3 years ago
Saturday, September 19, 2009
Wednesday, September 16, 2009
STRESS RELIEF WITH LOCUS OF CONTROL
Those who feel that their circumstances are in their control ( internal locus of control ) experience less stress.
The term ‘locus of control’ refers to whether you feel your life is controlled by you or by forces outside yourself. Those with an internal locus of control feel that they have choice in their lives and control over their circumstances; conversely, those with an external locus of control feel more at the mercy of external events. As you may have guessed, those with a more internal locus of control tend to feel happier, more free, and less stress. They also enjoy better health (likely because they experience less of the damaging chronic stress that can come from feeling powerless), and are more satisfied with life in general. Perhaps not surprisingly, those with an external locus of control are more susceptible to depression as well as other health problems, and tend to keep themselves in situations where they will experience additional stress, feeling powerless to change their own circumstances, which just adds to their stress load.
Your locus of control can be shaped by events in your childhood or adulthood (whether you were able to have a strong impact on your environment can lead to a sense of empowerment or of learned helplessness) and perpetuated by habitual thinking patterns. If you feel your locus of control could use a shift, start today!
Your locus of control can be shaped by events in your childhood or adulthood (whether you were able to have a strong impact on your environment can lead to a sense of empowerment or of learned helplessness) and perpetuated by habitual thinking patterns. If you feel your locus of control could use a shift, start today!
Sunday, September 13, 2009
BEING A CREATIVE TEACHER
In this game I create a chance to have my students recognize numbers ,.
I use attractive colours.
TING HUNG LING
( I am a beginning teacher just having fun... and learning a lot. Do you have any ideas to share?)
Thursday, September 10, 2009
Monday, September 7, 2009
HELPING THE WILD BOY OF AVERON
HANDLING ENVIRONMENTAL DEPRIVATION
What was done to help the “ Wild Boy”?
Itard identified five primary goals for his pupil:1. To interest him in social life 2. To improve his awareness of environmental stimuli3. To extend the range of his ideas (e.g. introduce him to games, culture, etc.)4. To teach him to speak5. To teach him to communicate by using symbol systems, such as pictures and written words
Itard had been influenced by the empiricist philosophers John Locke and Etienne Condillac, both of whom advanced the idea that all knowledge comes through the senses. Victor's eyesight and hearing were normal, but his responses to sensory input were often sluggish or nonexistent. For example, he would perk up at the slightest sound of a nutshell cracking, but would not startle at the sound of a gunshot. Itard reasoned that Victor could not learn effectively until he became more attuned to his environment. Therefore, his educational approach relied heavily on sensory-training and stimulation. (Humphrey, 1962; Itard, 1801/1962).Victor improved, but he never approached normalcy. After five years he could read and speak a few words, demonstrated affection for his caretakers, and could carry out simple commands. Itard was disappointed in this lack of progress, but he maintained his environmentalist position, stating that would have been successful if Victor had been a few years younger. (Pinchot, 1948). As it turns out, Philippe Pinel and the other physicians were probably right; modern readers of Itard's personal account usually come to the conclusion that Victor was indeed mentally retarded or autistic (French, 2000; Humphrey, 1962; Pinchot, 1948).
The fact that Itard failed to make Victor "normal" is relatively unimportant to this story. The important thing is that he tried. He was the first physician to declare that an enriched environment could compensate for developmental delays caused by heredity or previous deprivation (French, 2000). Up to this time, it had been assumed that mentally retarded people were uneducable (Humphrey, 1962). As one writer put it, Itard's work with Victor "did away with the paralyzing sense of hopelessness and inertia that had kept the medical profession and everybody else from trying to do anything constructive for mental defectives" (Kanner, 1967).
FIND OUT ABOUT THE CRITICAL PERIOD HYPOTHESIS
AND POST WHAT YOU DISCOVER
What was done to help the “ Wild Boy”?
Itard identified five primary goals for his pupil:1. To interest him in social life 2. To improve his awareness of environmental stimuli3. To extend the range of his ideas (e.g. introduce him to games, culture, etc.)4. To teach him to speak5. To teach him to communicate by using symbol systems, such as pictures and written words
Itard had been influenced by the empiricist philosophers John Locke and Etienne Condillac, both of whom advanced the idea that all knowledge comes through the senses. Victor's eyesight and hearing were normal, but his responses to sensory input were often sluggish or nonexistent. For example, he would perk up at the slightest sound of a nutshell cracking, but would not startle at the sound of a gunshot. Itard reasoned that Victor could not learn effectively until he became more attuned to his environment. Therefore, his educational approach relied heavily on sensory-training and stimulation. (Humphrey, 1962; Itard, 1801/1962).Victor improved, but he never approached normalcy. After five years he could read and speak a few words, demonstrated affection for his caretakers, and could carry out simple commands. Itard was disappointed in this lack of progress, but he maintained his environmentalist position, stating that would have been successful if Victor had been a few years younger. (Pinchot, 1948). As it turns out, Philippe Pinel and the other physicians were probably right; modern readers of Itard's personal account usually come to the conclusion that Victor was indeed mentally retarded or autistic (French, 2000; Humphrey, 1962; Pinchot, 1948).
The fact that Itard failed to make Victor "normal" is relatively unimportant to this story. The important thing is that he tried. He was the first physician to declare that an enriched environment could compensate for developmental delays caused by heredity or previous deprivation (French, 2000). Up to this time, it had been assumed that mentally retarded people were uneducable (Humphrey, 1962). As one writer put it, Itard's work with Victor "did away with the paralyzing sense of hopelessness and inertia that had kept the medical profession and everybody else from trying to do anything constructive for mental defectives" (Kanner, 1967).
FIND OUT ABOUT THE CRITICAL PERIOD HYPOTHESIS
AND POST WHAT YOU DISCOVER
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