Informatics Publishing Limited

Ramesh Sandhu ¹

Affiliations
1 C R College of Education, Hisar, Haryana, IN

Abstract

Adjustment is an important component of personally of adolescents and to study the factors that affect adjustment will help in facilitating in better learning, controlling wastage and developing balanced personality among adolescents. Emotional intelligence has prominent role m making proper adjustment. The aim of this paper is to find out the impact of emotional intelligence of senior secondary students on their adjustment. Descriptive survey method was adopted for this research. A sample of 200 students was chosen from different schools of Hisar (Haryana) through stratified random sampling technique. It was concluded that there is significant difference in emotional intelligence between boys and girls. Girls have higher level of emotional intelligence as compared to boys. Similarly, girls were found to have higher level of adjustment as compared to boys. Girls were found more adjusted in emotional and educational components of adjustment while boys were more adjusted in social component of adjustment. It was also found that high emotionally intelligent students have higher level of adjustment as compared low emotionally intelligent students.

Keywords

Impact, Emotional Intelligence, Adjustment.

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Ramesh Sandhu ¹

Affiliations
1 Department of Education, C. R. College of Education, Hisar, Haryana, IN

Abstract

Teachers' attitude toward inclusion plays an important role in the education of special children. An attitude may include cognitive, affective and behavioural components. The aim of this paper is to explore the intensity of attitude (positive or negative) of secondary school teachers towards inclusive education. The other objectives are to find out the difference in attitude between male and female; less experienced and more experienced, science and social science and trained and untrained teachers. The data was collected from 200 secondary school teachers by using survey method. A standardised attitude scale was used for this purpose. The results indicate that average attitude of secondary school teachers towards inclusive education was moderate. Female, less-experienced, social science and trained teachers were found to have more positive attitude towards inclusive education as compared to male, more experienced, science and untrained teachers. Thus, there is need to mould the attitude of male, more experienced and science teachers through training and education.

Keywords

Attitude, Inclusive Education, Secondary School Teachers.

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Ramesh Sandhu ¹

Affiliations
1 C. R. College of Education, Hisar, Haryana, IN

Abstract

Engaging learning environment may be considered as the support system that creates such conditions in which students learn best. It caters to the unique learning needs of every student and develops social relationship for effective learning. Engaging learning environment consists of those structures, tools and community that inspire the learners to gain knowledge, skills and positive attitude which are required in this modern era. The objectives of this paper are to search the different components of engaging learning environment. There are several components of engaging learning environment, such as physical environment that support in developing effective learning environment, sharing of best practices among the teachers that help in enrichment of knowledge and skill, project based learning, effective use of modern technologies like electronic and online learning, social learning like group, peer and team interaction, international involvement in learning, both face to face and online. Thus, it can be concluded that learning environment must take into account the context that promote interaction and enable formal and informal learning. While different components like physical and temporal structure, tools, community and policy for learning have great impact on developing engaging leaning environment, however, their cumulative impact is much more powerful. In fact, effective learning environment is developed when these components get integrated into a seamless whole in which each component reinforces each other.

Keywords

Engaging, Learning Environment, Physical and Technological Environment, Social Environment.

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Ramesh Sandhu ¹

Affiliations
1 Department of Education, C. R. College of Education, Hisar, Haryana, IN

Abstract

Both Buddhism and psychology support the view that emotions strongly influence people's thoughts, words, and actions. Both help people to pursue transient pleasures and satisfaction. Buddhist believes in nurturing the happiness called "sukh" and relieving the humanity from sufferings (dukh). Buddhists believe that "sukh" can be achieved through training of mind. It rises from the attentional, emotional and cognitive balance of the mind. Buddhist does not advocate the suppression or repression of destructives states of mind but seek their origin and identify how they are experienced. Buddhism teaches how a person can transform and free himself from all afflictive states. In this process one learn to refine one's ability and introspectively monitor one's own mental activities. Such rigorous and sustained training in mindfulness and introspection help a person to cultivate attentional stability and vividness. All these practices of Buddhism bring it closer to psychology. Buddhism practices related to emotional life make three very distinct contributions to psychology. These issues have been ignored by many psychologists. Buddhist provides some practices that can help a person to report on his own internal practices and such practices might provide crucial data which is not possible through psychological techniques. Buddhism practices provide therapies not just for the disturbed, but for all who seek to improve the qualify of their lives.

Keywords

Buddhism, Psychology, Integration, Mental Abilities.

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Ramesh Sandhu ¹, Rakesh Sandhu ²

Affiliations
1 Department of Education, C. R. College of Education, Hisar, Haryana, IN
2 Dr. G D DAV College of Education for Women, Karnal, Haryana, IN

Abstract

The main objective of this paper to forward the idea that teaching reflectively is not only an excellent endeavour but it inculcates self directed professional development of teachers. By employing the elements of reflective teaching in lectures and tutorials, a teacher can encourage the participation of students in classroom discussion, differentiated instruction and learning and collaboration with colleagues. It has been established that an attitude of self-directed inquiry combined with elements of reflective teaching enable professional development. In thin paper, three areas have been focused: (i) How to encourage the participation of students in chartroom discussion, (ii) Differentiated instruction and teaching and (iii) Collaboration with colleagues. This paper has also focused on self-directed professional development and its benefits for teachers. The teacher can build practical or work-related knowledge in the three areas of professional practice mentioned above.

Keywords

Reflective Teaching, Professional Development, Teacher.

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