Improving Intrapersonal Skills

2020 ◽  
pp. 109-122
Keyword(s):  
Intrapersonal Skills

Teaching Efficacy, Interpersonal, Intrapersonal Skills and Teaching Performance in the Tertiary School

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Marie Paz H. Angeles
Keyword(s):  
Interpersonal Skills ◽  
Pearson Correlation ◽  
Item Analysis ◽  
Teaching Efficacy ◽  
Self Report ◽  
Teaching Performance ◽  
Student Sample ◽  
Intrapersonal Skills ◽  
Teaching Learning ◽  
The Relationship

This study investigates the relationship between teachers’ interpersonal skills, teachers’ teaching efficacy, and teaching performance as perceived by the teacher, peers and students. The data on teaching efficacy, teachers’ interpersonal-intrapersonal skills were generated through the different scales which were developed and validated by the researcher. The self-report of teachers on their efficacy was utilized to know more the samples’ perception on teaching and their attitude in the teaching- learning process. The data on teaching performance were generated from the peer and student sample through the teaching performance instrument. Descriptive statistics, item analysis procedure, Pearson correlation coefficient, using the SPSSPC-DOS program were basic tools for data evaluation. T h e following results was derived from the data generated: Teachers’ interpersonal skill is directly related to the teaching efficacy scores. Teachers’ intrapersonal skill is significantly related to the teaching efficacy scores. Keywords - Teaching efficacy, interpersonal skills, intrapersonal skills, teaching performance

Promoting Deeper Learning in High School: Evidence of Opportunities and Outcomes

2019 ◽  
Vol 41 (2) ◽  
pp. 214-234 ◽  
Author(s):  
Jordan Rickles ◽  
Kristina L. Zeiser ◽  
Rui Yang ◽  
Jennifer O’Day ◽  
Michael S. Garet
Keyword(s):  
High School ◽  
High Schools ◽  
Small Schools ◽  
Civic Life ◽  
Learning Skills ◽  
Learning Domains ◽  
Education Improvement ◽  
Intrapersonal Skills ◽  
School Careers

Policymakers and practitioners are increasingly interested in students’ deeper learning skills, or the interpersonal and intrapersonal skills students need to succeed in school, careers, and civic life. This article presents evidence about whether the concept of deeper learning—applied across a variety of approaches—has potential merit as a means for education improvement. The analysis, based on 16 high schools implementing a school-wide approach to promoting deeper learning within the context of small schools, indicates that students who attended schools focused on deeper learning reported greater opportunities for deeper learning, greater competency in some deeper learning domains, had higher rates of graduating from high school, and were more likely to enroll in 4-year colleges than similar students who attended comparison schools.

scholarly journals Development of Worksheets for High School Biology Student-Based On Critical Thinking Skills on the Circulation System Concept

2020 ◽  
Vol 2 (1) ◽  
pp. 47
Author(s):  
Ellen Nabella ◽  
Muhammad Zaini ◽  
Aulia Ajizah
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Small Group ◽  
Interpersonal Skills ◽  
Biology Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Circulation System ◽  
High School Biology ◽  
Intrapersonal Skills

Learning in the 2013 curriculum requires a learning process that refers to the scientific approach. The teacher becomes the centre of learning in the current educational problems, students accepting learning as an abstract does not have the opportunity to develop their thinking skills. The purpose of this study is to develop a valid, practical, and effective Educator Worksheet (LKPD). This study uses the Tessmer design method, which consists of (1) expert review; (2) one-to-one; and (3) small group. Subjects of expert opinion research included two biology education lecturers and one high school biology teacher. Individual test subjects were three students educated. The small group test subjects were six students who were educated. The type of data obtained includes data effectiveness expectations. The results obtained from the effectiveness of expectations based on students' critical thinking skills in working on LKPD have very good categories (including analysis, reference, and exploration) and have good categories (including interpretation and self-regulation). Interpersonal skills (collaborating) and intrapersonal skills (conscientious) students have very good categories with scores of interpersonal skills and intrapersonal skills 86.33%.

Intrapersonal skills

2019 ◽  
pp. 75-84
Author(s):  
Newton D’souza
Keyword(s):  
Intrapersonal Skills

scholarly journals Key Soft Skills in the Orientation Process and Level of Employability

2021 ◽  
Vol 13 (6) ◽  
pp. 3554
Author(s):  
Ana Rodríguez Martínez ◽  
Verónica Sierra Sánchez ◽  
Carolina Falcón Linares ◽  
Cecilia Latorre Cosculluela
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Interpersonal Relationships ◽  
Qualitative Methodology ◽  
Soft Skills ◽  
Orientation Process ◽  
Intrapersonal Skills

We understand soft skills as an integrated set of knowledge, skills and values that facilitate the effective, affective and efficient development of a skill or activity. The objective of this study was to identify the soft skills that are most often used in the orientation process and those that improve employability, according to Spanish counselors. A qualitative methodology was used. The participants (n = 57) were orientation professionals. A total of 273 interviews were conducted over five years. The results and conclusions show that communication and decision-making are the most important competencies in the orientation process and at the level of employability, followed by intrapersonal skills, skills in interpersonal relationships, teamwork, problem solving, adaptation to new situations, creativity and leadership.

scholarly journals LUSCOFUSCO, UN ESPACIO PARA SENTIR.

2016 ◽  
Vol 3 (1) ◽  
pp. 71
Author(s):  
Laura Reyes Quintela
Keyword(s):  
Rural Schools ◽  
Natural Environment ◽  
Alternative School ◽  
Rural School ◽  
Traditional School ◽  
Free School ◽  
Process Use ◽  
Intrapersonal Skills

Abstract:LUSCOFUSCO, A PLACE TO FEEL.Luscofusco is a children’s daycare that offers an alternative to the traditional school for children 2 to 6 years old. We began our adventure in Oza, a small village in the province of A Coruña, restoring an old rural school which had been closed years ago. Inspired by philosophies as Montessori, Pestalozzi, Malaguzzi our goal is to recover the essence of the old rural schools, and at the same time energize the area in which we are located. We are a new concept of preschool in which our role is to guide children as they develope cognitive, motor, emotional, affective, inter and intrapersonal skills through play, coexistence and experience. All this, in a carefully prepared family atmosphere situated in a natural environment. We base our work on respect for kids, their interests and their motivation to turn them into the protagonists of their learning. We assume a role of mediators in this process, use a non-directive approach and offer individual attention.Keywords: Free School, an alternative school, non-directive pedagogy, natural environmentResumen:Luscofusco es un espacio infantil que ofrece una alternativa al sistema educativo tradicional a niños y niñas de 2 a 6 años. Comenzamos nuestra andadura en Oza, una pequeña aldea en la provincia de A Coruña, restaurando una antigua unitaria cerrada años atrás. Hemos puesto la ilusión en recuperar la esencia de las antiguas escuelas rurales, y al mismo tiempo dinamizar la zona, inspirándonos en filosofías como las de Montessori, Pestalozzi, Malaguzzi…. Somos un nuevo concepto de espacio infantil en el que nuestro papel es el de guiarles para lograr el desarrollo de todas sus competencias cognitivas, motoras, emocionales, afectivas, inter e intrapersonales; a través del juego, la convivencia y la experiencia. Todo ello en un ambiente familiar, cuidadosamente preparado, situado en un entorno natural. Nos basamos en el respeto al niño y niña, a sus intereses, a sus motivaciones para convertirles en protagonistas de su aprendizaje asumiendo un papel de mediadoras en este proceso, utilizamos una metodología no directiva y ofrecemos una atención individualizada.Palabras clave: Escuela Libre, escuela alternativa, pedagogía no directiva, entorno natural

scholarly journals Development of High School Biology Students Worksheets Based on Critical Thinking Skills on the Concept of the Digestive System

2020 ◽  
Vol 2 (1) ◽  
pp. 36
Author(s):  
Rindi Antika ◽  
Muhammad Zaini ◽  
Muhammad Arsyad
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Small Group ◽  
Cognitive Skills ◽  
Interpersonal Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Group Test ◽  
School Year ◽  
Intrapersonal Skills

One of the problems of life that are happening right now is the problem in education. Three skills need to be improved including 1) the field of cognitive skills, 2) interpersonal skills, and 3) intrapersonal skills. The purpose of this study is to improve the Student Worksheet (LKPD) so that it has effective criteria. The use of LKPD in the learning process is expected to improve students' critical thinking skills. The research method used is the Tessmer design using a small group test. Critical thinking skills refer to Facione 1990 while the structure of LKPD development refers to Daryanto & Dwicahyono. The small group test subjects were six high school class XI students. This research is development research using Tessmer design. The study was conducted for one semester, namely in the 2019-2020 school year. The results showed that the effectiveness of LKPD based on the assessment of students' critical thinking skills in working on LKPD had a category of at least good, interpersonal skills had a very good category, and intrapersonal skills had a very good category.

scholarly journals The Relationship between Iranian EFL Learners’ Emotional Intelligence and Metacognitive Reading Strategies Use

2020 ◽  
Vol 6 (2) ◽  
pp. 31-43
Author(s):  
Seyed Hesamuddin Aliasin ◽  
Samira Abbasi
Keyword(s):  
Emotional Intelligence ◽  
Reading Strategies ◽  
Interpersonal Skills ◽  
Metacognitive Strategies ◽  
Efl Learners ◽  
Convenience Sampling ◽  
Intrapersonal Skills ◽  
Metacognitive Reading Strategies ◽  
Age Range ◽  
The Relationship

Although emotional intelligence (EI) and metacognitive strategies have been addressed by different researchers across the globe, the relationship between EI and the use of metacognitive reading strategies by L2 learners needs further exploration. To fill this gap, at least partially, the present study investigated the relationship between emotional intelligence and the use of metacognitive reading strategies by EFL learners. Based on the convenience sampling method, 119 Iranian EFL learners across the age range of 18-27 were selected as the earlier subjects. These subjects were then homogenized through the administration of the PET reading test, which reduced the number of the participants to 102 intermediate EFL. The main instruments included Bar-On's (1997) Emotional Intelligence Questionnaire and Mokhtari and Sheorey’s (2002) Survey of Reading Strategies Questionnaire (SORS) that measured metacognitive reading strategies use. The results revealed a moderate and positive correlation between a) emotional intelligence and the use of metacognitive reading strategies; b) intrapersonal skills, interpersonal skills, adaptability, and general mood and global metacognitive strategies; c) intrapersonal skills, interpersonal skills, and general mood and problem-solving metacognitive strategies; and d) intrapersonal skills, interpersonal skills, and general mood and support metacognitive strategies. Furthermore, multiple regression analysis results indicated that the EI scales of general mood and interpersonal skills significantly contributed to the prediction of the use of metacognitive reading strategies by EFL learners.

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