Personality is a broad and multidimensional concept therefore it is differentlydefined by various psychologists. Some psychologists use this term to describe individual differences regarding emotional, social and intellectual functioning. While some other just focus on social and emotive characteristics of individuals (Malim, Birch, Hayward, &Wadeley, 1998). Pervin, Cervone, and John (2005) define personality as characteristics that refer to consistent patterns of feeling, thinking and behaving. The definition broadly addresses different aspects of person and explains regularities in feelings, thoughts and behavioral patterns.
This theory clearly asserts the humanistic elements such as individuality, contemplative self-awareness and cogitative reaction. Moreover, Social Cognitive Theory is a strategy for changing, predicting and understanding the individual 's behavior. It analyzes the extrinsic and intrinsic factors. The three main components that this theory incorporates are the personal, social and behavioral stimulus. These factors completely altered the identity and personality of an individual.
Multiple intelligence theory active learning, technology and multi cultural education are among some of the techniques that may be applied to teaching in the class room. In addition to teaching modifications, teachers must include the parents in the class room activities. Teachers should be familiar with the obstacles they may face when implementing the techniques. These methods also have future implications in the higher education setting. Professors may utilize these techniques in their lectures.
Keeping a thinking journal. Students need a journal or learning log to reflect upon their thinking. IV. Planning and self- regulation: Students can be taught to make plans for learning activities, organizing materials and becoming self-directed learners. V. Debriefing the thinking process: Closure activities focus student discussion on thinking processes to develop awareness of strategies that can be applied to other learning situations.
First of all, we should look what is the meaning about individual’s behavior. Individual’s behavior is the product of a multitude of interrelated factors. This is true both of particular actions and also of patterns of behavior over a lifetime. Given the complexity of factors underpinning behavior, it is impossible to summarize concisely what is known about those factors and how they interact. Influences on behavior can, however, be characterized broadly as comprising: genetics, individual thoughts and feelings, the physical environment, social interaction (with other individuals), social identity (interaction within and between groups), and the macro-social environment.
The students will be required to understand their own beliefs and customs and how those are similar and different to the population they will be serving. An understanding of social contexts during the course will lay the foundation for student expectations related to their interactions with clients, faculty, and the community. At the end of the course, students will demonstrate an increase in knowledge related to their roles as occupational therapists, co-workers, and leaders, with the ability to educate the profession on techniques to meet the needs of clients with diverse backgrounds (AOTA, 2014). American Occupational Therapy Association (2007). AOTA’s Centennial Vision and executive summary.
Often times, there are multiple factors that make it hard for the student to engage; therefore, it is important for the teacher to learn both how the student is feeling and, more importantly, why they are feeling that way in order to create constructive dialogue. As Scales notes in his article entitled, “Adolescent Thriving”, having a strong sense of individual passions, positive relational opportunities, and a sense of empowerment are all indicators of the well being and community engagement of adolescents, so the teacher must learn what the student is passionate about in order to engage with them (Scales 265). The questions outlined in Michael Nichols’ work “Take Your Time-I’m Listening” such as, “what’s the thing you’re most enthusiastic about these days?”,“what dreams and ideas do you have?”,“what is it you want to contribute?” and “what do you love to do and what are you good at doing?” are crucial starting points in the process of learning about the student and his or her passions (Nichols 144). Peter Benson communicates a similar idea in his Ted talk “Sparks: How Youth Thrive.” Here, he discusses the importance of finding “sparks” within the students for them to be on the pathway toward thriving, finding a purpose, engaging, and finding human connection, empathy, and joy in their lives and the things they do. In this approach, seeing the
Throughout this essay I would like to give you insight into how I came across these topics while completing my field experience. Also in this assessment I will talk about my personal experience with my students and the obstacles I encountered along the way. In a addition to these obstacles I would like to talk about how I overcame them and learned a lot
Therefore, teacher college preparatory programs, along with professional development opportunities, must develop curriculum that involves preparing pre-service and in-service teachers for working with diverse student populations, their families, and the community. Teachers must become familiar with the various customs and values held by the different cultures and subgroups represented in our public school
It’s time to examine yourself in a deep way and look at your personality! Step one, take a personality test to get a closer look at who you are, your strengths and weaknesses, and other random tidbits you might have previously not known about yourself. Then we will try to use this information in a way that can help us improve our lives in different ways. From how we behave to how we react in social situations, we can be aware of who we really are and how others see us. The first personality test I took was the Keirsey.