Developing Behavior Among Children At The Age Level 12 To 16 Of Accepting Their Errors And Mistakes
- 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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Developing Behavior Among Children At The Age Level 12 To 16 Of Accepting Their Errors And Mistakes Promoting Children’s Well-Being.
Promoting Children’s Well Being
Accepting Mistakes And Errors
Name of the Area:
Mang Chaher Tehsil Rawla Kot District Poonch
I selected area of Mang Chaher Tehsil Rawla Kot District Poonch for my project. The participants of my research work or my project was the 7th to 11th class students. It was local research. Before starting my research, it was necessary for me to know the overall back ground of the students and social status of their parents.
So, for this purpose I made a Performa to collect data about the under research students. Firstly, the area is situated near Rawla Kot city about 4 km from district head quarter towards Southern side. This area is rural, hilly and lush green with healthy environment. The population of research area is approximately five thousand. People of this area are hard worker, honest and brave. The literacy rate of Rawla Kot is 60 to 65%.
Socio Economic Status:
I met different students from class 7th to 11th in this area. Every student has his own story and back ground, different kind of categories included poor, middle and upper status. As a research student I observed that every student represented his/her family back ground because each have different story. I observed that different types of complications come from multiple status compilation of society i.e. from poor to rich.
Profession/ Occupation and Earning Trends:
As after earth quake the whole scenario of AJ&K changed from agriculture towards business and overseas earning. Most of the people went to middle east countries for earning. About 28 % are doing jobs in government and private sector.30 % of this society in different businesses and 24% went abroad for fulfilling their needs. Another18% are working as a daily wager i.e. labors, drivers, carpenter, electricians etc.
I noted that the literacy rate of the Rawla Kot is 60 % to 65 %. It is good as compared to other districts of AJ&K. Most of the people of this area have basic education and have a sense of benefits of education. Parent of students give time in parent’s teachers meetings to enhance their children/students abilities.
Special Trait of Community:
The people of this area are well mannered, honest and brave with good hobbies. Gardening and playing of different games as football, cricket, volley ball and hiking are common. Many families after good earning migrated to urban areas for their children’s education in best institutions.
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: This action research was designed to developing behavior among children by accepting their errors and mistakes for promoting children’s wellbeing. Although, well managed homes and schools provide an environment in which children develop behaviour of accepting and mistakes”. Like parents do not give strict punishment on the common mistakes of their children. So in this way developed habit in children for accepting errors and mistakes. “Many research studies have resulted that a conducive home environment promotes children’ academic achievement”. Home Home management strategies are a crucial part of teachers’ success in creating a safe and effective learning environment for children in building student’s well-being”. “The purpose of education is to provide a safe and friendly environment in order for learning to take place”. “Therefore parents should know how to use and apply strategies that will allow and also help children to learn about accepting mistakes and errors.
I have selected the above topic because now a day it is a common problem of all. Children don’t focus on good behavior. Students do not focus on accepting their mistakes and errors 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.
The problem in school/home:
Some teachers and parents gave strict punishment on common mistakes of their children. Due to this child tell lie and not accepting their mistakes after they have done. They told again that they did not done this.
Some parents do not accept their errors and mistakes. Children observe this and they also develop this habit in their behaviour. In this way when they do mistake and errors they refuse to accept this.
Fear of Punishment:
Children feel fear of strict punishment by their parents. So they do not accept their errors and mistakes. In this way they try to save them from punishments and told lie. With the passage of time this thing became the part of their personality.
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 and in home—including not acceptance of their mistakes and errors.
Anxiety about grades can be another deeper issue leading to bad behavior in the classroom. Students who are overwhelmed or stressed by a subject may simply check out, leading to dropping grades and confidence.
What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?
When I discuss the whole matter and problem of children’s wellbeing by accepting their mistakes and errors to my other colleagues and senior teachers it was argued that. So, the good behavior and personality should be a major area of concern to parents, teachers and children. This is the concern of this chapter which tends to summarize what is essential to be known about the well-being building process as it relates to good behavior and personality. Almost all the teachers and colleagues were in favor of the statement that the students having good habit of accepting their mistakes and errors are possessing good behavior and personality. Because good habits developments and personality 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 accepting their mistakes and errors that lead to good behavior and personality of students.
A teacher’s most important activity in a typical class environment is the one related to classroom management that leading to build students well-being. Well-being ultimately enhance good behavior and personality. 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; and of effective and productive employment of time, human and material resources in order to prevent students’ undesired discipline.
Habit development is a response, which an individual show to his environment at different times. Habit development can be positive or negative, effective or ineffective, conscious or unconscious, overt or covert, and voluntary or involuntary. If children have habit of accepting mistakes and errors, they feel confident after accepting it. Dusenbery, (2009) stated that “Confidence can be regarded as any action of an organism that changes its relationship to its environment. Confidence provides outputs from the organism to the environment.” The meaning of confidence is to conduct or carry oneself or confidence in what we do, especially in response to outside stimuli anything that an organism does that involves action and response to stimulation.
One focus of our research has been on the relationship between child behaviour problems and parental well-being. Parenting stress was higher in families of children with (vs. without) delays; however, stress was related more to behaviour problem severity than to the developmental delay (Baker et al.). The present paper reports an extension of these findings in two directions. First, we extended our measures of parental well-being beyond parenting stress, to examine the relationship of developmental delays and behaviour problems to less child-focused indicators of parental well-being, depression and marital adjustment. Second, despite the strong relationship between child behaviour problems and parental wellbeing, there is still considerable variability in how individual parents respond. Family researchers in developmental disabilities have paid scant attention to the role of parental personality factors. We examined the individual personality trait of optimism– pessimism as a possible moderator of the relationship between challenging child behaviour and parental well-being.
Parents’ well-being The aspect of parents’ well-being most commonly considered in research on families and disability is stress, variously measured as, for example, parenting stress, negative impact, malaise, and parent and family problems. A clear finding is that parents of children with a physical or intellectual disability experience heightened stress. Parenting stress is evident even in early childhood and across disabilities (Blacher; Rodrigue et al.; Baker et al.). In one recent study, parenting stress attributed to the family member with a disability was about twice that attributed to the youngest sibling without a disability (Baxter et al.). Historically, this heightened stress was believed to be related to the presence of disability per se.
However, recent studies have found that parents’ stress is heightened in the presence of child behaviour problems (Stores et al., and, further, that this relationship may account for the association of disability and stress (Floyd & Gallagher Fidler et al. Baker et al.). Donenberg & Baker found that while parents of preschool children with autism reported higher negative impact than control families, their impact scores did not differ from families of children without delays but with externalizing behaviour problems. Also, Floyd & Gallagher, comparing Child Behaviour Checklist (CBCL) scores from families of children with ID, chronic illness, or behaviour problems (but no ID), found that the presence of significant behaviour problems related to parenting stress more than disability type did. Baker et al. found in regression analyses that once behaviour problems were accounted for, the child’s intellectual delay accounted for little or no further variance.
The present study examined the robustness of this finding by considering additional indicators of parent’s well-being that are not as directly related to child rearing. Dyson reported that mothers and fathers with a school-aged child with disabilities experienced heightened child-related stress, but did not differ in overall family functioning from families with normally developing children. Similarly, although Donenberg & Baker found large differences in stress (negative impact) in parents of preschool children with autism or externalizing problems relative to parents of normally developing children, these authors did not find differences on mothers’ reports of depression or marital adjustment.
In the present study we examined indicators of individual (depression) and relationship (marital) well-being. Ever since Olshansky’s provocative essay posing ‘chronic sorrow’ as a natural and universal reaction to a child with handicaps, researchers and clinicians alike have sought signs of depression. There is some evidence for heightened maternal depression in families with ID (Blacher et al. Olsson & Hwang Weiss). However, this finding has not been consistent, in part because of methodological shortcomings (e.g. small samples, inadequate controls) (Stoneman & Berman).
When a child has a disability, the marriage may suffer from added burden or the parents may feel closer to one another (Gath; Benson & Gross). Thus it is not surprising that studies have reported some marriages strengthened and some affected adversely (Taanila et al.; Heiman). One possible predictor of how marital satisfaction will be affected by disability is child behaviour problems. Simmerman et al, in a study of preadolescents with severe ID, found that greater child maladaptive behaviour was associated with lower marital satisfaction for both mothers and fathers.
Optimism–pessimism Family researchers in developmental disabilities have drawn heavily on Hill’s ABCX model of stress and its variations (McCubbin & Patterson; Bristol), wherein the impact of the child as stressor (A) is moderated by parental resources (B), and parental cognitions (C), to result in an outcome of stress or some other indicator of adjustment (X). Family researchers in ID have begun to examine personality or related cognitive variables (primarily C in the model) that may relate to coping with the challenges of child rearing. Most of these involve a positive perspective. Among these interrelated constructs are, positive perceptions (Hastings et al.), cognitive coping (Turnbull et al.), hope (Padencheri & Russell), hardiness (Judge), and optimism (Hyman & Oliver).
In many cases, however, the measures are not so much of general personality dispositions but of reactions specific to the child with disability. Hyman & Oliver, for example, assessed optimism with two questions about whether parents believed that their child’s behaviour problems were permanent and whether intervention would help. The ‘Pessimism’ scale of the widely used short form of the Questionnaire on Resources and Stress (Friedrich et al. is, in fact, a series of predictions about the future for the child with disabilities. Rousey et al. noted the high correlation of this scale with another scale measuring child capabilities, and cautioned that the score ‘does not, necessarily, reflect a pessimistic outlook as much as a realistic appraisal of the situation’ Our interest was in studying personality as a dispositional trait, independent of the particular child rearing situation.
The literature on optimism–pessimism suggests that this personality trait could moderate parent stress levels in the presence of challenging child behaviour, both by influencing cognitions (self-talk) about the child’s behaviour and by affecting use of stress-reducing behaviours. Optimism and pessimism, defined as generalized positive and negative outcome expectancies, represent relatively stable individual difference variables that promote or abate psychological well-being (Scheier & Carver). Optimists have a favourable outlook on life; they believe that good rather than bad things will happen to them (Olason & Roger). Researchers distinguish between optimistic explanatory style and dispositional optimism. Optimistic (pessimistic) explanatory style represents typical ways of understanding the causes and implications of events, and involves causal attributions about the internality, stability, and globality of specific events. Dispositional optimism (pessimism) represents generalized positive (negative) expectancies about future outcomes, broadly conceived. Although the two are highly related, our assessment herein was of dispositional optimism.
There is considerable evidence that optimism is beneficial to one’s health. Optimistic people, for example, are reported to have fewer illnesses and doctor visits, fewer accidents, greater physician ratings of general well-being, longer survival time following a heart attack or AIDS diagnosis, and a longer life (Peterson). Researchers have considered many pathways by which optimism may function to affect healthier outcomes, invoking effects on the immune system, cognition, emotions, social relationships, and health-promoting behaviour (Aspinwall & Brunhart; Peterson). At a cognitive level, Beck and colleagues have argued that chronic engagement in pessimistic thinking may lead to the development of a psychological vulnerability to experiencing negative emotions, which may contribute to psychological disturbances as indicated by symptoms of anxiety, depression, panic, and anger (Clarke & Beck). Optimistic or pessimistic expectations may result in schemas of success or failure that are chronically accessible, leading to differences in attention, interpretation, and emotional and physiological reactions (Segerstrom). Optimists are more likely than pessimists to reinterpret negative events in a positive way and to find meaning or growth in stressful experiences.
tressful experiences. The optimism literature suggests that mothers’ optimism may lead to less distress in the face of challenging child behaviours in at least two ways. Cognitively, less optimistic (more pessimistic) thinking is linked to vulnerability to experiencing negative emotions (Clarke & Beck). Behaviourally, coping strategies are linked conceptually to optimism. Dispositional optimism has an influence on selfregulation – on goal striving and motivation – when people encounter obstacles to reaching their goals (Carver & Scheier). Optimistic persons will see good future outcomes as more likely, and, in turn, will be more likely to persist in pursuing the goal. Optimists may gain an advantage in dealing with threatening events from their preference for more active coping strategies, such as problem solving and social support (Dougall et al.). When a situation appears more uncontrollable and active coping may not be possible, optimists report more use of acceptance and positive reinterpretation coping strategies, while pessimists report preferences for palliative coping strategies, such as avoidance and denial. These differences in coping may contribute to the greater distress and poorer health outcomes exhibited by pessimists (Dougall et al). In a recent study of mothers with a child with developmental disabilities, reframing (positive reinterpretation) as a coping strategy was the best predictor of mothers’ positive perceptions of their children (Hastings et al.)
Beck has implicated optimism–pessimism in stress and depression, and Finch am makes a similar point regarding marital adjustment. He notes that when a negative marital event is explained using an optimistic explanatory style, there is higher reported marital quality; indeed, he suggests that this association represents, ‘arguably, the most robust phenomenon documented in the marital literature’ Accordingly, we expected that optimism–pessimism will have a main effect relationship to parents’ report of well-being on measures of stress (negative impact), depression, and marital adjustment. We also hypothesized that, in the presence of high child behavioral challenges, optimism–pessimism will have a moderating effect on parental well-being. Optimistic parents will experience less adverse impact on well-being than pessimistic ones. This role of optimism, as a buffer when faced with a stressor, has been explored less. Indeed, Fincham goes on to note that ‘the paucity of research on explanatory style in the context of stress means that its role as a moderator variable remains unexplored in the marital domain’
The present study examines the well-being of mothers and fathers of young children with and without developmental delay. We questioned whether the pattern of relationships between child behaviour problems and parental well-being, as well as the role of optimism as a buffer, differed for mothers and fathers. Heller et al., studying caretaking burden, found that behaviour and health of the offspring (child or adult) had a greater impact on mothers than on fathers. These authors, in considering explanations, cited research indicating that women are more strongly influenced by stressful events within the family, whereas men are more likely distressed from work and financial events (Conger et al.). Following this line of reasoning, we would expect that in the present study mother’s wellbeing would be affected more than father’s well-being by child behaviour problems. We did not hypothesize about parent differences in the moderating role of optimism.
We studied mothers’ and fathers’ well-being at child ages and months, to assess the prediction of well-being from earlier behaviour problems, and to examine the stability of behaviour problems, optimism, well-being, and their interrelationships across year. We addressed two primary questions. First, are parental depression and marital adjustment, indicators of well-being beyond child-related stress, affected by child delay status and/or child behaviour problems? Second, does parents’ dispositional optimism moderate relationships between child behaviour problems and parental well-being?
What were the major variables/construct of your project? Give definitions/descriptions from literature.
Variables of the study:
Total three variables included in this research. One is independent variable and two are dependent variables. Children habit of accepting their mistakes and errors is independent variables Behavior and well-being used as dependent variable.
1. Children’s habit for accepting mistakes and Errors:
Mistakes teach us what doesn’t work and encourages us to create new ways of thinking and doing. Creativity and innovation are a mindset where mistakes are viewed as educational challenges. This shift in mindset can provide positive energy for discovering something new and better.
If you make a mistake, it means you’re bad at something, and you feel ashamed. This is why language learning causes so much anxiety in adults. … But if you avoid situations where you know you’ll make mistakes, you’re missing out on a key strategy that’ll speed up your language learning.
- Students Behavior:
Children learn behavior by watching and imitating others. Many types of behavior detract from learning. These include talking out of turn, being out of the seat without permission, not paying attention and disrupting other students by making noise or touching them.
- Listen to your teacher and follow instructions. If you want to behave better in class, the first place to look for help is your teacher. …
- Be quiet. Typically, any time after class has started, it is time to be quiet. …
- Avoid sitting with friends that get you in trouble. …
- Be on time.
3. Children’s well-being:
Children’s well‑being, as defined in this report, refers to the psychological, cognitive, social and physical functioning and. capabilities that students need to live a happy and fulfilling life
The purpose of the study was to developing behaviour among children at the age level 12 to16 of accepting their errors and mistakes promoting children’s well-being. So, the study will focus on the causes of problems of students regarding this.” In order to achieve said aims, following objectives are designed:
Objectives of the Study
The following was the main objective of the study.
- To explore the relationship between accepting mistakes and errors and good Behavior in children at the age level 12 to 16.
- To explore the relationship between accepting mistakes and errors and well-being of children at the age level 12 to 16.
- To find out the Problems of the children in building effective behaviour at the age level 12 to 16.
- To give suggestion for the improvement of the situation.
Research Questions of the study
- What is the relationship between accepting mistakes and errors and good behavior in children at the age level 12 to 16.?
- What is the relationship between accepting mistakes and errors and well-being in children at the age level 12 to 16?
- What are the problems of children in building effective behavior at the age level 12 to 16?
- What are the suggestions for the improvement of the situation?
The population of the study comprised 7th to 11th class students of Mang Chaher tehsil Rawla Kot District Poonch of Pakistan.
A total of “100” students were taken as a sample of the study. Mang Chaher City was taken as a Convenient sample by applying the Matched Pair Random Sampling Technique. So, total sample size was 100 respondents including male and female students. This sample provide appropriate knowledge regarding all the population.
The research methodology adopted for the collection and analysis of data is presented in this section. The section gives a thorough account of the subjects, settings instrument design, data collection methods and techniques analyze data. It further provides theoretical underpinning of methodology wherever appropriate. The research methodology is the key to answer the research question(s) and to draw conclusions.
It is descriptive and survey research about accepting mistakes and errors and good behavior and personality at the age level 12 to 16. Descriptive research is “aimed at casting light on current issues or problems through a process of data collection that enables them to describe the situation more completely than was not possible without employing this method.”
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 7th to 11th class students of Mang Chaher tehsil Rawla Kot District Pooonch of Pakistan. The data was collected from children 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. 100 students were selected from this area.
The study used questionnaires as the main research instrument. Questionnaire is the form in which different questions asked by the sample of the study to complete the goal of the study.
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).
The study used questionnaires as the main research instrument. The questionnaire is the form in which different questions 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 accepting errors and mistakes and its impact on student’s behavior.
2-Open Ended Questionnaire for students about behaviour development of Children.
3-Questionnaire for students’ suggestions for children’s well-being.
Questionnaire for students:
The following main questions guided the collection and analysis of data for the present study.
- Children’ accepting mistakes and errors policies develop good behavior at age level 12 to 16.
- Children’ accepting mistakes and errors policies develop problem-solving skill at age level 12 to 16.
- Children’ accepting mistakes and errors policies = develop personality at age level 12 to 16.
- Children’ accepting mistakes and errors policies develop adaptability at age level 12 to 16.
- Children’ accepting mistakes and errors policies develop interpersonal skills at age level 12 to 16.
- Children’ accepting mistakes and errors policies develop self-discipline at age level 12 to 16.
- Children’ accepting mistakes and errors policies f classroom develop learning skills at age level 12 to 16.
- Children’ accepting mistakes and errors policies develop ability to set goals for future at age level 12 to 16.
- Children’ accepting mistakes and errors policies develop team work at age level 12 to 16.
- Children’ accepting mistakes and errors policies develop negotiation skills at age level 12 to 16.
- Children’ accepting mistakes and errors policies f classroom develop understanding and respect for others at age level 12 to 16.
- Children’ accepting mistakes and errors policies leadership skills at age level 12 to 16.
- Children’ accepting mistakes and errors policies develop marvelous confidence at age level 12 to 16.
- Children’ accepting mistakes and errors policies develop honesty at age level 12 to 16.
- Children’ accepting mistakes and errors policies develop integrity and belief in students at age level 12 to 16.
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.
- Overall majority (90%) of the respondents agreed that Children’ accepting mistakes and errors policies develop good behavior at age level 12 to 16.
- Overall majority (92%) of the respondents agreed that Children’ accepting mistakes and errors policies develop problem-solving skill at age level 12 to 16.
- Overall majority (91%) of the respondents agreed that Children’ accepting mistakes and errors policies = develop personality at age level 12 to 16.
- Overall majority (94%) of the respondents agreed that Children’ accepting mistakes and errors policies develop adaptability at age level 12 to 16.
- Overall majority (93%) of the respondents agreed that Children’ accepting mistakes and errors policies develop interpersonal skills at age level 12 to 16.
- Overall majority (94%) of the respondents agreed that Children’ accepting mistakes and errors policies develop self-discipline at age level 12 to 16.
- Overall majority (93%) of the respondents agreed that Children’ accepting mistakes and errors policies f classroom develop learning skills at age level 12 to 16.
- Overall majority (95%) of the respondents agreed that Children’ accepting mistakes and errors policies develop ability to set goals for future at age level 12 to 16.
- Overall majority (95%) of the respondents agreed that Children’ accepting mistakes and errors policies develop team work at age level 12 to 16.
- Overall majority (94%) of the respondents agreed that Children’ accepting mistakes and errors policies develop negotiation skills at age level 12 to 16.
- Overall majority (96%) of the respondents agreed that Children’ accepting mistakes and errors policies f classroom develop understanding and respect for others at age level 12 to 16.
- Overall majority (97%) of the respondents agreed that Children’ accepting mistakes and errors policies leadership skills at age level 12 to 16.
- Overall majority (90%) of the respondents agreed that Children’ accepting mistakes and errors policies develop marvelous confidence at age level 12 to 16.
- Overall majority (90%) of the respondents agreed that Children’ accepting mistakes and errors policies develop honesty at age level 12 to 16.
- Overall majority (91%) of the respondents agreed that Children’ accepting mistakes and errors policies develop integrity and belief in students at age level 12 to 16.
The researcher in this study, from the findings concluded by analysis the following conclusion:
Teacher-student relationships are crucial for the success of both parents and children. 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 there are gaps or obstructions and where an individual try to overcome the problem from where he learns”.
The student achievement has been differently characterized as a level of capability achieved in scholastic work or as formally gained learning in school subjects, which is regularly spoken to by level of imprints gotten by understudies in examinations.
Researchers have demonstrated that other than being the criteria of advancement to the following class, children feel shame regarding accepting their mistakes and errors. they feel fear of strict punishment. If they know not have any punishment if their mistakes and errors, then they feel free and accept mistakes and errors easily.
University recommended me some developing basic skills in which theme and sub theme. My topic that I choose Developing behaviour among children at the age level 12 to 16 of accepting their errors and mistakes promoting children’s well-being. I choose this topic because I have to face problem about acceptance of mistakes and errors and behavior.
The sample comprised a total of 100 children drawn from Mang Chaher city tehsil Rawla Kot District Pooonch of Pakistan. They were selected by simple random sampling technique.
This study investigated improving behavior and personality of students through accepting their mistakes and errors. It also investigated the effects of home environment and management related differences on children’s academic performance in the concept of measurement when taught using hygienic environment and Unhygienic environment in home.
instrument used for students for data collection. Research design was descriptive. The result was finding that the habit of accepting mistakes and errors develops good behavior and personality in children. Parents behavior also impact on children’ performance.
The aim of this study was improving behavior and personality of students through accepting their mistakes and errors. My research in urban area basic skills. My project participants were the children of Mang Chaher city. In urban areas mostly people maintain discipline but not all.
Home atmosphere is very important element in study because it helps in the learning of students. So I used different technique for creating Hygienic atmosphere in home to maintain discipline that lead good behavior and personality. Children were happy and learn quickly on the base of hygienic atmosphere in home. I feel pleasure. I think in our rural areas parents create hygienic atmosphere in home then children have no problem of discipline and behavior in education. Children response to the implementation of teaching if they teach in hygienic atmosphere. I created hygienic atmosphere in home through different activities. I learn that how to improve the student’s behavior and personality during the study. Finally, I feel satisfied.
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 Hygienic atmosphere in home to develop personality of students.
- It built confidence in me that how to deal with urban areas students for improving behavior by accepting their mistakes and errors.
- 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 home atmosphere according to student’s psyche to maintain behavior and personality at the age level 7th to 11th.
- It tells me how unhygienic atmosphere effect onchildren’s personality level and communication.
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