importance of discipline in students life
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Student-centred learning (or student-centered learning; also called child-centred learning) is an approach to education focusing on the needs of the students, rather than those of others involved in the educational process, such as teachers and administrators. This approach has many implications for the design of curriculum, course content, and interactivity of courses.
For instance, a student-centred course may address the needs of a particular student audience to learn how to solve some job-related problems using some aspects of mathematics. In contrast, a course focused on learning mathematics might choose areas of mathematics to cover and methods of teaching which would be considered irrelevant by the student.
Student-centred learning, that is, putting students first, is in stark contrast to existing establishment/teacher-centred lecturing and careerism. Student-centred learning is focused on the student's needs, abilities, interests, and learning styles with the teacher as a facilitator of learning. This classroom teaching method acknowledges student voice as central to the learning experience for every learner. Teacher-centred learning has the teacher at its centre in an active role and students in a passive, receptive role. Student-centred learning requires students to be active, responsible participants in their own learning.
Traditionally, teachers direct the learning process and students assume a receptive role in their education. With the advent of progressive education in the 19th century, and the influence of psychologists, educators have largely replaced traditional curriculum approaches with "hands-on" activities and "group work", which the child determines on his own what he wants to do in class. Key amongst these changes is the premise that students actively construct their own learning. Theorists like John Dewey, Jean Piaget, and Lev Vygotsky whose collective work focused on how students learn is primarily responsible for the move to student-centred learning. Carl Rogers' ideas about the formation of the individual also contributed to student-centred learning. Student-centred learning means reversing the traditional teacher-centred understanding of the learning process and putting students at the centre of the learning process. Maria Montessori was also an influence in centre-based learning, where preschool children learn through play.
Student-centered learning allows students to actively participate in discovery learning processes from an autonomous viewpoint. Students consume the entire class time constructing a new understanding of the material being learned without being passive, but rather proactive. A variety of hands-on activities are administered in order to promote successful learning. Unique, yet distinctive learning styles are encouraged in a student-centred classroom. With the use of valuable learning skills, students are capable of achieving life-long learning goals, which can further enhance student motivation in the classroom. According to Deci and Ryan â€œThe Self-Determination Theory (SDT) focuses on the degree to which an individualâ€™s behavior is self-motivated and self-determined.â€� Therefore, when students are given the opportunity to gauge his or her learning, learning becomes an incentive. Because learning can be seen as a form of personal growth, students are encouraged to utilize self-regulation practices in order to reflect on his or her work. For that reason, learning can also be constructive in the sense that the student is in full control of his or her learning. Over the past few decades, a paradigm shift in curriculum has occurred where the teacher acts as a facilitator in a student-centred classroom.
Such emphasis on learning has enabled students to take a self-directed alternative to learning. In the teacher-centred classroom, teachers are the primary source for knowledge. Therefore, the focus of learning is to gain information as it is proctored to the student. Also, rote learning or memorization of teacher notes or lectures was the norm a few decades ago. On the other hand, student-centred classrooms are now the norm where active learning is strongly encouraged. Students are now researching material pertinent to the success of their academia and knowledge production is seen as a standard. In order for a teacher to veer towards a student-centred classroom, he or she must become aware of the diverse backgrounds of his or her learners. To that end, the incorporation of a few educational practices such as Bloom's Taxonomy and Howard Gardnerâ€™sTheory of Multiple intelligences can be very beneficial to a student-centred classroom because it promotes various modes of diverse learning styles. The following provides a few examples of why student-centred learning should be integrated into the curriculum:
- Strengthens student motivation
- Promotes peer communication
- Reduces disruptive behaviour
- Builds student-teacher relationships
- Promotes discovery/active learning
- Responsibility for oneâ€™s own learning
These changes have impacted educator's methods of teaching and the way students learn. In essence, one might say that we teach and learn in a constructivist-learning paradigm. It is important for teacherâ€™s to acknowledge the increasing role and function of his or her educational practices. As our educational practices changes, so does our approach to teaching and learning change. Therefore, the mindset about teaching and learning is constantly evolving into new and innovative ways to reach diverse learners. When a teacher allows their students to make inquiries or even set the stage for his or her academic success, learning is more productive.
With the openness of a student-centred learning environment, knowledge production is vital when providing students the opportunity to explore their own learning styles. In that respect, successful learning also occurs when learners are fully engaged in the active learning process. A further distinction from a teacher-centred classroom to that of a student-centred classroom is when the teacher acts as a facilitator. In essence, the teacherâ€™s goal in the learning process is to guide students into making new interpretations of the learning material.
In terms of curriculum practice, the student has the choice in what they want to study and how they are going to apply their newfound knowledge. According to Ernie Stringer, â€œStudent learning processes are greatly enhanced when they participate in deciding how they may demonstrate their competence in a body of knowledge or the performance of skills.â€� This pedagogical implication enables the student to establish his or her unique learning objectives. This aspect of learning holds the learner accountable for production of knowledge that he or she is capable of producing. In this stage of learning, the teacher evaluates the learner by providing honest and timely feedback on individual progress. Building a rapport with students is an essential strategy that educat
Abundant life is a term used to refer to Christian teachings on fullness of life. It is not an organized movement or a unique doctrine, but a name applied to the teachings and expectations of the groups and people who follow the teachings. Abundant life teachings may include expectations of prosperity and health, but may also include other forms of fullness of life when faced with adverse circumstances. Origin The term "abundant life" comes from the Bible verse John 10:10b, "I am come that they might have life, and that they might have it more abundantly." "More abundantly" means to have a superabundance of a thing. "Abundant life" signifies a contrast to feelings of lack, emptiness, and dissatisfaction, and such feelings may motivate a person to seek for the meaning of life and a change in their life. Abundant life teachings, that God is a good God who wants to bless people spiritually, physically, and economically, were championed by Oral Roberts in the United States after World War II. These teachings came at a time when many equated poverty with spirituality, and sickness with Godâ€™s discipline and punishment. He included the term Abundant Life in the name of many parts of his ministries, such as The Abundant Life television program, the Abundant Life magazine, the Abundant Life Prayer Group (ALPG), and the Abundant Life Building used as his world headquarters. Teachings Abundant life for a person begins with a new relationship with God, new motivations, and a new relationship with mankind. The process of Christian maturity for that person continues with learning to live abundantly, being cleansed from sin, and learning to fight spiritual battles. Abundant life teaches prosperity and health for the total human being, including the body, mind, emotions, relationships, material needs, and eternal life. The Bible, the good news (Christianity), and salvation are essential elements of those teachings. Other elements are faith, prayer, evangelism, and concern for human worth in the areas of spiritual oppression, poverty, disease, hunger, injustice, and ignorance. In order for these teachings to have an impact on a person's fullness of life, it is essential for that person to align their goals with God's goals. Abundant life teachings may include expectations of physical and material prosperity and good health and well-being, but may also include other forms of fullness of life, including eternal life, when persecuted or suffering. For a Christian, fullness of life is not measured in terms of "fun" and "living large," or in terms of wealth, prestige, position, and power, but in terms of fulfilled lives of responsibility and self-restraint, and the rewards and blessings that accrue over a lifetime of pleasing God. The Bible has promises of wealth, health, and well-being, but these promises are conditional promises. According to James 1:17, God gives only good and perfect gifts, so God only gives gifts and blessings that are compatible with that person's abilities and God's goals for that person. The source of abundant life is identified as the Spirit of God in Galatians 5:22-23, "the fruit of the Spirit is love, joy, peace, longsuffering, gentleness, goodness, faith, meekness, temperance". A Christian is a person who has the Spirit of God (Romans 8:9) received according to the Biblical formula (Acts 2:38). Becoming a Christian means a change to a different way of life with a different purpose. Fulfilling this purpose and experiencing abundant life go together, as described by Matthew 6:33: "But seek you first the kingdom of God, and His righteousness; and all these things shall be added unto you." Closely related terms These are terms closely related to abundant life teachings or lifestyles that include expectations of prosperity and health, but that may also include elements of a fulfilled life by responsibility and self-restraint. Word of Faith Also known as Word-Faith or simply Faith, the basic teachings are that of salvation through Jesus Christ and what that salvation entails. It is based on Jesusâ€™ teachings concerning the Kingdom of God and the Kingdom of Heaven and the state man can receive through the atonement and sacrifice of Jesus Christ. This state of new being or creation (found in the Bible verses 2 Corinthians 5:17 and Galatians 6:15) can be received only through faith in the Word of God. Seed-Faith This is the teaching that the things received by faith start with a seed. The name "seed-faith" comes from the Bible verse Matthew 17:20, "If you have faith as a mustard seed, you will say to this mountain, â€˜Move from here to there,â€™ and it will move; and nothing will be impossible for you." Oral Roberts originally called this concept "Blessing Pact", which later became known as "Seed-Faith". Full Gospel A movement that places emphasis on the gifts of the Holy Spirit and that God wills for his children to be prosperous in all areas of their lives. Prosperity Gospel Also known as prosperity theology, prosperity doctrine, or the health and wealth gospel, this is a teaching centered on the expectation that God provides material prosperity for those he favors. Health and Wealth Gospel A teaching which emphasizes healing and prosperity. The terms Prosperity Gospel and Health and Wealth Gospel are used as derogatory terms for Word of Faith or Word-Faith, but the terms do not mean the same things. There are significant differences among these teachings. Oral Roberts laid the foundations of the prosperity gospel, but his teachings on abundant life and seed-faith have important differences from teachers of the Faith Movement. Even though Roberts was often associated with the prosperity gospel and the faith movement because of his close doctrinal and personal ties with Word-Faith teachers, his abundant life teachings did not fully identify him with that movement. Contrasting terms These are other terms relating to teachings or lifestyles that contrast to expectations of physical and material prosperity, but that may include elements of a fulfilled life by responsibility and self-restraint. Vow of poverty One of the three evangelical counsels or counsels of perfection Voluntary poverty A form of self-discipline by which one distances oneself from distractions from God Testimony of simplicity A personâ€™s spiritual life and character are more important than monetary worth or the quantity of goods possessed Asceticism A lifestyle characterized by abstinence from various sorts of worldly pleasures Simple living, or voluntary simplicity A lifestyle characterized by consuming only that which is required to sustain life
Student Activities is a student-led organization at Brigham Young University-Idaho designed to enable students to pursue their interests while developing valuable leadership skills. Students may participate as leaders or volunteers in Activities Areas including Sports, Fitness, Outdoor, Service, Social, and Talent.
About Student Activities
Student Activities invites individuals to experience the power of acting for themselves through involvement in student-led programs and events.
- Students are the participants rather than the spectators
- Participants will develop personal and spiritual qualities that prepare them for life
- Participants have the opportunity to act rather than be acted upon
- A wide range of activities will meet the diverse interests and abilities of students
- Students choose their own level of participation
The creation of Student Activities began on June 21, 2001 when President Gordon B. Hinckley (then president of The Church of Jesus Christ of Latter-day Saints) announced the new Brigham Young University-Idaho would not have an intercollegiate athletics program, but instead would develop a more in-depth activities program. After that announcement, then-athletic director Garth Hall was asked to put together Student Activities.
At that time, a committee composed of students, faculty and staff who were already involved in various aspects of student life (including athletics and other campus organizations) was organized to form the new program. Though they were not given any formal direction, the committee succeeded in making many decisions vital to forming the current identity of Student Activities, including establishing the five guiding principles of the program.
As Student Activities was initially viewed as a replacement for the athletics program, the focus began with Sports Activities, developing a hyper-inclusive Competitive program for students wanting a more athletic experience, and evolving the existing intramurals program into a Recreational Sports program for students wanting to participate with a lesser time commitment. Outdoor and Fitness Activities were added later.
During all of this development, student dances, student government and other more socially-oriented programs were under the supervision of the vice president of student life, Robert C. Wilkes. Eventually, the two â€œsilosâ€� were brought together, and the result was an Activities program with six areas: Sports, Fitness, Outdoor, Social, Talent and Service. These are the areas that constitute Student Activities today.
Under the leadership of Activities Directors Devon Shaum, and later, Clark Gilbert, the current leadership structure of Student Activities formed, and the student-led organization structure now used in many campus organizations was born. Students took on the roles not only of leading, but of teaching each other how to lead.
Student Activities is a student-led, campus organization that is divided into six areas of emphasis: Fitness, Outdoor, Service, Social, Sports and Talent. Within each area, there are categories and specific programs or events that are organized, staffed and executed by volunteer managers and their council members. These managers are assisted by student coordinators who have experience serving in that specific Activities Area. Student coordinators are, in turn, assisted by student directors who work with the student area director to ensure a smooth, successful program.
The most important part of the program is the leadership experience that each student gains as he or she prepares, acts and then reflects on the results of his or her actions. While there are staff advisors assigned to work with each area of Student Activities, theirs is a role of mentoring and shadowing. It is truly a student-run organization.
Student Activities Areas
Fitness Stewardship Statement
[http://activities.byui.edu/fitness Fitness Activities] invites all individuals to discover and maintain healthy lifestyles.
About Fitness Activities
Fitness Activities provides student-led classes, workshops, programs and events centered on cardiovascular conditioning and strength training. The goal of Fitness Activities is to help all studentsâ€”regardless of current fitness levelâ€”to live happier and healthier lifestyles. With a variety of class topics and times, every student has an opportunity to participate at their desired level.
Outdoor Stewardship Statement
[http://activities.byui.edu/outdoor Outdoor Activities] provides:
- Opportunities for growth through outdoor recreation experiences
- Opportunities for students to lead and teach other students
- Venues which will allow skill development, outdoor experiences and exploration of the outdoors
About Outdoor Activities
Outdoor Activities focuses its attention on taking advantage of the outdoor recreational activities available in southeastern Idaho. By providing guides, equipment rentals and planned events in a variety of outdoor settings, Outdoor Activities hopes to provide meaningful recreational opportunities no matter what the season: winter, summer or fall.
Service Stewardship Statement
[http://activities.byui.edu/service Service Activities] invites students to learn and grow through teaching doctrines of Christ-like service, rendering service to others and cultivating a desire for lifelong service.
About Service Activities
Service Activities offers opportunities for students to give meaningful acts of personal service to the local community, to the university community and to the world humanitarian community. By participating in selfless acts, students are encouraged to find joy and happiness in focusing on the needs of those around them.
Social Stewardship Statement
[http://activities.byui.edu/social Social Activities] creates opportunities for students to gather, develop socially, and make positive contributions to campus and community life.
About Social Activities
Social Activities is the organization behind the planning and execution of campus-wide dances, recreational dance instruction, and other events and parties designed to bring the student community together in a fun, socially positive environment.
Sports Stewardship Statement
[http://activities.byui.edu/sports Sports Activities] provides opportunities for participants to grow physically, spiritually, emotionally and socially, within a framework of competition and fellowship.
About Sports Activities
The Sports Activities area offers students options for participating in special sports-related events, competitive leagues or recreational leagues.
Competitive Sports is an intracollegiate sports program involving tryouts, student-coached teams, regular team practices (2-4 times per week) and team uniforms. Inclusion is a key as efforts are made to accommodate students who choose to participate at different skill and ability levels. Competitive Sports require a greater time commitment and focus when compared to leagues in RecSports.
RecSports leagues are open to co-ed groups, groups of friends, or wards that desire participation without the greater time commitment of Competitive Sports. There are various leagues in eac
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Answers:Well I know a lot of people who want to go to good colleges or be successful later on in life, so they strive to do their best. They know that what they are doing in high school wholeheartedly affects the rest of their lives. Sorry, but I don't really have any facts for you.
Answers:- Strict discipline - Politeness - High cost of living - Male dominance - It's not who you are it's who you know
Answers:I think it's just the fact that you can show that you are capable of learning something, which is important. Employers like to know that they are taking somebody on who is capable of picking up the skills needed to carry out the job. If you cannot prove that you are able to learn, it puts you way down the list of fanciable candidates!! I used to think that school and algebra, bioligy and history, were a total waste of my time. I was glad I had these qualifications when I managed to land my first job at age sixteen. I have worked ever since(now forty four). I agree that there should be more emphasis on "life" skills.
Answers:Here's a message I sent to d regarding her absolutely retarded arguement: You're trying to compare the right of free speech to the right to murder? Give me a break. Its been scientifically proven that a human life is formed the minute an egg and a sperm unite. Scientifically proven. That life has the same right to live that you do. What makes you think that it doesn't have the right to live? What? So you can get out of a "sticky situation"? That's taking the easy way out. So if someone is breathing down your neck to pay your mortage or they will reposess your house then you have the right to kill them? No situation merits killing another person. Nothing. Even getting pregnant at 13. Its still a life, and its still possible to live a happy life. Nothing merits that. If you want to argue rape, then you can carry it for 9 months and then put it for adoption. Never have to see it again. 9 months is well worth saving a human life. So you think gun control is a bigger problem? Are you serious???? Abortion kills thousands or more people every year than guns do. The numbers for deaths for abortions are in the tens of millions. Guns are in the tens of thousands. And you're telling me that's a bigger issue? Your logic makes no sense whatsoever. And I have yet to see global warming kill a single human life. Your arguement is so pathetic, the only way you could justify it is if you found proof that life didn't begin at conception. But since its been scientifically proven, your arguement has absolutely no logic. This goes to show you how little logic there is in arguing for abortion. Its called contraceptives, its called adoption. Case closed. People really need to open their eyes and stop being so ignorant. "Let's work on something more important, like gun control". My god. I would do it, but I have to give a couple presentations, but I'll observe it when I can. I'm definately pro-life (not just from religon, but from scientific fact and legal rights), so I'll probably find some other way to defend human rights. Here's one more interesting thing about abortion: The constitution obviously does not say fetuses are humans. Science says differently. But listen to this: In California, a man killed his pregnant girlfriend, and is currently getting charged with double homocide. But why? The fetus isn't a person? Yet the judge upheld the ruling, so its going to the appeals courts. If and when it makes it to the Supreme Court, then a decision will have to be made, guaranteing a fetus the status of a human or not. Granted it'll probably get defeated in the appeals courts (and it may have already) but cases like these will keep coming, and sooner or later one will make it to the Supreme Court. It's only a matter of time. Then we can stop this ridiculous practice of legalized murder. And I like your point in the emotional damages to the mother. No one thinks about that, either. Anyways, congrats to all you who aren't ignorant idiots with flawed logic, and realize abortion for what it is: mass murder. This is just like slavery - its jusitified at the time, but in the future people will look back upon it with scorn, and wonder how people could be so ignorant. Anyone who bothers to give me a thumbs down should at least take the curtosy to give a disenting arguement. I mean, you can not like what I say, but its immature if you give me a bad rating with no better arguement. But those women can find peace in the fact that their baby is alive and not dead.