A SEMI-DETAILED LESSON PLAN IN GRADE 11 PERSONAL DEVELOPMENT

A sample of semi detailed lesson plan in teaching personal development for grade 11 students. The lesson provides a 1 session discussion only. The session covers the understanding stress and warning signals of stress.

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This paper provides a review of major elements of stress and coping with a specific focus on physiological influences of stress on learners in educational settings. A general overview of stress and coping, including General Adaptation Syndrome(GAS) and its different stages, good and bad stress (eustress and distress) and their relation to physiology and psychology will be discussed. In addition, the importance and application of new technologies, in educational research, to measure physiological changes during stress will be reviewed. To measure physiological major bodily changes during stress (e.g. anxiety) in educational settings, different instruments such as EEG (electroencephalography), ECG (electro cardio-graphy), EOG (electro-oculography), EMG (Electromyography), GSR (Galvanic Skin Response), and tachistoscope are introduced for conducting educational research and assessing stress in teaching and learning environments. These technologies provide information about involved systems of the brain, heart, eye, muscle, skin, visual perception and attention, respectively. The importance of the paper is that educational researchers can combine their educational research methodologies (qualitative, quantitative and mixed) with application of these technologies to get a better understanding of the impacts of stress on physiological bodily changes of learners in educational contexts.

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This paper will help individuals understand better what stress is and how to manage it. It opens one's mind to the things that might affect a person's health

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Socio-emotional factors affecting EFL learning process in higher education: the case of AIEP students.

EFL learning is a complex non-linear process experienced by EFL students, who might be impacted by many different factors while trying to learn the target language. Among these factors, the emotional one is one of the most powerful and lasting elements involved in the teaching-learning proceedings. This brief action research tries to explore some recurring factors which may hinder or boost the process of learning English as a foreign language among students from a higher education institute called AIEP in Santiago, Chile. These EFL learners come from lower ranks of Chilean society and have experienced several situations and issues which might have impacted their EFL learning process in different ways.

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The main goal of this research is to determine effective methods for coping with distress and moderating its symptoms. My research was carried out in two directions: it is research penetrating stress theories and relating to famous researchers of the phenomenon in question, such as: Hans H. Selye, Alexander Lowen, Arnie Cann, Alix Kirsta, Henri Rubinstein, Jan F. Terelak and others. Also, it refers to own research and individual ideas originating from respondents' experiences in the scope of dealing with stress. They present their own, often unique methods for dealing with distress. It is to be noted that the methods are usually strongly connected with their personal sensitivity, preferences, temperament as well as the "imprinted habits" ordering them to react and behave in a specific way in a crisis 'situation'. It is to be emphasised that it is not easy to universalise strategies for dealing with stress since different people will react differently to a given.

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Learning management system (LMS) has become increasingly attractive in recent times. Modern education is highly technical dependent and this has redefined teaching learning process. Learning management system has both positive and negative implications in education. This invites us to explore the use and abuse of learning management system. This paper attempts to bring out a critical understanding on learning management system. Though learning management system has potential benefits for us, it needs to be managed to our needs and not entirely depending on it. It is therefore very important to be skeptical about the developments of LMS

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THIS PAPER IS ABOUT CHALLENGES STUDENT FACE WHICH AFFECT THEIR ACADEMIC PERFORMANCE IN SCHOOL.

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International journal of applied research

The present study examined the effect of Stress on Self-efficacy and Emotional Intelligence among College Students of humanities and sciences. Stress is how individual’s body response to pressure caused by a particular situation, such as a test, that requires you to adjust or respond. Stress can refer to the stimulus that causes person to reactsuch as the test. For example, if you feel yourself getting anxious and nervous about a test, the test is a stressor. Your reaction to the test can be thought of as stress. You are worried about the test, and you are exhibiting stress by feeling anxious and nervous (Miller, 2010). Self-efficacy is the individuals’ assessment of their capabilities to organize and execute actions required to achieve successful levels of performance (Bandura, 1986). Emotional intelligence is defined as the composite set of capabilities that enable a person to manage himself/herself and others (Cited in, Singh, and Chauhan, 2013). The present study attempts to ass.

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Adolescence is a turbulent time and a critical transformational phase during which major physical, emotional, cognitive and social shifts occur. The objective of this study is to explore ways in which female adolescents can acquire anger management skills. The study proposes that emotional competency is cultivated as a result of the neurological plasticity of the brain and by applying learning material based on the work of scholars in the fields of neuroscience and Applied Drama. Adolescence is an opportune time for girls to learn emotional competency skills as the incomplete development of the prefrontal area of the brain makes them more inclined to risk taking and less aware of logical thinking processes. The study indicates that anger floods the body with secretions like cortisol and adrenaline, blocking logical thinking. Angry incidences can have destructive consequences for relationships. The empirical study includes discussions of training levels for anger management, such as .

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