Develop Sense Of Respecting Others Among Students Of Grade Five Through Role Model
- 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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Develop Sense Of Respecting Others Among Students Of Grade Five Through Role Model
Promoting Children ‘Well-Being
The overall background of the participants of the project
Name of the School (Govt Model Primary School Kiranwali)
GMPS KIRANWALI is situated at main Eminabad Road. There are 8 teachers and 300 student enrolled in the school. School building is looking very good. There are more than 6 classrooms and staff rooms. Playground, washroom, parking, clean drinking water electricity and other basic facilities are available for the students.
This action research project titled “Develop Sense Of Respecting Others Among Students Of Grade Five Through Role Model.” at GMPS Kiranwali.
Demographic details of participants: For the present research 50 participants are selected form the School, their ages are between 10-12 years. Among 50 students, there are 25 girls and 25 boys thus they make the total of 50 students as a sample for the present research.
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 not good. Such families don’t have enough means to manage the expenses of their children study. The participants belong to middle class families who don’t have rich sources for leaning. Thus, they very much rely on school teachers and the curriculum.
Location of the school: The present research is conducted in a Government school “GMPS Kiranwali” which is situated in the district of Gujranwala.
The school has great discipline and is very organized in teaching curriculum of Gujranwala test board. The school also shows great 80-90% annual result every year. Hence it has a very good ratio of passing students every year.
Occupation / Profession and earning trends:
That’s was rural area mostly people are attached with agriculture were 25% parents of the students attached with agriculture, 5% in teaching profession .2 % people were working in offices and well educated jobs and remaining were laborers.
I notice that the literacy rate of the village it was not so bad. Literacy rate 35 percent but it was good other than around the villages. Parents meetings were arranged in school then I observed the literacy rate of village. Almost 20% parents were well educated and other parents were illiterate.
Special Traits of Community:
The community where the school was situated have good hobbies like gardening, plantation, and playing cricket, football. 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.
The reason behind the selection of the topic: The aim of this study was “develop sense of respecting others among students of grade five through role model. Although, the present topic has been selected for the research because this issue is faced by all the students at different level especially at primary level in their academic careers. This study is to gain awareness about respecting others and about the performance of students “. “The This research provide insight to determine the effectiveness of the strategies used in schools. “.“ This study will help the school environment in improving their Classroom environment Strategies which ultimately enhance the habit of respecting others among students through role model. Student’s concentration and increase the achievement level of the students as well.
I have selected the above topic because now a day it is a common problem of all. Students do not give respect others even not respect o to the teachers. That’s why students cannot perform well in the class. Students do not give respect others in class on the base of following reasons. I selected the above topic so this research identifies the solution of this problem. These reasons are discussed one by one in detail.
Unhappy childhood where parents (or other significant people such as teachers) were extremely critical. Poor academic performance in school resulting in a lack of patient in students. Ongoing stressful life event such as relationship breakdown or financial trouble.
The way we were treated in our family of origin can affect us long after childhood. For instance, if you had a parent who constantly belittled you, compared you to others, or told you that you would never amount to anything, you likely carry those messages with you today. A parent’s struggles with mental health and substance abuse can also change your relationship with the world.
Anxiety about school or grades can be another deeper issue leading to lack of respecting attitude in the classroom. Students who are overwhelmed or stressed by a subject may simply check out, leading to dropping grades and confidence.
Not getting proper sleep or nutrition
If your child is not getting the recommended 8-10 hours of sleep each night, he or she won’t have the energy needed to respecting in class. Skipping breakfast is another big cause of lack of focus in class. If your child is heading to class hungry, he or she is more apt to be distracted than learning-ready.
Mismatched learning style:
Different students have different learning styles. Some learn best by seeing, some by hearing, and others by doing. If your child’s teacher emphasizes a learning style that doesn’t match with how your child learns, this can result in a lack of understanding. When students have not clear mind, they will not be able to respect others.
Lack of motivation
In some cases, your child’s behavior problem may actually be a motivation problem. This lack of motivation can lead to a number issues in the classroom—including disrespecting others.
What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?
Respect is a way of treating or thinking about something or someone. People respect others who are impressive for any reason, such as being in authority like a teacher or cop or being older like a grandparent. You show respect by being polite and kind.
Receiving respect from others is important because it helps us to feel safe and to express ourselves. Being respected by important people in our lives growing up teaches us how to be respectful toward others. Respect in your relationships builds feelings of trust, safety, and well-being.
When I discuss the matter of respect with my colleague and senior teachers in the school. They said that Classroom environment is a critical part of effective instruction”. “Effective classroom management, which begins with efficient lesson planning preparation, helps teacher to teach and students to learn. “Students thrive in a positive class climate and an environment in which they feel safe, cared for and involved”.
From a student perspective, effective Classroom environment provides students with opportunities to socialize while learning interesting content”. In which teachers play their role. Because students follow the teacher as a role model. If teacher respect others than students have ultimately develop the sense of respecting others.
From a teacher perspective, effective classroom management involves preventive discipline and interesting instruction”. Similarly, Classroom environment is important because it keeps students motivated to continue their work, provides appropriate instruction and feedback, and managing student work and it can keep disruptive behaviors down to a minimum”. The effective teacher is an extremely good classroom manager. Effective teaching and learning cannot take place in a poorly managed classroom and cannot build the habit of respecting others in students”. “If students are disorderly and disrespectful, and no apparent rules and procedures guide behavior, chaos becomes the norm”.
Well managed classrooms provide an environment in which teaching and learning can flourish”. “Many research studies have resulted that a conducive classroom environment promotes students’ academic achievement” as well as student’s respecting others. Teachers develop the habit of respecting others by telling them the role of those people who have grate personalities regarding respecting others Like Hazrat Muhammad (PBUH) and many others companions of him. Strategies are a crucial part of teachers’ success in creating a safe and effective learning environment for students”. “The purpose of education is to provide a safe and friendly environment in order for learning to take place”. “Therefore, teachers should know how to use and apply strategies that will allow and also help students to build the habit of respecting others.
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.
What were the major variables/construct of your project? Give definitions/descriptions from literature.
A total of two variables are included in this research. One was independent variable and one was dependent variable. Role Model was independent variables and Respecting others used as dependent variable.
- Role Model:
A role model is a person whose behavior, example, or success is or can be emulated by others, especially by younger people. The term role model is credited to sociologist Robert K. Merton, who coined the phrase during his career.
- Respecting Others:
Respect means that you accept somebody for who they are, even when they’re different from you or you don’t agree with them. Respect in your relationships builds feelings of trust, safety, and wellbeing. Respect doesn’t have to come naturally – it is something you learn.
What did you want to achieve in this research project?
The aim of this study is to analyze that “develop a sense of respecting others among students of grade five through role model.” In order to achieve said aims, the following objectives are designed:
- “To analyze the relationship between Classroom environment and students ‘habit of respecting others”.
- To analyze the relationship between Role models and students’ habit of respecting others.
- RQ1.What is the relationship between Classroom environment and students ‘habit of respecting others”?
- RQ2.How To analyze the relationship between Role Model and students’ habit of respecting others?
Who were the participants in your project?
The population of the study comprised boys and girls studying at GMPS KIRANWALI, Punjab province of Pakistan.
A total of “50” students (25 boys and 25 girls) were taken as a sample of the study. More Eminabad City was taken as Convenient sample by applying the Matched Pair Random Sampling Technique. So, total sample size was 50 respondents including students. This sample provide appropriate knowledge regarding all the students of the school they studying in the school GMPS.
How did you try to solve the problem?
It is descriptive and surveys research about “developing a sense of respecting others among students of grade five through role models”.
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.
Sample and sampling techniques:
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. 50 students were selected from government school.
Data collection procedure
Data was collected by through questionnaires. 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).
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 Classroom environment and developing the habit of respecting others.
2-Close Ended Questionnaire for students about Respecting others.
3-Questionnaire for students’ suggestions for good focus in the classroom that build habit of respecting others.
Questionnaire for students:
- Unhygienic classroom environment have bad impact on the habit of respecting others of the students.
- Noise in the class increase stress in the mind of the students that leading to decrease respecting others.
3.Teachers boring behavior have bad impact on student’s respecting others.
4.Role model in the class increase the habit of respecting others among students.
5.Role model have good impact on the personality of students.
- Students want to listen about moral stories in the class.
- Students Like to listen the great personalities regarding moral point of view.
- Culture of the school have impact on the psyche of students about respecting others.
- Teacher’s behavior have impact on student’s behavior.
10.Role Model have greater impact on the mind of students.
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 (90%) of the respondents agreed that Unhygienic classroom environment have bad impact on the habit of respecting others of the students.
- Overall majority (80%) of the respondents agreed that Noise in the class increase stress in the mind of the students that leading to decrease respecting others.
- Overall majority (90%) of the respondents agreed that Teachers boring behavior have bad impact on student’s respecting others.
- Overall majority (92%) of the respondents agreed that Role Modeling the class increase the habit of respecting others among students.
- Overall majority (90%) of the respondents agreed that Moral stories have good impact on the personality of students.
- Overall majority (90%) of the respondents agreed that Students want to listen about Role Model in the class.
- Overall majority (90%) of the respondents agreed that Students Like to listen the great personalities regarding moral point of view.
- Overall majority (90%) of the respondents agreed that Culture of the school have impact on the psyche of students about respecting others.
- Overall majority (78%) of the respondents agreed that Teacher’s behavior have impact on student’s behavior.
- Overall majority (95%) of the respondents agreed that Role Model have greater impact on the mind of students.
The researcher in this study, from the findings concluded by analysis the following conclusion:
To find out the answers of research question, how can I enhance the habit of respecting others among students at Primary level, a Likert type questionnaire was designed to collect data from 50 primary school students from grade five. The data were analyzed through using arithmetic’s operations i.e. percentage.
In overall analysis (82%) respondents agreed that role model in the classroom effect the habit of respecting others among students at primary level. In which (96%) of respondents agreed that effective teaching behavior develop this specific habit in students at primary level.
Ungenial environment in the class has bad impact on the habit of students. On the other hand, good environment of classroom develop focus, concentration, critical thinking, problem solving skill, punctuality, self-discipline, leadership skills, confidence and respecting others 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 good environment of classroom have a stronger effect on developing concentration, focus, self-confidence, punctuality, problem solving skill, leadership skill, teamwork, self-confidence, character development and respecting others.
Major suggestions as perceived by Primary school students to improve the effect of good environment of classroom availability of physical facilities in classroom, teachers to student’s ratio should be as low as possible etc.
Summary of the Project
University recommended me some developing basic skills in which theme and sub-theme. The topic that I choose “is “DEVELOP SENSE OF RESPECTING OTHERS AMONG STUDENTS OF GRADE FVE THROUGH ROLE Models”. I choose this topic because I have to face problems with respecting others in school. it is difficult to create concentrated environment in the class during teaching.
The sample comprised a total of 50 students drawn from Primary school of district Gujranwala. They were selected by simple random sampling technique.
This study investigated effects of role model on the habit of respecting others among students at Primary level. 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.
Questionnaire instrument used for teachers and students for data collection. Research design was descriptive. The result was finding that the Unhygienic environment in the class have bad impact on the performance of students. Hygienic environment in the class helpful for maintaining concentration and focus of students. Role model have good impact on students ‘habit of respecting others.
How do you feel about this practice? What have you learned?
The aim of this study is to “develop sense of respecting others among students of grade five through role model. My research in rural area basic skills. My project participants were the students and teachers of govt model primary school Kiranwali situated in More Eminabad.in rural areas mostly people not maintain discipline.
Classroom atmosphere is very important element in study because it helps building the habit of respecting others in students. Teachers tell the students moral stories to develop the behavior in students.
So, I used different technique for creating Hygienic atmosphere in the class. Students were happy and learn quickly on the base of hygienic atmosphere in the class. I feel pleasure. I think in our rural area’s teacher create hygienic atmosphere in the class regarding role model then students have no problem of respecting others and focus in education. 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 concentration and focus during the study. Finally, I feel satisfied.
What has it added to your professional skills as a teacher?
It added some new things to my knowledge key points are given below.
- It made me a good organizer.
- It made me ready for everything that is throw their way.
- It enabled me how to create Hygienic atmosphere in the classroom for building the habit of respecting others in students.
- It built self-confidence in me that how to deal with rural areas students.
- 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 for building the habit of respecting others in students.
- It made me good effective teacher and mentor.
- It made me good role model.
- It made me confident. Teacher ‘self-confidence 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 the habit of respecting others and focus at primary level.
- It tells me how unhygienic atmosphere effect on student’s self-confidence level and respect.
List the works you cited in your project.
- Bettenhausen, K. L. (2018). Five years of group research: What we have learned and what needs to be addressed. Journal of Management, 17, 345-381.
- Chao, G. T. (2015). Levels issues in cultural psychology research. In K. J. Klein & S. W. J. Kozlowski (Eds.), Multilevel theory, research and methods in organizations. San Francisco, CA: JosseyBass.
- Goodman, P. S., Ravlin, E., & Schminke, M. (2017). Understanding groups in organizations. In L. L. Cummings & B. M. Staw (Eds.), Research in organizational behavior (vol. 9, pp. 121-173). Greenwich, CT: JAI Press.
- 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.
- Sundstrom, E., DeMeuse, K. P., & Futrell, D. (2019). Work teams: Applications and effectiveness. American Psychologist, 45, 120-133.