Literaturnachweis - Detailanzeige
| Autor/in | Paulson, Peter L. |
|---|---|
| Titel | A Method for Indirectly Teaching Improved Self-Concept in College Reading Classes. |
| Quelle | (1976), (15 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Leitfaden; Unterricht; Lehrer; Feedback; Higher Education; Reading Instruction; Reading Programs; Remedial Reading; Self Esteem; Self Evaluation (Individuals); Student Motivation; Teaching Methods |
| Abstract | Typical students in a college remedial reading program have self-concept problems springing from several sources, including peers, teachers, and parents, that can hinder their chances for success. Teachers can set up circumstances in which students feel some of the emotions that confident people feel. Weekly sheets for the planning of goals and for recording feedback progress toward those goals can be designed to lead students to develop some qualities of confidence. Students fill out their own goal sheets, which keeps them notified of what they are trying to accomplish, thus alleviating frustration. The goals should be as follows: (1) a productive way to deal with a challenge or problem, (2) small enough that the student knows he or she can do it in the time available, and (3) definite enough that the student knows whether he or she has met them. On the weekly feedback sheets, students record personal feedback as well as feedback from others on their efforts. The usefulness of such feedback varies from little to something that shows students the contradictions in their goals, their unwillingness to spend time often enough to meet those goals, or the absurdity of trying to please too many people when there is no need to be concerned about pleasing. These weekly sheets can help students learn to structure their time, set and reach goals, accept pressure and stress, and spur themselves into action. (HTH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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