Develop Socialization In Children Through Extra Curriculum Activities At Grade 6.pptx

Skilling.pk
Background
Name of the School (Govt Girls High School Gupis).
(Overall background of the participants of the project; area / school: (socio-economic
status, occupation / profession – earning trends of majority of the parents, literacy rate,
academic quality, and any other special trait of the community where the school is situated)
GGHS GUPIS:
Govt Girls High School Gupis situate in tehsil and district Ghizer. There are 12 teachers
and 700 students enrolled in the school. School building is looking very good. There are
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more than 7 classrooms and staff rooms. Playground, washroom, parking, clean drinking
water electricity and other basic facilities are available for the students.
This action research project titled “TO DEVELOP SOCIALIZATION IN CHILDREN
THROUGH EXTRA CURRICULUM ACTIVITIES AT GRADE 6.” At GGHS Gupis.
Demographic details of participants: For the present research 40 participants are
selected form the school, their ages are between 10-12 years. I selected students from grade
6th from sections A. Among 40 students, there are all girls thus they make the total of 40
students as a sample for the present research.
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Socio-economic condition of participants: The socio-economic status is not on the
level of satisfaction. Students participating in this research belong to a category whose
socio-economic conditions are good. Such families have not enough means to manage the
expenses of their children study. The participants belong to middle class families. Thus,
they very much rely on school teachers and the curriculum.
Location of the school: The present research is conducted in a public school “Govt Girls
High School” which is situated in the district Ghizer.

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The school has great discipline and is very organized in teaching curriculum of Ghizer
board. The school also achieves great 80-90% annual result every year. Hence it has a very
good ratio of passing students every year.
Occupation / Profession and earning trends:
That’s was rural area mostly people are attached with agriculture were 25% parents of the
students attached with agriculture, 5% in teaching profession .2 % people well educated
jobs and remaining were laborers. I got the occupation information from the index of school
register.

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Literacy Rate:
I notice that the literacy rate of the city it was not so bad. Literacy rate 35 percent. It was
good. Parent’s meetings were arranged in school then I observed the literacy rate of the
located. Almost 25% parents were well educated and other parents were uneducated.
Special Traits of Community:
The community where the school was situated have not strong financial condition mostly
people were laborers. They have to do strict effort to fulfill the school expenses of their

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children. Students participate in games and then go to high level. Private school were
present in this village. People respect to the teachers.
Theme:
Identify the problems in child’s social development.
Sub-theme:
(Socialization)

IN CHILDREN THROUGH EXTRA
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Topic:
DEVELOP SOCIALIZATION
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CURRICULUM ACTIVITIES AT GRADE 6
1.Why did you select this specific sub-theme and topic? Relate it to your
experience / problem in your classroom / institution.
(Give the background and rationale of the study)

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Reason behind the selection of the topic: This action research was designed to
develop socialization in children through extra curriculum activities at grade 6. Although,
well managed school provide an environment in which extra curriculum activities
conducted for students to increase the level of Socialization”. “Many research studies have
resulted that a conducive classroom environment promotes students ‘Social development
through extra curriculum activities”. “Classroom management strategies are a crucial part of
teachers’ success in creating a safe and effective learning environment for students in
building social development”. “The purpose of education is to provide a safe and friendly

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environment in order for learning”. “Therefore, teachers should know how to use and apply
strategies that will allow and also help students to improve student performance as well as
increase social development.”.
The following reasons behind lack of student social development which was observed
in the school. This research identifies the solution of these.
1.Focus Just on Books Reading:

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Some school teachers just focus on books reading. Thay do not involve the students in any
other physical task like Extra curriculum activities which can be helpful for building
confidence and social development in students.
2.Poor Mental Health:
Poor mental health is also associated with rapid social change, stressful work conditions,
gender discrimination, social exclusion, unhealthy lifestyle, physical ill-health and human
rights violations. There are specific psychological and personality factors that make people
vulnerable to mental health problems.

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3.Emotional Immaturity:
Emotional immaturity as a condition where a person hasn't given up the desires or fantasies
of their childhoods. These desires and fantasies have to do with them being the center of
the universe. They can also even involve “bending” reality to be what they want.
4.Irresponsibility:
Irresponsible is not capable of handling assignments or taking responsibility. An example
of an irresponsible person is someone who constantly forgets to do her assignments.
5.Poor Home Environment:

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Home environment is usually a place in which an individual or a family can rest and be
able to store social development. But if home environment not motivated like parents
quarrels with on another all the time, then this thing has most negative impact on the mind
of students.
6.Lack of Interest in School Activities:
Lack of interest can be caused by difficultly concentrating, family problems, emotional
difficulties, learning disabilities, and many other factors. Having said that, as a teacher, you
still have to do your best and try to get them to learn at least the basics of any subject.

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7.Resistance to School Rules and Regulations:
Policies are important because they help a school establish rules and procedures and create
standards of quality for learning and safety, as well as expectations and accountability.
Without these, schools would lack the structure and function necessary to provide the
educational needs of students. But some students not follow this. These things lead to
decrease in social development of students.
I have selected the above topic because now a day it is a common problem of all. Students
have lack of social development during the period. Students do not focus on social

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development on the base of following reasons. I selected the above topic so this research
identifies the solution of this problem.
2.What was your discussion with your colleague / friend / senior teacher or
supervisor regarding the problem.
(Provide your discussion with your colleague or supervisor for better understanding of
the problem and alternate solutions).
Social development is "the belief in one's capabilities to organize and execute the courses
of action required to manage prospective situations." Social development is a person's
belief in his or her ability to succeed in a particular situation.

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When I discuss the whole matter development of socialization in children through extra
curriculum activities with my other colleagues and senior teachers it was argued that social
development and encouragement should be a major area of concern to teachers and
students. This is the concern of this chapter which tends to summarize what is essential to
be known about the social development building process as it relates to extra curriculum
activities, rewarding system and encouragement. Almost all the teachers and colleagues
were in favor of the statement that the extra curriculum activities and encouragement are
possessing self-efficacy. Because extra curriculum activities and social development are

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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 Social development
that lead to good behavior and performance of students.
A teacher’s most important activity in a typical class environment is the one related to
classroom management that leading to build social development in students through Extra
curriculum activities. Appreciation ultimately enhances good behavior and personality like
praise, reward offering. But punishment cannot apply for all students. Punishment put
negative impact on some students like punished the students. Learning and teaching cannot

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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 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

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and administration of class order; planning, presenting and evaluating educational
activities, recognizing students’ assets; providing student motivation; arranging classroom
communication pattern; attaining classroom discipline, effective and productive
employment of time, human and material resources in order to prevent students’ undesired
behavior.
Social development is a response, which an individual show to his environment at
different times. Social development can be positive or negative, effective or ineffective,
conscious or unconscious, overt or covert, and voluntary or involuntary. Social

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development can be regarded as any action of an organism that changes its relationship to
its environment. Social development provides outputs from the organism to the
environment. The meaning of social development is to conduct or carry oneself or behavior
in what we do, especially in response to outside stimuli anything that an organism does that
involves action and response to stimulation. The main purpose of this study is to investigate
the role of extra curriculum activities in development of student’s social development of
High school students.

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3.What did you find about the problem in the existing literature (books /
articles/websites)?
(Explore books and online resources to know what and how has been already done
regarding this problem).
Effective learning process is directly related to the effective classroom management.
Without effective classroom management, teaching learning has no fruitful and productive
outcomes. Effective classroom management depends on the competencies
(capacity, proficiency) of teachers. Good managers devise and announce classroom rules

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and regulations at the beginning of session in order to control classroom disruptive
behaviors and make the classroom atmosphere favorable for teaching learning process.
Teachers use a variety of extra curriculum activities and stimulus (encouragement) to
motivate students. According to Ivancevich and Matteson (1990:171) “teachers use a
variety of extra curriculum activities to attract and maintain students and to motivate them
to achieve their teaching goals.” Rewarding students is therefore vital for the teaching
success. Incentives are external stimuli which can be used as stimulants to productivity.

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When a behavior leads to desirable outcomes, it is more likely to occur in future situations.
Therefore, reinforcing is merely the impact seen by the reinforcing agent. To determine
whether an event is capable of reinforcing its impact should be considered.
Armstrong (2012), states that “outdoor activities deal with the strategies, policies and
processes required to ensure that the people’s value and contributions they make to
achieving developmental goals of teaching and rewarded.” It can therefore be seen that
rewards play an important role in motivating students to perform at their best and also to
maintain top performers. Lathan’s (2002:45) observes that “teachers provide rewards to

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their personnel in order to try to motivate their performance and encourage their loyalty
and maintained.”
As already demonstrated, extrinsic motivation is a deeper issue than it come because it may
undermine intrinsic (natural) motivation under certain conditions and promote it under
others conditions. (Williams & Stockdale, 2004). However, it is worthwhile for all teachers
have an understanding of extrinsic extra curriculum activities because “many of the tasks
that educators want their students to perform are not inherently interesting and knowing”.

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How to promote more active and volitional (a choice or decision made) forms of extrinsic
motivation becomes an essential strategy for successful teaching’. (Ryan & Deci,2000).
It is important to understand that before analyzing different extra curriculum activities
options, factors that affect reward strategies and practices. Each teacher is faced with a
number of internal and external factors that affect the Social development is structured and
administered. Armstrong (2010), identifies teaching culture, sector or work environment,
students, teaching strategy, school climate as key internal variables that affect reward

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strategies. Each of these factors are different for each school and the teachers will develop
a reward system based on how it values each of the variables. Armstrong (2010:17).
These factors play an important role and may force teachers to take certain decisions. In
discussing different types of extra curriculum activities and incentives it is important to
first categorize these. Rewards can be viewed as intrinsic or extrinsic. Intrinsic rewards
“are intangible (invisible) rewards concerned with the work environment (quality of
education, the teachers teaching) recognition, performance management and learning and

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development” Armstrong (2002:99). Kinicki and Kreitner (1998), state that financial,
material and social rewards are extrinsic rewards because they come from the environment.
To apply a social development to a classroom student, a teacher must first understand
what a social development is and what the advantages n disadvantages are when using it.
The term reward is broadly defined as a tool that teacher use to try and reinforce a desired
behavior (Wetzel and Mercer, 2003). The elements that determine the effectiveness of a
reward are how it is delivered by the teachers and how it is perceived by the student (Wetzel
and Mercer, 2012). If a teacher delivers a reward for good behavior, the student must make

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the connection between the right behavior and the reward. If students think they were
rewarded for a different behavior, then the given reward will not be effective, and the
student will have associated getting a reward with the wrong behavior (Wetzel and Mercer,
2012). So, teachers need to make sure that when giving rewards, student understand why
they received them.
Categories of Reward
Rewards can be broken down into categories;
1.Intrinsic rewards

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2.Extrinsic rewards
Intrinsic Rewards
When a student receives an intrinsic reward, it is because they have completed an
assignment or task due to internal motivation (Williams & Stockdale, 2004). Some
common intrinsic rewards are ‘‘task completion, feedback or result, acquisition of
knowledge or skill, and a sense of mastery’’ (Wetzel & Stockdale). However, this award
can be beneficial compared to extrinsic rewards, because they do not require an external
stimulus, such as the teacher. The student will stay on task because they are motivated by

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their own determinations. However, intrinsic reward will not always be Satisfactory for
students, since they may not have any internal motivation to complete a task.
Extrinsic Rewards
Extrinsic rewards are rewards given by someone outside of the individual, such as
a teacher (Wetzel & Mercer). Some common extrinsic rewards are ‘‘primary objects,
tangible objects, token systems, social approval, and project activities’’. In 1991, Newby
found by new teachers use extrinsic rewards and motivation more than any other strategy.
Extrinsic rewards may motivate student complete tasks that they would otherwise

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disregard. However, this reward can have a negative effect, where students grow dependent
on them for motivation in completing their assignments.
In the classroom, most rewards will be a combination of extrinsic and intrinsic factors.
For instance, students may engage in an activity both because of what, they will learn will
be the intrinsic rewards, while the grade that they receive will be the extrinsic rewards.
It is important to understand, before analyzing different reward options, factors that
affect reward strategies and practices. Each organization is faced with a number of internal
and external factors that affect the reward system is structured and administered.

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(Armstrong, 2010) identifies organizational culture, the organizations business or sector or
work environment, people, business strategy, political and social climate as key internal
variables that affect reward strategies. Each of these factors are different for each
organization and the organization will then develop a reward system based on how it values
each of the variables. For example, “Bankers, entrepreneurial directors or sales
representatives will be more interested in financial incentives than, say people engaged in
charitable work” (Armstrong, 2010:17).

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External aspects that may affect reward strategies include globalization, rate of pay in
the marketplace, the economy, societal factors, legislation and trade unions, (Armstrong,
2010). These factors play an important role and may force organizations to take certain
decisions for example trade unions in South Africa have a big influence in worker package
and incentives.
In discussing different types of rewards and incentives it is important to first categorize
these. Rewards can be viewed as intrinsic or extrinsic. Intrinsic rewards “are intangible
rewards concerned with the work environment (quality of working life, work life balance)

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recognition, performance management and learning and development”
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Armstrong
(2002:99). Kinicki and Kreitner (1998) state that financial, material and social rewards are
extrinsic rewards because they emanate from the environment.
Tom Peters argues that by following the right method of rewarding, one can obtain
excellent results. The Theorist Edward. Lorler believe that reward must be dependent on
performance (Cohen, 2013).
The biggest mistake any parents can make is to delay the reward for an appropriate
behavior. A reward will be most effective if it immediately follows the behavior. So that
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the desirable behavior is validated.
(Patterson, 1983). Rey states that during the delay
between the behavior and reward, the subject may exhibit, other behavior. Thus, the
targeted behavior may remain undeveloped since the unwanted behavior is also reinforced.
(Seyf, 2011).
4.What were the major variables / construct of your project? Give definitions
/ description from literature?
(What are the key terms in your topic or study? What do you mean of these terms? What
particular meaning you will attach to the term when used in this project).

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Variables of the study:
Total three variables included in this research. two were independent variables and one was
dependent variable. Extra curriculum activities and encouragement used as independent
variables and student’s Social development used as dependent variable.
1.Extra curriculum activities:
Activities include backpacking, canoeing, canyoning, caving, climbing, hiking, hill
walking, hunting, kayaking, and rafting. Broader groupings include water sports, snow
sports, and horseback riding. Outdoor recreation allows individuals to engage in physical
activity whilst being immersed in nature.
2.Students Encouragement:

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Tangible forms of encouragement give students a visual reminder that they have the power
to learn and succeed. They are especially effective when used sparingly or in moderation
after students achieve learning milestones in the classroom
 Give Positive Feedback. ...
 Set Realistic Expectations and Celebrate When They Are Met. ...
 Let Your Own Excitement Come Through. ...
 Vary Your Teaching Methods. ...
 Facilitate Don't Dominate. ...
 Make Topics Practical. ...
 Show Students Their Own Successes. ...
 Get Out of the Book
3.Social Development:

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Social development is "the belief in one's capabilities to organize and execute the courses
of action required to manage prospective situations." Social development is a person's
belief in his or her ability to succeed in a particular situation. Social development is about
having the strong, positive belief that you have the capacity and the skills to achieve your
goals. Social development affects every area of human endeavor. By determining the
beliefs, a person holds regarding their power to affect situations, it strongly influences both
the power a person actually has to face challenges competently and the choices a person is
most likely to make.
5.what did you want to achieve in this research project?

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(Objective/ purpose of the study; what was the critical question that was tried to be
answered in this project).
1.1. Research Objectives
Purpose of the study the development of socialization in children through extra curriculum
activities at grade 6 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.

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1.To explore the relationship between extra curriculum activities and student’s social
development at High level.
2.To explore the relationship between student encouragement and social development at
High level.
3.To find out the reasons behind the lack of social development of students.
4.To give suggestion for the improvement of the situation.
Research Questions of the study

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RQ 1. What is the relationship between extra curriculum activities and student’s social
development at High level.?
RQ 2. What is the relationship between student encouragement and social development at
High level?
RQ 3. What are the reasons behind the lack of social development of students.?
RQ4. What are the suggestions for the improvement of the situation?
6.Who were the participants in your project?

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(Give details of the individuals or groups who were focused in this project e.g., the early
grade students whose handwriting in Urdu was not good or the students of class 8 who
did not have good communication skills).
Population
The population of the study comprised girls studying at Govt Girls High School Gupis
of Pakistan.
Sample

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A total of “40” students were taken as a sample of the study. Ghizer City was taken as
Convenient sample by applying the Matched Pair Random Sampling Technique. So, total
sample size was 40 respondents including female students. This sample provide
appropriate knowledge regarding all the students of the school they studying in the school.
7.How did you try to solve the problem?
(Narrate the process stepwise. Procedure of intervention and date collection)
Research Methodology
All research methods and techniques that will be used in this study are given below.

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Research Method:
Research method may describe into three forms: Quantitative Method, Qualitative method
and Mixed Method. In the study, quantitative research method was used, because data was
collected by using questionnaire in the light of students’ and teachers’ perception.
Research Design:
It is descriptive and survey research about “DEVELOP SOCIALIZATION IN
CHILDREN THROUGH EXTRA CURRICULUM ACTIVITIES AT GRADE 6”.
Population:

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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 students of public school of Pakistan. The data was
collected from student’s public schools by filling up the questionnaire.
Sampling Technique
Convenient sampling technique was used in this study.
Sample

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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. 40 students
were selected from government school.
Data collection procedure
Data was collected by through questionnaires. One questionnaire was filled by one student
according to his point of view. In this way 40 questionnaire filled by 40 respondents. On
the base of this data know the opinion of students, find out the problems of students, and

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provided solution to sort out these problems. 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 the form of strongly agreed (SA=5), Agree (A=4), Undecided
(UD=3), Disagree (DA=2) and strongly Disagree (DA=1).
Data Analysis
Data collection measure means the tool through which the data can be collected”. There
are different sources of data collection like scales, proxies, and questions. In this study the
researcher used appropriate research tools and software to analysis of data, like; SPSS 18

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software analysis in which descriptive analysis was used to find out the frequency,
percentage, means and minimum/maximum values etc.
8.What kind of instrument was used to collect the data? How was the
instrument developed?
(For example, observation, Questionnaire, rating scale, interview, student work,
portfolio, test etc.)
Instruments:

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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:
1Closed Ended Questionnaire for students about extra curriculum activities and its impact
on student’s social development.
2 Close Ended Questionnaire for students about social development of students.
3 Questionnaire for students’ suggestions for effective encouragement in the classroom.

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Questionnaire for students:
The following main questions guided the collection and analysis of data for the present
study. All the information that containing in these questions ultimately helpful for
developing social development in students.
1.All students are motivated to perform well in extra curriculum activities?
2.Different techniques used to increase the social development of students?
3. Rewards encourage the student to perform well?
4.Are the students being rewarded positively?

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5.Are the students being rewarded by their unsatisfactory performance?
6.Extra curriculum activities improve the social development of students?
7.Are the students happy after participating extra curriculum activities?
8. Encouragement of the students develop social development?
9.Does the misbehavior of students is change with reward?
10.Teacher use reward for whole class to improve social development of the
students?
Instruments, participants and procedures of quantitative data collection are presented in the

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following sections.
Data analysis
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 (98%) of the respondents agreed that Are students are motivated

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to perform well in extra curriculum activities.
2.Overall majority (92%) of the respondents agreed that Different techniques used to
increase the social development of students.
3.Overall majority (98%) of the respondents agreed that Rewards encourage the
student to perform well.
4.Overall majority (97%) of the respondents agreed that Are the students being
rewarded positively.
5.Overall majority (95%) of the respondents agreed that Are the students being

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rewarded by their unsatisfactory performance.
6.Overall majority (96%) of the respondents agreed that extra curriculum activities
improve the social development of students.
7.Overall majority (98%) of the respondents agreed that Are the students happy after
participating extra curriculum activities.
8.Overall majority (99%) of the respondents agreed that Encouragement of the
students develop social development.
9.Overall majority (92%) of the respondents agreed that Does the misbehavior of

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students is change with reward.
10. Overall majority (95%) of the respondents agreed that Teacher use reward for
whole class to improve social development of the students.
Conclusions
The researcher in this study, from the findings concluded by analysis the following
conclusion:
Extra curriculum activities are the most powerful tool of student’s socialization.
Encouragement to increase a response not only works better, but allows both parties to

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focus on the positive aspects of the situation. Punishment, when applied immediately
following the negative behavior can be effective, but problems may result when it is not
applied consistently. Punishment can also invoke other negative emotional responses, such
as anger and resentment.
Teacher-student relationships are crucial for the success of both teachers and students.
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

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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. So, it is the duty of
teachers to knowledge the students as well as to develop social development in them
through extra curriculum activities. Teaching is an arrangement and manipulation of a
situation in which building students ‘socialization.

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That good classroom management strategies show that reward system develop discipline,
critical thinking, student’s confidence policies, punctuality, self-discipline, leadership
skills, confidence and socialization in High school students According to the perceptions
of High school students (in open-ended question), majority of the respondents ( High
school students) agreed that students ‘extra curriculum activities have a stronger effect on
developing social development, punctuality, student’s confidence policies, leadership skill,
teamwork, character development and adaptability.
10.Summary of the Project

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University recommended me some developing basic skills in which theme and sub
theme. My topic that I choose DEVELOP SOCIALIZATION IN CHILDREN THROUGH
EXTRA CURRICULUM ACTIVITIES AT GRADE 6. I choose this topic because I have
to face problem about social development in the school. Because students feel shy when
they have to perform in extra curriculum activities. It is difficult to create social
development in the students during teaching.
The sample comprised a total of 40 students drawn from High school of district Ghizer.
They were selected by simple random sampling technique.

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This study investigated student’s social development through extra curriculum activities
among High school’s students. It also investigated the effects of school environment and
management related differences on students’ academic performance in the concept of
measurement when taught using hygienic environment and Unhygienic environment in the
class.
Questionnaire Instrument used for students for data collection. Research design was
descriptive. The result was finding that the reward system and encouragement develops

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social development in students regarding study. Teachers’ behavior and teaching method
also impact on students ‘behavior.
11.How do you feel about this practice? What have you learnt?
The aim of this study was to investigate the role of DEVELOP SOCIALIZATION IN
CHILDREN THROUGH EXTRA CURRICULUM ACTIVITIES AT GRADE 6. My
research in rural area basic skills. My project participants were the students of Govt Girls
High School Gupis situated in Ghizer district. In rural areas mostly people maintain
discipline but not all.

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Classroom positive reinforcement atmosphere is very important element in study
because it helps in the learning of students. So, I used different technique for creating
motivational atmosphere in the class to participate in extra curriculum activities to develop
socialization. Students were happy and learn quickly on the base of hygienic atmosphere
in the class. I feel pleasure. I think in our rural areas teacher create motivational atmosphere
in the class through rewarding system then students have no problem of socialization.
Students’ response to the implementation of teaching if they teach in hygienic atmosphere.
I created hygienic atmosphere in the class through different activities. I learn that how to

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improve the student’s socialization 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 motivational atmosphere in the classroom to develop
socialization.

0314-4646739 0332-4646739 0336-4646739
 It built confidence in me that how to deal with rural areas students for improving
social development through extra curriculum activities.
 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.

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 It made me confident. Teacher discipline can help influence other to be a better
person.
 It made me capable to understand how to create classroom atmosphere according
to student’s psyche to develop social development and personality at High level.
 It tells me how negative punishing atmosphere effect on student’s personality level
and communication.
Q.13 List the works you cited in your project.
REFERENCES

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Auld, R. G., Belfiore, P. J., & Scheeler, M. C. (2007). Preparing pre-service teachers
to use positive behavior supports in general education classrooms. Pennsylvania
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Using self-monitoring to enhance discrete trial instruction. Focus on Autism and Other
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DiGennaro, F. D., Martens, B. K., & Kleinmann, A. E. (2007). A comparison of
performance feedback procedures on teachers’ treatment implementation integrity and

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students ‘inappropriate behavior in special education classrooms. Journal of Applied
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DiGennaro, F. D., Martens, B. K., & McIntyre, L. L. (2005). Increasing treatment
integrity through negative reinforcement: Effects on teacher and student behavior.
School Psychology Review, 34, 220–231.
Greenwood, C. R., & Maheady, L. (1997). Measurable change in student performance:
Forgotten standard in teacher preparation? Teacher Education and Special Education,
20, 265–275.

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Gresham, F. M., Gansle, K. A., & Noell, G. H. (1993). Treatment integrity in applied
behavior analysis with children. Journal of Applied Behavior Analysis, 26, 257–263.
Lane, K., Bocian, K., MacMillan, D., & Gresham, F. (2004). Treatment integrity: An
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McBride, B. J., & Schwartz, I. S. (2003). Effects of teaching early interventionists to
use discrete trials training during ongoing classroom activities. Topics in Early
Childhood Special Education, 23, 5–18.

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Noell, H. G., Witt, J. C., Slider, N. J., Connell, J. E., Gatti, S. L., Williams, K. L., et al.
(2005). Treatment implementation following behavioral consultation in schools: A
comparison of three follow-up strategies. School Psychology Review, 34, 87–106.
Scheeler, M. C. (2008). Generalizing effective teaching skills: The missing link in
teacher preparation. Journal of Behavioral Education, 17, 145–159.
Scheeler, M. C., & Lee, D. (2002). Using technology to deliver immediate corrective
feedback to preservice teachers. Journal of Behavioral Education, 11, 231–242.

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Slider, N., Noell, G., & Williams, K. (2006). Providing practicing teachers classroom
management professional development in a brief self-study format. Journal of
Behavioral Education, 15, 215–228.
Vollmer, T. R., & Iwata, B. (1992). Differential reinforcement as treatment for behavior
disorders: Procedural and functional variations. Research in Developmental
Disabilities, 13, 393–417.

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Vollmer, T. R., Roane, H. S., Ringdahl, J. E., & Marcus, B. A. (1999). Evaluating
treatment challenges with differential reinforcement or alternate behavior. Journal of
Applied Behavior Analysis, 32, 9–23.
Wickstrom, K. F., Jones, K. M., LaFleur, L. H., & Witt, J. C. (1998). An analysis of
treatment integrity in school-based behavioral consultation. School Psychology
Quarterly, 13, 141–154.

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Wright-Gallo, G. L., Higbee, T. S., Reagon, K. A., & Davey, B. J. (2006). Classroom-
based functional analysis and intervention for students with emotional/behavioral
disorders. Education and Treatment of Children, 29(3), 421–436.
Balleine, B. W., Killcross, A. S., & Dickinson, A. (2003). The effect of lesions of the
basolateral amygdala on instrumental conditioning. Journal of Neuroscience, 23(2),
666–675.

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Baxter, M. G., Parker, A., Lindner, C. C., Izquierdo, A. D., & Murray, E. A. (2000).
Control of response selection by reinforcer value requires interaction of amygdala and
orbital prefrontal cortex. Journal of Neuroscience, 20(11), 4311–4319.
Blundell, P., Hall, G., & Killcross, S. (2003). Preserved sensitivity to outcome value
after lesions of the basolateral amygdala. Journal of Neuroscience, 23(20), 7702–7709.
Burns, L. H., Robbins, T. W., & Everitt, B. J. (1993). Differential effects of excitotoxic
lesions of the basolateral amygdala, ventral subiculum and medial prefrontal cortex on

0314-4646739 0332-4646739 0336-4646739
responding with conditioned reinforcement and locomotor activity potentiated by intra-
accumbens infusions of d-amphetamine. Behavioral Brain Research, 55(2), 167–183.
Cador, M., Robbins, T. W., & Everitt, B. J. (1989). Involvement of the amygdala in
stimulus reward associations— interaction with the ventral striatum. Neuroscience,
30(1), 77–86.
Cardinal, R. N., & Aitken, M. R. F. (2001). Whisker (Version 2.2) [Computer
software]. Available from http://www. whiskercontrol.com. Cardinal, R. N., Parkinson,
J. A., Marbini, H. D., Toner, A. J., Bussey, T. J.,

0314-4646739 0332-4646739 0336-4646739
Robbins, T. W., et al. (2003). Role of the anterior cingulate cortex in the control over
behavior by Pavlovian conditioned stimuli in rats. Behavioral Neuroscience, 117(3),
566–587.
Dickinson, A., & Balleine, B. (2002). The role of learning in the operation of
motivational systems. In H. Pashler & R. Gallistel (Eds.), Steven’s handbook of
experimental psychology: Vol. 3. Learning, motivation, and emotion (3rd ed., pp. 497–
533).

0314-4646739 0332-4646739 0336-4646739
New York: John Wiley & Sons. Dickinson, A., & Dearing, M. F. (1979). Appetitive-
aversive interactions and inhibitory processes. In A. Dickinson & R. A. Boakes (Eds.),
Mechanisms of learning and motivation (pp. 203–231).
Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. Everitt, B. J., Parkinson, J. A.,
Olmstead, M. C., Arroyo, M., Robledo, P., & Robbins, T. W. (1999). Associative
processes in addiction and reward. The role of amygdala-ventral striatal subsystems.
Annals of the New York Academy of Science, 877, 412–438.

0314-4646739 0332-4646739 0336-4646739
Holland, P. C. (1993). Cognitive aspects of classical conditioning. Current Opinion in
Neurobiology, 3(2), 230–236.
Balleine, B. W., Killcross, A. S., & Dickinson, A. (2003). The effect of lesions of the
basolateral amygdala on instrumental conditioning. Journal of Neuroscience, 23(2),
666–675.
Baxter, M. G., Parker, A., Lindner, C. C., Izquierdo, A. D., & Murray, E. A. (2000).
Control of response selection by reinforcer value requires interaction of amygdala and
orbital prefrontal cortex. Journal of Neuroscience, 20(11), 4311–4319.

0314-4646739 0332-4646739 0336-4646739
Blundell, P., Hall, G., & Killcross, S. (2003). Preserved sensitivity to outcome value
after lesions of the basolateral amygdala. Journal of Neuroscience, 23(20), 7702–7709.
Burns, L. H., Robbins, T. W., & Everitt, B. J. (1993). Differential effects of excitotoxic
lesions of the basolateral amygdala, ventral subiculum and medial prefrontal cortex on
responding with conditioned reinforcement and locomotor activity potentiated by intra-
accumbens infusions of d-amphetamine. Behavioural Brain Research, 55(2), 167–183.

0314-4646739 0332-4646739 0336-4646739
Cador, M., Robbins, T. W., & Everitt, B. J. (1989). Involvement of the amygdala in
stimulus reward associations— interaction with the ventral striatum. Neuroscience,
30(1), 77–86.
Cardinal, R. N., & Aitken, M. R. F. (2001). Whisker (Version 2.2) [Computer
software]. Available from http://www. whiskercontrol.com. Cardinal, R. N., Parkinson,
J. A., Marbini, H. D., Toner, A. J., Bussey, T. J., Robbins, T. W., et al. (2003). Role of
the anterior cingulate cortex in the control over behavior by Pavlovian conditioned
stimuli in rats. Behavioral Neuroscience, 117(3), 566–587.

0314-4646739 0332-4646739 0336-4646739
Dickinson, A., & Balleine, B. (2002). The role of learning in the operation of
motivational systems. In H. Pashler & R. Gallistel (Eds.), Steven’s handbook of
experimental psychology: Vol. 3. Learning, motivation, and emotion (3rd ed., pp. 497–
533).
New York: John Wiley & Sons. Dickinson, A., & Dearing, M. F. (1979). Appetitive-
aversive interactions and inhibitory processes. In A. Dickinson & R. A. Boakes (Eds.),
Mechanisms of learning and motivation (pp. 203–231).

0314-4646739 0332-4646739 0336-4646739
Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. Everitt, B. J., Parkinson, J. A.,
Olmstead, M. C., Arroyo, M., Robledo, P., & Robbins, T. W. (1999). Associative
processes in addiction and reward. The role of amygdala-ventral striatal subsystems.
Annals of the New York Academy of Science, 877, 412–438.
Holland, P. C. (1993). Cognitive aspects of classical conditioning. Current Opinion in
Neurobiology, 3(2), 230–236.

0314-4646739 0332-4646739 0336-4646739

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