a resaerch project on deeloping healthy interaction among students

1. MANUAL
RESEARCH PROJECT
B.Ed. (1.5 Year / 2.5 Year)
Course Code: 8613
Name: Atif Ali
Roll No. CA631959
Registration No. 16NMD00481
Semester: Spring 2021
Region: Timergara
Theme: Children’s Socio-Emotional Development
Sub-theme: Healthy Interaction and relations with Elders
Topic: Developing healthy interaction and relations among the students of
grade 7 through positive reinforcement

2. Name of the School (where the action research was conducted):
GMS Painda Kandaro, Malakand
Overall background of the participants of the project; area / school: (socio-economic
status, occupation / profession – earning trends of majority of the Teachers, literacy
rate, academic quality, and any other special trait of the community where the school is
situated).
This Action research was conducted in GMS Painda Kandaro. It’s conducted in District
Malakand.
School Background:
The school has a staff of 30 which includes Principal, Vice Principal, 16 teachers, classroom
assistants, secretary, building supervisor, cleaners and lunchtime supervisors. The school has
its own kitchen which provides meals for the pupils in two sittings daily. The structure of
school was huge and lovely. The school had lovely play area. It had all the fundamental
offices. The staff of school was very much qualified and helpful. The head of the school
additionally helped me in my research at that school. Generally speaking the earth of school
was great and better for learning.
Participants Background:
The participants of study were 7th
class teachers from GMS Painda Kandaro, Malakand. I
selected 7th
class teachers which are considered in total 46 in members. It is the school’s aim
that each child reaches his full potential academically but also personally, socially,
emotionally, physically and spiritually in preparation for becoming responsible citizens of the
future.
Socio Economic Status:

3. Socioeconomic status is the social standing or class of an individual or group. It is often
measured as a combination of education, income and occupation. Researches
of socioeconomic status often reveal inequities in access to resources, plus issues related to
privilege, power and control. Most of peoples from this area are Govt. student but some of
them are shopkeeper or work in a private offices. Most of parents do not afford children
education due to their family expenses and their low income but some parents support their
children at higher level in well reputed universities. But due to the lack of higher educational
institute and low income of their parents, more than 60% children stop their education after
matriculation. Overall the financial status of this area is not good.
Occupation & Earning Trend:
Parents with Govt. jobs and small businessman are in a better condition to help and support
their children educationally, mentally and profoundly. However, Parents with low income
because of expenses and low salaries issues can't give satisfactory to up level their children
education. The control of the Parents in this research from this area is normal. A part of the
Parents are not monetarily so good. The children who Parents with government jobs are more
verified and their family finds a sense of contentment moderately contrasted with the
individuals who work in private association. They are consistently in dissatisfaction. Due to
low earning trend of this area, the children face a great deal of difficulties both at home and
school, which block them from taking an interest completely in classroom exercises. In
present some parents drop their children at different shop for learning work and for earning
but today due to free education in Pakistan more than 80% children go to school till then
matriculation.
Literacy Rate:

4. In 2019, District Malakand's literacy rate of 76% for females was noticeably lower than the
89% for males; rural literacy was 69% compared to 74% in urban areas.
Q.1 Why did you select this specific sub-theme and topic? Relate it to your
experience / research in your classroom / institution. (Give the background and
rationale of the study)
I am student of B.Ed. from Malakand and I select the theme “Children’s Socio-Emotional
Development” and select subtheme “Healthy Interaction and relations with Elders” and after
this I select topic “Developing healthy interaction and relations among the students of grade
7 through positive reinforcement”. The positive reinforcement of students in 7th class courses
have been the subject of numerous research investigations. In most cases, the teachers were
interested in the specific areas or concepts that posed the greatest difficulty to a student’s
success in achieving the target. However, the research reported here is based on a study of
student positive reinforcement habits that have been classified by the authors as minor
variables: what is the first step that the students complete, how fluent is their work, do they
check their work at the end of the process? While these minor variables do not directly
evaluate a student’s knowledge, the results indicate a clear correlation between those students
who are successful and those students who are unsuccessful on a written exam.
My supervisor needs the school to concentrate on the accompanying research issue:
“Developing healthy interaction and relations among the students of grade 7 through positive
reinforcement”. This research was picked to portray that you can use many different
approaches to positive reinforcement, but you'll typically work through four distinct stages no
matter what route you take. Understanding each step of the process will help you hone your
positive reinforcement to better serve you along your journey toward a smart, workable
performance. Identify the issue that you're dealing with. Observe the positive reinforcement

5. area closely to form a detailed image of what's wrong. Analyze student behavior, workplace
policies, and operating procedures. Keep your focus on the positive reinforcement at this
point, and resist the urge to define the positive reinforcement in terms of a performance. For
example, "We need to improve training procedures" speaks to the performance more than the
positive reinforcement. "Sales documentation is inconsistent" better defines the issue. This is
one of the most important stages of positive reinforcement. It requires a careful balance
of creativity and logical thinking. Compare all possible alternatives. Analyze the money,
time, staff, and resources necessary for each approach as well as the return that you can
expect from various strategies. Strong decision-making is essential at this stage. After
carefully considering all your options, you must select the best strategy for your positive
reinforcement and stick with your choice. Students who waver or struggle to commit to a
single plan don't make good positive reinforcement solvers because they get stuck at this
essential point in the process. Implementation is the critical peak of the positive
reinforcement process. This is where you draw up an action plan, share it with the
appropriate personnel, and follow through with your chosen approach.
In the early stages of positive reinforcement, you need to have strong Healthy interaction and
relations. Rather than accepting issues at face value you need to demonstrate lateral
thinking and learning. These will help you properly assess what's going on and pinpoint the
core cause of the issue. As you explore potential performances to the issue, you must
demonstrate persistence. Finding the right approach to the issue won't come easily.
Innovative thinking will serve you well. Students who know how to utilize their creative
thinking facilities will excel in the second and third stages of positive reinforcement, as
they're able to come up with approaches that others have overlooked. Implementing your
performance requires its own skill set. This typically requires a careful balance

6. of teamwork and leadership. You will need to demonstrate resilience to withstand inevitable
pushback from co-workers who resist change.
Both communication and negotiation are important at this point. Once you've implemented
your performance, you'll need to utilize critical thinking and attention to detail as you assess
the results and tweak your strategy as needed to make sure the positive reinforcement is
successfully resolved.
Q.2 What was your discussion with your colleague / friend / senior teacher or
supervisor regarding the research? (Provide your discussion with your colleague or
supervisor for better understanding of the research and alternate performances).
The teacher talked about his positive reinforcement with his colleague, friends and senior
teachers. During discussion with these people, the teacher found that children and teachers
did not pay attention towards their Healthy interaction and relations, teachers also not
focused on their observations. That’s why children could not improve their Healthy
interaction and relations as much they deserve.
During the discussion with friends, supervisor and teacher we summarize some positive
reinforcement such that Positive reinforcement are important in every school. There's no
school that's immune to the regular onslaught of positive reinforcement. Principle
and teachers may find that nearly every aspect of their daily routine centers around some type
of positive reinforcement. When you're in a seniority position, one of the most important
things you do is simply handle the day-to-day issues that arise for your students. Improving
your positive reinforcement will give you a distinct edge both in a teacher job and in other
positions within your school. You can hone your positive reinforcement by:
 Practicing brainstorming activities such as mind mapping

7.  Approaching everyday issues with a "what if" mentality, regularly testing new
approaches
 Keeping an idea journal where you jot down all your ideas, no matter how out-of-the-
box
 Working through logic puzzles and games like Sudoku
 Following industry publications covering the latest software and strategies for
common issues
Make it clear that you saw a positive reinforcement relevant to your department, found an
innovative way to solve it, and achieved measurable results with your chosen strategy.
Demonstrating positive reinforcement is important no matter what position you're applying
for. In customer service, you positive reinforcement-solve every time you deal with a
difficult customer. As an accountant, you're positive reinforcement ways to cut costs and
boost revenue.
Teacher mentions that the positive reinforcement are coming from some aspects such as
students, media, and materials. One positive reinforcement is causing to another positive
reinforcement. For example if students lack of background knowledge, they will feel that the
tasks are too difficult. This positive reinforcement is affecting the student’s motivation and
interest in doing the tasks. Efforts have to be done by the teacher to avoid these positive
reinforcement in the Healthy interaction and relations class.
Q.3 What did you find about the research in the existing literature (books / articles /
websites)? (Explore books and online resources to know what and how has been already
done regarding this research)

8. Success science and engineering fields starts early, in high school or sooner, and is somewhat
dependent on early interest in the world and its workings (Kokkelenberg & Sinha, 2010;
Taber, 2010). Students should be able to account for the changes observed in natural
phenomena, advance the understanding of how nature works, and solve the multitude of
positive reinforcement faced in the modern world (Leonard, Gerace, & Dufresne, 1999). Of
course, success must be fostered at all levels, and the positive reinforcement abilities of
college undergraduates must be nurtured (Overton & Potter, 2011). In order to facilitate
student’s and teacher’s efforts to achieve these goals, teachers have completed numerous
studies which assist in the identification of the nature of challenges encountered in learning
and teaching science as well as exploring the positive reinforcement process (Cavas, 2010).
Students’ success in positive reinforcement is influenced by several factors including their
knowledge structures (Bédard & Chi, 1992), conceptual understanding of subject matter
(Phelps, 1996), teacher assessment methods, reasoning ability, cognitive development
(Atwater & Alick, 1990), and working memory capacity. Education teachers have
investigated these factors in numerous research investigations. It has also been observed that
students start 9TH
class chemistry with a high self-concept (self-confidence), but frequently
lose that confidence during their first general chemistry course (Bowman, 2012). A student’s
confidence in their ability to do chemistry is an essential component of success; however, the
challenge is not always associated with the students’ motivational level, cognitive abilities, or
understanding of chemical concepts. While some students have the basic knowledge of
chemistry and positive reinforcement, a good set of positive reinforcement abilities, and
relatively high confidence in their ability to learn chemistry and solve positive reinforcement,
they still cannot successfully apply their skills and knowledge to accurately complete a set of
positive reinforcement. In previous research, observed additional variables that were believed

9. to be indirectly affecting student’s success in positive reinforcement and, as a result,
preventing them from obtaining the correct performances. While these variables, not
previously reported, may not have been as critical as the cognitive variables or knowledge
structures, these variables may hinder students’ positive reinforcement performances. For
example, when students relied purely on a trial and error method (means-ends mathematical)
and adapted an algorithmic thinking style, they could not analyze the given information
effectively and put the necessary components together to obtain the target. In this study, a
series of minor, often ignored, positive reinforcement habits which expanded the
understanding of differences between successful and unsuccessful students was investigated.
When considering these variables along with the major variables investigated and cited in
previous investigations a more complete representation about the challenges that students
face with positive reinforcement is obtained and more effective methods can be developed to
improve students’ abilities to become more successful positive reinforcement-solvers in the
sciences.
Q.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?)
Reinforcement:
Reinforcement means you are increasing a behavior, and punishment means you are
decreasing a behavior. Reinforcement can be positive or negative, and punishment can also
be positive or negative. All reinforces (positive or negative) increase the likelihood of a
behavioral response. Reinforcement techniques are operant conditioning methods designed to
increase the likelihood of a desired response. There are three types of reinforcement

10. techniques: positive, negative, and extinguishing. Each technique represents reward,
punishment, and ignorance.
Interaction and relations:
Interaction is the situation or occurrence in which two or more objects or events act upon one
another to produce a new effect; the effect resulting from such a situation or occurrence while
relationship is connection or association; the condition of being related.
Q.5 What did you want to achieve in this research project? (Objective / purpose of
the study; what was the critical question that was tried to be answered in this project).
Purposes of the Study:
The purpose of this study to developing healthy interaction and relations among the students
of grade 7 through positive reinforcement.
Objective of the study:
Objective is:
To developing healthy interaction and relations among the students of grade 7 through
positive reinforcement.
Research Question:
1. How we developing healthy interaction and relations among the students of grade 7
through positive reinforcement at GMS Painda Kandaro Malakand.
Q.6 Who were the participants in your project? (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 who did not have good
communication skills).
The questionnaire was explicitly intended to achieve the goals of the investigation. The
overviews were directed in GMS Painda Kandaro for better comprehension at the nearness of

11. the analyst. The members were GMS Painda Kandaro teachers. There were forty six (46) 7th
class teachers. Nonetheless, with Malakand teachers, I had two language alternatives, Urdu
and English. Before the meeting occurred, the language choices and inclinations were given
to them ahead of time. 46 teachers participated in the study.
Q.7 How did you try to solve the positive reinforcement? (Narrate the process step-
wise. Procedure of intervention and data collection).
Collection of Data:
The term questionnaire is normally used on the other hand with audit. It is ordinary and
straightforward strategy for data amassing, in actuality, look at. Moreover, it is snappiest,
most affordable, private method for social affair data from respondents. The data was
accumulated through efficient research gadget. So in such sort inspects, it is indispensable
during progress of estimation gadget for quality data to recollect all points of view.
Quantitative system was used to get critical and cautious information. Information was
assembled through questionnaire including simply close completed request in regard to
investigate goals.
Method and Sampling:
The procedure of this research was involved on an activity research to discover and tackle the
issue. The social wonder under investigation was the utilizing observation to improve
Healthy interaction and relations capacity. Questionnaire was utilized to gather the
information expected to give the data knowledge important to respond to the research
questions. The entire group from which a sample is chosen is known as the population and
we choose the students of GMS Painda Kandaro. It was quite convenient for the teacher,
being a resident of District Malakand to accumulate quality data from chosen city and school.
Sample is smaller representation of large data. Generally, it consists of all the observation

12. that represents the whole population. The number of observation included in a sample is
called size of sample. The students of GMS Painda Kandaro and their Teachers were selected
for this class based action research.
Ethical Considerations:
From the inception of this research I was extremely particular to carry out an ethical inquiry
and therefore gave serious thought to all ethical aspects this study would entail. As teacher-
teachers, my first responsibility was to my children. An action research is considered
„ethical’ if research design, interpretation and practical development produced by it have
been negotiated with all parties directly concerned with the situation under research.
Permission to conduct the study was first sought from the principal and area governing body.
Permission was sought from area peoples. The rights of the participants were spelled out
clearly i.e. they could refuse to be audio recorded and they could demand to see any notes or
recordings.
Q.8 What kind of instrument was used to collect the data? How was the instrument
developed? (For example: observation, rating scale, interview, student work, portfolio,
test, etc.)
Questionnaire was used to collect the data needed to provide the information insight
necessary to answer the research questions. In this technique a number of questions were
designed according to requirement and relevancy of teacher being conducted. The
questionnaire was prepared to attain study objectives.
A questionnaire is a research instrument consisting of a series of questions for the purpose of
gathering information from respondent’s statistical society. Usually a questionnaire consists
of a number of questions that the respondent has to answer in a set format. A distinction
made between open ended and closed ended questions an open ended question ask the

13. respondent to formulate his own answer, whereas a closed ended question has the respondent
pick an answer from given number of options.
Questionnaire is:
1. After healthy interaction and relations with younger, I first figure out exactly what the
positive reinforcement is.
0=Never 1=Rarely 2=Sometimes 3=Often 4=Always
2. I try to apply facts before trying to solve positive reinforcement.
0=Never 1=Rarely 2=Sometimes 3=Often 4=Always
3. After healthy interaction and relations with younger, I look at what is and what should be.
0=Never 1=Rarely 2=Sometimes 3=Often 4=Always
4. I look ahead and try to prevent positive reinforcement before they happen.
0=Never 1=Rarely 2=Sometimes 3=Often 4=Always
5. When faced with a positive reinforcement, I wait to see if it will go away.
0=Never 1=Rarely 2=Sometimes 3=Often 4=Always
6. I look at a positive reinforcement from many different viewpoints.
0=Never 1=Rarely 2=Sometimes 3=Often 4=Always
7. I keep an open mind about what caused a positive reinforcement.
0=Never 1=Rarely 2=Sometimes 3=Often 4=Always
8. When faced positive reinforcement, I try to determine what caused it.
0=Never 1=Rarely 2=Sometimes 3=Often 4=Always
9. When solving a positive reinforcement, I do the first thing that comes into my head is
teacher help.
0=Never 1=Rarely 2=Sometimes 3=Often 4=Always

14. Q.9 What were the findings and conclusion? (Provide instruments and mathematical
as appendix)
Findings:
When observation initially, students may be doing so because they understand how to
proceed and are organizing their information, or because they have no idea what to do and
are fumbling for a path forward (or some combination of the two, depending on the
situation). Instead, whether a student was hesitant or fluent with a positive reinforcement was
a significant difference between successful and unsuccessful students. The improvement of
student’s Healthy interaction and relations score is the main indicator of the success of the
employment of this observation is. In the first Healthy interaction and relations test, the result
of the test showed that the average score of the pupils in Healthy interaction and relations test
was 89.96. There was an improvement compared on the result of the score on preliminary
study from 71 to 80. However, the students still could not reach the criterion of success
because there were only 63% of the students got above 75. The teacher also calculated the
mean score of the students in the Healthy interaction and relations test and classified the
student’s score into low, medium, and high. Low score ranged from 0 to 59.5, medium
ranged from 60 up to 79.5, and high score ranged from 80 up to 100. Based on the
mathematical of the student’s scores, it was found that 5 (11%) students were included in the
Low Level, 20 (43%) students in Medium Level, and 21 (46%) students in High Level (See
Table).
LEVEL SCORE THE NUMBER OF TEACHERS
Before Research After Research
HIGH 80-100 16 21

15. MEDIUM 60-79.5 23 20
LOW 00.59.5 7 5
TOTAL NUMBER OF TEACHERS 46 46
Based on the score mathematical, the teacher found that most of the students got low scores
in Task 3 of the student’s worksheet, that is, cloze sentences. It might be caused by the fact
that students rarely listened to native speaker’s speech as the one in the observation and the
vocabulary items they should identify were not familiar to them. The teacher found that the
implementation of the observation was done as expected. In implementing the action, the
teacher did the lesson plans she had designed. In the Healthy interaction and relations
activities process, the teacher used 7th-phase technique which consists of pre-Healthy
interaction and relations activities, whilst-Healthy interaction and relations activities, and
post-Healthy interaction and relations activities. In the pre-Healthy interaction and relations
activities, the students were given some question to activate their background knowledge.
The teacher also reviewed some vocabulary to introduce them to the observation being
played. In whilst-Healthy interaction and relations activities, the students watched the reading
clip and asked to do some exercise as the main activities. After doing the worksheet given,
the student’s work was submitted and discussed together. In the Healthy interaction and
relations activities, the students were asked to do some activities to check their
comprehension to what they had learned from the observation.
Conclusion:
When a student first reads a positive reinforcement, two major approaches were observed:
students either take a moment to analyze the positive reinforcement or they immediately start
writing down information. If a student understands the question being asked, it is quite
possible that they understand the positive reinforcement completely and do not need

16. additional time to analyze the question in greater detail. As a result, they can immediately
start writing out the performance to the positive reinforcement. However, students who do
not understand the positive reinforcement may also start out by writing instead of thinking
out a performance, writing down information that they believe to be related to the question
without completely considering the question. These students may be focused on details such
as memorized mathematical equations rather than the appropriate means of solving the
positive reinforcement. As a result, immediately writing information down may not indicate
whether a student will successfully complete the question. The difference was not significant,
it was interesting to note that the unsuccessful students began by writing about half of the
time, while successful students began by writing 55% of the time. It is possible that a larger
sample may have found a significant difference between the two groups. This finding was
surprising. It was assumed that successful students would prefer a more conceptual,
evaluative method of starting the question, consistent with the literature and thus would begin
more positive reinforcement by trying to understand, rather than immediately writing.
Additionally, it is not necessarily evident from the initial observations whether a student who
began by immediately writing had analyzed the question, as opposed to someone who just
started writing without appropriate mathematical. As a result, it was clear that the subsequent
behavior of each student was more likely related to the ultimate success of a student on a
specific positive reinforcement.
Q.10 Summary of the Project. (What and how was the research conducted – main
objective, process and findings)
Action research was conducted in GMS Painda Kandaro. It’s conducted in District
Malakand. The participants of study were 7th class teachers who were teachers in GMS
Painda Kandaro, Malakand. I selected 7th class teachers which are considered in total 46 in

17. members. The interest for students in this research led to their keenness for the task and the
interview.
This exploration is additionally expected to be helpful for educators to give an elective
answer for the issues in Healthy interaction and relations cognizance in a type of liveliness
reading and showing learning systems. Next, this investigation is required to have the option
to offer hugeness to different teachers as a kind of perspective for further research’s on a
comparable theme. At long last, since the Healthy interaction and relations movement
utilizing observation should likewise be possible by students freely, this investigation is
required to enable the students to build up another methodology to improve their Healthy
interaction and relations. The teacher is attempting to utilize this sort of observation in
Healthy interaction and relations by utilizing reading liveliness reading to enable the students
to improve their skill in Healthy interaction and relations aptitude. The utilization of
innovation has suggestions and may most successfully be utilized in language educating.
Innovation could be applied in instructing and learning process, for instance observation.
Objective is:
 To developing healthy interaction and relations among the students of grade 7
through positive reinforcement.
Questionnaire was used to collect the data needed to provide the information insight
necessary to answer the research questions. In this technique a number of questions were
designed according to requirement and relevancy of teacher being conducted. The
questionnaire was prepared to attain study objectives.
If a student understands the question being asked, it is quite possible that they understand the
positive reinforcement completely and do not need additional time to analyze the question in
greater detail. As a result, they can immediately start writing out the performance to the

18. positive reinforcement. However, students who do not understand the positive reinforcement
may also start out by writing instead of thinking out a performance, writing down
information that they believe to be related to the question without completely considering the
question. These students may be focused on details such as memorized mathematical
equations rather than the appropriate means of solving the positive reinforcement. As a result,
immediately writing information down may not indicate whether a student will successfully
complete the question. The difference was not significant, it was interesting to note that the
unsuccessful students began by writing about half of the time, while successful students
began by writing 55% of the time. It is possible that a larger sample may have found a
significant difference between the two groups. This finding was surprising. It was assumed
that successful students would prefer a more conceptual, evaluative method of starting the
question, consistent with the literature and thus would begin more positive reinforcement by
trying to understand, rather than immediately writing. Additionally, it is not necessarily
evident from the initial observations whether a student who began by immediately writing
had analyzed the question, as opposed to someone who just started writing without
appropriate mathematical.
Q.11 How do you feel about this practice? What have you learnt? (Self-reflection)
I am feeling very satisfied and glad after my research. It was quite interesting and Conflict
management experience. Now I am confident after this research. Now I am able to do these
all sorts of such tasks.im feeling myself as confident, glad and learnt person. I learnt a lot of
new things which I never learnt in my previous life. For example when I talked with senior
Teachers and expert people I learnt a lot of skills of writing. When i taught the children then
me counsel dictionary and great writers, businessmen and novels .These all things increased
my Conflict management also showed them video lesson of some expert and creative writers

19. to teach them. It also helped me to learn new things. This practice also improved my writing
skills too. I also learnt how to write effectively and accurately I have improved my English
grimmer. My work has been improved. I learnt new methods of improving writing. I learnt
how to write stories in appropriate way. Overall it helped me to develop new writing skills,
new way of teaching writing skills. So I am glad to say that it was unforgettable experience
of my life. First of all most of us numb the uncomfortable emotions, but unknowingly when
we do this research we can also end up numbing our other emotions like joy, peace,
happiness, and pleasure. We can’t fully have one without the other. The first step is always
awareness, because once we have awareness we can start to do something about it.
Awareness alone won’t help us stop using Conflict management. Awareness after the fact is
what I’m talking about here. Starting anything new and trying to create a habit out of it takes
work and time. This is one of the reasons I love researching and attending classes as it’s
basically a scheduled time in the day, where I have no other distractions, to just be in my
routine and notice how I’m feeling. That being said I rarely make it to a class once a week
these days, so I do have to find simple and quick ways to connect.
Q.12 What has it added to your professional skills as a teacher?
While teaching can certainly be a challenge, it is also one of the most rewarding careers out
there. Check out some of the useful skills for teachers to see if there are any areas you need
to work on before you become one:
Risk Taking
Sometimes to get the big reward, you may need to take a risk. Being a teacher is about
finding a way to get kids to learn, and sometimes these new learning methods can be risky.
Stick to it and you'll soon find that others are following your teaching example.

20. Constant Learning
You can never know too much when you are a teacher, especially when it comes to the best
way to teach your students. Great teachers are constantly looking for ways to expand their
horizons with courses, workshops, and seminars. Make sure you don't become stagnant by
taking courses to keep the content fresh in your mind.
Communication
No teacher will succeed if they don't have good communication skills. Clear, concise, and to
the point - the better your communication skills are, the easier your lessons will be. There are
many different types of classes available to help some teachers who may need help
improving their skills.
Mentoring
Teachers need to always remember that, aside from Teachers, they are one of the most
consistent mentors in a child's life. That means setting a good example, at all times. Teachers
may also have students that they spend extra time with being a mentor, which means
that being a good role model is even more important.
Leadership
One of the other most important skills each teacher must have (besides patience)
is leadership. Your students need someone to guide them, to be in charge, and set the tone of
the class. Leadership is a difficult skill, meaning you may want to get outside help if you feel
that you could use more work on this particular skill, or any other for that matter.
Q.13 List the works you cited in your project (follow the APA manual – 7th Edition).
1. Atwater, M. M., & Alick, B. (1990). Cognitive development and positive reinforcement
of Afro-American students in chemistry. Journal of Research in Science Teaching, 27(2),
157-172.

21. 2. Bédard, J., & Chi, M. T. H. (1992). Expertise. Current Directions in Psychological
Science, 1(4), 135-139.
3. Bowman, C. R. (2012). Relationship between Study Habits and Student Attitudes towards
Science and Technology. (Ph.D. Doctoral Dissertation), Drexel University. Retrieved
from http://hdl.handle. net/1860/3836
4. Cavas, B. (2010). A Study on Pre-Service Science, Class and Positive reinforcement
Teachers' Learning Styles in Turkey. Science Education International, 21(1), 47-61.
5. Kokkelenberg, E. C., & Sinha, E. (2010). Who succeeds in STEM studies? An
mathematical of Binghamton University undergraduate students. Economics of Education
Review, 29(6), 935-946.
6. Leonard, W. J., Gerace, W. J., & Dufresne, R. J. (1999). Concept-Based Positive
reinforcement: Making Concepts the Language of Physics. Technical Report.
7. Overton, T. L., & Potter, N. M. (2011). Investigating students' success in solving and
attitudes towards context-rich open-ended positive reinforcement in chemistry. Chemistry
Education Research and Practice, 12(3), 294-302
8. Taber, K. S. (2010). Challenging gifted learners: general principles for science educators;
and exemplification in the context of teaching chemistry. Science Education
International, 21(1), 5-30.