Indian Journal of Positive Psychology

Sumitra Devi ¹

Affiliations
1 Institute of Teacher Training & Research, BPS Mahila Vishwavidalaya, Khanpur, Kalan, IN

Abstract

A person is never helpless in the face of human foibles. Once we understand what really causes our less than-optimal behaviour, we can discover ways to control our behaviour, and improve our outcomes with the help of positive life skills. In this papers, the investigator has highlighted positive life skills and their impact in improving teacher student behaviour. Positive life skills would mean more effective and practical ways to combat human foibles and to cure negative emotions. So, the emotional intelligence, which comprises of empathy, benevolence, adaptability, self-control, conscientiousness, resilience, sympathy and compassion, is the foremost positive skill with which a person can improve individually as well as socially. We could be able to bring positive and constructive change in behaviour by harmonizing emotion and thought. Anger management is another positive life skill which can be taught and learnt. Well tutored passions too help understand personal weaknesses as well as feelings of others. Properly and adequately trained teachers in positive life skills can help the learners to improve their behaviour.

Keywords

Positive Life Skills, Teacher Student Behaivour

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Sumitra Devi ¹, Meenakshi Dahiya ²

Affiliations
1 Institute of Teacher Training & Research BPS Mahila Vishwavidalaya Khanpur, Kalan, Sonepat, Haryana, IN
2 Directorate of Secondary Education Haryana Punchkula, IN

Abstract

The examination results at secondary school level in the State of Haryana reveal that there are hoard of low-achievers. The investigators thought to look into the reasons and effective remedies. Based on the research finding of Hansford and Hattie (1982) and Damon and Hart (1988), the investigators too agreed that the children who have clearer and more positive perception of their abilities, and have more positive views of themselves, always do better in their studies as compared to children who doubt their own abilities. Thus, the investigators conducted the study on whether and how better study habits in cooperative learning class room enhance academic performance and self-efficacy of low achievers with the objectives of looking into reason of low achieving and low self-efficacy and to correct these deficiencies though better study habits in cooperative class room setting. STAD method of cooperative learning was applied and the evaluation was done through teacher-made achievement tests of all subject of 10th class throughout the 2nd semester in the academic session 2011-12 in addition to self-made self-efficacy scale, interviews, observations and information supplied by the stake holders. The investigators found environmental and emotional factors; non availability of good reading materials; and lack of attention by stake holders as reason behind low achievement and low self-efficacy. The STAD method of cooperative learning with better study habits was found to enhance academic performance and self- efficacy of low achievers.

Keywords

Academic Performance, Self-Efficacy, Student Team Achievement Division (stad)

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