Developing Behavior Among Children At The Age Level 12 To 16 Of Accepting Their Errors And Mistakes.pptx

Background:
Name of the Area:
Mang Chaher Tehsil Rawla Kot District Poonch
I selected area of Mang Chaher Tehsil Rawla Kot District Poonch for my project. The participants of my
research work or my project was the 7th to 11th class students. It was local research. Before starting my
research, it was necessary for me to know the overall back ground of the students and social status of their
parents.
So, for this purpose I made a Performa to collect data about the under research students. Firstly, the area
is situated near Rawla Kot city about 4 km from district head quarter towards Southern side. This area is
rural, hilly and lush green with healthy environment. The population of research area is approximately five
thousand. People of this area are hard worker, honest and brave. The literacy rate of Rawla Kot is 60 to 65%.
Socio Economic Status:
Skilling.pk Diya.pk Stamflay.com
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I met different students from class 7th to 11th in this area. Every student has his own story and back
ground, different kind of categories included poor, middle and upper status. As a research student I observed
that every student represented his/her family back ground because each have different story. I observed that
different types of complications come from multiple status compilation of society i.e. from poor to rich.
Profession/ Occupation and Earning Trends:
As after earth quake the whole scenario of AJ&K changed from agriculture towards business and
overseas earning. Most of the people went to middle east countries for earning. About 28 % are doing jobs
in government and private sector.30 % of this society in different businesses and 24% went abroad for
fulfilling their needs. Another18% are working as a daily wager i.e. labors, drivers, carpenter, electricians
etc.
Literacy Rate:
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I noted that the literacy rate of the Rawla Kot is 60 % to 65 %. It is good as compared to other districts
of AJ&K. Most of the people of this area have basic education and have a sense of benefits of education.
Parent of students give time in parent’s teachers meetings to enhance their children/students abilities.
Special Trait of Community:
The people of this area are well mannered, honest and brave with good hobbies. Gardening and playing
of different games as football, cricket, volley ball and hiking are common. Many families after good earning
migrated to urban areas for their children’s education in best institutions.
Theme:
Promoting children’s well being
Sub-theme:

(Accepting mistakes and errors)
Topic:
Developing behaviour among children at the age level 12 to 16 of accepting their errors and
mistakes promoting children’s well-being.
1.Why did you select this specific sub-theme and topic? Relate it to your experience / problem
in your classroom / institution
Reason behind the selection of the topic: This action research was designed to developing
behavior among children by accepting their errors and mistakes for promoting children’s wellbeing.
Although, well managed homes and schools provide an environment in which children develop behaviour of
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accepting and mistakes”. Like parents do not give strict punishment on the common mistakes of their
children. So in this way developed habit in children for accepting errors and mistakes. “Many research studies
have resulted that a conducive home environment promotes children’ academic achievement”. Home Home
management strategies are a crucial part of teachers’ success in creating a safe and effective learning
environment for children in building student’s well-being”. “The purpose of education is to provide a safe and
friendly environment in order for learning to take place”. “Therefore parents should know how to use and
apply strategies that will allow and also help children to learn about accepting mistakes and errors.
I have selected the above topic because now a day it is a common problem of all. Children don’t focus on
good behavior. Students do not focus on accepting their mistakes and errors on the base of following reasons.

I selected the above topic so this research identifies the solution of this problem. These reasons are discussed
one by one in detail.
Problem in school/home:
Some teachers and parents gave strict punishment on common mistakes of their children. Due to this child
tell lie and not accepting their mistakes after they have done. They told again that they did not done this.
Genetic problem:
Some parents do not accept their errors and mistakes. Children observe this and they also develop this habit
in their behaviour. In this way when they do mistake and errors they refuse to accept this.
Fear of Punishment:
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Children feel fear of strict punishment by their parents. So they do not accept their errors and mistakes. In
this way they try to save them from punishments and told lie. With the passage of time this thing became the
part of their personality.
Lack of Motivation:
In some cases, your child’s behavior problem may actually be a motivation problem. This lack of motivation
can lead to a number issues in the classroom and in home—including not acceptance of their mistakes and
errors.
Children anxiety:
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Anxiety about grades can be another deeper issue leading to bad behavior in the classroom. Students who are
overwhelmed or stressed by a subject may simply check out, leading to dropping grades and confidence.
2.What was your discussion with your colleague / friend / senior teacher or supervisor
regarding the problem.
When I discuss the whole matter and problem of children’s wellbeing by accepting their mistakes and errors
to my other colleagues and senior teachers it was argued that. So, the good behavior and personality should
be a major area of concern to parents, teachers and children. This is the concern of this chapter which tends
to summarize what is essential to be known about the well-being building process as it relates to good
behavior and personality. Almost all the teachers and colleagues were in favor of the statement that the
students having good habit of accepting their mistakes and errors are possessing good behavior and
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personality. Because good habits developments and personality are very alternative. No any students can get
fluency in one skill without other skill. The researcher conducted this study which focused on the
Development of accepting their mistakes and errors that lead to good behavior and personality of students.
A teacher’s most important activity in a typical class environment is the one related to classroom management
that leading to build students well-being. Well-being ultimately enhance good behavior and personality.
Learning and teaching cannot take place in a mismanaged classroom. In limited terms, classroom
management is the management of the class by educational motives. Contemporary understanding of
classroom management approach calls for conceiving class as a system. Class in educational system is a
subsystem of educational management and at the same time a formal organization. Within this framework,
classroom management could be defined as the process of arranging the classroom environment and its

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physical structure under the laws in order to satisfy the expectations of the educational system, the
curriculum, the school, the lesson, the teacher and of the students; constituting the rules, relation patterns and
administration of class order; planning, presenting and evaluating educational activities; recognizing
students’ assets; providing student motivation; arranging classroom communication pattern; attaining
classroom discipline; and of effective and productive employment of time, human and material resources in
order to prevent students’ undesired discipline.
Habit development is a response, which an individual show to his environment at different times. Habit
development can be positive or negative, effective or ineffective, conscious or unconscious, overt or covert,
and voluntary or involuntary. If children have habit of accepting mistakes and errors, they feel confident after
accepting it. Dusenbery, (2009) stated that “Confidence can be regarded as any action of an organism that

changes its relationship to its environment. Confidence provides outputs from the organism to the
environment.” The meaning of confidence is to conduct or carry oneself or confidence in what we do,
especially in response to outside stimuli anything that an organism does that involves action and response to
stimulation.
3.What did you find about the problem in the existing literature (books / articles/websites)?
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One focus of our research has been on the relationship between child behaviour problems and parental well-
being. Parenting stress was higher in families of children with (vs. without) delays; however, stress was
related more to behaviour problem severity than to the developmental delay (Baker et al.). The present paper
reports an extension of these findings in two directions. First, we extended our measures of parental well-
being beyond parenting stress, to examine the relationship of developmental delays and behaviour problems
to less child-focused indicators of parental well-being, depression and marital adjustment. Second, despite
the strong relationship between child behaviour problems and parental wellbeing, there is still considerable
variability in how individual parents respond. Family researchers in developmental disabilities have paid
scant attention to the role of parental personality factors. We examined the individual personality trait of
optimism– pessimism as a possible moderator of the relationship between challenging child behaviour and
parental well-being.
Parents’ well-being The aspect of parents’ well-being most commonly considered in research on families and
disability is stress, variously measured as, for example, parenting stress, negative impact, malaise, and parent

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and family problems. A clear finding is that parents of children with a physical or intellectual disability
experience heightened stress. Parenting stress is evident even in early childhood and across disabilities
(Blacher; Rodrigue et al.; Baker et al.). In one recent study, parenting stress attributed to the family member
with a disability was about twice that attributed to the youngest sibling without a disability (Baxter et al.).
Historically, this heightened stress was believed to be related to the presence of disability per se.
However, recent studies have found that parents’ stress is heightened in the presence of child behaviour
problems (Stores et al., and, further, that this relationship may account for the association of disability and
stress (Floyd & Gallagher Fidler et al. Baker et al.). Donenberg & Baker found that while parents of preschool
children with autism reported higher negative impact than control families, their impact scores did not differ
from families of children without delays but with externalizing behaviour problems. Also, Floyd & Gallagher,
comparing Child Behaviour Checklist (CBCL) scores from families of children with ID, chronic illness, or
behaviour problems (but no ID), found that the presence of significant behaviour problems related to

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parenting stress more than disability type did. Baker et al. found in regression analyses that once behaviour
problems were accounted for, the child’s intellectual delay accounted for little or no further variance.
The present study examined the robustness of this finding by considering additional indicators of parent’s
well-being that are not as directly related to child rearing. Dyson reported that mothers and fathers with a
school-aged child with disabilities experienced heightened child-related stress, but did not differ in overall
family functioning from families with normally developing children. Similarly, although Donenberg & Baker
found large differences in stress (negative impact) in parents of preschool children with autism or
externalizing problems relative to parents of normally developing children, these authors did not find
differences on mothers’ reports of depression or marital adjustment.
In the present study we examined indicators of individual (depression) and relationship (marital) well-being.
Ever since Olshansky’s provocative essay posing ‘chronic sorrow’ as a natural and universal reaction to a
child with handicaps, researchers and clinicians alike have sought signs of depression. There is some evidence
for heightened maternal depression in families with ID (Blacher et al. Olsson & Hwang Weiss). However,

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this finding has not been consistent, in part because of methodological shortcomings (e.g. small samples,
inadequate controls) (Stoneman & Berman).
When a child has a disability, the marriage may suffer from added burden or the parents may feel closer to
one another (Gath; Benson & Gross). Thus it is not surprising that studies have reported some marriages
strengthened and some affected adversely (Taanila et al.; Heiman). One possible predictor of how marital
satisfaction will be affected by disability is child behaviour problems. Simmerman et al, in a study of
preadolescents with severe ID, found that greater child maladaptive behaviour was associated with lower
marital satisfaction for both mothers and fathers.
Optimism–pessimism Family researchers in developmental disabilities have drawn heavily on Hill’s ABCX
model of stress and its variations (McCubbin & Patterson; Bristol), wherein the impact of the child as stressor
(A) is moderated by parental resources (B), and parental cognitions (C), to result in an outcome of stress or
some other indicator of adjustment (X). Family researchers in ID have begun to examine personality or
related cognitive variables (primarily C in the model) that may relate to coping with the challenges of child

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rearing. Most of these involve a positive perspective. Among these interrelated constructs are, positive
perceptions (Hastings et al.), cognitive coping (Turnbull et al.), hope (Padencheri & Russell), hardiness
(Judge), and optimism (Hyman & Oliver).
In many cases, however, the measures are not so much of general personality dispositions but of reactions
specific to the child with disability. Hyman & Oliver, for example, assessed optimism with two questions
about whether parents believed that their child’s behaviour problems were permanent and whether
intervention would help. The ‘Pessimism’ scale of the widely used short form of the Questionnaire on
Resources and Stress (Friedrich et al. is, in fact, a series of predictions about the future for the child with
disabilities. Rousey et al. noted the high correlation of this scale with another scale measuring child
capabilities, and cautioned that the score ‘does not, necessarily, reflect a pessimistic outlook as much as a
realistic appraisal of the situation’ Our interest was in studying personality as a dispositional trait,
independent of the particular child rearing situation.

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The literature on optimism–pessimism suggests that this personality trait could moderate parent stress levels
in the presence of challenging child behaviour, both by influencing cognitions (self-talk) about the child’s
behaviour and by affecting use of stress-reducing behaviours. Optimism and pessimism, defined as
generalized positive and negative outcome expectancies, represent relatively stable individual difference
variables that promote or abate psychological well-being (Scheier & Carver). Optimists have a favourable
outlook on life; they believe that good rather than bad things will happen to them (Olason & Roger).
Researchers distinguish between optimistic explanatory style and dispositional optimism. Optimistic
(pessimistic) explanatory style represents typical ways of understanding the causes and implications of
events, and involves causal attributions about the internality, stability, and globality of specific events.
Dispositional optimism (pessimism) represents generalized positive (negative) expectancies about future
outcomes, broadly conceived. Although the two are highly related, our assessment herein was of dispositional
optimism.

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There is considerable evidence that optimism is beneficial to one’s health. Optimistic people, for example,
are reported to have fewer illnesses and doctor visits, fewer accidents, greater physician ratings of general
well-being, longer survival time following a heart attack or AIDS diagnosis, and a longer life (Peterson).
Researchers have considered many pathways by which optimism may function to affect healthier outcomes,
invoking effects on the immune system, cognition, emotions, social relationships, and health-promoting
behaviour (Aspinwall & Brunhart; Peterson). At a cognitive level, Beck and colleagues have argued that
chronic engagement in pessimistic thinking may lead to the development of a psychological vulnerability to
experiencing negative emotions, which may contribute to psychological disturbances as indicated by
symptoms of anxiety, depression, panic, and anger (Clarke & Beck). Optimistic or pessimistic expectations
may result in schemas of success or failure that are chronically accessible, leading to differences in attention,
interpretation, and emotional and physiological reactions (Segerstrom). Optimists are more likely than
pessimists to reinterpret negative events in a positive way and to find meaning or growth in stressful
experiences.

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tressful experiences. The optimism literature suggests that mothers’ optimism may lead to less distress in the
face of challenging child behaviours in at least two ways. Cognitively, less optimistic (more pessimistic)
thinking is linked to vulnerability to experiencing negative emotions (Clarke & Beck). Behaviourally, coping
strategies are linked conceptually to optimism. Dispositional optimism has an influence on selfregulation –
on goal striving and motivation – when people encounter obstacles to reaching their goals (Carver & Scheier).
Optimistic persons will see good future outcomes as more likely, and, in turn, will be more likely to persist
in pursuing the goal. Optimists may gain an advantage in dealing with threatening events from their
preference for more active coping strategies, such as problem solving and social support (Dougall et al.).
When a situation appears more uncontrollable and active coping may not be possible, optimists report more
use of acceptance and positive reinterpretation coping strategies, while pessimists report preferences for
palliative coping strategies, such as avoidance and denial. These differences in coping may contribute to the
greater distress and poorer health outcomes exhibited by pessimists (Dougall et al). In a recent study of

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mothers with a child with developmental disabilities, reframing (positive reinterpretation) as a coping
strategy was the best predictor of mothers’ positive perceptions of their children (Hastings et al.)
Beck has implicated optimism–pessimism in stress and depression, and Finch am makes a similar point
regarding marital adjustment. He notes that when a negative marital event is explained using an optimistic
explanatory style, there is higher reported marital quality; indeed, he suggests that this association represents,
‘arguably, the most robust phenomenon documented in the marital literature’ Accordingly, we expected that
optimism–pessimism will have a main effect relationship to parents’ report of well-being on measures of
stress (negative impact), depression, and marital adjustment. We also hypothesized that, in the presence of
high child behavioral challenges, optimism–pessimism will have a moderating effect on parental well-being.
Optimistic parents will experience less adverse impact on well-being than pessimistic ones. This role of
optimism, as a buffer when faced with a stressor, has been explored less. Indeed, Fincham goes on to note
that ‘the paucity of research on explanatory style in the context of stress means that its role as a moderator
variable remains unexplored in the marital domain’

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The present study examines the well-being of mothers and fathers of young children with and without
developmental delay. We questioned whether the pattern of relationships between child behaviour problems
and parental well-being, as well as the role of optimism as a buffer, differed for mothers and fathers. Heller
et al., studying caretaking burden, found that behaviour and health of the offspring (child or adult) had a
greater impact on mothers than on fathers. These authors, in considering explanations, cited research
indicating that women are more strongly influenced by stressful events within the family, whereas men are
more likely distressed from work and financial events (Conger et al.). Following this line of reasoning, we
would expect that in the present study mother’s wellbeing would be affected more than father’s well-being
by child behaviour problems. We did not hypothesize about parent differences in the moderating role of
optimism.
We studied mothers’ and fathers’ well-being at child ages and months, to assess the prediction of well-being
from earlier behaviour problems, and to examine the stability of behaviour problems, optimism, well-being,
and their interrelationships across year. We addressed two primary questions. First, are parental depression

and marital adjustment, indicators of well-being beyond child-related stress, affected by child delay status
and/or child behaviour problems? Second, does parents’ dispositional optimism moderate relationships
between child behaviour problems and parental well-being?
4.What were the major variables / construct of your project? Give definitions / description
from literature?
Variables of the study:
Total three variables included in this research. One is independent variable and two are dependent variables.
Children habit of accepting their mistakes and errors is independent variables Behavior and well-being used
as dependent variable.
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1.Children habit for accepting mistakes and Errors:
Mistakes teach us what doesn't work and encourages us to create new ways of thinking and doing. Creativity
and innovation are a mindset where mistakes are viewed as educational challenges. This shift in mindset can
provide positive energy for discovering something new and better.
If you make a mistake, it means you're bad at something, and you feel ashamed. This is why language
learning causes so much anxiety in adults. ... But if you avoid situations where you know you'll make
mistakes, you're missing out on a key strategy that'll speed up your language learning.
2. Students Behavior:
Children learn behavior by watching and imitating others. Many types of behavior detract from learning.
These include talking out of turn, being out of the seat without permission, not paying attention and disrupting
other students by making noise or touching them.
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 Listen to your teacher and follow instructions. If you want to behave better in class, the first place to look for
help is your teacher. ...
 Be quiet. Typically, any time after class has started, it is time to be quiet. ...
 Avoid sitting with friends that get you in trouble. ...
 Be on time.
3.Children’s well-being:
Children's well-being, as defined in this report, refers to the psychological, cognitive, social and physical
functioning and. capabilities that students need to live a happy and fulfilling life
5.what did you want to achieve in this research project?

1.1.Research Objectives
Purpose of the study was to developing behaviour among children at the age level 12 to16 of accepting their
errors and mistakes promoting children’s well-being. So, the study will focus on the causes of problems of
students regarding this.” In order to achieve said aims, following objectives are designed:
Objectives of the Study
Following was the main objective of the study.
1.To explore the relationship between accepting mistakes and errors and good Behavior in children at the
age level 12 to 16.
2.To explore the relationship between accepting mistakes and errors and well-being of children at the age
level 12 to 16.
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3.To find out the Problems of the children in building effective behaviour at the age level 12 to 16.
4.To give suggestion for the improvement of the situation.
Research Questions of the study
RQ 1. What is the relationship between accepting mistakes and errors and good behavior in children at the age
level 12 to 16.?
RQ 2. What is the relationship between accepting mistakes and errors and well-being in children at the age
level 12 to 16?
RQ 3. What are the problems of children in building effective behaviour at the age level 12 to 16?
RQ4. What are the suggestions for the improvement of the situation?
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6.Who were the participants in your project?
Population
The population of the study comprised 7th to 11th class students of Mang Chaher tehsil Rawla Kot District
Pooonch of Pakistan.
Sample
A total of “100” students were taken as a sample of the study. Mang Chaher City was taken as Convenient
sample by applying the Matched Pair Random Sampling Technique. So, total sample size was 100
respondents including male and female students. This sample provide appropriate knowledge regarding all
the population.
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7.How did you try to solve the problem?
The research methodology adopted for the collection and analysis of data is presented in this section.
The section gives a thorough account of the subjects, settings instrument design, data collection methods and
techniques analyze data. It further provides theoretical underpinning of methodology wherever appropriate.
The research methodology is the key to answer the research question(s) and to draw conclusions.
Research design:
It is descriptive and survey research about accepting mistakes and errors and good behavior and
personality at the age level 12 to 16. Descriptive research is “aimed at casting light on current issues or
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problems through a process of data collection that enables them to describe the situation more completely
than was not possible without employing this method.”
Population:
A population is otherwise called an all-around characterized gathering of people or questions known to
have comparative attributes. All people or protests inside a specific population typically have a typical,
restricting trademark or characteristic. The target population of this study was the 7th to 11th class students of
Mang Chaher tehsil Rawla Kot District Pooonch of Pakistan. The data was collected from children by filling
up the questionnaire.
Sample and sampling techniques:
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In research a sample is a gathering of individuals, that are taken from a bigger population for estimation.
The example ought to be illustrative of the population to guarantee that we can sum up the discoveries from
the exploration test to the population all in all. 100 students were selected from this area.
Instruments:
The study used questionnaires as the main research instrument. Questionnaire is the form in which different
questions asked by the sample of the study to complete the goal of the study.
Data collection procedure
Data was collected by through questionnaires. Open ended and closed ended questions were used for the
purpose of data collection. In closed ended questionnaires 5 Likert point scale questions were developed in
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the form of strongly agreed (SA=5), Agree (A=4), Undecided (UD=3), Disagree (DA=2) and strongly
Disagree (DA=1).
8.What kind of instrument was used to collect the data? How was the instrument developed?
Instruments:
The study used questionnaires as the main research instrument. Questionnaire is the form in which different
questions asked by the sample of the study to complete the goal of the study.
Questionnaires were three in counting and labeled as:
1-Closed Ended Questionnaire for students about accepting errors and mistakes and its impact on student’s
behavior.
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2-Open Ended Questionnaire for students about behaviour development of Children.
3 Questionnaire for students’ suggestions for children’s well-being.
Questionnaire for students:
The following main questions guided the collection and analysis of data for the present study.
1.Children’ accepting mistakes and errors policies develop good behavior at age level 12 to 16.
2.Children’ accepting mistakes and errors policies develop problem-solving skill at age level 12 to 16.
3.Children’ accepting mistakes and errors policies = develop personality at age level 12 to 16.
4.Children’ accepting mistakes and errors policies develop adaptability at age level 12 to 16.
5.Children’ accepting mistakes and errors policies develop interpersonal skills at age level 12 to 16.
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6.Children’ accepting mistakes and errors policies develop self-discipline at age level 12 to 16.
7.Children’ accepting mistakes and errors policies f classroom develop learning skills at age level 12 to
16.
8.Children’ accepting mistakes and errors policies develop ability to set goals for future at age level 12
to 16.
9.Children’ accepting mistakes and errors policies develop team work at age level 12 to 16.
10. Children’ accepting mistakes and errors policies develop negotiation skills at age level 12 to 16.
11.Children’ accepting mistakes and errors policies f classroom develop understanding and respect for
others at age level 12 to 16.

12. Children’ accepting mistakes and errors policies leadership skills at age level 12 to 16.
13. Children’ accepting mistakes and errors policies develop marvelous confidence at age level 12 to
16.
14. Children’ accepting mistakes and errors policies develop honesty at age level 12 to 16.
15.Children’ accepting mistakes and errors policies develop integrity and belief in students at age level
12 to 16.
Instruments, participants and procedures of quantitative data collection are presented in the following
sections.
Data analysis
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After the collection of the data it was tabulated. Questionnaires were analyzed. After collecting data, the
simple percentage and frequency model was applied to evaluate the score on different performance indicators
to check the significance.
9.What were the findings and conclusion?
Findings:
1.Overall majority (90%) of the respondents agreed that Children’ accepting mistakes and errors policies
develop good behavior at age level 12 to 16.
develop problem-solving skill at age level 12 to 16.
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= develop personality at age level 12 to 16.
develop adaptability at age level 12 to 16.
develop interpersonal skills at age level 12 to 16.
develop self-discipline at age level 12 to 16.

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f classroom develop learning skills at age level 12 to 16.
develop ability to set goals for future at age level 12 to 16.
develop team work at age level 12 to 16.
10.Overall majority (94%) of the respondents agreed that Children’ accepting mistakes and errors
policies develop negotiation skills at age level 12 to 16.
policies f classroom develop understanding and respect for others at age level 12 to 16.
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12. Overall majority (97%) of the respondents agreed that Children’ accepting mistakes and errors
policies leadership skills at age level 12 to 16.
13. Overall majority (90%) of the respondents agreed that Children’ accepting mistakes and errors
policies develop marvelous confidence at age level 12 to 16.
policies develop honesty at age level 12 to 16.
policies develop integrity and belief in students at age level 12 to 16.
Conclusions
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The researcher in this study, from the findings concluded by analysis the following conclusion:
Teacher-student relationships are crucial for the success of both parents and children. As a feature of
classroom administration, such connections are the most noteworthy factor in deciding an educator's work as
effective. The impact of instructor's conduct assumes a critical job in the scholastic accomplishment of
understudies. An instructor needs to show outstanding sympathy, constancy, industriousness, truthfulness,
examine introduction, trustworthiness and adaptability as a man. Instructors likewise should be mindful in
the manner by which anything that a living being does that includes activity and reaction to incitement.
Teaching is the activity of teachers for the purposes of education. Teaching is an arrangement and
manipulation of a situation in which there are gaps or obstructions and where an individual try to overcome
the problem from where he learns”.

The student achievement has been differently characterized as a level of capability achieved in scholastic
work or as formally gained learning in school subjects, which is regularly spoken to by level of imprints
gotten by understudies in examinations.
Researchers have demonstrated that other than being the criteria of advancement to the following class,
children feel shame regarding accepting their mistakes and errors. they feel fear of strict punishment. If they
know not have any punishment if their mistakes and errors, then they feel free and accept mistakes and errors
easily.
10.Summary of the Project
University recommended me some developing basic skills in which theme and sub theme. My topic that
I choose Developing behaviour among children at the age level 12 to 16 of accepting their errors and
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mistakes promoting children’s well-being. I choose this topic because I have to face problem about
acceptance of mistakes and errors and behavior.
The sample comprised a total of 100 children drawn from Mang Chaher city tehsil Rawla Kot District
Pooonch of Pakistan. They were selected by simple random sampling technique.
This study investigated improving behavior and personality of students through accepting their mistakes and
errors. It also investigated the effects of home environment and management related differences on children’s
academic performance in the concept of measurement when taught using hygienic environment and
Unhygienic environment in home.
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instrument used for students for data collection. Research design was descriptive. The result was finding that
the habit of accepting mistakes and errors develops good behavior and personality in children. Parents
behavior also impact on children’ performance.
11.How do you feel about this practice? What have you learnt?
The aim of this study was improving behavior and personality of students through accepting their
mistakes and errors. My research in urban area basic skills. My project participants were the children of
Mang Chaher city. In urban areas mostly people maintain discipline but not all.
Home atmosphere is very important element in study because it helps in the learning of students. So I
used different technique for creating Hygienic atmosphere in home to maintain discipline that lead good
behavior and personality. Children were happy and learn quickly on the base of hygienic atmosphere in home.
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I feel pleasure. I think in our rural areas parents create hygienic atmosphere in home then children have no
problem of discipline and behavior in education. Children response to the implementation of teaching if they
teach in hygienic atmosphere. I created hygienic atmosphere in home through different activities. I learn that
how to improve the student’s behavior and personality during the study. Finally, I feel satisfied.
12.What has it added to your professional skills as a teacher?
It added some new things in my knowledge key points are given below.
 It made me good organizer.
 It made me ready for everything that is throw their way.
 It enabled me how to create Hygienic atmosphere in home to develop personality of students.
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 It built confidence in me that how to deal with urban areas students for improving behavior by
accepting their mistakes and errors.
 Before these activities I was not a good organizer.it made me innovative.
 I started find out new things before I have not insert. But when I started my project a grate change
brought in my thinking.
 I capable to find out new things.
 It made me good effective teacher and mentor.
 It made me good role model.
 It made me confident. Teacher discipline can help influence other to be a better person.

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 It made me capable to understand how to create home atmosphere according to student’s psyche to
maintain behavior and personality at the age level 7th to 11th.
 It tells me how unhygienic atmosphere effect onchildren’s personality level and communication.
Q.13 List the works you cited in your project.
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Beets MW, Flay BR, Vuchinich S, Acock AC, Li K-K, Allred CG. School climate and teachers’ beliefs
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model. Prevention Science. 2008 DOI 10.1007/s11121-11008-10100-11122.
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youth: Prevention, intervention, and treatment. Guilford; New York, NY: 2004.
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behavior.
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strategy for the U.S. Department of Education. Coalition for Evidence-Based Policy; Washington,
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