Self-Analysis an Innovative Strategy in Teaching-Learning Psychology
Author(s)
C. Girija Navaneedhan
ABSTRACT
Self-analysis is an effective psychoanalytical technique to analyze one’s own personality and behavior. This technique is an effective approach in establishing concrete learning among knowledge seekers. The experiment is conducted on 50 teachers by applying self-analysis technique. For example, the concept to be taught is “Learning”, each teacher has to introspect on the topic “Learning” by answering the questionnaire on the components of “Learning” namely i) knowledge; 2) behavior; 3) skills and 4) values. Each of these components consists of 20 statements which analysis the concept “Learning” because knowledge, behavior, skills and values are the major outcome of “Learning”. By self-introspection every teacher arrives at clear specific learning objectives regarding the concept to be taught. This method helps the teachers to arrive at a clear picture to frame the lesson-plan to meet learning outcomes.
Self-analysis is an effective psychoanalytical technique to analyze one’s own personality and behavior. This technique is an effective approach in establishing concrete learning among knowledge seekers. The experiment is conducted on 50 teachers by applying self-analysis technique. For example, the concept to be taught is “Learning”, each teacher has to introspect on the topic “Learning” by answering the questionnaire on the components of “Learning” namely i) knowledge; 2) behavior; 3) skills and 4) values. Each of these components consists of 20 statements which analysis the concept “Learning” because knowledge, behavior, skills and values are the major outcome of “Learning”. By self-introspection every teacher arrives at clear specific learning objectives regarding the concept to be taught. This method helps the teachers to arrive at a clear picture to frame the lesson-plan to meet learning outcomes.
Cite this paper
Navaneedhan, C. (2015) Self-Analysis an Innovative Strategy in Teaching-Learning Psychology. Creative Education, 6, 2397-2402. doi: 10.4236/ce.2015.622245.
Navaneedhan, C. (2015) Self-Analysis an Innovative Strategy in Teaching-Learning Psychology. Creative Education, 6, 2397-2402. doi: 10.4236/ce.2015.622245.
References
[1] Didier, A. (1986). Freud’s Self-Analysis. London: International University Press. [2] Chin, C. (2007). Teacher Questioning in Science Classrooms: Approaches That Stimulate Productive Thinking. Journal of Research in Science Teaching, 44, 815-843.
http://dx.doi.org/10.1002/tea.20171 [3] Gopee, N. (2008) Mentoring and Supervision in Healthcare. London: Sage [4] Joyce, B., Weil, M., & Calhoun, E. (Eds.) (2005). Models of Teaching (7th ed.). New York: Allyn & Bacon. [5] Lloyd, J. W., Forness, S. R., & Kavale, K. A. (1996). Some Methods Are More Effective than Others. Intervention in School and Clinic, 33, 195-200.
http://dx.doi.org/10.1177/105345129803300401 [6] Dasautels, L. (2014). Teaching the Brain to Learn. The Journal Transforming Education through Technology, 1, 1-3. [7] Morton-Cooper, A., & Palmer, A. (2000). Mentoring, Preceptor Ship and Clinical Supervision: A Guide to Professional Support Roles in Clinical Practice (2nd ed.). Oxford: Blackwell Science Ltd. [8] Rivkin, S. G., Hanushek, E. A., & Kain, J.F. (2005). Teachers, Schools, and Academic Achievement. Econometrica, 73, 417-458.
http://dx.doi.org/10.1111/j.1468-0262.2005.00584.x [9] Shepard, L. A. (2001). The Role of Classroom Assessment in Teaching and Learning. Washington DC: American Association of Education Research. [10] Webb, N. (2002). Depth-of-Knowledge Levels for Four Content Areas. Madison: Wisconsin Center for Educational Research. [11] Williams, B. (2010). Exploratory Factor Analysis, a Five Step Guide for Novices. Australian Journal of Paramedicine, 8, 1-13.
[1] Didier, A. (1986). Freud’s Self-Analysis. London: International University Press. [2] Chin, C. (2007). Teacher Questioning in Science Classrooms: Approaches That Stimulate Productive Thinking. Journal of Research in Science Teaching, 44, 815-843.
http://dx.doi.org/10.1002/tea.20171 [3] Gopee, N. (2008) Mentoring and Supervision in Healthcare. London: Sage [4] Joyce, B., Weil, M., & Calhoun, E. (Eds.) (2005). Models of Teaching (7th ed.). New York: Allyn & Bacon. [5] Lloyd, J. W., Forness, S. R., & Kavale, K. A. (1996). Some Methods Are More Effective than Others. Intervention in School and Clinic, 33, 195-200.
http://dx.doi.org/10.1177/105345129803300401 [6] Dasautels, L. (2014). Teaching the Brain to Learn. The Journal Transforming Education through Technology, 1, 1-3. [7] Morton-Cooper, A., & Palmer, A. (2000). Mentoring, Preceptor Ship and Clinical Supervision: A Guide to Professional Support Roles in Clinical Practice (2nd ed.). Oxford: Blackwell Science Ltd. [8] Rivkin, S. G., Hanushek, E. A., & Kain, J.F. (2005). Teachers, Schools, and Academic Achievement. Econometrica, 73, 417-458.
http://dx.doi.org/10.1111/j.1468-0262.2005.00584.x [9] Shepard, L. A. (2001). The Role of Classroom Assessment in Teaching and Learning. Washington DC: American Association of Education Research. [10] Webb, N. (2002). Depth-of-Knowledge Levels for Four Content Areas. Madison: Wisconsin Center for Educational Research. [11] Williams, B. (2010). Exploratory Factor Analysis, a Five Step Guide for Novices. Australian Journal of Paramedicine, 8, 1-13.