The educator should counsel that seizing the good occupation that is responding to the personality of an individual is of key significance, in that it brings fourth concerning the pleasure, credibility and satisfaction in the work environment. Secondly, in the principle of attention questionnaires are considered as personality inventories, this principle can frolic a critical act as well the catalog will permit evaluation to seize place. The catalog will allocate the learners to imitate occupations they desire to pursue and imitate alongside their personality and the educator can deed as facilitator not a judge in making sure that learners opt corresponding occupation alongside their characters. Across correlation that can be made amid the personality acts and the occupations, the righteous occupation choice can be made that will enhance the manipulation to make worthwhile decision and avert the learners from sinking in the mist of stress and indecisive actions. By so doing, the educator will be adhering considerably to the Holland’s personality statement that incorporate the realistic
Any plausible connection between mental states and behaviour will have to invoke many mental states in explaining the behaviour It is relatively easy to see how teachers might use these i deas for what we tend to think of as behavioural issues. The challenge is for a teacher to work out what constitutes reinforcement and punishment for each child and then very specifically to target desirable and undesirable behaviour. Skinner highlighted the importance of generalised reinforces such as praise, stars and points. He also said that punishment should be avoided; extinction i.e. ignoring is the way to remove inappropriate behaviour.
Self-awareness exercises help us to act consciously instead of reacting to people in a hurry. It makes us behave positively instead of creating additional obstacles. When I monitor my self-talk, I can pay attention to the way I respond to success and failures because being tough needs to be balanced with self-
The next process is planning possible behavior. Plans for making better choices are at the heart of successful Reality Therapy or Reality Counseling Technique. The counselor helps the client to make a workable plan to get what he or she wants. It is and must be the client’s plan, not the counselor’s. The essence of a workable plan, in RCT, is that it is a plan that the client can implement or in other words, it concentrates on the things that are in the client’s control to do.
Behavioural learning theory believe that behaviour is predictable, and because it is predictable it can and should be corrected, encouraged using techniques such as rewards, punishments, and behaviour ques to achieve desired behavioural responses from students (Weegar & Pacis, 2012). Is contrast, cognitive theorists place emphasis on the relationship between the individual and behaviour claiming that each individual will interpret the same event or situation differently and their behaviour will reflect this difference, meaning that no two children will react the same way to a certain punishment or reward an therefore behaviour cannot be predicted and behaviour management needs a more individually tailored approach (O’Donnell et, al., 2016). Socioculturliasts believe behaviour is learnt from socially observing peers and then imitating their behaviour, they also value intrinsic motivation, believing that if a lesson is student centred the student will be motivated to stay on task and create deep meaning (Richardson, 2003). Consequently there is no absolute solution to perfecting a learner’s behaviour and a combination of all three theories in the classroom would likely produce best
New behaviour will continue if it is protected. According to this theory, the learning process is made more efficient if the new behaviour is demonstrated as well. One of the strengths of learning theories is that they developed methods for practical work. The criticism though, is that in their willingness to achieve visible results, they can become influencing. In learning theories, one was not concerned with the unconscious processes, but more with the visible behaviour.
Revans (1998), it is basic to note, was extremely careful about activity learning bunches getting to be distinctly subject to facilitators or proficient instructors, feeling that their nearness could impede the gathering's development. To counterbalance 16 this potential negative effect, the activity learning mentor just makes inquiries, and spotlights on questions that are identified with the learnings (an) of the gathering (e.g., What are our qualities as a gathering so far? What might we be able to improve? What is the nature of our inquiries); (b) of the person (What have we found out about ourselves? What authority aptitudes have been illustrated?
He/she knows how to find and manage time effectively to allow for learning. The successful self-directed learner recognizes that learning is as much about the process as the outcome and doesn’t try to do too much too fast. The self-directed learner is good at setting a plan which is part of setting the pace and ultimately reaching the destination. The successful self-directed learner recognizes this. The self-directed learner has every tendency to be goal oriented.
Theory 1- Behaviourism The basis of the behaviourist theory is that learning is a passive process in where learning is defined as "what people do in response to external stimuli" (Elliot, 2007, pg 46). Learning is therefore the procurement of new behaviours. According to Skinner, knowledge is not used to guide human actions, it is the action itself (Skinner 1976. p152). Behaviourism suggests that in order to learn, the learner needs an active engagement and needs to be reinforced with instant rewards (Sotto, 2007: 35). The more satisfying the reward to the learner, the more the behaviour of the learner is strengthened, leading to more comprehensive learning (Skinner 1974 cited in Elliott 2007 pg 48).
Trophies are for those who strive to do better in any type of activity, whether it is a sport, extra curriculum. Studies have shown that rewarding kids just for participating can have a negative impact, producing a self-obsessed, irresponsible, and unmotivated generation of false achievers. Therefore, I agree that trophies for just participation is unnecessary and sends a message to students that you don 't have to work for what you want.