- In this discussion, students described themselves using the question. This made the students reflect on past occurrences that shaped them into their present selves. Students will then access how to incorporate what they have learned and place it in their future classes.
- Think of something you are good at – something which you know you do well. (This may be an academic subject, but equally could be a hobby or skill – in short, anything at all that you're good at). Describe how you became good at this.
- Think of something you feel positive about – something which you like about yourself. This could be anything about yourself which tends to make you proud. Discuss how you know that you can be proud of this – in other words, upon what evidence is this positive feeling based?
- Think of something which you don't do well! This could be the result of an unsuccessful learning experience, maybe long ago or maybe recently. Discuss each of the following: what went wrong, do you think, in your learning relating to this thing you do not do well? And who, if anyone, might have been to blame for this?
- Think of something you can indeed do well, but that you didn't want to learn at the time you learned it. This could be something like 'driving', 'swimming',' cooking' or, equally, it could relate to a particular area of academic study – perhaps 'statistics' or 'economics' and so on. Whatever it is, you're probably pleased now that you succeeded with it – it's likely to be useful to you now. Discuss what kept you going, so that you did indeed succeed in this particular episode of learning.
- Summary
- Research Question
- Research Results
As a student, I have personally faced different obstacles that seemed harder than they actually were. There were times that I have denied to have had an obstacle just to ignore the occurrence. When students are first confronted with an obstacle, the worst thing to do is deny that the problem exists (Sicinki2010). Students that deny what they are facing will not have the opportunity to correct what went wrong. They must first accept that there is an obstacle present in their lives. Then acknowledge that the circumstances are temporary when a positive solution is received.
After a student has accepted and acknowledged their obstacles, they must overcome the affects. Without obstacles there cannot be a resolve to change something for the better. Creative and critical thinking was built as a foundation of obstacles and problems students faced (Sicinki2010). If there were no obstacles to be faced, then there would be have any creative or critical thinking. Students must develop solutions that best change the obstacle.
- Research Summary
Sicinki, Adam. "How to Overcome Obstacles Mind Map." IQ Matrix Blog. N.p., 07 July 2010. Web. 28 June 2015
less