What means to be a successful student? Being productive at studies, working at part-time job, or expressing talents? Yes, in the modern world all these activities can characterize a student as a successful one. The reason for this statement is that the time when the only student’s mission was to study had passed. Our life gets faster and faster rhythm, so it is very important to be everywhere and to do everything. I, as a student, see this picture very clear in daily life: parents expect the highest grades in the University, employers ask for more work experience, and, finally, the talents should be expressed. Definitely, there is no necessity to do all this things in certain period of life, but there is a possibility to do it. Looking to the KIMEP students I can easily prove my point of view, as the many of students show that they are successful not only at studies, but also in many other spheres. Let me describe the KIMEP environment, which, actually, pushed me up to the idea that students can do much more than only studies. First of all, of course, it is a personal schedule. It is a present to our student as they can plan their time and choose a convenient time for them. This feature of KIMEP allows finding a job. Also KIMEP provides with workplaces, so it is another opportunity to mix studies and working at the same place. Besides, there is a very active and unique student life at KIMEP. More than thirty student organizations give students different opportunities to develop their personal qualities. It can be leadership or organizational skills, sport activities and other qualities which will help students in the future. As a rule, almost all the successful students are members of one or more student organization. Student lif...
... middle of paper ...
...s, but this research will show how KIMEP students understand this issue.
Works Cited
Adamson, B., Covic, T. (2004). Teaching time and organizational management skills to first year health science students: does training make a difference? Journal of Further and Higher Education,Vol.28,No.3
Lopez, D., & Schoeder, L. (2008). Designing strategies that meet the variety of learning styles of students.
Malts, L., Fedoseeva, A., (n.d.) Psychologicheskie criterii zhiznennoi uspeshnosti studentov pedagogicheskogo vuza. Retrieved on 9 of February, from http://psysis.ru/?PSIHOLOGIChESKIE_KRITERII_ZhIZNENNOI_USPEShNOSTI_STUDENTOV...
Renchler, R. (1992). Student motivation, school culture, and academic achievement. What school leaders can do.
Waiten, W., Lloid, M., Dann, D., Hammer, E. (2009). Psychology applied to modern life. Adjustment in the 21st century. 3 – 26.
The World of Psychology. (2002). A Pearson Education Company. Boston, MA: Samuel Wood & Ellen Green Wood p. 593
Feist, G. J. & Rosenburg, E. L. (2012). Psychology: Perspectives & connections (2nd ed.) (Vital Source digital version). New York, NY: McGraw Hill.
Weiten, W., Lloyd, Margaret A., Dunn, Dana S., Yost-Hammer, Elizabeth. (2009). Psychology Applied to Modern Life; Adjustment in the 21st Century. (9th ed). Belmont, CA: Wadsworth Cengage Learning.
The study of psychology began as a theoretical subject a branch of ancient philosophy, and later as a part of biological sciences and physiology. However, over the years, it has grown into a rigorous science and a separate discipline, with its own sets of guidance and experimental techniques. This paper aims to study the various stages that the science of psychology passed through to reach its contemporary status, and their effects on its development. It begins with an overview of the historical and philosophical basis of psychology, discusses the development of the various schools of thought, and highlights their effects on contemporary personal and professional decision-making.
Davis, S. F., & Palladino, J. J. (2003). Psychology. (4th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
Waiten,W., (2007) Seventh Edition Psychology Themes and Variations. University of Nevada, Las Vegas: Thomson Wadsworth.
Sims, R. & Sims, S. (1995). The importance of learning styles: understanding the implications for learning, course design, and education. London: Greenwood Press.
Four years later in 1917, Vygotsky graduated from Moscow University and landed a job as a literature teacher at one of the local secondary schools in Gomel, Russia. He would continue his work as a teacher from 1917-1924, when he resigned to accept a job at the local teacher’s college. There, one of Vygotsky’s responsibilities was to teach courses in psychology, which is what sparked his interest in psychology, specifically cognitive development of children. During 1924, Vygotsky met a man by the name of Alexander Luria who worked at Moscow’s Institute of Psychology (MIP). Impressed by Vygotsky’s work, Luria offered him a job working at MIP, which allowed him the opportunity to work and study the cognitive development of children and adults suffering from numerou...
Lloyd, Margaret A., Dana S. Dunn, and Elizabeth Y. Hammer. Psychology Applied to Modern Life: Adjustment in the 21st Century. By Wayne Weiten. 9th ed. Australia: Wadsworth Cengage Learning, 2009. 75-137. Print.
“A learning style is a way of learning and refers to the way that you learn new information” (2). Most people have one preferred learning style and perform to a lesser standard when learning in a different style than what they’re used to. Nowadays, children are told to take a quiz in school to determine what their preferred learning style is, but after a few years, not many of these children remember what their preferred learning style is, or even if they do, they don’t apply it to their learning.
Nevid, J.S., & Rathus, S.A. (2005). Psychology and the challenges of life: Adjustment in the new millenium (9th ed.). Hoboken, NJ: John Wiley & Sons.
Weiten, W., & Lloyd, M. A. (2006). Psychology of Applied Modern Life. Canada: Thomson and Wadsworth.
Many theorists have long reported that paying attention to school culture is the most important action that a leader can perform. Impact of learning is mediated through climate and culture of the school and is not a direct effect (Hallinger and Heck 1998).
Kameenui, Edward J., and Deborah C. Simmons. Designing Instructional Strategies: The Prevention of Academic Learning Problems. Columbus, OH: Merrill Pub., 1990.
Thought out our lives, we are faced with many different learning experiences. Some of these experiences have made a better impact than others. This can be attributed to everyone’s different multiple intelligences or learning styles. A persons learning style is the method though which they gain information about their environment. As a teacher, it is our responsibility to know these styles, so we can reach each of our students and use all of the necessary methods.