Theory of self-concept
Each of us has different personalities, attributes, strengths, and desires that we often fail to understand what is happening within us. While we may not be able to explain precisely why we think this way, or why we act in this way, the theory of self-concept is an excellent basic knowledge about the relevance of our experiences to our personal life.
Self-concept is the totality of our values, desires, thoughts, and attitudes toward our personal life structured systematically. In other words, this is how we think about ourselves and how we should perceive, behave, and carry out our various roles in life. It organizes all that we believe we are, what we think we can do, and how best we think we can do it.
According to Gordon et al. (2017), several factors can influence your self-concept. These factors can either be internal or external sources. Internal factors include what you perceive about yourself and others, what you put a lot of concentration on, how you interpret events and circumstances that occur in your life, how you view both failures and successes. In contrast, external factors include the surroundings that you interact with most of your time, how you socialize with others, and how other people perceive you.
This theory has a lot of assumptions on how we charge ourselves. The underlying premise of this theory is that no one is born with a self-concept. They are implying that the perception we have about ourselves can be changed and influenced by environmental factors. In this situation, self-concept beliefs to develop because of socialization. An individual can have a different perception of how other people perceive him. An individual may understand to be open, but others see him as secretive.
Another assumption is that self-concept organized; an individual may have several views of himself. He may think to possess all kinds of attributes that can best describe him loving, caring, stubborn among others.it will not matter how many perceptions you have about yourself, there is only one perception that can accommodate all these attributes making a one organized self-concept
Self-concept is assumed to be dynamic. An individual may encounter varying occasion, and new challenges in life, feelings towards himself may gradually change depending on how he or she reacted to those changes, we behave depending on how we view ourselves in a particular situation. (Miles & Galvez, 2017) Self-concept is a continuous growth that we expect to get rid of ideas and things that do not align with our self-concept and incorporate those that we think to help build the more attractive perception of our existence.
According to Glickman et al. (2017), learning as an adult has progress positive because this theory of self-concept makes you understand the perception you had about yourself yesterday you have on yourself today and the expectation you have for your next future time. In understanding this, it made me weigh my progress at all time and gets the best criteria to charge my learning progress. And I can conclude that my learning progress has been positive; how I could address some issues, the previous isnot similar to how I am handling today. The perception that i have about myself today is better than I had yesterday.
The France Fuller development cycle has got four steps. The survival, renewal, consolidation, and maturity stage. Survival stage, it is more often a teacher-guided with little interaction and contribution from learners. The teacher is not specific at this stage whether he or she can have total command of the class, and instead opt for passive roles for learners instead of active participants in the process of learning. If they manage to try a new technique, most teachers at this stage could make quick decisions on whether or not an original method is effective. They require questions of specific nature within their classroom and particular suggestions from consulting teachers to deal with those questions.
At the consolidation stage, the focus is on instructions and needs to form individual children. Teachers at this stage are capable of implementing rules and routines for groups and can have lessons that meet learners’ needs. They focus on different children with distinct problems and specialized needs. Teachers at this stage can take reasonable control of the class, although students with special needs can appear to be destructive.Renewal stage at this stage, teachers, have the capability in the practice of teaching learners. They are concerned with expert growth chances that exist either through the internal or external organization.
Most have the desire to attend seminars and become members of their professional association. They have the willingness to participate in other classes and having visitors to visit their classrooms so that they can exchange ideas and have new ideas from their workmates. Most of the teachers at this stage are self-motivated. And finally, the maturity stage most of the teachers at this stage are attracted to new ideas and resources; however, they have more in-depth and abstract questions about their philosophy of teaching and influence theirs have in and out of the classroom.
According to France Fuller’s development, the maturity stage is where I can rate myself to be. There are a lot of questions that I ask about myself, and my teaching mostly focuses on feelings, perspectives, and beliefs of education and children. I yearn for new ideas and resources, and there are a lot deeper and abstract questions that I usually asked myself about the philosophy of teaching and influence that may be having in and out of the school setup environment.
The desire to have full control of the classroom, understand my students by their problems, and the need to have new ideas is what motivated me every moment through all these steps. Seeing what those ahead had achieved and what they can manage to do gives a lot of strength. It hopes that you can also meet and be at that stage, all the privileges for being members of the professional association was something to admire to have too. Exchange of ideas and interaction with peers was a crucial moment. It gave some motivation and support, and it builds some confidence that you are capable of. The most significant support was from trainers. They were dedicated to assisting you in understanding all that was required.
Having more resources allocation for teachers will be of great value. It provides a peaceful moment to deliver more accurate information and in a better version because you can do much research with plenty of resources available, unlike when resources are limited (Ippolito & Fisher, 2019). Creating a more consultative forum, where teachers are able to consult others and exchange ideas will be necessary.
Having enough resources is an important thing; these include learning materials, research, assessment tools, among many other resources. When learning materials are available in the required measure, it makes it easy to deliver content to your learners. Like, with enough books to be used during a lesson, it is easier for learners to follow your teachings comfortably without scrambling for the books to track what you are teaching if required for them. Enough time should be allocated to allow adequate content delivery, and I will need more time because adults take a lot of time to internalize what they have been taught.
With enough research resources allocation, I will be able to deliver more accurate information in depth because of more in-depth research that I will undertake due to available research resources. Conducive environment for learning will be among what I will require from my supervisor to facilitate better content delivery.
It is crucial to analyze the development and learning preference to enable understanding of the new environment and the new team that you will interact with.it will also facilitate understanding of the student needs in your fieldwork. Analyzing development will enable you to develop self-confidence.
Reference
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2017). Supervision and instructional leadership: A developmental approach (10th ed.). New York, NY: Pearson. Read Chapters 1, 2, 3, and 4.
Ippolito, J., & Fisher, D. (2019). Instructional leadership for disciplinary literacy: Principals may not be experts in every subject area. But they can be instrumental in guiding disciplinary literacy efforts.
Mette, I. M., Range, B. G., Anderson, J., Hvidston, D. J., & Nieuwenhuizen, L. (2015). Teachers’ perceptions of teacher supervision and evaluation
Miles, K. H., & Galvez, M. (2017). To drive change, realign your resources: To meet new challenges, schools must learn to use people, time, and money
Pappas, C. (2013, May 9). The adult learning theory – andragogy – of Malcolm Knowles [Web resource]. eLearning Industry.