Aware The Students About Their Self Respect Through Motivational Activities
- 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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Aware The Students About Their Self Respect Through Motivational Activities
Developing Children’s Well-Being
The overall background of the participants of the project
Name of the School (Govt Primary School Toorkhail)
(Overall background of the participants of the project; area/school: (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 school is situated)
GPS is located in Toorkhail, tehsil, and district Pishin. There are 8 teachers and 300 students enrolled in the school. The school building is looking very good. There are more than 7 classrooms and staff rooms. A playground, washroom, parking, clean drinking water electricity, and other basic facilities are available for the students.
This action research project is titled “Aware The Students About Their Self-Respect Through Motivational Activities.” At GPS Toorkhail.
Demographic details of participants: For the present research 40 participants are selected from the school, and their ages are between 12-15 years. I selected students from grades 3rd to 5th from sections A. Among 40 students, there are 20 girls and 20 boys thus they make a total of 40 students as a sample for the present research.
The socio-economic condition of participants: The socio-economic status is not on the level of satisfaction. Students participating in this research belong to a category whose socio-economic conditions are good. Such families do have not enough means to manage the expenses of their children’s studies. The participants belong to middle-class families. Thus, they very much rely on school teachers and the curriculum.
Location of the school: The present research is conducted in a public school “Govt Primary School Toorkhail” which was situated in the district of Pishin.
The school has great discipline and is very organized in the teaching curriculum of the Pishin board. The school also achieves a great 80-90% annual results every year. Hence it has a very good ratio of passing students every year.
Occupation / Profession and earning trends:
That was in the rural area most people are attached to daily wages work were 50% of parents of the students attached to daily wages, 5% in the teaching profession .2 % of people well-educated jobs and the remaining were laborers. I got the occupation information from the index of the school register.
I notice that the literacy rate of the city it was not so good. Literacy rate only 12% percent. In which 10% male and 2 % male are educated. Parent’s meetings were arranged in school then I observed the literacy rate of the located. Almost 12 % parents were well educated and other parents were uneducated. They used pashtoo language.
Special Traits of Community:
The community where the school was situated have not strong financial condition mostly people were laborers. They have to do strict effort to fulfill the school expenses of their children. Students participate in games and then go to high level. Private school were present in this village. People respect to the teachers.
Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.
Reason behind the selection of the topic: This action research was designed to aware the students about their self-respect through motivational activities. Although, well managed school provide an environment in which teaching and learning can flourish”. “Many research studies have resulted that a conducive classroom environment promotes students ‘self-respect through motivational activities”. “Classroom management strategies are crucial part of teachers’ success in creating a safe and effective learning environment for students in building students’ self-respect”. “The purpose of education is to provide a safe and friendly environment in order for learning”. “Therefore, teachers should know how to use and apply strategies that will allow and also help students to improve student performance.”.
The following reasons behind lack of student Self-respect which was observed in the school. This research identifies the solution of these.
1.Lack of Motivation:
Lack of motivation, extreme temperatures or a high noise level are all distracting elements in a classroom that ultimately hinder the learning experience. The atmosphere in classrooms like these will result of Self-respect issue. Lack of motivation may result in Self-respect issues.
2.Poor Mental Health:
Poor mental health is also associated with rapid social change, stressful work conditions, gender discrimination, social exclusion, unhealthy lifestyle, physical ill-health and human rights violations. There are specific psychological and personality factors that make people vulnerable to mental health problems.
Emotional immaturity as a condition where a person hasn’t given up the desires or fantasies of their childhoods. These desires and fantasies have to do with them being the center of the universe. They can also even involve “bending” reality to be what they want.
Irresponsible is not capable of handling assignments or taking responsibility. An example of an irresponsible person is someone who constantly forgets to do her assignments. This thing lead to decrease self-respect.
5.Poor Home Environment:
Home environment is usually a place in which an individual or a family can rest and be able to store personal motivation. But if home environment not motivated like parents quarrels with on another all the time, then this thing has most negative impact on the mind of students.
6.Lack of Interest in School Activities:
Lack of interest can be caused by difficultly concentrating, family problems, emotional difficulties, learning disabilities, and many other factors. Having said that, as a teacher, you still have to do your best and try to get them to learn at least the basics of any subject.
7.Resistance to School Rules and Regulations:
Policies are important because they help a school establish rules and procedures and create standards of quality for learning and safety, as well as expectations and accountability. Without these, schools would lack the structure and function necessary to provide the educational needs of students. But some students not follow this. These things lead to decrease in Self-respect of students.
I have selected the above topic because now a day it is a common problem of all. Students have lack of Self-respect during the period. Students do not focus in class on the base of following reasons. I selected the above topic so this research identifies the solution of this problem.
What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?
A healthy level of self-respect enables you to have the confidence to set firm boundaries. It means knowing what you stand for and what your values are, and being accepting of both your strengths and weaknesses. Self-respect is an inner quality that each individual must take time to develop.
When I discuss the whole matter of developing Self-respect among children through motivational activities to my other colleagues and senior teachers it was argued that the Self-respect and encouragement should be a major area of concern to teachers and students. This is the concern of this chapter which tends to summarize what is essential to be known about the Self-respect building process as it relates to motivational system and encouragement. Almost all the teachers and colleagues were in favor of the statement that the motivational activities are possessing Self-respect. Because motivation and Self-respect are very alternative. No any students can get fluency in one skill without other skill. The researcher conducted this study which focused on the development of Self-respect that lead to good behavior and performance of students.
A teacher’s most important activity in a typical class environment is the one related to classroom management that leading to build Self-respect in students. Appreciation ultimately enhances good behavior and personality like praise, reward offering. But punishment cannot apply for all students. Punishment put negative impact on some students like punished the students. Learning and teaching cannot take place in a mismanaged classroom. In limited terms, classroom management is the management of the class by educational motives. Contemporary understanding of classroom management approach calls for conceiving class as a system. Class in educational system is a subsystem of educational management and at the same time a formal organization. Within this framework, classroom management could be defined as the process of arranging the classroom environment and its physical structure under the laws in order to satisfy the expectations of the educational system, the curriculum, the school, the lesson, the teacher and of the students, constituting the rules, relation patterns and administration of class order; planning, presenting and evaluating educational activities, recognizing students’ assets; providing student motivation; arranging classroom communication pattern; attaining classroom discipline, effective and productive employment of time, human and material resources in order to prevent students’ undesired behavior.
Self-respect is a response, which an individual show to his environment at different times. Self-respect can be positive or negative, effective or ineffective, conscious or unconscious, overt or covert, and voluntary or involuntary. Self-respect can be regarded as any action of an organism that changes its relationship to its environment. Self-respect provides outputs from the organism to the environment. The meaning of Self-respect is to conduct or carry oneself or behavior in what we do, especially in response to outside stimuli anything that an organism does that involves action and response to stimulation. The main purpose of this study is to investigate the role of motivation in the development of student’s Self-respect of Primary school students.
What did you find about the problem in the existing literature (books/articles/websites)?
Several literature reviews published over the last 15 years help to document this shift in locus, characterize differences brought to culture and respecting research by an organizational perspective, and provide a fairly comprehensive assessment this vast body of research. Goodman, Ravlin, and Schminke (2017) sent a signal marking the shift in locus and highlighted one of the key distinctions between the small culture literature, which pays relatively little attention to the culture task and its technology, and the organizational literature, which views what culture do and how they do it as a critical characteristic.
Similarly, Bettenhausen (2018) documented the emphasis in organizational research on task driven processes in respecting, relative to the small culture focus on interpersonal attraction and interaction. Sandstorm, De Meuse, and Futrell (2019) presented an organizational systems perspective on respecting that addressed both development and effectiveness; two issues rarely considered in concert.
Hackman (2016) viewed culture as contexts for individual behavior, an important perspective because respecting in part enact. Organizations, respecting, and individuals are bound together in a multilevel system. Respecting don’t behave, individuals do; but they do so in ways that create respecting level phenomena. Individuals are nested within respecting, and respecting in turn are linked to and nested in a larger multilevel system. This hierarchical nesting and coupling, which is characteristic of organizational systems, necessitates the use of multiple levels—individual, respecting, and the higher-level context—in efforts to understand and investigate respecting phenomena. However, many of the theoretical, measurement, and data analytic issues relevant to a multilevel perspective on respecting are often neglected in research and practice. These issues are especially important when researchers try to attribute individual characteristics to the respecting collective (e.g., respecting ability, respecting personality, respecting learning).
Such generalizations necessitate precise multilevel theory and analyses to ensure the meaningfulness of the collective respecting-level constructs (Kozlowski & Klein, 2015).
Unfortunately, there are many cultures of such generalizations that lack the standing of true constructs. Finally, time is an important characteristic of work respecting. Respecting has a developmental lifespan; they form, mature, and evolve over time. Respecting constructs and phenomena are not static. Many, indeed, most respecting level phenomena (e.g., collective efficacy, mental models, performance) emerge upwards from the individual to the respecting level and unfold via complex temporal dynamics (Kozlowski et al., 2019) that include not only linear, but also cyclical, and episodic aspects (Kozlowski et al., 2018a). Although time is explicitly recognized in models of respecting other development, it is largely neglected in many other areas of respecting other research; yet time is relevant to virtually all respecting phenomena. It is impossible to understand respecting effectiveness without paying attention to the processes that unfold over time to yield it.
More recently, the globalization of organizations and changing nature of work have yielded new respecting forms such as distinctions based on culture—cross-cultural, mixed-culture, and transnational respecting and collocation in time and space—virtual respecting (Bell & Kozlowski, in press). For example, the challenge of cross- and mixed-culture respecting is to break through the barriers of different fundamental values, cultural assumptions, and stereotypes to successfully coordinate and jointly perform effectively. One of the biggest conceptual challenges in this area of work is dealing with the multiple levels—individual, culture, organization, and culture—that are relevant to understanding such respecting.
Chao (2015), for example, presents a multilevel model of intercultural relationships that specifies how individual- and culture-level interactions are affected by higher-level relationships. Essentially, interactions among individuals or culture of different cultures are affected by their cultural identities, and the relative standing of the cultures on factors important to the interaction. Variation in how culture deal with this higher-level linkage affects the quality of interaction and the potential for culture effectiveness. Thus, Chao’s model provides a basis to guide research on intercultural respecting interactions.
Effective and rewarding teaching learning process is directly related to the effective classroom management. Without effective classroom management, teaching learning has no fruitful and productive outcomes. Effective classroom management depends on the competencies (capacity, proficiency) of teachers. Good managers devise and announce classroom rules and regulations at the beginning of session in order to control classroom disruptive behaviors and make the classroom atmosphere favorable for teaching learning process.
Teachers use a variety of rewards and stimulus (encouragement) to motivate students. According to Ivancevich and Matteson (1990:171) “teachers use a variety of rewards to attract and maintain students and to motivate them to achieve their teaching goals.” Rewarding students is therefore vital for the teaching success. Incentives are external stimuli which can be used as stimulants to productivity.
When a behavior leads to desirable outcomes, it is more likely to occur in future situations. Therefore, reinforcing is merely the impact seen by the reinforcing agent. To determine whether an event is capable of reinforcing its impact should be considered.
Armstrong (2012), states that “reward management deals with the strategies, policies and processes required to ensure that the people’s value and contributions they make to achieving developmental goals of teaching and rewarded.” It can therefore be seen that rewards play an important role in motivating students to perform at their best and also to maintain top performers. Lathan’s (2002:45) observes that “teachers provide rewards to their personnel in order to try to motivate their performance and encourage their loyalty and maintained.”
As already demonstrated, extrinsic motivation is a deeper issue than it come because it may undermine intrinsic (natural) motivation under certain conditions and promote it under others conditions. (Williams & Stockdale, 2004). However, it is worthwhile for all teachers have an understanding of extrinsic rewards because “many of the tasks that educators want their students to perform are not inherently interesting and knowing”. How to promote more active and volitional (a choice or decision made) forms of extrinsic motivation becomes an essential strategy for successful teaching’. (Ryan & Deci,2000).
It is important to understand that before analyzing different reward options, factors that affect reward strategies and practices. Each teacher is faced with a number of internal and external factors that affect the reward system is structured and administered. Armstrong (2010), identifies teaching culture, sector or work environment, students, teaching strategy, school climate as key internal variables that affect reward strategies. Each of these factors are different for each school and the teachers will develop a reward system based on how it values each of the variables. Armstrong (2010:17).
These factors play an important role and may force teachers to take certain decisions. In discussing different types of rewards and incentives it is important to first categorize these. Rewards can be viewed as intrinsic or extrinsic. Intrinsic rewards “are intangible (invisible) rewards concerned with the work environment (quality of education, the teachers teaching) recognition, performance management and learning and development” Armstrong (2002:99). Kinicki and Kreitner (1998), state that financial, material and social rewards are extrinsic rewards because they come from the environment.
To apply a reward system to a classroom, a teacher must first understand what a reward system is and what the advantages n disadvantages are when using it. The term reward is broadly defined as a tool that teacher use to try and reinforce a desired behavior (Wetzel and Mercer, 2003). The elements that determine the effectiveness of a reward are how it is delivered by the teachers and how it is perceived by the student (Wetzel and Mercer, 2012). If a teacher delivers a reward for good behavior, the student must make the connection between the right behavior and the reward. If students think they were rewarded for a different behavior, then the given reward will not be effective, and the student will have associated getting a reward with the wrong behavior (Wetzel and Mercer, 2012). So, teachers need to make sure that when giving rewards, student understand why they received them.
Categories of Reward
Rewards can be broken down into categories;
- Intrinsic rewards
- Extrinsic rewards
When a student receives an intrinsic reward, it is because they have completed an assignment or task due to internal motivation (Williams & Stockdale, 2004). Some common intrinsic rewards are ‘‘task completion, feedback or result, acquisition of knowledge or skill, and a sense of mastery’’ (Wetzel & Stockdale). However, this award can be beneficial compared to extrinsic rewards, because they do not require an external stimulus, such as the teacher. The student will stay on task because they are motivated by their own determinations. However, intrinsic reward will not always be Satisfactory for students, since they may not have any internal motivation to complete a task.
Extrinsic rewards are rewards given by someone outside of the individual, such as a teacher (Wetzel & Mercer). Some common extrinsic rewards are ‘‘primary objects, tangible objects, token systems, social approval, and project activities’’. In 1991, Newby found by new teachers use extrinsic rewards and motivation more than any other strategy. Extrinsic rewards may motivate student complete tasks that they would otherwise disregard. However, this reward can have a negative effect, where students grow dependent on them for motivation in completing their assignments.
In the classroom, most rewards will be a combination of extrinsic and intrinsic factors. For instance, students may engage in an activity both because of what, they will learn will be the intrinsic rewards, while the grade that they receive will be the extrinsic rewards.
It is important to understand, before analyzing different reward options, factors that affect reward strategies and practices. Each organization is faced with a number of internal and external factors that affect the reward system is structured and administered. (Armstrong, 2010) identifies organizational culture, the organizations business or sector or work environment, people, business strategy, political and social climate as key internal variables that affect reward strategies. Each of these factors are different for each organization and the organization will then develop a reward system based on how it values each of the variables. For example “Bankers, entrepreneurial directors or sales representatives will be more interested in financial incentives than, say people engaged in charitable work” (Armstrong, 2010:17).
External aspects that may affect reward strategies include globalization, rate of pay in the marketplace, the economy, societal factors, legislation and trade unions, (Armstrong, 2010). These factors play an important role and may force organizations to take certain decisions for example trade unions in South Africa have a big influence in worker package and incentives.
In discussing different types of rewards and incentives it is important to first categorize these. Rewards can be viewed as intrinsic or extrinsic. Intrinsic rewards “are intangible rewards concerned with the work environment (quality of working life, work life balance) recognition, performance management and learning and development” Armstrong (2002:99). Kinicki and Kreitner (1998) state that financial, material and social rewards are extrinsic rewards because they emanate from the environment.
Tom Peters argues that by following the right method of rewarding, one can obtain excellent results. The Theorist Edward. Lorler believe that reward must be dependent on performance (Cohen, 2013).
The biggest mistake any parents can make is to delay the reward for an appropriate behavior. A reward will be most effective if it immediately follows the behavior. So that the desirable behavior is validated. (Patterson, 1983). Rey states that during the delay between the behavior and reward, the subject may exhibit, other behavior. Thus, the targeted behavior may remain undeveloped since the unwanted behavior is also reinforced. (Seyf, 2011).
What were the major variables/construct of your project? Give definitions/descriptions from literature.
Variables of the study:
Total of three variables were included in this research. two were independent variables and one was the dependent variable. Motivational Activities (Students rewarding system and encouragement) used as independent variables and student’s Self-respect used as dependent variable.
1. Rewarding System:
Reward systems serve several purposes in school. Effective reward systems help to be more competitive, retain key students, and reduce turnover. Reward systems also can enhance student’s motivation and reinforce the image of a school among key stakeholders or future students.
2. Students Encouragement:
Tangible forms of encouragement give students a visual reminder that they have the power to learn and succeed. They are especially effective when used sparingly or in moderation after students achieve learning milestones in the classroom
- Give Positive Feedback
- Set Realistic Expectations and Celebrate When They Are Met
- Let Your Own Excitement Come Through
- Vary Your Teaching Methods
- Facilitate Don’t Dominate
- Make Topics Practical
- Show StudentsTheir Own Successes
- Get Out of the Book
A healthy level of self-respect enables you to have the confidence to set firm boundaries. It means knowing what you stand for and what your values are, and being accepting of both your strengths and weaknesses. Self-respect is an inner quality that each individual must take time to develop.
What did you want to achieve in this research project?
The purpose of the study was to aware students of their self-respect through motivational activities. So, the study will focus on the causes of problems of students regarding this.” In order to achieve said aims, the following objectives are designed:
Objectives of the Study
The following was the main objective of the study.
- To explore the relationship between motivational activities like reward systems and students’ Self-respect at the primary level.
- To explore the relationship between motivational activities like student encouragement and Self-respect development at the Primary level.
- To find out the reasons behind the lack of Self-respect of students.
- To give suggestions for the improvement of the situation.
Research Questions of the study
What is the relationship between motivational activities like reward systems and students’ Self-respect at primary level.?
What is the relationship between motivational activities like student encouragement and Self-respect development at primary level?
What are the reasons behind the lack of Self-respect of students.?
What are the suggestions for the improvement of the situation?
Who were the participants in your project?
The population of the study comprised boys and girls studying at Govt Primary School Toorkhail of Pakistan.
A total of “40” students were taken as a sample of the study. Pishin City was taken as a Convenient sample by applying the Matched Pair Random Sampling Technique. So, total sample size was 40 respondents including male and female students. This sample provide appropriate knowledge regarding all the students of the school they studying in the school.
How did you try to solve the problem?
All research methods and techniques that will be used in this study are given below.
Research methods may describe in three forms: Quantitative Method, Qualitative method, and Mixed Method. In the study, a quantitative research method was used, because data were collected by using the questionnaire in the light of students’ and teachers’ perceptions.
It is descriptive and surveys research about “Aware the students about their self-respect through motivational activities”.
A population is otherwise called an all-around characterized gathering of people or questions known to have comparative attributes. All people or protests inside a specific population typically have a typical, restricting trademark or characteristic. The target population of this study was the students of public school of Pakistan. The data was collected from student’s public schools by filling up the questionnaire.
Convenient sampling technique was used in this study.
In research a sample is a gathering of individuals, that are taken from a bigger population for estimation. The example ought to be illustrative of the population to guarantee that we can sum up the discoveries from the exploration test to the population all in all. 40 students were selected from government school.
Data collection procedure
Data was collected by through questionnaires. One questionnaire was filled by one student according to his point of view. In this way 40 questionnaire filled by 40 respondents. On the base of this data know the opinion of students, find out the problems of students, and provided solution to sort out these problems. Open ended and closed ended questions were used for the purpose of data collection. In closed ended questionnaires 5 Likert point scale questions were developed in the form of strongly agreed (SA=5), Agree (A=4), Undecided (UD=3), Disagree (DA=2) and strongly Disagree (DA=1).
Data collection measure means the tool through which the data can be collected”. There are different sources of data collection like scales, proxies, and questions. In this study the researcher used appropriate research tools and software to analysis of data, like; SPSS 18 software analysis in which descriptive analysis was used to find out the frequency, percentage, means and minimum/maximum values etc.
What kind of instrument was used to collect the data? How was the instrument developed?
The study used questionnaires as the main research instrument. The questionnaire is the form in which different questions are asked by the sample of the study to complete the goal of the study.
Questionnaires were three in counting and labeled as:
1-Closed Ended Questionnaire for students about the rewarding system and its impact on students’ Self-respect.
2-Close Ended Questionnaire for students about the development of Self-respect in students.
3-Questionnaire for students’ suggestions for the effective motivational system in the classroom.
Questionnaire for students:
The following main questions guided the collection and analysis of data for the present study. All the information that contained in these questions is ultimately helpful for developing Self-respect in students.
- Are students are motivated to perform well in school?
- Different techniques used to increase the Self-respect of students?
- Rewards encourage the student to perform well?
- Are the students being rewarded positively?
- Are the students being rewarded for their unsatisfactory performance?
- Does the reward system improve the Self-respect of students?
- Are the students happy after receiving the reward?
- Encouragement of the students to develop Self-respect?
- Does the misbehavior of students change with reward?
- Teacher use rewards for the whole class to improve the Self-respect of the students.
Instruments, participants, and procedures of quantitative data collection are presented in the following sections.
After the collection of the data, it was tabulated. Questionnaires were analyzed. After collecting data, the simple percentage and frequency model was applied to evaluate the score on different performance indicators to check the significance.
What were the findings and conclusion?
- Overall majority (98%) of the respondents agreed that Are students are motivated to perform well in school.
- Overall majority (92%) of the respondents agreed that Different techniques used to increase the Self-respect of students.
- Overall majority (98%) of the respondents agreed that Rewards encourage the student to perform well.
- Overall majority (97%) of the respondents agreed that Are the students being rewarded positively.
- Overall majority (95%) of the respondents agreed that Are the students being rewarded by their unsatisfactory performance.
- Overall majority (96%) of the respondents agreed that reward system improves the Self-respect of students.
- Overall majority (98%) of the respondents agreed that Are the students happy after receive reward.
- Overall majority (99%) of the respondents agreed that Encouragement of the students develop Self-respect.
- Overall majority (92%) of the respondents agreed that Does the misbehavior of students is change with reward.
- Overall majority (95%) of the respondents agreed that Teacher use reward for whole class to improve Self-respect of the students.
The researcher in this study, from the findings concluded by analysis the following conclusion:
Motivational system is the most powerful tool of student’s Self-respect. Encouragement to increase a response not only works better, but allows both parties to focus on the positive aspects of the situation. Punishment, when applied immediately following the negative behavior can be effective, but problems may result when it is not applied consistently. Punishment can also invoke other negative emotional responses, such as anger and resentment.
Teacher-student relationships are crucial for the success of both teachers and students. As a feature of classroom administration, such connections are the most noteworthy factor in deciding an educator’s work as effective. The impact of instructor’s conduct assumes a critical job in the scholastic accomplishment of understudies. An instructor needs to show outstanding sympathy, constancy, industriousness, truthfulness, examine introduction, trustworthiness and adaptability as a man. Instructors likewise should be mindful in the manner by which anything that a living being does that includes activity and reaction to incitement.
Teaching is the activity of teachers for the purposes of education. Teaching is an arrangement and manipulation of a situation in which building students’ Self-respect.
That good classroom management strategies show that motivational system develop discipline, critical thinking, student’s confidence policies, punctuality, self-discipline, leadership skills, confidence and honesty in Primary school students According to the perceptions of Primary school students (in open-ended question), majority of the respondents (Primary school students) agreed that students ‘rewarding policies of classroom have a stronger effect on developing Self-respect, punctuality, student’s confidence policies, leadership skill, teamwork, character development and adaptability.
Summary of the Project
University recommended me some developing basic skills in which theme and sub theme. My topic that I choose AWARE THE STUDENTS ABOUT THEIR SELF-RESPECT THROUGH MOTIVATIONAL ACTIVUITIES. I choose this topic because I have to face problem about Self-respect in the school. It is difficult to create Self-respect in the students during teaching.
The sample comprised a total of 40 students drawn from Primary school of district Pishin. They were selected by simple random sampling technique.
This study investigated student’s Self-respect through motivational activities among Primary school’s students. It also investigated the effects of school environment and management related differences on students’ academic performance in the concept of measurement when taught using hygienic environment and Unhygienic environment in the class.
Instrument used for students for data collection. Research design was descriptive. The result was finding that the reward system and encouragement develops Self-respect in students regarding study. Teachers’ behavior and teaching method also impact on students ‘behavior.
How do you feel about this practice? What have you learned?
The aim of this study was to aware the students about their self-respect through motivational activities. My research in rural area basic skills. My project participants were the students of Govt Primary School Toorkhail situated in Pishin district. In rural areas mostly people maintain discipline but not all.
Classroom positive reinforcement atmosphere is very important element in study because it helps in the learning of students. So, I used different technique for creating motivational atmosphere in the class to maintain discipline that lead good behavior and personality. Students were happy and learn quickly on the base of hygienic atmosphere in the class. I feel pleasure. I think in our rural areas teacher create motivational atmosphere in the class through rewarding system then students have no problem regarding self-respect. Students’ response to the implementation of teaching if they teach in hygienic atmosphere. I created hygienic atmosphere in the class through different activities. I learn that how to improve the student’s behavior and personality during the study. Finally, I feel satisfied.
What has it added to your professional skills as a teacher?
It added some new things in my knowledge key points are given below.
- It made me good organizer.
- It made me ready for everything that is throw their way.
- It enabled me how to create motivational atmosphere in the classroom through rewarding system.
- It built confidence in me that how to deal with rural areas students for improving motivational level.
- Before these activities I was not a good organizer.it made me innovative.
- I started find out new things before I have not insert. But when I started my project a grate change brought in my thinking.
- I capable to find out new things.
- It made me good effective teacher and mentor.
- It made me good role model.
- It made me confident. Teacher discipline can help influence other to be a better person.
- It made me capable to understand how to create classroom atmosphere according to student’s psyche to maintain motivational level and self-respect at primary level.
- It tells me how negative punishing atmosphere effect on student’s personality level and communication.
List the works you cited in your project.
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- Hackman, J. R. (2016). Group influences on individuals in organizations. In M. D. Dunnette & L. M. Hough (Eds.), Handbook of industrial and organizational psychology (Vol. 3, pp. 199-267).
- Kozlowski, S. W. J., Gully, S. M., McHugh, P. P., Salas, E., & Cannon-Bowers, J. A. (2018a). A dynamic theory of leadership and team effectiveness: Developmental and task contingent leader roles. In G. R. Ferris (Ed.), Research in personnel and human resource management (Vol. 14, pp. 253-305). Greenwich, CT: JAI Press.
- Kozlowski, S. W. J., Gully, S. M., Nason, E. R., & Smith, E. M. (2019). Developing adaptive teams: A theory of compilation and performance across levels and time. In D. R. Ilgen & E. D. Pulakos (Eds.), The changing nature of work performance: Implications for staffing, personnel actions, and development (pp. 240-292). San Francisco: Jossey-Bass.
- Kozlowski, S. W. J., & Klein, K. J. (2015). A multilevel approach to theory and research in organizations: Contextual, temporal, and emergent processes. In K. J. Klein & S. W. J. Kozlowski (Eds.), Multilevel theory, research, and methods in organizations: Foundations, extensions, and new directions (pp. 3-90). San Francisco, CA: Jossey-Bass.
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