Creative Teaching: A Conceptual Framework
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The Role of Self-Fulfilling Prophecies in Education: Teacher-Student Perceptions
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A newborn arrives in this world with the inherent capacity to learn. This includes simple reflexes such as sucking, Moro reflexes, grasping etc. These “pre-installed” capacities help the baby to survive, particularly in the early months before there has been time to gaining new capabilities through learning. Once an infant starts to learn simple reflexes, the instinct becomes less important. Most of the human abilities are acquired through learning in educational institutions. An innate theory of development is that a child is born with the abilities or pre-disposition called as genetic makeup that increases the likelihood of a child being able to display a particular characteristic. Innate language factors are genetically programmed physiological and neurological features that facilitate a person making speech sounds and acquiring language skills. Crying, sucking, and grasping are some of reflexes of children, while learning includes classical conditioning; in which a connection of association is learned, so that a response initially elicited by one event is now elicited by an event paired with the original one. School teachers, developmental psychologists, and teacher educators must be aware of the following: What are the acquired abilities of children? Does education enhance the acquired abilities of children through learning? What kind of education is necessary to enhance students’ abilities? Keeping these questions in mind, this paper provides a strong theoritical base for human learning.
The student in adolescent stage faces many problems, and it is more complicated for the students with visual impairment. They need somebody to solve problems in order to avoid tensions and conflicts. Adjustment and personality traits are two important attributes that shape the students into the proper human being. Therefore, this a study aims to investigate the adjustment behaviour and its dimensions of visually impared adolescent students in relation to personality traits. A normative methodology and survey technique has been adopted to a sample of fifty visually impaired students randomly selected from six schools in Namakkal, Salem, Erode, Thiruvannamalai, and Cuddalore districts of Tamil Nadu. The descriptive analysis shows that the level of adjustment behaviour and its dimensions and personality traits were averaged for the whole sample. The differential analysis showed that independent variables onset of blindness, achievement, and birth order did not have a significant influence on the adjustment behaviour. Onset of blindness and achievement has no significant influence, while birth order has a significant influence on the personality traits. The correlation analysis shows that adjustment behaviour has a positive significant relationship with personality traits whereas adjustment dimensions have no significant relationship with respect to personality traits. The stepwise multiple regression analysis shows that birth order is the best predictor that has significiant on the influence adjustment behavior. Therefore, the average adjustment behaviour and personality traits of adolescent students with visual impairment need guidance and counseling that is very mandatory to provide a moral support for them to excel in their life.
Effectiveness in choosing one's career and building constructive self-concept in the respective academic area is always an inevitable phase for adolescent students to be successful in their academic life. The restricted academic stream/courses and study hours devoted by students in the formative years is a big challenge for them as they start to make rationale and logical decisions. The present study focuses on how course and the number of hours they spend significantly in their studies affects their career decision making self-efficacy and academic self-concept. The participants (N=480) of the study were selected using random sampling procedure (Mean age= 16 years). The two self- reports were career decision making self-efficacy scale and academic self-concept questionnaire. The results of two- way MANOVA yielded statistically a significant interaction effect between course and study hours on the combined dependent variables, F(8,942) = 4.185, p<0.05, V = 0.069, np2=0.034. The main effects of course on academic self- concept and career decision making self-efficacy were statistically significant, indicating differences in science and social science stream students (through post-hoc tests). There was an insignificant effect of study hours on academic self- concept, F (2,471) = 1.77, p>0.05, np2=0.01, of students. Parents and teachers should encourage students to explore their own interests and skills and to choose the course of study. A well preferred course of study boosted by regular study hours does built up the confidence in choosing a career, but does not assure expertise in the course they are on.
Managing the young learners at the elementary school level is not an easy task. Learners of the age five and above are very active in nature, show interest in playing and mingle with their peer group. At times they may not show interest in learning and may hate learning activities. Similarly, the teachers at elementary level may have practical problems in their daily school activities and have the responsibility to control their emotions and provide good education to their learners. With this background, the author of this article planned to conduct a research study aimed at finding the emotional status of student- teachers at elementary level. He used the Student- Teachers' Emotional Status Scale (STESS) to collect the required data from 160 samples of elementary level student teachers pursuing Diploma in Elementary Education course in Coimbatore and Tirupur districts of Tamil Nadu. The research method used in the study is 'Survey Method'. The main result of this study reveals that selected student- teachers were emotionally strong. The results may be useful to the authorities of teacher education programs to plan their programs and modify their existing transactional strategies.
Learning vocabulary in any foreign language including English is vital, since it plays a central role in language learning. However, when compared to other skills, it is undoubtedly the most time-consuming skill to be mastered by learners and users of English due to various reasons. While learners exert much effort to memorise, store, and retrieve words and word groups either in isolation or in chunks, they face a wide range of problems that exacerbate vocabulary learning. This paper primarily aims to discuss one particular group of difficulties of learners/users experience while learning English vocabulary through the lenses of psycholinguistics, in which speaking of vocabulary, attention falls to learners' use of mental process while memorising, storing, using and understanding words and word groups in English. To this end, the paper looks for answers to the questions, such as whether some vocabulary items –words are easier to learn and others not, what it means to know a word, what makes a word difficult to be stored and retrieved by learners/users, and what psychological and linguistic factors affect effective vocabulary learning. While doing so, the field of psycholinguistics and its relation to applied linguistics as well as foreign language learning and teaching are visited, and several factors of psycholinguistic nature and their impacts of vocabulary learning are investigated. This paper makes some practical suggestions on how to deal with difficulties of learning English vocabulary from a psycholinguistic perspective while addressing each psycholinguistic factor at different sections.
