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Developing Determination Through Stories Of Great Personalities

Topic
Theme
Sub Theme
The overall background of the participants of the project
Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.
What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?
What did you find about the problem in the existing literature (books/articles/websites)?
What were the major variables/construct of your project? Give definitions/descriptions from the literature.
What did you want to achieve in this research project?
Who were the participants in your project?
How did you try to solve the problem?
What kind of instrument was used to collect the data? How was the instrument developed?
What were the findings and conclusion?
Summary of the Project
How do you feel about this practice? What have you learned?
What has it added to your professional skills as a teacher?
List the works you cited in your project.

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Topic

Developing Determination Through Stories Of Great Personalities Among The Students Of Grade 4th

Theme

Developing The Scientific Attitude Of Children

Sub Theme

Determination

The overall background of the participants of the project

This action research was conducted in GHS.

Area Background:

In general, the structure of school was huge and lovely. The school had lovely playground. School was in the centre of beautiful mountain. Streets are better in condition. The peoples of the area additionally helped me in my research. Generally speaking the environment of school was great, better for learning and secure for children.

Participants Background:

The participants of study were grade (4th) grade children and their parents who were present in city name area. I selected grade (4th) grade children and their parents which are considered in total 40 in members.

The interest for children in this research led to their keenness for the questionnaire.

Socio-economic status:

The reason for this research was to explain the Developing determination through stories of great personalities among the students of grade 4th. Financial status measures families and network’s remaining in connection to society. It can be comprehensively characterized as a person’s and network’s entrance to money related, social, and human capital assets. Alongside asset openness: it fills in as a significant determinant to get to personal satisfaction at individual, family, network and national level. Financial contrasts, for example, wellbeing and nourishment status, home condition that give access to scholastically related encounters, versatility rates, and monetary resources can surely impact scholarly accomplishments. Low Socio-economic status associates with lower instructive accomplishment, neediness, and weakness, at last influence our general public, Inequities in wellbeing conveyance, asset circulation, and personal satisfaction. In this research, by and large financial status of present area of city name is monetarily not all that good.

Occupation of the Parents:

Parents with the high occupation are in a superior condition to help and support their kids ethically, mentally, profoundly and mentally. However, Parents with less lofty occupation because of precariousness and budgetary issues can’t give satisfactory present day offices to upgrade their kid’s instruction. The control of the Parents from area chose in this research is normal. A part of the Parents are not monetarily so great. The children who Parents with government employment are more verified and their family finds a sense of contentment moderately contrasted with the individuals who work in private association. They are consistently in dissatisfaction.

Earning trends of the Parents:

Parents with lofty occupation give important offices expected to the upgrade of their kids training. They likewise give them backing and support toward the accomplishment of instructive accomplishment. Then again, children from less esteemed occupations need such huge numbers of favorable circumstances when contrasted with those from the Parents with high renowned occupation. They face a great deal of difficulties both at home and area, which block them from taking an interest completely in classroom research, and result in poor scholarly execution.

Literacy Rate:

In 2020, City name, literacy rate of 49% for females was noticeably lower than the 66% for males; rural literacy was 46% compared to 77% in urban areas. City name has several research and educational institutions, both public and private.

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

I am a student of B.Ed. from city name and I choose my research topic “Developing determination through stories of great personalities among the students of grade 4th”. Determination ability can be improved through a good learning process, role modeling and storytelling. For that, the learning process should be packaged in such a way that students are actively involved in the classroom. The effort to obtain these results is to improve the quality of learning through the use of good teaching materials and techniques like role modeling and storytelling. Learning to teach is a process that not only get information from lecturers but many activities and actions that should be done, in achieving better learning outcomes for students. I choose this topic because determination is an important construct that is related to academic achievement in children and adolescent. One of the aims of the education is to equip children with the necessities of the changing and developing world. Self-determination is a valued and critical outcome of education. Current teachers are struggling between choosing mature teaching strategies and choosing more contemporary strategies to utilize in their classrooms for promoting self determination. Although the choice to the younger generation may be simple, it is actually the application that is proven to be difficult. Teachers new and old are experiencing adversity when applying current teaching techniques such as positive reinforcement in their classrooms ,roll modeling and storytelling. Teachers need to be effectively trained to teach with these unfamiliar strategies, and their staff needs to be able to address their concerns as well. Although it takes time to become fluent in any teaching strategy it is vital that teachers start with building a positive relationship between their students, and their teaching peers as well determination. It is only when a student trusts their positive role model that they are able to benefit from positive reinforcement in their classroom. Self determination is a strong predictor of academic performance. The more students are engaged in the instruction, the more students will further their success. It is a well-known fact that determination is linked to better study skills, academic productivity, and essential behavior for a functioning classroom. One way to ensure the best learning environment outcome is to encourage our learners through positive reinforcement. Students learn to self determination, self monitor themselves, manage their time, set goals, and self-evaluate through the storytelling by the teachers. Students can be taught to maintain appropriate behaviors and techniques that can be used to future their overall education goal. Just like a puppy learning new tricks, students need to learn how to learn. It sounds silly, but motivation is a key factor in learning for any species. Eventually, the idea is that the teacher does not need to constantly hand out treats to motivate, students will eventually see the reward as not being the driving force of their efforts- and see their grades as the most important force of their efforts. However, a student can have the best drive when it comes to academically succeeding, but the overall demeanor of the classroom can predict the outcome of the students and self determination as well. Teachers who fail to integrate effective management in their repertoire will spend more time addressing the behavior issues than teaching the content. A teacher’s ability to shape appropriate classroom behavior while extinguishing misbehavior is critical to the learning environment for both students and teachers in the education system. Storytelling strategies are more effective than punishing strategies for increasing and shaping positive behaviors and self determination in any learning environment. Therefore, through positively reinforcing and storytelling students’ acceptable behaviors, whether academic or social, the students and the teacher benefit academically, behaviorally, socially, and emotionally. When a teacher uses class time to try to extinguish a behavioral outburst or misbehavior, this action takes time away from the learning time students have as well as the time the teacher is teaching the content. Students who are positively enforced to keep up the good behavior are the students who will most likely learn to self determination and self monitor themselves in their learning environments.

Through this research it is proven that students will Self determine from storytelling by teacher in the classroom as a role modeling.

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

Discussion with colleagues/friends/supervisor:

Since I began my teaching practice, I have been using as many creative tasks as possible, not only strictly to teach students. In my action research project, I am therefore going to Developing determination through stories of great personalities among the students of grade 4th in the Classroom on student’s academic performance. I discussed with my

colleagues/friends/supervisor for better understanding of the problem and alternate solutions.

Discussion with colleges:

My colleague said Self-determination is a process that differentiates where results will be a differentiator when someone regulates through the results and processes being pursued. Every process pursued has obstacles. The role of self-determination provides motivation to drive obstacles for the purpose to be achieved, so that the achievement of good results in the process of determining the fate of the individual needs to continue to achieve any obstacles.

Thus, that self-determination concerns the willingness to do the task, someone with high determination will have strong intrinsic motivation so that the goal will be achieved.

Discussion with Superior :

According to my supervisor in the process of developing self-determination, of course, empathy must be built on oneself so that motivation in the individual can be developed into good things. Furthermore, if self-determination is established, then self-concept to achieve learning achievement and not to drop out of school. Thus, the investigation of a person with growth tendencies and innate psychological needs is the basis for the integration of self motivation and personality, as well as for conditions that encourage positive processes.

Discussion with friends:

Self-Determination is a need for natural autonomy or basic needs that exist in an individual to achieve a goal (goal), thus individuals fight all conditions that will be faced such as time pressure, tight schedule, pressure restrictions from others. The development of Self-determination in adolescents has three aspects which are the basis that must exist from these three aspects and one of them fulfilled the three aspects. Providing the formulation of self-determination as an ability that is owned by three aspects of basic needs. Competence, relatedness, and autonomy. Stating that self-determination is a deliberate action by an individual to the extent that the action being triggered by the individual to the extent that the action is influenced by the sense of “understanding, feeling of pleasure.

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

Humans are living creatures of God who are given the mind to think. The ability to think of humans is a reason to have goals and objectives in his life, a purpose in life will be fulfilled even though various obstacles are in his face. To arrive at that goal humans must have motivation. Motivation is the drive of the will from within or from outside the individual, to achieve a goal. Motivation consists of intrinsic and extrinsic motivation. Intrinsic motivation that someone has makes a person strong and strives hard to achieve goals or goals in life. This is called self-determination.

Self-determination is a process that differentiates where results will be a differentiator when someone regulates through the results and processes being pursued. Every process pursued has obstacles. The role of self-determination provides motivation to drive obstacles for the purpose to be achieved, so that the achievement of good results in the process of determining the fate of the individual needs to continue to achieve any obstacles.

Thus, that self-determination concerns the willingness to do the task, someone with high determination will have strong intrinsic motivation so that the goal will be achieved (Bartholomew, Ntoumanis, Ryan, Bosch, & ThøgersenNtoumani, 2011). Education views students as agents who can participate in education-related decision making, to collaborate both with teachers and their peers to solve problems and find solutions that can accommodate everyone involved in decisions (Samawi, Barnadib, & Muhni, 1995). In the process of developing self-determination, of course, empathy must be built on oneself so that motivation in the individual can be developed into good things. Furthermore, if self-determination is established, then self-concept to achieve learning achievement and not to drop out of school. Thus, the investigation of a person with growth tendencies and innate psychological needs is the basis for the integration of self motivation and personality, as well as for conditions that encourage positive processes. Inductive, using empirical processes. In line with the researchers, the self-determination of one part of motivation theory has been developed by researchers in both family subjects, classrooms, by examining various types of motivating factors for individuals to naturally encourage motivation development behavior (Calvo, Cervelló, Jiménez, Iglesias, & Murcia, 2010). One way that can be used to develop adolescent self-determination using reflective methods. Involve students in critical reviews and reflection on each other’s experiences.

Self-determination is an important thing to study because it fosters intrinsic motivation so that individuals do positive activities. Many researchers conducted research on self-determination. Research is more on developing self-determination by counseling. The results obtained by determination will increase if individuals have good motivation and needs in themselves are met. This paper aims to review the literature that exists in individual self-determination in educational concepts and theoretical frameworks with methodologies commonly used in the same topic. You can then provide references that can be applied by researchers regarding self-determination.

DEFINITION OF SELFDETERMINATION

The development of self-determination has been done by many researchers to do it; the development of this theory is more to the development of psychology to do a motivation from within. Self-determination brings the same functional viewpoint, to study psychological growth and development in doing so, investigating some of the basic features and mechanisms that underlie the developmental social behavior. Self-determination has developed over the past three decades in the form of mini-theories, each of which deals with a particular phenomenon. These theories are related that share assumptions and all involve the concept of psychological needs. When all types of human behavior are interconnected in the domain (Deci & Ryan, 2002).

In particular, according to self-determination, an important problem in pursuing goals and the extent to which people are able to meet their basic psychological needs when they pursue and achieve valuable results both in the process there are difficulties and obstacles to achieving their goals. The theory of self-determination builds a sense that exists within oneself to carry out a goal so that autonomy in oneself becomes a motivation, activities are carried out for personal interests or values, then if self-autonomy feels high then selfdetermination to achieve goals will be more motivated. Autonomy in self-determination involves a willingness or willingness to do a task, when someone feels controlled either in pursuing an activity or how someone does it, a person’s sense of autonomy decreases and the next motivation decreases (Richards, Jack, & Lockhart, 1994). The development of Self-determination in adolescents has three aspects which are the basis that must exist from these three aspects and one of them fulfilled the three aspects (Deci & Ryan, 2002). Providing the formulation of self-determination as an ability that is owned by three aspects of basic needs. Competence, relatedness, and autonomy. Stating that self-determination is a deliberate action by an individual to the extent that the action being triggered by the individual to the extent that the action is influenced by the sense of “understanding, feeling of pleasure. Optimistic, determined and uplifting (O’Connor & Vallerand, 1994).

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

Key Terms in the Project/Major variables:

A word that serves as a key, as to the meaning of another word, a sentence, passage, or the like. The key concept is usually the main idea in the essay question. To provide the readers a better understanding of the frequently used terms in the study, the following terms are defined operationally:

Determination

Determination is a positive emotional feeling that involves persevering towards a difficult goal in spite of obstacles. Determination occurs prior to goal attainment and serves to motivate behavior that will help achieve one’s goal. Empirical research suggests that people consider determination to be an emotion; in other words, determination is not just a cognitive state, but rather an affective state.

Moral Storytelling

Value based stories are an extremely useful tool in Self determination grooming in education because stories form mental images in children’s minds. Children learn much better from pictures than from precepts; they learn much better from examples than from teachings. Therefore, stories help transmit proper values and patience grooming and self determination development. Children need to be taught what is right, and value based stories do this teaching in a pleasurable way. These stories also allow for frequent repetition of values that educators try to teach. In order to be learnt, moral values and patience need to be taught over and over again. Stories allow that to happen without boring children.

Role-Play

In a role-play, students are provided with facts about a situation into which they are then inserted for a brief, simulated interaction. The scenario may be fictional or based on an actual incident. To be effective, a role-play scenario should have sufficient detail to challenge and engage the students, it should contain an underlying problem that needs to be addressed, and it should appeal to students’ imaginations.

What did you want to achieve in this research project?

Research problems and research objectives basically have the same meaning. Therefore, very often research problems are stated in the same way as the research objectives. This indicates the important role of research problems and research objectives in research activities. However, research objectives should be stated differently from the research problems, as the research problems are stated as questions to be answered by the researchers, while the objectives are stated as the goal of research to be achieved by the researchers. Research objectives are more focused than research problems.

The objective of the study:

The main objective of the study was to Develop determination through stories of great personalities among the students of grade 4^th in school Name.

Specific objectives of the study

To explore the effects of storytelling on children behaviour and self determination.
To explore the ways on Managing children at home through Reinforcement for improving self determination.
To identify teachers’ roles in the development of self determination through storytelling.
To identify academic achievement among school students through self determination.
To know the concept of self determination on students.

Critical Question:

Determination in education is a very broad topic, and many questions could have been asked of teachers and students to gather information for this study. The researcher narrowed down the topic by focusing on teachers and students’ motivation, grades, attendance, and attitude. As a result, this study considered the following research questions:

Storytelling have an essential function in the academic performance of students and their construction of the self determination are you agree?
Storytelling influences the students determination and academic achievement r u agree?
How do students work together in their groups for improving self determination?

Who were the participants in your project?

In order to understand the complexities of much validity, researchers’ participation in and observation of the phenomenon should be the appropriate approach for more authentic understanding and explanation of the qualitative data. The targeted population was children enrolled in grade (4th) level of School Name. However, in this questionnaire, forty (35) children, taking a related course, were selected in School Name located in City name as a sample while considering the research control and validity of this study. This sample included children of the two major medium (English Medium and Urdu Medium). These participants might generally represent the children in grade (4th) level. The peer reading strategies was developed on the basis of a series of research regarding written skills identification and improvement for grade (4th) children. This curricular purported to explain the following topic. Developing determination through stories of great personalities among the students of grade 4th.

How did you try to solve the problem?

As the researcher selected the theme for study that was related to own experiences and problems faced by own students. Then the topic was selected to study on it. The researcher studied literature and researches conducted before relevant to Developing determination through stories of great personalities among the students of grade 4th. The researcher also wrote objectives that the researcher wanted to achieve and apply in my teaching and classroom.

The design of research used by the researcher in this study is classroom action research. According to Harmer, action research is the name given to a series of procedures teachers can engage in, either because they wish to improve aspects of their teaching, or because they wish to evaluate the success of certain activities and procedures. Greenwald (2006), stated that action research is about the systematic study of attempts to improve educational practice by group of participants by means of their own practical action and by means of their own reflection upon the effects of those actions.

There are various definitions of action research stated by some experts. As quoted by Harrop, (2003:44) gives the definition of action research as: Action research is a form of self-reflective inquiry undertaken by participators in a social situation (including education) in order to improve the rationality and justice of (a) their own social or educational practice, (b)their understanding of these practices and (c) the situation in which practices are carried out.

From all the definitions above, the researcher concluded that classroom action research is a kind of research, which can be done by teacher, researcher, and teacher with his or her colleague, etc. with involves a group of students to improve teaching and learning process or to enhance the understanding of the students to the lesson.

To get deeper understanding about the procedure of this action research, the detail explanation is as follows:

Identifying the problem

The researcher as the student teacher in this research identifies the problem.

Carrying out the real action research

In this step, the researcher implements the activities and collect data from students by using interview.

Reflecting

After carrying out the whole process, the researcher evaluated the process and the result of the students’ responses. The data of each step was analyzed and calculated using percentage formulas to reach the goal which has been sated before. The application of the project took place during Feb 2022 to March 2022. Once the researcher received total consent from school authorities, the research study was carried out between 20 Feb, 2022 to 10 March, 2022. In the first day researcher meet the principal of school and got permission letter, in next two days according to availability of teachers and students, interviews were conducted with them in their free periods of 40 minutes. The researcher referred to many resources in designing the questions and then reviewed the related literature, checked the opinion of juries, supervisors and experienced teachers. The researcher designed the interview with different types of questions which were based on questioning method/techniques.

Research questions presents the benefits and suggestions related to Developing determination through stories of great personalities among the students of grade 4th. In getting the data, the writer used interview method in order to know what the teachers’ perceptions are. The interviews for the teachers consists of open ended questions and for students.

Two procedures were used to validate the data in this study. The first was the involvement of the researcher in the research including preparation of the study, data collection, data analysis, and data interpretation. The second was triangulation. In this case, the researcher compared the data taken from interview with direct observation.

A triangulation was done to verify the data or information that the writer obtained from the respondents by looking at the source of data repeatedly to get the same conclusion. In terms of this, Hopkins (2003) contends that technique of triangulation can increase the validity of a category in verifying data.

To support the data of interview to be more valid, the writer clarified every teacher’s answer and get reliable data, the writer wrote the result of interview as immediate as possible, not more than one day after the interview. The researcher did not use tape recorder to avoid the impression of too formal interview to the respondents.

What kind of instrument was used to collect the data? How was the instrument developed?

An interview is a research instrument consisting of a series of questions asked verbally for the purpose of gathering information from respondents. However, a problem with interview is that respondents may lie due to social desirability. Most people want to present a positive image of them and so may lie or bend the truth to look good. Although, interviews have advantages over some other types of surveys in that they are cheap, do not require as much effort from the questioner as written or telephone surveys, and often have standardized answers that make it simple to compile data.

Therefore, research used interview method to collect students’ and teachers’ responses.

Designing of the interview involved many steps:

First step was getting acquainted with the subject, making a literature review, deciding on objectives, formulating a hypothesis, and defining the main information needed to test the hypothesis.

After that it was determined how the information defined in step one should be analyzed. The plan of analysis contained the measures of association and the statistical tests that intended to use. In addition, the researcher designed dummy tables with the information of interest. The plan of analysis helped me to determine which type of results this study wanted to obtain.

From the plan of analysis, made a list of the information needed to collect from participants. In this step the researcher determined the type and format of variables needed and started designing different parts of the interview questions using this list of needed information.

Insuring a smooth flow from one topic to the next one to complete interview. After completion, it was verified that each question answers to any of the objectives and all of my objectives are covered by the questions asked, also deleted questions that were not directly related to my objectives. Each question was made clear, unambiguous, simple and short.

What were the findings and conclusion?

Findings and Discussions

Teachers’ Interview:

Question:

Do teachers focus on big picture or small picture of self determination?
How students’ Self determination can be developed using storytelling?
How Self determination will benefit for students in education?

Responses:

Teacher 01:

In the educational world, we often hear about high expectations and why it’s important to have them, but there is very little talk about how to actually get students to reach those expectations. The answer is through Self determination. It’s to break down everything you want your students to be able to do or know into their smallest components. In this way, by building one self determination upon another, you’re able to guide your class to whatever academic and behavioral high bar you set.

Teacher 02:

By focusing on determination, you’re able to make the most challenging and complex subjects, concepts, and assignments doable for all students, which builds confidence like nothing else. For every time you prove to them that they can do something difficult, that they didn’t think they could do, you empower them with genuine belief in themselves and their abilities. Knowing that they can isn’t just half the battle, it is without a doubt the most critical ingredient to success.

Teacher 03:

Most teachers I observe tend to focus on the big picture. They linger on broad conceptual what’s and whys because they assume that smaller, fact-heavy details are boring. But the opposite is true. Determination is inherently interesting and where you’ll find one of the secrets to making your instruction a magnet for students.

For the most part, the big picture is best left for them to draw their own conclusions about, whereas details inspire fascination and the desire to learn more and more and more.

Teacher 04:

Self determination prepare students to perform independently because they remove all fears, concerns, and questions over what, specifically, they need to do to succeed.

Knowing every in and out ahead of time causes students to attack their work with tenacity and become truly and fully independent. The result is silent concentration—or excited collaboration if doing group work—and the wonderful feeling of flow, where time speeds up and students become lost in their work.

Teacher 05:

Self determination cause students to become detail-oriented themselves. It’s a trait that grows day by day into a habit you’ll notice them applying to whatever they do. It’s also a success skill few of them have or will ever attain without someone like you to instill it within them. But once they have it, once they embrace its value, they’ll carry it with them well beyond the time they spend in your classroom and on into the rest of their lives.

Teacher 06:

Self determination allows you to raise the bar of excellence to heights previously unknown by your students and well past what most teachers consider acceptable. Done right, which we’ll be sure to cover in future articles, this all but guarantees their success. It keeps the distance between them and failure and them and misbehavior far, far away, resulting in a peaceful, productive classroom.

Teacher 07:

Self-determination skill is a central learning process skill and can be used as a teaching/learning strategy in classrooms to enhance students’ attention to detail attitude and learning. Self-determination skill is critical for gaining command on other process skills. It helps in widening the conceptual understanding by children of things around them and also in promoting their natural curiosity.

Students’ Interview:

Question:

How do you observe the environment critically?

Do you relate it to content written in your books?

Do you pay attention to self-determination? How it benefits you in your studies?

Responses:

I often find myself questioning things I hear or read in classes to decide if I find them convincing.
When a theory, interpretation, or conclusion is presented in class or in readings, I try to decide if there is good supporting evidence.
I treat the course material as a starting point and try to develop my own ideas about it.
I try to play around with ideas of my own related to what I am learning in a class.
Whenever I read or hear an assertion or conclusion in classes, I think about possible alternatives.
When I study, I practice saying the material to myself over and over.
When studying for classes, I read my class notes and the course reading over and over.
When I study for a class, I pull together information from different sources, such as lectures, readings, and discussions.
When reading for classes, I try to relate the material to what I already see in environment.
I try to think how everything I see or hear in real life is related to content in my books.
I find answers of problems studied in my classes at my own, and if could not found I seek help from my teacher.
I make sure that even the little things are done and done correctly.

Conclusion

This research attempts to find out the role of storytelling activities in value formation among the students and self determination. These group activities inculcate values among the primary school students. For this purpose various activities may be organized for self determination development among the primary schools students. Teacher is influencing all aspects of human values including education ,emotion and determination. The impacts of group activities on educational values, psychological values, social values, Civic Values, Physical Values, Aesthetics Values, Cultural Values, Moral values, etc are significant. Therefore teacher can prove to be an effective tool for inculcation of values, self determination and nurturing creative talents if they are planned meticulously and executed properly.

Summary of the Project

Determination is the inner drive for learning or ‘hunger for learning’ which is among the twenty-first-century learning competencies. Students in their earliest stage ought to exhibit determination to stirrup knowledge acquisition and exploration, yet the development of determination in the context of education is considered to be unusual. This research assesses how teacher develops and express self determination of students in a hands-on learning environment. A sample of 40 students from primary schools in school Name was involved in this study. Besides, the study examined how teacher can be incorporated as a pedagogical practice to foster students’ self determination. The study employed a convergent mixed method design in form following a pragmatic stance. We used lesson observations, interviews, and Focus Group Discussions (FGDs) to gather qualitative data while quantitative data were obtained through the Students’ Self-Reporting Questionnaire (SSRQ) and Teacher Rating Scale (TRS). It was revealed that storytelling can successfully be used when teachers share success criteria and learning intentions of a particular lesson. The overall results showed a significant increase in students’ determination due to the implementation of storytelling as an instructional strategy by teacher as homework activities. In this perspective, we advocate for storytelling to be used frequently in class lesson sessions and more studies should be done further on students’ determination in the field of education.

Purpose of the study

Objective of the study:

Main objective of the study was to Developing determination through stories of great personalities among the students of grade 4^th in school Name.

Specific objectives of the study

To explore the effects of storytelling on children behaviour and self determination.
To explore the ways on Managing children at home through Reinforcement for improving self determination.
To identify teachers’ roles in the development of self determination through storytelling.
To identify academic achievement among school students through self determination.
To know the concept of self determination on students.

Process of Data collection

I used action research method for existing research. Observation, focus group interviews, questionnaires and field notes by me to collect the data. The interviews used in this study were semi-structured. I conducted direct interview of students during their free time. I also used mobile phone for recording data. The head teacher introduced me to the class teacher. I assured that the study is the sole purpose of writing a research project and that the data collected would be treated with utmost. The Statistical Package for Social Scientists (IBM SPSS Statistics 20) program was used for data screening, data transformations and analysis. Study identified a significant, causal, and reciprocal relationship between classroom effective environment and students learning.

Findings

The research on self-determination that can be formulated in this research is that self-determination is the basic motivation that exists in humans to achieve a desired goal so that to achieve a goal will be faced with several obstacles including external pressure, division of work time, time limit. Every individual who has low self-determination, there is no positive motivation to start and always survive in the activities carried out.

In the context of education, self-determination has a very important role in realizing individual goals in the learning process, each individual can apply the development of good self-determination so that the goals and determination of the fate of oneself can be achieved. In essence, every human being has motivation in himself, how individual process self-determination becomes a thing that encourages the achievement of a purpose in life.

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

Earlier I was bit confused when I went to area for research. I was hesitated to start my work in the area but when I arranged meeting with teacher then suddenly this hesitation went away. The staff of the area told me that we will help you and guide you whenever you need. After meeting with parents and their positive response I was satisfied and ready to do it. After this practice I feel that it was great experience of my life because I experienced a lot of new things. I am feeling very satisfied and glad after my research. It was quite interesting and Conflict management experience. Now I am confident after this research. Now I am able to do these all sorts of such tasks. I m feeling myself as confident, glad and learnt person. I learnt a lot of new things which I never learnt in my previous life. For example when I talked with senior Teacher and expert people I learnt a lot of skills of writing. This practice also improved my writing skills too. I also learnt how to write effectively and accurately I have improved my English grimmer. My vocabulary has been improved. I learnt new methods of improving writing. I learnt how to write stories in appropriate way. Overall it helped me to develop new writing skills, new way of teaching writing skills. So I am glad to say that it was unforgettable experience of my life. First of all most of us numb the uncomfortable emotions, but unknowingly when we do this research we can also end up numbing our other emotions like joy, peace, happiness, and pleasure. We can’t fully have one without the other. The first step is always awareness, because once we have awareness we can start to do something about it. This is one of the reasons I love researching and attending classes as it’s basically a scheduled time in the day, where I have no other distractions, to just be in my routine and notice how I’m feeling. That being said I rarely make it to a class once a week these days, so I do have to find simple and quick ways to connect. Since mindfulness is about being present in the moment and noticing all the sensations and emotions in your mind and life, one thing you can do is ask yourself where in your mind you feel your emotions. I had mixed feelings with research. I was bit nervous and somewhat curious to learn action research. I attend all of the meeting to reach 80% attendance to learn about how to do action research effectively. My experience regarding current research was informative. In this regard my respective supervisor helps me a lot.

What has it added to your professional skills as a teacher?

This research process teaches me a lot of professional skills. After completing research, it felt more confident about the work. It felt motivated to solve classroom issues through action research. It added confidence not only in myself but in students and colleagues. As a confident person the researcher can now inspire others to be confident, and my confidence can help influence my students to be a better person.

At start, discussed my research objectives with colleagues and senior staff, the researcher conducted questionnaire from teachers of selected school. This developed my communication skills as well. Being able to communicate with not only my students but with parents and staff is an essential skill. Almost all of my day as a teacher is spent communicating with students and colleagues so it is crucial to be able to talk clear and concise in order to get my point across.

During research, it felt that there are a number of areas that still need to be studied to solve classroom issues and problems. Teaching is a lifelong learning process. It’s now learnt that the world is always changing, along with the curriculum and educational technology, so it’s up to me, the teacher, to keep up with it. Teaching method is very important to motivate students and to develop their interest toward subject. Many new things were learnt in this research and now the researcher is willing to try new things, from new educational apps to teaching skills and electronic devices. The researcher learnt that being innovative means not only trying new things, but questioning my students, making real-world connections and cultivating a creative mindset. It’s getting my students to take risks and having students learn to collaborate.

The last but most important thing that learnt in whole research work is commitment. A teacher needs to always be engaged in their profession. The students need to see that their teacher is present and dedicated to being there for them.

List the works you cited in your project.

Altena, A. M., Boersma, S. N., Beijersbergen, M. D., & Wolf, J. R. (2018). Cognitive coping in relation to self-determination and quality of life in homeless young adults. Children and Youth Services Review, 94, 650-658.
Bartholomew, K. J., Ntoumanis, N., Ryan, R. M., Bosch, J. A., & Thøgersen-Ntoumani, C. (2011). Self-determination theory and diminished functioning:
The role of interpersonal control and psychological need thwarting. Personality and Social Psychology Bulletin, 37(11), 14591473. Doi:10.1177/0146167211413125.
Calvo, T. G., Cervelló, E., Jiménez, R., Iglesias, D., & Murcia, J. A. M. (2010). Using self-determination theory to explain sport persistence and dropout in adolescent athletes. The Spanish journal of psychology, 13(2), 677684.
Deci, E. L., & Ryan, R. M. (2002). Overview of self-determination theory: An organismic dialectical perspective. Handbook of self-determination research, 333. Doi:10.1016/B978-0-08-097086-8.26036-4.
Kim, S. Y. (2019). The experiences of adults with autism spectrum disorder: Self-determination and quality of life. Research in Autism Spectrum Disorders, 60, 1-15. Doi:
Bower, Alicia., Casas, Juan F. (2016). What Parents Do When Children are Good:
Parent Reports of Strategies for Reinforcing Early Childhood Prosocial Behaviors. Springer. 1310-1324.
Dad, Hukam. (2010). Comparison of the Frequency and Effectiveness of Positive and Negative Reinforcement Practices in Schools. Contemporary Issues in Education 127-135.
Downing, John., Keating, Tedd., Bennett, Carl. (2005). Effective Reinforcement Techniques in Elementary Physical Education: The Key to Behavior Management. The Physical Educator. 114-122

Developing Determination Through Stories Of Great Personalities