses to keep the content fresh in your mind.

Communication

No teacher will succeed if they don’t have good communication skills. Clear, concise, and to the point – the better your communication skills are, the easier your lessons will be. There are many different types of classes available to help some teachers who may need help improving their skills.

Mentoring

Teachers need to always remember that, aside from Teachers, they are one of the most consistent mentors in a child’s life. That means setting a good example, at all times. Teachers may also have students whom they spend extra time with a mentor, which means that being a good role model is even more important.

Leadership

One of the other most important skills each teacher must have (besides patience) is leadership. Your students need someone to guide them, to be in charge, and set the tone of the class. Leadership is a difficult skill, meaning you may want to get outside help if you feel that you could use more work on this particular skill, or any other for that matter.

List the works you cited in your project.

Wajnryb, Ruth (2020). Grammer & learning Accepting their errors. New York:
Oxford University Press
Wallace, Trudy (2019). Teaching Learning, Listening and Making choice International
Academy of Education (Educational Practices Series 1-14).
Williams, Melanie (2020). The TKT Course. Cambridge: Cambridge University Press.
Bromley, K. (2019). Best Practices in Teaching Making choice. 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 Making choice. Portsmouth, NH: Heinemann.
Hyland, K. (2019). Second Content Making choice. 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.

Accepting Errors And Development Of Positive Effort Based Learning