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Foundation Of Education Psychological Basis of Education Learner Temperament Personality Learning Process Motivation Discipline and Guidance The Teacher and the Policy maker 

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    Foundation Of Education

    Psychological Basis of Education

    Learner

    Temperament

    Personality

    Learning Process

    Motivation

    Discipline and Guidance

    The Teacher and the Policy maker

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    Psychological Basis of

    Education

    Psychological Basisof Education

    Learner

    Temperament

    Personality

    Learning Process

    Motivation

    Discipline andGuidance

    The Teacher

    and the

    Policy maker

    Reporters

    Education depends heavily upon

    psychology because the king and amount

    of education that the learner acquires is

    conditioned by his psychological traits

    such as general mental ability, aptitudes,temperament, interests, effort-making

    capacity, physical condition, etc.

    The systems of Schoolsof Psychology

    Psychological factors that Condition theIntellectual and Behavioural Development

    http://c/Users/vinhz/Documents/Psychological%20Foundations%20of%20Education.3gphttp://c/Users/vinhz/Documents/Psychological%20Foundations%20of%20Education.3gphttp://c/Users/vinhz/Documents/Psychological%20Foundations%20of%20Education.3gphttp://c/Users/vinhz/Documents/Psychological%20Foundations%20of%20Education.3gphttp://c/Users/vinhz/Documents/Psychological%20Foundations%20of%20Education.3gphttp://c/Users/vinhz/Documents/Psychological%20Foundations%20of%20Education.3gphttp://c/Users/vinhz/Documents/Psychological%20Foundations%20of%20Education.3gphttp://c/Users/vinhz/Documents/Psychological%20Foundations%20of%20Education.3gp
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    Temperament

    Personality

    Learning Process

    Motivation

    Discipline andGuidance

    The Teacher

    and the

    Policy maker

    Reporters

    Psychological Basis of

    Education

    Psychological Basisof Education

    Learner

    The systems of Schoolsof Psychology

    Psychological factors that Condition theIntellectual and Behavioural Development

    Structuralism Functionalism Behaviorism Gestalt Psychology

    This is the point of view held byWundt and Titchener. All consciousness

    of facts and phenomena of experiences

    are based upon the operation of the

    nervous system, particularly the brain.Then follows as abstract analysis of the

    mental structures that are operating.

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    Temperament

    Personality

    Learning Process

    Motivation

    Discipline andGuidance

    The Teacher

    and the

    Policy maker

    Reporters

    Psychological Basis of

    Education

    Psychological Basisof Education

    Learner

    The systems of Schoolsof Psychology

    Psychological factors that Condition theIntellectual and Behavioural Development

    Structuralism Functionalism Behaviorism Gestalt Psychology

    Led by Dewey and Carr,functionalists are interested in how an

    organism makes its adjustment to its

    environment, that is, either it changes or

    makes adaptation to it.

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    Temperament

    Personality

    Learning Process

    Motivation

    Discipline andGuidance

    The Teacher

    and the

    Policy maker

    Reporters

    Psychological Basis of

    Education

    Psychological Basisof Education

    Learner

    The systems of Schoolsof Psychology

    Psychological factors that Condition theIntellectual and Behavioural Development

    Structuralism Functionalism Behaviorism Gestalt Psychology

    Founded by Watson, behaviorismconsiders the Stimulus Response

    hypothesis as its basic theory. This theory

    believes that a stimulus, physical or

    otherwise, creates a response.

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    Temperament

    Personality

    Learning Process

    Motivation

    Discipline andGuidance

    The Teacher

    and the

    Policy maker

    Reporters

    Psychological Basis of

    Education

    Psychological Basisof Education

    Learner

    The systems of Schoolsof Psychology

    Psychological factors that Condition theIntellectual and Behavioural Development

    Structuralism Functionalism Behaviorism Gestalt Psychology

    According to this theory, the wholeis more than the sum of all its parts,

    meaning that the whole processes

    qualities, attributes, or functions which

    the individual component elements do notpossess.

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    Temperament

    Personality

    Learning Process

    Motivation

    Discipline andGuidance

    The Teacher

    and the

    Policy maker

    Reporters

    Psychological Basis of

    Education

    Psychological Basisof Education

    Learner

    The systems of Schoolsof Psychology

    Psychological factors that Condition theIntellectual and Behavioural Development

    Reflexes Drives, needs, wants, urges

    Capacities and special aptitudes Temperament or emotion

    These are inborn automaticresponses to simple localized stimulation

    involving particular muscles and parts of

    the body. The automatic withdrawal of a

    foot upon stepping on a live charcoal isan example.

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    Temperament

    Personality

    Learning Process

    Motivation

    Discipline andGuidance

    The Teacher

    and the

    Policy maker

    Reporters

    Psychological Basis of

    Education

    Psychological Basisof Education

    Learner

    The systems of Schoolsof Psychology Psychological factors that Condition theIntellectual and Behavioural Development

    Reflexes Drives, needs, wants, urges

    Capacities and special aptitudes Temperament or emotion

    These are inborn urges andtendencies and wants. Some refer to

    these instincts as drives. These

    tendencies give rise to ambitions which

    motivate individuals to exert efforts toattain their goal.

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    Temperament

    Personality

    Learning Process

    Motivation

    Discipline andGuidance

    The Teacher

    and the

    Policy maker

    Reporters

    Psychological Basis of

    Education

    Psychological Basisof Education

    Learner

    The systems of Schoolsof Psychology Psychological factors that Condition theIntellectual and Behavioural Development

    Reflexes Drives, needs, wants, urges

    Capacities and special aptitudes Temperament or emotion

    These include all those latentpotentialities that an individual possesses

    which are developed through the process

    of education. Besides general capacity

    and intelligence, an individual possessescertain special talents or aptitudes, such

    as those for mathematics, arts, music

    and the like.

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    Temperament

    Personality

    Learning Process

    Motivation

    Discipline andGuidance

    The Teacher

    and the

    Policy maker

    Reporters

    Psychological Basis of

    Education

    Psychological Basisof Education

    Learner

    The systems of Schoolsof Psychology Psychological factors that Condition theIntellectual and Behavioural Development

    Reflexes Drives, needs, wants, urges

    Capacities and special aptitudes Temperament or emotion

    This refers to certain emotionalpredispositions of an individual. Some

    emotional patterns such as rage, some

    forms of fear, and lust (sex) are inborn.

    One with a poor temperament , one whois easily irritated and emotionalized even

    with trivial matters.

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    Learner

    Learner

    n 1: someone (especially a child) wholearns (as from a teacher)

    or takes up knowledge or beliefs[syn: scholar, assimilator]

    2: works for an expert to learn a trade[syn: apprentice, prentice]

    Definition Types of LearnersPsychological Basisof Education

    Learner

    Temperament

    Personality

    Learning Process

    Motivation

    Discipline andGuidance

    The Teacher

    and the

    Policy maker

    Reporters

    Stages ofdevelopment

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    Temperament

    Personality

    Learning Process

    Motivation

    Discipline andGuidance

    The Teacher

    and the

    Policy maker

    Reporters

    Learner

    Psychological Basisof Education

    Learner

    Definition Types of LearnersStages of

    development

    1. Prenatal Period

    From conception to birth, during this period all parts

    of the human body such as the internal organs, skeletalbones, flesh, etc. are formed. The inherited characteristics

    from the parents are also imparted to the child during this

    period.

    2. Period of Infancy or Babyhood

    This period is from birth to two years. The baby

    begins to learn the rudiments from right and wrong.

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    Temperament

    Personality

    Learning Process

    Motivation

    Discipline andGuidance

    The Teacher

    and the

    Policy maker

    Reporters

    Learner

    Psychological Basisof Education

    Learner 3. Early Childhood

    From 2-6 years, the pre-school age. The child

    begins to learn some social relationships and mixes andplays with children of his age group. The child wants to

    explore or anything he can reach and asks too many

    questions.

    4. Late Childhood

    From 6 or 7 years to 11 or 12 years, the elementary

    period. They learns things taught in school such as reading,

    writing, arithmetic, and language, and social studies.

    Further learns what is right and wrong. They begins to be

    interested in the opposite sex.

    Definition Types of LearnersStages of

    development

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    Temperament

    Personality

    Learning Process

    Motivation

    Discipline andGuidance

    The Teacher

    and the

    Policy maker

    Reporters

    Learner

    Psychological Basisof Education

    Learner 5. Puberty Stage

    from 12 or 13 to 14 or 15 years, the early high

    school period. This is the stage when the urge of sexbegins to assert itself very rapidly. In fact, man at this age is

    already capable of procreation. The girls start having their

    monthly period.

    6. Early Adolescence

    From puberty to 17 years, middle high school

    period. Rapid sex maturation occurs. Some young people

    get married at this age. Voice, feeling and thinking continue

    changing. Start to develop their life ambitions and

    aspirations.

    Definition Types of LearnersStages of

    development

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    Temperament

    Personality

    Learning Process

    Motivation

    Discipline andGuidance

    The Teacher

    and the

    Policy maker

    Reporters

    Learner

    Psychological Basisof Education

    Learner 7. Late Adolescence

    From 18 to 21 years. The student in college are

    now preparing for the professional or vocational careersand those out of school are entering or finding jobs in

    preparation for an independent life. Development of

    intellectual and social skills continues.

    8. Early Adulthood

    From 21 40 years, productive years. New life

    adjustments occur such as courtship and marriage,

    parenthood, employment, recreational hobby, religious

    affiliation which may occur earlier, joining clubs, and years

    of achievement.

    Definition Types of LearnersStages of

    development

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    Temperament

    Personality

    Learning Process

    Motivation

    Discipline andGuidance

    The Teacher

    and the

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    Reporters

    Learner

    Psychological Basisof Education

    Learner

    9. Middle Age

    From 46 - 65 years. Man or woman must have

    achieved most of his/her aspirations in life such as a well-

    established home and family, stable and lucrative employmentor business, creative achievements even political

    achievement. Some physical and physiological functioning

    begin to decrease or deteriorate. The preparation of

    retirement.

    10. Old age

    65 and above, period of retirement. Characteristics

    of old age occur, such as deafness, failing eyesight,

    forgetfulness, baldness arthritis, senility, etc. Painful

    adjustments have to be made to meet some unavoidable

    circumstances such as death of spouse, solitude as childrennow have their own homes or jobs in far places, etc.

    Definition Types of LearnersStages of

    development

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    Learner

    Definition Types of Learners

    Visual Learners

    Kinesthetic Learners

    Read-Write Learners

    Auditory Learners

    Psychological Basisof Education

    Learner

    Temperament

    Personality

    Learning Process

    Motivation

    Discipline andGuidance

    The Teacher

    and the

    Policy maker

    Reporters

    DefinitionStages of

    development Types of Learners

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    Learner

    Definition Types of LearnersVisual

    Learners

    Kinesthetic

    Learners

    Read-Write

    Learners

    Auditory

    Learners

    Visual learners are characterized by the following:

    _ They tend to be fast talkers.

    _ They exhibit impatience and have a tendency to interrupt.

    _ They use words and phrases that evoke visual images.

    _ They learn by seeing and visualizing.

    Your teaching strategy for visual learners shouldinclude the use of demonstrations and visually pleasing

    materials, and you should make an effort to paint mental

    pictures for learners.

    Psychological Basisof Education

    Learner

    Temperament

    Personality

    Learning Process

    Motivation

    Discipline andGuidance

    The Teacher

    and the

    Policy maker

    Reporters

    DefinitionStages of

    development Types of Learners

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    Learner

    Definition Types of LearnersVisual

    Learners

    Kinesthetic

    Learners

    Read-Write

    Learners

    Auditory

    Learners

    Auditory learners are characterized by the following:_ They speak slowly and tend to be natural listeners.

    _ They think in a linear manner.

    _ They prefer to have things explained to them verbally rather

    than to read written information.

    _ They learn by listening and verbalizing.

    Your teaching strategy for auditory learners should

    sound good and should be planned and delivered in the form

    of an organized conversation.

    Psychological Basisof Education

    Learner

    Temperament

    Personality

    Learning Process

    Motivation

    Discipline andGuidance

    The Teacher

    and the

    Policy maker

    Reporters

    DefinitionStages of

    development Types of Learners

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    Learner

    Definition Types of LearnersVisual

    Learners

    Kinesthetic

    Learners

    Read-Write

    Learners

    Auditory

    Learners

    Read-write learners are characterized by the following:

    _ They prefer for information to be displayed in writing, such as

    lists of ideas.

    _ They emphasize text-based input and output.

    _ They enjoy reading and writing in all forms.

    Your teaching strategy for read-write learners should include

    writing out key words in list form. The learners will learn by silentlyreading or rewriting their notes repeatedly; writing out in their own

    words the ideas and principles that were taught or discussed;

    organizing any diagrams, graphs, other visual depictions into

    statements (e.g., The trend is . . . ); and putting reactions, actions,

    diagrams, charts, and flowcharts into words. They like multiple-choice

    tests.

    Psychological Basisof Education

    Learner

    Temperament

    Personality

    Learning Process

    Motivation

    Discipline andGuidance

    The Teacher

    and the

    Policy maker

    Reporters

    DefinitionStages of

    development Types of Learners

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    Learner

    Definition Types of LearnersVisual

    Learners

    Kinesthetic

    Learners

    Read-Write

    Learners

    Auditory

    Learners

    Kinesthetic learners are characterized by the following:

    _ They tend to be the slowest talkers of all.

    _ They tend to be slow to make decisions.

    _ They use all their senses to engage in learning.

    _ They learn by doing and solving real-life problems._ They like hands-on approaches to things and learn

    through trial and error.

    Psychological Basisof Education

    Learner

    Temperament

    Personality

    Learning Process

    Motivation

    Discipline andGuidance

    The Teacher

    and the

    Policy maker

    Reporters

    DefinitionStages of

    development Types of Learners

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    Temperament

    9 Temperament

    Characteristics 4 Temperament TypesDefinition

    Temperament

    In psychology, temperament refers to thoseaspects of an individual's personality, such as

    introversion or extroversion, that are often

    regarded as innate rather than learned. A great

    many classificatory schemes for temperamenthave been developed; none, though, has

    achieved general consensus in academia.

    Psychological Basisof Education

    Learner

    Temperament

    Personality

    Learning Process

    Motivation

    Discipline andGuidance

    The Teacher

    and the

    Policy maker

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    Temperament

    Definition 4 Temperament Types9 Temperament

    Characteristics

    Activity

    Research by Thomas and Chess used the following nine

    temperament traits in children based on a classification scheme

    developed by Dr. Herbert Birch

    Regularity Withdrawal

    Adaptability Intensity Mood

    DistractibilityPersistence and

    attention spanSensitivity

    Psychological Basisof Education

    Learner

    Temperament

    Personality

    Learning Process

    Motivation

    Discipline andGuidance

    The Teacher

    and the

    Policy maker

    Reporters

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    Temperament

    Definition

    9 Temperament

    Characteristics 4 Temperament Types

    9 Temperament

    Characteristics

    Activity Regularity Withdrawal Adaptability Intensity

    Mood DistractibilityPersistence and

    attention spanSensitivity

    Activity refers to the child's physical energy. Is the childconstantly moving, or does the child have a relaxing

    approach? A high-energy child may have difficulty sitting

    still in class, whereas a child with low energy can tolerate a

    very structured environment. The former may use gross

    motor skills like running and jumping more frequently.Conversely, a child with a lower activity level may rely more

    on fine motor skills, such as drawing and putting puzzles

    together. This trait can also refer to mental activity, such as

    deep thinking or readingactivities which become more

    significant as the person matures.

    Psychological Basisof Education

    Learner

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    Personality

    Learning Process

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    Temperament

    Definition

    9 Temperament

    Characteristics 4 Temperament Types

    9 Temperament

    Characteristics

    Activity Regularity Withdrawal Adaptability Intensity

    Mood DistractibilityPersistence and

    attention spanSensitivity

    Regularity, also known as Rhythmicity, refers to the level ofpredictability in a childs biological functions, such as waking,

    becoming tired, hunger, and bowel movements. Does the

    child have a routine in eating and sleeping habits, or are

    these events more random? For example, a child with a high

    regularity rating may want to eat at 2 p.m. every day,whereas a child lower on the regularity scale may eat at

    Psychological Basisof Education

    Learner

    Temperament

    Personality

    Learning Process

    Motivation

    Discipline andGuidance

    The Teacher

    and the

    Policy maker

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    Temperament

    Definition 4 Temperament Types9 Temperament

    Characteristics

    Activity Regularity Withdrawal Adaptability Intensity

    Mood DistractibilityPersistence and

    attention spanSensitivity

    Initial reaction is also known as Approach or Withdrawal.This refers to how the child responds (whether positively or

    negatively) to new people or environments. Does the child

    approach people or things in the environment without

    hesitation, or does the child shy away? A bold child tends to

    approach things quickly, as if without thinking, whereas acautious child typically prefers to watch for a while before

    engaging in new experiences.

    Psychological Basisof Education

    Learner

    Temperament

    Personality

    Learning Process

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    TemperamentTemperamentTemperamentTemperament

    Definition

    9 Temperament

    Characteristics 4 Temperament Types

    9 Temperament

    Characteristics

    Activity Regularity Withdrawal Adaptability Intensity

    Mood DistractibilityPersistence and

    attention spanSensitivity

    Adaptability refers to how long it takes the child to adjust to

    change over time (as opposed to an initial reaction). Does the

    child adjust to the changes in their environment easily, or is the

    child resistant? A child who adjusts easily may be quick to

    settle into a new routine, whereas a resistant child may take a

    long time to adjust to the situation.

    Psychological Basisof Education

    Learner

    Temperament

    Personality

    Learning Process

    Motivation

    Discipline andGuidance

    The Teacher

    and the

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    Temperament

    Definition

    9 Temperament

    Characteristics 4 Temperament Types

    9 Temperament

    Characteristics

    Activity Regularity Withdrawal Adaptability Intensity

    Mood DistractibilityPersistence and

    attention spanSensitivity

    Intensity refers to the energy level of a positive or negative

    response. Does the child react intensely to a situation, or

    does the child respond in a calm and quiet manner? A more

    intense child may jump up and down screaming with

    excitement, whereas a mild-mannered child may smile orshow no emotion.

    Psychological Basisof Education

    Learner

    Temperament

    Personality

    Learning Process

    Motivation

    Discipline andGuidance

    The Teacher

    and the

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    Temperament

    Definition

    9 Temperament

    Characteristics 4 Temperament Types

    9 Temperament

    Characteristics

    Activity Regularity Withdrawal Adaptability Intensity

    Mood DistractibilityPersistence and

    attention spanSensitivity

    Mood refers to the childs general tendency towards a happy

    or unhappy demeanor. All children have a variety of emotions

    and reactions, such as cheerful and stormy, happy and

    unhappy. Yet each child biologically tends to have a generally

    positive or negative outlook. A baby who frequently smiles andcoos could be considered a cheerful baby, whereas a baby

    who frequently cries or fusses might be considered a stormy

    baby.

    Psychological Basisof Education

    Learner

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    Personality

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    Temperament

    Definition

    9 Temperament

    Characteristics 4 Temperament Types

    9 Temperament

    Characteristics

    Activity Regularity Withdrawal Adaptability Intensity

    Mood DistractibilityPersistence and

    attention spanSensitivity

    Distractibility refers to the childs tendency to be sidetracked

    by other things going on around them. Does the child get

    easily distracted by what is happening in the environment, or

    can the child concentrate despite the interruptions? An easily

    distracted child is engaged by external events and hasdifficulty returning to the task at hand, whereas a rarely

    distracted child stays focused and completes the task at hand.

    Psychological Basisof Education

    Learner

    Temperament

    Personality

    Learning Process

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    Temperament

    Definition

    9 Temperament

    Characteristics 4 Temperament Types

    9 Temperament

    Characteristics

    Activity Regularity Withdrawal Adaptability Intensity

    Mood DistractibilityPersistence and

    attention spanSensitivity

    Persistence and attention span refer to the childs length of

    time on a task and ability to stay with the task through

    frustrationswhether the child stays with an activity for a long

    period of time or loses interest quickly.

    Psychological Basisof Education

    Learner

    Temperament

    Personality

    Learning Process

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    Temperament

    Definition

    9 Temperament

    Characteristics 4 Temperament Types

    9 Temperament

    Characteristics

    Activity Regularity Withdrawal Adaptability Intensity

    Mood DistractibilityPersistence and

    attention spanSensitivity

    Sensitivity refers to how easily a child is disturbed by changes

    in the environment. This is also called sensory threshold or

    threshold of responsiveness. Is the child bothered by external

    stimuli like noises, textures, or lights, or does the child seem to

    ignore them? A sensitive child may lose focus when a doorslams, whereas a child less sensitive to external noises will be

    able to maintain focus.

    Psychological Basisof Education

    Learner

    Temperament

    Personality

    Learning Process

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    Temperament

    Definition

    9 Temperament

    Characteristics 4 Temperament Types

    Each of the four types of humours corresponded in ancient times to

    a different personality type.

    Sanguine temperament

    Phlegmatic temperament

    Choleric temperament

    Melancholic temperament

    Psychological Basisof Education

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    Personality

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    Choleric temperament

    Temperament

    Definition 4 Temperament TypesSanguine temperament

    Phlegmatic temperamentMelancholic temperament

    9 Temperament

    Characteristics

    sanguine temperament is fundamentally impulsive and pleasure-

    seeking; sanguine people are sociable and charismatic. They tend toenjoy social gatherings, making new friends and tend to be

    boisterous. They are usually quite creative and often daydream.

    However, some alone time is crucial for those of this temperament.

    Sanguine can also mean sensitive, compassionate and thoughtful.

    Sanguine personalities generally struggle with following tasks all the

    way through, are chronically late, and tend to be forgetful andsometimes a little sarcastic. Often, when they pursue a new hobby,

    they lose interest as soon as it ceases to be engaging or fun. They

    are very much people persons. They are talkative and not shy.

    Sanguines generally have an almost shameless nature, certain that

    what they are doing is right. They have no lack of confidence.

    Psychological Basisof Education

    Learner

    Temperament

    Personality

    Learning Process

    Motivation

    Discipline andGuidance

    The Teacher

    and the

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    Temperament

    Definition 4 Temperament TypesCholeric temperamentSanguine temperament

    Phlegmatic temperamentMelancholic temperament

    9 Temperament

    Characteristics

    choleric temperament is fundamentally ambitious and leader-like. They have a lot of aggression, energy, and/or passion,

    and try to instill it in others. They can dominate people of other

    temperaments, especially phlegmatic types. Many great

    charismatic military and political figures were choleric. They

    like to be in charge of everything. However, cholerics also tend

    to be either highly disorganized or highly organized. They do

    not have in-between setups, only one extreme to another. As

    well as being leader-like and assertive, cholerics also fall into

    deep and sudden depression. Essentially, they are very much

    prone to mood swings.

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    Temperament

    Definition 4 Temperament TypesCholeric temperamentSanguine temperament

    Phlegmatic temperamentMelancholic temperament

    9 Temperament

    Characteristics

    melancholic temperament is fundamentally introverted andthoughtful. Melancholic people often were perceived as very

    (or overly) pondering and considerate, getting rather worried

    when they could not be on time for events. Melancholics can

    be highly creative in activities such as poetry and art - and

    can become preoccupied with the tragedy and cruelty in theworld. Often they are perfectionists. They are self-reliant and

    independent; one negative part of being a melancholic is that

    they can get so involved in what they are doing they forget to

    think of others.

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    Temperament

    Definition 4 Temperament TypesCholeric temperamentSanguine temperament

    Phlegmatic temperamentMelancholic temperament

    9 Temperament

    Characteristics

    phlegmatic temperament is fundamentally relaxed and

    quiet, ranging from warmly attentive to lazily sluggish.

    Phlegmatics tend to be content with themselves and are

    kind. They are accepting and affectionate. They may be

    receptive and shy and often prefer stability to uncertainty and

    change. They are consistent, relaxed, calm, rational, curious,and observant, qualities that make them good administrators.

    They can also be passive-aggressive.

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    Personality

    Definition Five-dimension Personality Model

    According to the Diagnostic and Statistical

    Manual of the American Psychiatric Association,

    personality traits are "enduring patterns ofperceiving, relating to, and thinking about the

    environment and oneself that are exhibited in a

    wide range of social and personal contexts."

    Theorists generally assume a) traits are relatively

    stable over time, b) traits differ among individuals

    (for instance, some people are outgoing while

    others are reserved), and c) traits influence

    behavior.

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    Personality

    Definition Five-dimension Personality ModelLewis Goldberg proposed a five-dimension personality model,

    nicknamed the "Big Five":

    A. Openness to Experience: the tendency to be imaginative,

    independent, and interested in variety vs. practical, conforming,

    and interested in routine.

    B. Conscientiousness: the tendency to be organized, careful, and

    disciplined vs. disorganized, careless, and impulsive.

    C. Extraversion: the tendency to be sociable, fun-loving, andaffectionate vs. retiring, somber, and reserved.

    D. Agreeableness: the tendency to be soft-hearted, trusting, and

    helpful vs. ruthless, suspicious, and uncooperative.

    E. Neuroticism: the tendency to be calm, secure, and self-satisfiedvs. anxious, insecure, and self-pitying

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    Learning Process

    Levels of Learning Domains of LearningHow People Learn

    Principles of LearningDefinition of Learning

    Learning Theory

    Learning theory may be described as a body of principles advocated

    by psychologists and educators to explain how people acquire skills,knowledge, and attitudes. Various branches of learning theory are

    used in formal training programs to improve and accelerate the

    learning process .

    Behaviorists

    Combined Approach

    Cognitive

    Learning TheoryPsychological Basis

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    Learning Process

    Learning Theory

    Levels of Learning Domains of LearningHow People Learn

    Principles of LearningDefinition of LearningLearning Theory

    Behaviorists Combined ApproachCognitive

    Behaviorists believe that animals, including humans, learn

    in about the same way. Behaviorism stresses the

    importance of having a particular form of behavior

    reinforced by someone, other than the student, to shape or

    control what is learned. In aviation training, the instructor

    provides the reinforcement. Frequent, positive

    reinforcement and rewards accelerate learning. This theoryprovides the instructor with ways to manipulate students

    with stimuli, induce the desired behavior or response, and

    reinforce the behavior with appropriate rewards.

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    Learning Process

    Learning Theory

    Levels of Learning Domains of LearningHow People Learn

    Principles of LearningDefinition of LearningLearning Theory

    Behaviorists Combined ApproachCognitive

    Cognitive TheoryMuch of the recent psychological thinking and

    experimentation in education includes some facets of the

    cognitive theory. This is true in basic as well as more

    advanced training programs. Unlike behaviorism, the

    cognitive theory focuses on what is going on inside thestudent's mind. Learning is not just a change in behavior; it

    is a change in the way a student thinks, understands, or

    feels.

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    Learning Process

    Learning Theory

    Levels of Learning Domains of LearningHow People Learn

    Principles of LearningDefinition of LearningLearning Theory

    Behaviorists Cognitive Combined Approach

    Both the behavioristic and the cognitive approaches areuseful learning theories. A reasonable way to plan, manage,

    and conduct aviation training is to include the best features

    of each major theory. This provides a way to measure

    behavioral outcomes and promote cognitive learning. The

    combined approach is not simple, but neither is learning.

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    Learning Process

    Learning Theory

    Levels of Learning Domains of LearningHow People Learn

    Principles of LearningDefinition of Learning

    Learning is Purposeful

    Learning is an Active Process

    Learning is Multifaceted

    Learning is a Result of Experience

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    Learning Process

    Learning Theory

    Levels of Learning Domains of LearningHow People Learn

    Principles of LearningDefinition of LearningDefinition of Learning

    Learning is Purposeful

    Learning is an Active ProcessLearning is Multifaceted

    Learning is a Result of Experience

    Each student sees a learning situation from a different viewpoint.Each student is a unique individual whose past experiences affect

    readiness to learn and understanding of the requirements

    involved. For example, an instructor may give two aviation

    maintenance students the assignment of learning certain

    inspection procedures. One student may learn quickly and be able

    to competently present the assigned material. The combination ofan aviation background and future goals may enable that student

    to realize the need and value of learning the procedures. A second

    student's goal may only be to comply with the instructor's

    assignment, and may result in only minimum preparation. The

    responses differ because each student ads in accordance withwhat he or she sees in the situation.

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    Learning Process

    Learning Theory

    Levels of Learning Domains of LearningHow People Learn

    Principles of LearningDefinition of LearningDefinition of Learning

    Learning is Purposeful

    Learning is an Active ProcessLearning is Multifaceted

    Learning is a Result of Experience

    Since learning is an individual process, the instructor cannot do it for

    the student. The student can learn only from personal experiences;

    therefore, learning and knowledge cannot exist apart from a person. A

    person's knowledge is a result of experience, and no two people have

    had identical experiences. It seems clear enough that the learning of a

    physical skill requires actual experience in performing that skill.

    Student pilots learn to fly aircraft only if their experiences include flying

    them; student aviation maintenance technicians learn to overhaul

    power plants only by actually performing that task. Mental habits are

    also learned through practice. If students are to use sound judgment

    and develop decision

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    Learning Process

    Learning Theory

    Levels of Learning Domains of LearningHow People Learn

    Principles of LearningDefinition of LearningDefinition of Learning

    Learning is Purposeful

    Learning is an Active ProcessLearning is Multifaceted

    Learning is a Result of Experience

    If instructors see their objective as being only to train their

    students' memory and muscles, they are underestimating

    the potential of the teaching situation. Students may learn

    much more than expected if they fully exercise their minds

    and feelings. The fact that these items were not included inthe instructor's plan does not prevent them from influencing

    the learning situation.

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    Learning Process

    Learning Theory

    Levels of Learning Domains of LearningHow People Learn

    Principles of LearningDefinition of LearningDefinition of Learning

    Learning is Purposeful

    Learning is an Active ProcessLearning is Multifaceted

    Learning is a Result of Experience

    Students do not soak up knowledge like a sponge absorbswater. The instructor cannot assume that students remember

    something just because they were in the classroom, shop, or

    airplane when the instructor presented the material. Neither

    can the instructor assume that the students can apply what

    they know because they can quote the correct answerverbatim. For students to learn, they need to react and

    respond, perhaps outwardly, perhaps only inwardly,

    emotionally, or intellectually. But if learning is a process of

    changing behaviour, clearly that process must be an active

    one.

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    Learning Process

    Learning Theory

    Levels of Learning Domains of LearningHow People Learn

    Principles of LearningDefinition of Learning

    Readiness

    Effect

    RecencyIntensity

    Primacy

    Exercise

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    Learning Process

    Learning Theory

    Levels of Learning Domains of LearningHow People Learn

    Principles of LearningDefinition of Learning Principles of Learning

    Readiness Effect

    RecencyIntensityPrimacy

    Exercise

    Individuals learn best when they are ready to learn, and

    they do not learn well if they see no reason for learning.

    Getting students ready to learn is usually the instructor's

    responsibility. If students have a strong purpose, a clear

    objective, and a definite reason for learning something, they

    make more progress than if they lack motivation. Readinessimplies a degree of single-mindedness and eagerness.

    When students are ready to learn, they meet the instructor

    at least halfway, and this simplifies the instructor's job.

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    Learning Process

    Learning Theory

    Levels of Learning Domains of LearningHow People Learn

    Principles of LearningDefinition of Learning Principles of Learning

    Readiness Effect

    RecencyIntensityPrimacy

    Exercise

    The principle of exercise states that those things most often

    repeated are best remembered. It is the basis of drill and

    practice. The human memory is fallible. The mind can rarely

    retain, evaluate, and apply new concepts or practices after a

    single exposure. Students do not learn to weld during one

    shop period or to perform crosswise landings during one

    instructional flight. They learn by applying what they have

    been told and shown.

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    Learning Process

    Learning Theory

    Levels of Learning Domains of LearningHow People Learn

    Principles of LearningDefinition of Learning Principles of Learning

    Readiness Effect

    RecencyIntensityPrimacy

    Exercise

    The principle of effect is based on the emotional reaction of

    the student. It states that learning is strengthened when

    accompanied by a pleasant or satisfying feeling, and that

    learning is weakened when associated with an unpleasant

    feeling. Experiences that produce feelings of defeat,

    frustration, anger, confusion, or futility are unpleasant for the

    student. If, for example, an instructor attempts to teach

    landings during the first flight, the student is likely to feel

    inferior and be frustrated.

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    Learning Process

    Learning Theory

    Levels of Learning Domains of LearningHow People Learn

    Principles of LearningDefinition of Learning Principles of Learning

    Readiness Effect

    RecencyIntensityPrimacy

    Exercise

    Primacy, the state of being first, often creates a strong,

    almost unshakable, impression. For the instructor, this

    means that what is taught must be right the first time. For the

    student, it means that learning must be right. Unteaching is

    more difficult than teaching. If, for example, a maintenancestudent learns a faulty riveting technique, the instructor will

    have a difficult task correcting bad habits and reteaching

    correct ones. Every student should be started right.

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    Learning Process

    Learning Theory

    Levels of Learning Domains of LearningHow People Learn

    Principles of LearningDefinition of Learning Principles of Learning

    Readiness Effect

    RecencyIntensityPrimacy

    Exercise

    A vivid, dramatic, or exciting learning experience teaches

    more than a routine or boring experience. A student is likely

    to gain greater understanding of slow flight and stalls by

    performing them rather than merely reading about them.

    The principle of intensity implies that a student will learnmore from the real thing than from a substitute. In contrast

    to flight instruction and shop instruction, the classroom

    imposes limitations on the amount of realism that can be

    brought into teaching.

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    Learning Process

    Learning Theory

    Levels of Learning Domains of LearningHow People Learn

    Principles of LearningDefinition of Learning Principles of Learning

    Readiness Effect

    RecencyIntensityPrimacy

    Exercise

    The principle of recency states that things most recentlylearned are best remembered. Conversely, the further a

    student is removed time-wise from a new fact or

    understanding, the more difficult it is to remember. It is easy,

    for example, for a student to recall a torque value used a few

    minutes earlier, but it is usually impossible to remember anunfamiliar one used a week earlier. Instructors recognize the

    principle of recency when they carefully plan a summary for

    a ground school lesson, a shop period, or a postflight

    critique.

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    Learning Process

    Learning Theory

    Levels of Learning Domains of LearningHow People Learn

    Principles of LearningDefinition of Learning

    Graph Definition

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    Learning Process

    Learning Theory

    Levels of Learning Domains of LearningHow People Learn

    Principles of LearningDefinition of Learning

    How People Learn

    What I hear, I forget.What I hear and see, I remember a little.

    What I hear, see, and ask questions about or

    discuss with someone else, I begin to

    understand.

    What I hear, see, discuss, and do, I acquireknowledge and skill.

    What I teach to another, I master. (Silberman,

    1996, p. 1)

    Graph Definition

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    Learning Process

    Learning Theory

    Levels of Learning Domains of LearningHow People Learn

    Principles of LearningDefinition of Learning

    Graph Definition

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    Learning Process

    Learning Theory

    Levels of Learning Domains of LearningHow People Learn

    Principles of LearningDefinition of Learning

    Levels of Learning

    Graph Definition

    Levels of learning may be classified in any number of ways.

    Four basic levels have traditionally been included in aviationinstructor training. The lowest level is the ability to repeat

    something which one has been taught, without

    understanding or being able to apply what has been

    learned. This is referred to as rote learning. Progressively

    higher levels of learning are understanding what has been

    taught, achieving the skill for application of what has been

    learned, and correlation of what has been learned with other

    things previously learned or subsequently encountered.

    Figure 1-3

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    Learning Process

    Learning Theory

    Levels of Learning Domains of LearningHow People Learn

    Principles of LearningDefinition of Learning

    Cognitive Domain

    Affective Domain

    Psychomotor Domain

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    Learning Process

    Learning Theory

    Levels of LearningHow People Learn

    Principles of LearningDefinition of Learning

    Domains of Learning

    Cognitive Domain Affective Domain Psychomotor Domai

    GraphDefinition

    Psychological Basisof Education

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    Learning Process

    Learning Theory

    Levels of LearningHow People Learn

    Principles of LearningDefinition of Learning

    Domains of Learning

    Cognitive Domain Affective Domain Psychomotor Domai

    GraphDefinition

    Besides the four basic levels of learning,

    educational psychologists have developedseveral additional levels. These classifications

    consider what is to be learned. Is it knowledge

    only, a change in attitude, a physical skill, or a

    combination of knowledge and skill? One of

    the more useful categorizations of learning

    objectives includes three domains: cognitive

    domain (knowledge), affective domain

    (attitudes, beliefs, and values), and

    psychomotor domain (physical skills). Each of

    the domains has a hierarchy of educational

    objectives.

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    Learning Process

    Learning Theory

    Levels of LearningHow People Learn

    Principles of LearningDefinition of Learning

    Domains of Learning

    Cognitive Domain Affective Domain Psychomotor Domai

    GraphDefinition

    Psychological Basisof Education

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    Learning Process

    Learning Theory

    Levels of LearningHow People Learn

    Principles of LearningDefinition of Learning

    Domains of Learning

    Cognitive Domain Affective Domain Psychomotor Domai

    GraphDefinition The affective domain may be the

    least understood, and in many ways,the most important of the learning

    domains. A similar system for

    specifying attitudinal objectives has

    been developed by D.R. Krathwohl.Like the Bloom taxonomy, Krathwohl's

    hierarchy attempts to arrange these

    objectives in an order of difficulty.

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    Learning Process

    Learning Theory

    Levels of LearningHow People Learn

    Principles of LearningDefinition of Learning

    Domains of Learning

    Cognitive Domain Affective Domain Psychomotor Domai

    GraphDefinition

    Psychological Basisof Education

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    Learning Process

    Learning Theory

    Levels of LearningHow People Learn

    Principles of LearningDefinition of Learning

    Domains of Learning

    Cognitive Domain Affective Domain Psychomotor Domai

    GraphDefinition Psychomotor or physical skills always

    have been important in aviation. Typicalactivities involving these skills include

    learning to fly a precision instrument

    approach procedure, programming a

    GPS receiver, or using sophisticated

    maintenance equipment. As physical

    tasks and equipment become more

    complex, the requirement for integration

    of cognitive and physical skills

    increases.

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    Motivation

    Definition Positive Motivation Negative Motivation

    Motivation is probably the

    dominant force which governs the

    student's progress and ability to learn.Motivation may be negative or positive,

    tangible or intangible, subtle and

    difficult to identify, or it may be obvious.

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    Motivation

    Definition Positive Motivation Negative Motivation

    Positive motivation is provided by the promise or

    achievement of rewards. These rewards may be

    personal or social; they may involve financial gain,

    satisfaction of the self-concept, or public

    recognition. Motivation which can be used toadvantage by the instructor includes the desire for

    personal gain, the desire for personal comfort or

    security, the desire for group approval, and the

    achievement of a favourable self-image.Reward is getting something good for doing a

    given task. It needs someone who has the power

    to give the good thing. It is the opposite of

    punishment.

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    Motivation

    Definition Positive Motivation Negative Motivation

    Negative motivation may engender fear, and be

    perceived by the student as a threat. While negative

    motivation may be useful in certain situations,

    characteristically it is not as effective in promoting

    efficient learning as positive motivation.

    Punishment is the authoritative imposition of

    something negative or unpleasant on a person or

    animal in response to behavior deemed wrong by an

    individual or group. Negative consequences that arenot authorized or that are administered without a

    breach of rules are not considered to be punishment

    as defined here.

    Psychological Basis

    of Education

    Learner

    Temperament

    Personality

    Learning Process

    Motivation

    Discipline andGuidance

    The Teacher

    and the

    Policy maker

    Reporters

    Discipline and Guidance

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    Discipline and Guidance

    Definition GUIDANCE AND DISCIPLINE TECHNIQUES

    Guidance and discipline of children are ongoing

    processes that will embrace everything you do with

    children. Learning self-control and how to get along with

    others is part of growing up, and family child care providers

    play an important role in teaching children these important

    skills.

    The word discipline comes from the word disciple,

    meaning to teach. Caring for children for long hours each

    day, year after year, gives providers a wonderful

    opportunity to help shape, guide, and nurture the behavior

    of children. A good understanding of children and guidance

    techniques is the basis for effective discipline. Take time to

    view things from a child's perspective. It can make a

    difference in your relationship with children.

    Psychological Basis

    of Education

    Learner

    Temperament

    Personality

    Learning Process

    Motivation

    Discipline andGuidance

    The Teacher

    and the

    Policy maker

    Reporters

    Discipline and Guidance

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    Discipline and Guidance

    Definition GUIDANCE AND DISCIPLINE TECHNIQUES

    SET UP A SAFEENVIRONMENTESTABLISH A

    PREDICTABLE ROUTINE

    REWARD

    SET A GOOD EXAMPLE

    WATCH YOUR

    LANGUAGE

    PRAISE

    REMOVE OR ISOLATE

    TIME OUT

    NATURAL AND

    LOGICAL

    CONSEQUENCES

    DISTRACT

    REDIRECT

    IGNORE

    One of the most important things

    a caregiver can do is to establish

    a safe environment. Children

    move quickly, and they love to

    climb and explore. Take a close

    look at your home indoors and

    outdoors. A fenced-in yard will

    help keep children away from the

    street. Childproof your home bylocking up dangerous chemicals

    and medicines, covering

    electrical outlets, and storing

    breakable objects up high.

    Psychological Basis

    of Education

    Learner

    Temperament

    Personality

    Learning Process

    Motivation

    Discipline andGuidance

    The Teacher

    and the

    Policy maker

    Reporters

    Discipline and Guidance

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    Discipline and Guidance

    Definition GUIDANCE AND DISCIPLINE TECHNIQUES

    SET UP A SAFEENVIRONMENT

    ESTABLISH A

    PREDICTABLE ROUTINE

    REWARD

    SET A GOOD EXAMPLE

    WATCH YOUR

    LANGUAGE

    PRAISE

    REMOVE OR ISOLATE

    TIME OUT

    NATURAL AND

    LOGICALCONSEQUENCES

    DISTRACT

    REDIRECT

    IGNORE

    Young children need a consistent

    routine and schedule. Their small

    stomachs and high energy levels

    need nutritious snacks and

    meals frequently. Establish

    consistent times for eating,

    napping, and playing. It helps

    children learn how to pace

    themselves. Balance active timewith quiet time and group time

    with time to be alone. This kind

    of balancing leads to a well-

    planned and balanced routine.

    Psychological Basis

    of Education

    Learner

    Temperament

    Personality

    Learning Process

    Motivation

    Discipline andGuidance

    The Teacher

    and the

    Policy maker

    Reporters

    Discipline and Guidance

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    Discipline and Guidance

    Definition GUIDANCE AND DISCIPLINE TECHNIQUES

    SET UP A SAFEENVIRONMENT

    ESTABLISH A

    PREDICTABLE ROUTINE

    REWARD

    SET A GOOD EXAMPLE

    WATCH YOUR

    LANGUAGE

    PRAISE

    REMOVE OR ISOLATE

    TIME OUT

    NATURAL AND

    LOGICALCONSEQUENCES

    DISTRACT

    REDIRECT

    IGNORE

    Young children love to imitate

    adults. Watch your habits

    because children will be sure

    to be copy them! If you want

    children to treat each other

    kindly or have good eating

    habits, be sure to demonstrate

    how to do it. Talk about whatyou do, and explain things in

    simple terms.

    Psychological Basis

    of Education

    Learner

    Temperament

    Personality

    Learning Process

    Motivation

    Discipline andGuidance

    The Teacher

    and the

    Policy maker

    Reporters

    Discipline and Guidance

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    Discipline and Guidance

    Definition GUIDANCE AND DISCIPLINE TECHNIQUES

    SET UP A SAFEENVIRONMENT

    ESTABLISH A

    PREDICTABLE ROUTINE

    REWARD

    SET A GOOD EXAMPLE

    WATCH YOUR

    LANGUAGE

    PRAISE

    REMOVE OR ISOLATE

    TIME OUT

    NATURAL AND

    LOGICALCONSEQUENCES

    DISTRACT

    REDIRECT

    IGNORE

    Use your words carefully when you

    teach children. Focus on what to do

    rather than what not to do.

    TRY SAYING: "Slow down and walk"

    INSTEAD OF: "Stop running"

    TRY SAYING: "Come hold my hand"

    INSTEAD OF: "Don't touch anything"

    TRY SAYING: "Keep your feet on the

    floor" INSTEAD OF: "Don't climb on the

    couch"TRY SAYING: "Use your quiet voice

    inside" INSTEAD OF: "Stop screaming

    and shouting"

    Psychological Basis

    of Education

    Learner

    Temperament

    Personality

    Learning Process

    Motivation

    Discipline andGuidance

    The Teacher

    and the

    Policy maker

    Reporters

    Discipline and Guidance

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    Discipline and Guidance

    Definition GUIDANCE AND DISCIPLINE TECHNIQUES

    SET UP A SAFEENVIRONMENT

    ESTABLISH A

    PREDICTABLE ROUTINE

    REWARD

    SET A GOOD EXAMPLE

    WATCH YOUR

    LANGUAGE

    PRAISE

    REMOVE OR ISOLATE

    TIME OUT

    NATURAL AND

    LOGICALCONSEQUENCES

    DISTRACT

    REDIRECT

    IGNORE

    Effective praise

    encourages learning,independence, and

    strong self-esteem in

    children.

    Psychological Basis

    of Education

    Learner

    Temperament

    Personality

    Learning Process

    Motivation

    Discipline andGuidance

    The Teacher

    and the

    Policy maker

    Reporters

    Discipline and Guidance

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    Discipline and Guidance

    Definition GUIDANCE AND DISCIPLINE TECHNIQUES

    SET UP A SAFEENVIRONMENT

    ESTABLISH A

    PREDICTABLE ROUTINE

    REWARD

    SET A GOOD EXAMPLE

    WATCH YOUR

    LANGUAGE

    PRAISE

    REMOVE OR ISOLATE

    TIME OUT

    NATURAL AND

    LOGICALCONSEQUENCES

    DISTRACT

    REDIRECT

    IGNORE

    When a child is running

    out into the street or

    about to get into thehousehold bleach, there

    is no time for negotiation.

    Psychological Basis

    of Education

    Learner

    Temperament

    Personality

    Learning Process

    Motivation

    Discipline andGuidance

    The Teacher

    and the

    Policy maker

    Reporters

    Discipline and Guidance

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    Discipline and Guidance

    Definition GUIDANCE AND DISCIPLINE TECHNIQUES

    SET UP A SAFEENVIRONMENT

    ESTABLISH A

    PREDICTABLE ROUTINE

    REWARD

    SET A GOOD EXAMPLE

    WATCH YOUR

    LANGUAGE

    PRAISE

    REMOVE OR ISOLATE

    TIME OUT

    NATURAL AND

    LOGICALCONSEQUENCES

    DISTRACT

    REDIRECT

    IGNORE

    A more sophisticated

    form of "remove or

    isolate" is called "timeout." A "time out" is just

    that - a cooling off period.

    Psychological Basis

    of Education

    Learner

    Temperament

    Personality

    Learning Process

    Motivation

    Discipline andGuidance

    The Teacher

    and the

    Policy maker

    Reporters

    Discipline and Guidance

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    Discipline and Guidance

    Definition GUIDANCE AND DISCIPLINE TECHNIQUES

    SET UP A SAFEENVIRONMENT

    ESTABLISH A

    PREDICTABLE ROUTINE

    REWARD

    SET A GOOD EXAMPLE

    WATCH YOUR

    LANGUAGE

    PRAISE

    REMOVE OR ISOLATE

    TIME OUT

    NATURAL AND

    LOGICAL

    CONSEQUENCES

    DISTRACT

    REDIRECT

    IGNORE

    Natural and logical

    consequences are

    effective in helpingchildren see the

    connection between their

    actions and the results of

    their behavior.

    Psychological Basis

    of Education

    Learner

    Temperament

    Personality

    Learning Process

    Motivation

    Discipline andGuidance

    The Teacher

    and the

    Policy maker

    Reporters

    Discipline and Guidance

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    Discipline and Guidance

    Definition GUIDANCE AND DISCIPLINE TECHNIQUES

    SET UP A SAFEENVIRONMENT

    ESTABLISH A

    PREDICTABLE ROUTINE

    REWARD

    SET A GOOD EXAMPLE

    WATCH YOUR

    LANGUAGE

    PRAISE

    REMOVE OR ISOLATE

    TIME OUT

    NATURAL AND

    LOGICALCONSEQUENCES

    DISTRACT

    REDIRECT

    IGNORE

    This technique works

    especially well with very

    young children. When achild is doing something

    unacceptable, try to call

    attention to another

    activity - perhaps playingwith another toy or

    reading a book together.

    Psychological Basis

    of Education

    Learner

    Temperament

    Personality

    Learning Process

    Motivation

    Discipline andGuidance

    The Teacher

    and the

    Policy maker

    Reporters

    Discipline and Guidance

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    Discipline and Guidance

    Definition GUIDANCE AND DISCIPLINE TECHNIQUES

    SET UP A SAFEENVIRONMENT

    ESTABLISH A

    PREDICTABLE ROUTINE

    REWARD

    SET A GOOD EXAMPLE

    WATCH YOUR

    LANGUAGE

    PRAISE

    REMOVE OR ISOLATE

    TIME OUT

    NATURAL AND

    LOGICALCONSEQUENCES

    DISTRACT

    REDIRECT

    IGNORE

    Sometimes the problem

    with behavior is not what

    the child is doing asmuch as how she is

    doing it.

    Psychological Basis

    of Education

    Learner

    Temperament

    Personality

    Learning Process

    Motivation

    Discipline andGuidance

    The Teacher

    and the

    Policy maker

    Reporters

    Discipline and Guidance

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    Discipline and Guidance

    Definition GUIDANCE AND DISCIPLINE TECHNIQUES

    SET UP A SAFEENVIRONMENT

    ESTABLISH A

    PREDICTABLE ROUTINE

    REWARD

    SET A GOOD EXAMPLE

    WATCH YOUR

    LANGUAGE

    PRAISE

    REMOVE OR ISOLATE

    TIME OUT

    NATURAL AND

    LOGICALCONSEQUENCES

    DISTRACT

    REDIRECT

    IGNORE

    Behavior that is not

    harmful to the child or

    others can be ignored.The goal is to have the

    child stop the undesirable

    behavior by not paying

    attention to it.

    Psychological Basis

    of Education

    Learner

    Temperament

    Personality

    Learning Process

    Motivation

    Discipline and

    Guidance

    The Teacher

    and the

    Policy maker

    Reporters

    Discipline and Guidance

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    Discipline and Guidance

    Definition GUIDANCE AND DISCIPLINE TECHNIQUES

    SET UP A SAFEENVIRONMENT

    ESTABLISH A

    PREDICTABLE ROUTINE

    REWARD

    SET A GOOD EXAMPLE

    WATCH YOUR

    LANGUAGE

    PRAISE

    REMOVE OR ISOLATE

    TIME OUT

    NATURAL AND

    LOGICALCONSEQUENCES

    DISTRACT

    REDIRECT

    IGNORE

    Remember that it is more

    effective to reward good behavior

    than to punish bad behavior. A

    reward or "positive reinforcement"

    refers to positive ways adults can

    respond when children behave in

    desirable ways. Positively

    rewarded behavior is usually

    repeated. Rewarding a child forgood behavior at the right time is

    very important. So is the reward

    itself. You can use social or

    material rewards with children.

    Psychological Basis

    of Education

    Learner

    Temperament

    Personality

    Learning Process

    Motivation

    Discipline and

    Guidance

    The Teacher

    and the

    Policy maker

    Reporters

    The Teacher and the Policy Maker

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    Policy making often is considered a privilege and jealouslyguarded by those in authority. In education, policies are

    usually made by school board members and

    administrators, but teachers are rarely part of the process.

    For our purposes, lets define policy as a definite method

    of action selected from among alternatives to guide presentand future decisions.

    Curriculum Planning

    and ImplementationSchool-Based Management

    Internal Evaluation

    Technology Advisory Councils

    The Teacher and the Policy Maker

    Psychological Basis

    of Education

    Learner

    Temperament

    Personality

    Learning Process

    Motivation

    Discipline and

    Guidance

    The Teacher

    and the

    Policy maker

    Reporters

    The Teacher and the Policy Maker

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    Curriculum Planning and Implementation School-Based Management

    Internal Evaluation Technology Advisory Councils

    Curriculum Planning and Implementation

    Teachers are an integral part of thedecision-making process in curriculum planning

    and implementation at the classroom level.

    Unfortunately, the impact of teachers on the

    curriculum at the K-12 level is minimized by the

    involvement of special interest groups, politicians,and bureaucrats.

    The Teacher and the Policy Maker

    Psychological Basis

    of Education

    Learner

    Temperament

    Personality

    Learning Process

    Motivation

    Discipline and

    Guidance

    The Teacher

    and the

    Policy maker

    Reporters

    The Teacher and the Policy Maker

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    Curriculum Planning and Implementation School-Based Management

    Internal Evaluation Technology Advisory Councils

    School-Based Management

    School-based management is another way to

    maximize the teachers role as policy maker. In school-based

    management, the decision-making process is decentralizedto involve school constituencies such as administrators,

    teachers, parents, community members, and students

    a higher level of meaningful involvement by teachers and

    teacher teams in the decision-making process;

    opportunities for professional development in decision-making skills;

    a proactive approach to information sharing among school

    constituents;

    and freedom and empowerment for teachers to implement

    innovative teaching reform ideas

    The Teacher and the Policy Maker

    Psychological Basis

    of Education

    Learner

    Temperament

    Personality

    Learning Process

    Motivation

    Discipline and

    Guidance

    The Teacher

    and the

    Policy maker

    Reporters

    The Teacher and the Policy Maker

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    Curriculum Planning and Implementation School-Based Management

    Internal Evaluation Technology Advisory Councils

    Internal Evaluation

    Internal evaluation is a team-based

    approach in which teachers can play an

    important part in policy decisions. A

    somewhat specialized form of actionresearch

    The Teacher and the Policy Maker

    Psychological Basis

    of Education

    Learner

    Temperament

    Personality

    Learning Process

    Motivation

    Discipline and

    Guidance

    The Teacher

    and the

    Policy maker

    Reporters

    The Teacher and the Policy Maker

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    Curriculum Planning and Implementation School-Based Management

    Internal Evaluation Technology Advisory Councils

    Technology

    Computer technology has become an

    inseparable part of the 21st-century

    schooling in the United States and providesanother platform for teachers to get

    involved in policy decisions. In a free-

    market society, computer networks are one

    of the best tools to establish dialoguesbetween professionals across different

    disciplines, share ideas, enhance

    professional awareness, and influence

    public policy .

    The Teacher and the Policy Maker

    Psychological Basis

    of Education

    Learner

    Temperament

    Personality

    Learning Process

    Motivation

    Discipline and

    Guidance

    The Teacher

    and the

    Policy maker

    Reporters

    The Teacher and the Policy Maker

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    Curriculum Planning and Implementation School-Based Management

    Internal Evaluation Technology Advisory Councils

    Advisory Councils

    Another avenue through which teachers

    have impacted policy decisions is evident in theSchool Advisory Councils (SAC) created by the

    Florida Department of Education (1998). SAC

    is a model for school-site policy making and

    accountability. SAC is made up of teachers,parents, community leaders, non-instructional

    staff, and administrators. SAC gives its partners

    responsibilities and opportunities for making

    decisions on all school issues.

    The Teacher and the Policy Maker

    Psychological Basis

    of Education

    Learner

    Temperament

    Personality

    Learning Process

    Motivation

    Discipline and

    Guidance

    The Teacher

    and the

    Policy maker

    Reporters

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