By: S. KAPZAMANG
Kum paisa 2006, spring semester a class ka lakte lak a khat, “Advanced Theories of Learning and Brain Research” in ka lungsim a hon khoih mahmah a, huai class a ka zil khenkhatte uh gelhkhepah ding ka chihleh Lamka a institution khenkhatte’n naupang discipline buaipih a om man un ka hon gelhpah ut kei a, tu’n tamlou ka hon gelh khia hi. Ka gen ut tak chiang zaw ding ngaihtuahna in ka research paper a sentence khenkhat leng ka hon tel sak hi. School discipline hoih pipi a khang khia leh huchibang schoolte a teacher semkha ngei i tam uh ka gingta a, i thu kikup un school kailai leh teacher seplai a hon ngaihtuah sak ka gingta hi. Tulel in naupang kum 5 – 18 kikalte lak ah nna ka sem a, ka class toh kisai a field observation bawl a school tuamtuam a va pai a observation report pezel ka hihman in, class a ka sinte leh muhte ei lam a i discipline zatlelte tawh tehkak a phattuampih i om ngei lamen in tamlou ka hon kum nuam hi. Education leh naupang kephoih innsung leh nam khanna ding a poimoh lua ahihman in nu-le-pate leh school/college te’n theihtawp suah poimoh kasa hi.
A. Classroom Discipline Poimohna
School naupangte’n lai hoih tak a azil theihna ding un classroom discipline poimoh ahih dan Americate’n zong a hah gen mahmah ua, teacher orientation chiang bang in a hah gen pente uh lak a khat ahi. Ei lam bang a aw-gum (aw-khauh) zat loiloi, naupangte kilauh-sak leh naupang gawt phallouh ahihman in, bangchileh naupangte a subject ua lunglut sak ding, bangchileh chiim (bored) saklou ding chihlam a hahbawl mahmah uhi. Tulai in khuak theihtheih dan a laizilna (brain-based learning) chih a thang sak mahmah ua, naupangte laisim a lunglut kei ua classroom discipline a hoih keileh a teacher pen siamlou hi’nteh a chi ua, naupangte mohsalou in a teacher pen a mohsa zaw uhi. Jensen (2000) in “Khuak theihtheih dan (brain-based learning) a laizilna laizil ding dan diktak ahi” chi in, “Khuak theihtheih dan a laizilna zat ahih toh kiton in nidanglai (traditional) dan a classroom discipline pen mang hiaihiai” ding in gen hi. Inn sung a tate thununna (thuzohna) ding a vua leh vaulau hang a, school a gawt leh vaulau nawn hang a, khawsung/vengsung a vaihomte’n huchibang bok a thagum mah zang zel hang a, naupangte a hong khanlet chiang ua midangte a thununna ding ua thagum a hon zat khum ua leh lamdang khollou (ei akipan a zilkhiat uh) bang maw le?
B. Bangziak a Naupangte Discipline Haksa
Naupangte buaina bawl ut a school kai hikei mahle uh thil tuamtuam ziak in school ah buaina bawl khanak uhi. Classroom buaina ziak tampi omte lak a poimoh pen ahihleh laizilna environment ginalou ahi ut mahmah hi. Laizilna mun ginalou sak khenkhatte: naupangte’n teacherte lau law zezen, lawmte nuihsan leh simmoh ding lau (teacher in dotna dong ding leh kimuang ngam ding a thuhilhlou), class a mitam lua, siangthoulou (gim namsia), naupangte lunglut theihna ding lam zon sang a teacherte lunglutna dan kia a class pai, laizilna panpih ding vanzat kichinglou chihte hi ut mahmah hi. Jensen in “Naupangte thil zil a lungluthuailouh chiang mihing khuak a ‘orbitofrontal cortex area’ in na sem ginalou ahi” chi a, naupangte lunglut sak ding a poimoh dan hahgen mahmah hi. Naupangte’n laizil a utna ding ua amau lunglutna lam zonpihlou a khauhtak a thunun a gawtna piak in naupangte bawlhoih sang in a hinkhua uh sesak zaw ahi chi in Glenn, Lott & Nelsen (1997) te’n gen uhi. Naupangte khauhtak a thununna in amau apan kimuanngamna bei sak in lauhna, hehna, huatna, phuba lak utna, thuman utlouhna, kiniamkoihna, leh teacherte leh school thuneitute’ tung a thangpaih tentunna piang sak hi chi’n Marshall (2001) in gen hi. Inn sung hi in school hileh naupangte i kepna u’ah pilvanna ding tampi om leh kilawm maw?
C. Khuak Theihtheihna Dan a Laizil (brain-based learning) leh Khanglui Dan
Khuak theihtheih dan a laizilna leh khanglui (traditional) dan a laizilnate’ kibatlouhna khenkhatte saulou chik in i kikum ding uh. Khanglui dan a laizilna in teacherte’n hoih taka lai a hilh theihna ding un discipline khauhtak zat a naupangte daih sak ding chi a, himahleh, khuak theihtheihna dan a laizilna in naupangte lunglutna lam leh lunglut ding dan in lai sinpih le’ng, discipline buaipih luat kullou ding chi hi. Naupangte’n a ngaihdan uh, deihdan uh, muh dan uh, leh theihtheih dan uh hangsan taka genkhiatna ding hun lemtang inn sung leh classroom ah pethei le’ng mahni kimuan-ngamna (self-confidence) tun ding in lehkhasiamte’n gen ua, khauhtak a thunun sang in naupang himahle uh mihing ahihnna uh zahtak kawm in hasuan/hanthawn le’ng, lai theithei zaw tham ding ua, midangte leng zahtak dan siam zaw ding un gen uhi. Khuak theihtheihna dan a laizilna ngai poimohte’n a teacher pen naupangte thununtu (controller) hilou in lamhilhtu leh hasuantu hizaw chi uhi. Khuak theihtheihna dan a laizilna in a ngaih poimoh mahmah guk (6) om a huaite saulou genbeh ni:
1. Classroom a naupangte buai vingveng a om thei zel pen thil lamdang hilou in ahi ding mah ahi chi ua, teacherte’n a ziak a zon khiat ua naupangte ommawhna (energy) a hoih lam a a-zat sak ding uh ahi chi uhi. Naupang ngen om khawm dai khipkhep gige mawk le uh a hoih lam sang in hoihlou lam hi zaw ding hi.
2. School laizilna mun ahi a, lau kawm hilou a lungsim zalen leh thawveng tak a laizil ding poimoh mahmah hi. Sepaihte’ kikol bang a kikolna mun ahihleh naupangte’n teacherte gen peuhpeuh zui mawk ding ua, amau ah ‘originality’ omlou thei hi.
3. School leh classroom ah ut dandan in om bangmah le uh, naupangte a taangpi in mihoih hi ua, teacherte’n naupangte theisiam a naupangte lunglutna leh lunglut dan zon siam a laizil pih dan tuamtuam leh thil tuamtuam hihpih ding poimoh hi.
4. Naupangte thununna (discipline) hoih pen ahihleh a lunglutna uh leh theihsiam theihdan uh theih a huai dan a laizil sak ahi. A laizilna u’ah lunglut sak lehang khauhtak a thunun kullou ding hi.
5. Teacher hoih leh hoihlou classroom a naupangte’ om dan apan in theihtheih hi. Teacherte’n naupangte a khuak uh zang ding in a laizilna u’ah lunglut sak le uh classroom a buaina (disturbance) tawm tuam mahmah ding hi.
6. Teacherte’n a naupangte uh lunglutna leh theihtheih dan uh hoih tak in thei uh hen la laihilh dan chi tuamtuam zang le uh classroom buaina 95 % vel in kiam ding hi in lehkhasiamte’n gen uhi.
D. Buaina Bawl Naupangte a Thunun dan uh
Classroom a buaina bawl teitei naupangte a thunun dan uh ei lam a naupang i thunun dan uh tawh kibanglou deuh a, “Color Code” leh “Time Out” chih khong zang taangpi uhi. Buaina bawl naupangte teacherte’n classroom sung mah room kil khat ah tusak in “Time Out” pia ua, pau hetlou in minute 5-10 kikal a tut sak khit chiang un awl in houpih ua, naupang in kidik sak a teacher a seel (argue) leh a “Time Out” behlap hiam ahihkeileh principal room ah sawl uhi. Teacherte’n buaina bawl naupangte a houpih chiang un, bang ziak a naupang’ om dan in buaina tun ahia chih hoih taka ahilh khit chiang un naupang kiangah bangchi in om leh huai buaina hihnawnlou ding ahia chi in dong ua, buaina pumpelh ding dan a naupang mah ngaihtuah sak in gen sak uhi. School khenkhat in “Time Out” a piak khit chiang un “Think Sheet” kichi naupang buaina bawlte kiang ah pia ua, dotna bangzah hiam dawng sak in, nidang chiang a buaina apan bangchi kihepkhiat ding chihte gelh sak uhi. Ka research paper a sentence khenkhat ka hon telsak ding aw: To make the disruptive students think and reflect upon their activities, it is good to create a safe environment in which they would be given the opportunity to tell what they did, what they could do not to repeat the same offense, and what they are committed to do in the future. While external motivators like punishment or reward give solution to discipline problem for a short period of time, internal motivators like ownership of behavior, self-discipline, and self-developed plans could change one’s life. Using external motivators, we can control the behavior of people but we cannot change them. Change that comes from internal motivators last much longer than change that comes from external motivators (Marshall, 2001).
D. Naupang Gawtna (Punishment) Piak Ki-en Thak Le
Eilam ah naupang gawtna piak leh kilauhsak i chindan uh hilai in ka thei a, naupang in teacherte leh nu-le-pate a lauh sung un thununna phatuampi bang mahleh phatuam lawtellou ahi de aw ka chi sim hi. Himahleh, gawtna leh vaulauna in om dan hoihlou bel bangtan hiam kham daai zou tham a, khenkhatte hong kibawl hoih thei bang leng a om uh ka gingta. Naupang gawt khenkhatte’n amau hehna sunkhiatna ding a naupang gawt uh a de aw chih theih pawl om a, naupang gawtna piak in hinna kikhekna taktak tunlou ahi chih tulai a brain research bawlte ngaihdan ahi. Ka research paper a ka gelh- The ultimate aim of discipline is civility which is to come from self-discipline. Since classroom activities cannot take place without some degree of discipline, it is important for teachers to broaden their understanding of discipline and enforce it wisely to motivate students to learn. Clark states discipline to be more than how to let students behave but how to “support them as they learn to channel and direct their positive energy in ways that accomplish their goals and those of their community.” Unless self-discipline or self-control is taught and the students are motivated internally to take part in the discipline process, external methods of control does not work when the teachers or parents are not around.
Naupangte gawt thohlou in bang chih leng a lungsim uh ka zou thei de aw chithei lehang i gam, i nam, leh ii innsung uh a hong chidam zaw diam chih dotna kidong le’ng uthuai ka sa hi. I gam a kivaulauna leh thagum zatna a hong tawmna/kiamna ding in naupangte lam dik ah pii thei le’ng maw?
<<<<<<<<<<>>>>>>>>>>>>>>>>>>>>>
Ka Laibu Ette
01. Alexander, P. A. & Murphy, P. K. (2006). Understanding how students learn: A guide for instructional leaders. Thousand Oaks, CA: Corwin Press.
02. Canter, L. (1988). Assertive discipline and the search for the perfect classroom. Young Children 43(2), p. 24.
03. Covington, M. V., & Teel, K.M. (1996). Overcoming student failure: Changing motives and incentives for learning. Washington, DC: American Psychological Association.
04. Davis, A. (2004). The credentials of brain-based learning. Journal of Philosophy of Education, 38(1), pp. 21-36.Edwards, C. (1994). Learning and control in the classroom. Journal of Instructional Psychology, 21(4), 340-346.
05. Fogatry, R. (2002). Brain compatible classrooms. Arlington Heights, IL: Skylight
06. Professional Development.
07. Ginsberg, M. B., & Wlodkowski, R. J. (2000). Creating highly motivating classrooms for all students: A schoolwide approach to powerful teaching with diverse learners.
08. San Francisco, CA: Jossey-Bass Inc.
09. Glenn, H. S., Lynn, L. & Nelsen J. (1997). Positive discipline in the classroom: Create a classroom climate that enhances academic learning. Rocklin, CA: Prima Publishing.
10. Kohn, A. (1998). What to look for in a classroom:…and other essays. San Francisco: Jossey-Bass Publishers.
11. Leamnson, R. (2000). Learning as biological brain change. Change, 32(6), pp. 34+
Retrieved February 18, 2006 from EBSCOhost database (#4349, Change): http://www.ebsco.com Lucas, R. W. (2003). The creative training idea book: Inspired tips and techniques for engaging and effective learning. New York: American Management Association.
Mackenzie, R. J. (1996). Setting limits in the classroom: How to move beyond the classroom dance of discipline. Rocklin, CA: Prima Publishing.
Marshall, M. L. (2001). Discipline without stress punishments or rewards: How teachers and parents promote responsibility and learning. Los Alamitos, CA: Piper Press.
Mercer, C. D., & Witzel, B. S. (2003). Using rewards to teach students with disabilities.
Remedial & Special Education, 24 (2) pp. 88+. Retrieved February 22, 2006 from EBSCO database: http://www.ebsco.com
Nelsen, J., Escobar L., Ortolano, K., M. F. T., K. O., Duffy, R., Owen-Sohocki, D. (2001). Positive discipline: A teacher’s A-Z Guide (Rev. 2nd ed.). Rocklin, CA: Prima Publishing.
Orange, C. (2005). 44 smart strategies for avoiding classroom mistake. Thousand Oaks, CA: Corwin Press.
Prigge, D. J. (2002). 20 ways to promote brain-based teaching and learning. Intervention in school and clinic, 37 (4), 237-241.
Sample, J. (2002). Learning vs. performance: Implications for adult learner. National
Adult Learning Conference, sponsored by the University of South Carolina (June 23-25, 2002, Orlando, FL).
Schneider, M. F. (1994). Help! My teacher hates me: How to survive poor grades, a friend who cheats off you, oral reports, and more. New York: Workman Publishing Company, Inc.Taylor, B. W. (1987). Classroom discipline: A system for getting the school administrator to see classroom discipline problems your way. Dayton, OH: Souther Hills Press.
Wolfgang, C. H. (1999). Solving discipline problem: Methods and models for today’s teachers (4th ed.). Needham Heights, MA: Allyn & Bacon.
Source: www.zogam.com
Kum paisa 2006, spring semester a class ka lakte lak a khat, “Advanced Theories of Learning and Brain Research” in ka lungsim a hon khoih mahmah a, huai class a ka zil khenkhatte uh gelhkhepah ding ka chihleh Lamka a institution khenkhatte’n naupang discipline buaipih a om man un ka hon gelhpah ut kei a, tu’n tamlou ka hon gelh khia hi. Ka gen ut tak chiang zaw ding ngaihtuahna in ka research paper a sentence khenkhat leng ka hon tel sak hi. School discipline hoih pipi a khang khia leh huchibang schoolte a teacher semkha ngei i tam uh ka gingta a, i thu kikup un school kailai leh teacher seplai a hon ngaihtuah sak ka gingta hi. Tulel in naupang kum 5 – 18 kikalte lak ah nna ka sem a, ka class toh kisai a field observation bawl a school tuamtuam a va pai a observation report pezel ka hihman in, class a ka sinte leh muhte ei lam a i discipline zatlelte tawh tehkak a phattuampih i om ngei lamen in tamlou ka hon kum nuam hi. Education leh naupang kephoih innsung leh nam khanna ding a poimoh lua ahihman in nu-le-pate leh school/college te’n theihtawp suah poimoh kasa hi.
A. Classroom Discipline Poimohna
School naupangte’n lai hoih tak a azil theihna ding un classroom discipline poimoh ahih dan Americate’n zong a hah gen mahmah ua, teacher orientation chiang bang in a hah gen pente uh lak a khat ahi. Ei lam bang a aw-gum (aw-khauh) zat loiloi, naupangte kilauh-sak leh naupang gawt phallouh ahihman in, bangchileh naupangte a subject ua lunglut sak ding, bangchileh chiim (bored) saklou ding chihlam a hahbawl mahmah uhi. Tulai in khuak theihtheih dan a laizilna (brain-based learning) chih a thang sak mahmah ua, naupangte laisim a lunglut kei ua classroom discipline a hoih keileh a teacher pen siamlou hi’nteh a chi ua, naupangte mohsalou in a teacher pen a mohsa zaw uhi. Jensen (2000) in “Khuak theihtheih dan (brain-based learning) a laizilna laizil ding dan diktak ahi” chi in, “Khuak theihtheih dan a laizilna zat ahih toh kiton in nidanglai (traditional) dan a classroom discipline pen mang hiaihiai” ding in gen hi. Inn sung a tate thununna (thuzohna) ding a vua leh vaulau hang a, school a gawt leh vaulau nawn hang a, khawsung/vengsung a vaihomte’n huchibang bok a thagum mah zang zel hang a, naupangte a hong khanlet chiang ua midangte a thununna ding ua thagum a hon zat khum ua leh lamdang khollou (ei akipan a zilkhiat uh) bang maw le?
B. Bangziak a Naupangte Discipline Haksa
Naupangte buaina bawl ut a school kai hikei mahle uh thil tuamtuam ziak in school ah buaina bawl khanak uhi. Classroom buaina ziak tampi omte lak a poimoh pen ahihleh laizilna environment ginalou ahi ut mahmah hi. Laizilna mun ginalou sak khenkhatte: naupangte’n teacherte lau law zezen, lawmte nuihsan leh simmoh ding lau (teacher in dotna dong ding leh kimuang ngam ding a thuhilhlou), class a mitam lua, siangthoulou (gim namsia), naupangte lunglut theihna ding lam zon sang a teacherte lunglutna dan kia a class pai, laizilna panpih ding vanzat kichinglou chihte hi ut mahmah hi. Jensen in “Naupangte thil zil a lungluthuailouh chiang mihing khuak a ‘orbitofrontal cortex area’ in na sem ginalou ahi” chi a, naupangte lunglut sak ding a poimoh dan hahgen mahmah hi. Naupangte’n laizil a utna ding ua amau lunglutna lam zonpihlou a khauhtak a thunun a gawtna piak in naupangte bawlhoih sang in a hinkhua uh sesak zaw ahi chi in Glenn, Lott & Nelsen (1997) te’n gen uhi. Naupangte khauhtak a thununna in amau apan kimuanngamna bei sak in lauhna, hehna, huatna, phuba lak utna, thuman utlouhna, kiniamkoihna, leh teacherte leh school thuneitute’ tung a thangpaih tentunna piang sak hi chi’n Marshall (2001) in gen hi. Inn sung hi in school hileh naupangte i kepna u’ah pilvanna ding tampi om leh kilawm maw?
C. Khuak Theihtheihna Dan a Laizil (brain-based learning) leh Khanglui Dan
Khuak theihtheih dan a laizilna leh khanglui (traditional) dan a laizilnate’ kibatlouhna khenkhatte saulou chik in i kikum ding uh. Khanglui dan a laizilna in teacherte’n hoih taka lai a hilh theihna ding un discipline khauhtak zat a naupangte daih sak ding chi a, himahleh, khuak theihtheihna dan a laizilna in naupangte lunglutna lam leh lunglut ding dan in lai sinpih le’ng, discipline buaipih luat kullou ding chi hi. Naupangte’n a ngaihdan uh, deihdan uh, muh dan uh, leh theihtheih dan uh hangsan taka genkhiatna ding hun lemtang inn sung leh classroom ah pethei le’ng mahni kimuan-ngamna (self-confidence) tun ding in lehkhasiamte’n gen ua, khauhtak a thunun sang in naupang himahle uh mihing ahihnna uh zahtak kawm in hasuan/hanthawn le’ng, lai theithei zaw tham ding ua, midangte leng zahtak dan siam zaw ding un gen uhi. Khuak theihtheihna dan a laizilna ngai poimohte’n a teacher pen naupangte thununtu (controller) hilou in lamhilhtu leh hasuantu hizaw chi uhi. Khuak theihtheihna dan a laizilna in a ngaih poimoh mahmah guk (6) om a huaite saulou genbeh ni:
1. Classroom a naupangte buai vingveng a om thei zel pen thil lamdang hilou in ahi ding mah ahi chi ua, teacherte’n a ziak a zon khiat ua naupangte ommawhna (energy) a hoih lam a a-zat sak ding uh ahi chi uhi. Naupang ngen om khawm dai khipkhep gige mawk le uh a hoih lam sang in hoihlou lam hi zaw ding hi.
2. School laizilna mun ahi a, lau kawm hilou a lungsim zalen leh thawveng tak a laizil ding poimoh mahmah hi. Sepaihte’ kikol bang a kikolna mun ahihleh naupangte’n teacherte gen peuhpeuh zui mawk ding ua, amau ah ‘originality’ omlou thei hi.
3. School leh classroom ah ut dandan in om bangmah le uh, naupangte a taangpi in mihoih hi ua, teacherte’n naupangte theisiam a naupangte lunglutna leh lunglut dan zon siam a laizil pih dan tuamtuam leh thil tuamtuam hihpih ding poimoh hi.
4. Naupangte thununna (discipline) hoih pen ahihleh a lunglutna uh leh theihsiam theihdan uh theih a huai dan a laizil sak ahi. A laizilna u’ah lunglut sak lehang khauhtak a thunun kullou ding hi.
5. Teacher hoih leh hoihlou classroom a naupangte’ om dan apan in theihtheih hi. Teacherte’n naupangte a khuak uh zang ding in a laizilna u’ah lunglut sak le uh classroom a buaina (disturbance) tawm tuam mahmah ding hi.
6. Teacherte’n a naupangte uh lunglutna leh theihtheih dan uh hoih tak in thei uh hen la laihilh dan chi tuamtuam zang le uh classroom buaina 95 % vel in kiam ding hi in lehkhasiamte’n gen uhi.
D. Buaina Bawl Naupangte a Thunun dan uh
Classroom a buaina bawl teitei naupangte a thunun dan uh ei lam a naupang i thunun dan uh tawh kibanglou deuh a, “Color Code” leh “Time Out” chih khong zang taangpi uhi. Buaina bawl naupangte teacherte’n classroom sung mah room kil khat ah tusak in “Time Out” pia ua, pau hetlou in minute 5-10 kikal a tut sak khit chiang un awl in houpih ua, naupang in kidik sak a teacher a seel (argue) leh a “Time Out” behlap hiam ahihkeileh principal room ah sawl uhi. Teacherte’n buaina bawl naupangte a houpih chiang un, bang ziak a naupang’ om dan in buaina tun ahia chih hoih taka ahilh khit chiang un naupang kiangah bangchi in om leh huai buaina hihnawnlou ding ahia chi in dong ua, buaina pumpelh ding dan a naupang mah ngaihtuah sak in gen sak uhi. School khenkhat in “Time Out” a piak khit chiang un “Think Sheet” kichi naupang buaina bawlte kiang ah pia ua, dotna bangzah hiam dawng sak in, nidang chiang a buaina apan bangchi kihepkhiat ding chihte gelh sak uhi. Ka research paper a sentence khenkhat ka hon telsak ding aw: To make the disruptive students think and reflect upon their activities, it is good to create a safe environment in which they would be given the opportunity to tell what they did, what they could do not to repeat the same offense, and what they are committed to do in the future. While external motivators like punishment or reward give solution to discipline problem for a short period of time, internal motivators like ownership of behavior, self-discipline, and self-developed plans could change one’s life. Using external motivators, we can control the behavior of people but we cannot change them. Change that comes from internal motivators last much longer than change that comes from external motivators (Marshall, 2001).
D. Naupang Gawtna (Punishment) Piak Ki-en Thak Le
Eilam ah naupang gawtna piak leh kilauhsak i chindan uh hilai in ka thei a, naupang in teacherte leh nu-le-pate a lauh sung un thununna phatuampi bang mahleh phatuam lawtellou ahi de aw ka chi sim hi. Himahleh, gawtna leh vaulauna in om dan hoihlou bel bangtan hiam kham daai zou tham a, khenkhatte hong kibawl hoih thei bang leng a om uh ka gingta. Naupang gawt khenkhatte’n amau hehna sunkhiatna ding a naupang gawt uh a de aw chih theih pawl om a, naupang gawtna piak in hinna kikhekna taktak tunlou ahi chih tulai a brain research bawlte ngaihdan ahi. Ka research paper a ka gelh- The ultimate aim of discipline is civility which is to come from self-discipline. Since classroom activities cannot take place without some degree of discipline, it is important for teachers to broaden their understanding of discipline and enforce it wisely to motivate students to learn. Clark states discipline to be more than how to let students behave but how to “support them as they learn to channel and direct their positive energy in ways that accomplish their goals and those of their community.” Unless self-discipline or self-control is taught and the students are motivated internally to take part in the discipline process, external methods of control does not work when the teachers or parents are not around.
Naupangte gawt thohlou in bang chih leng a lungsim uh ka zou thei de aw chithei lehang i gam, i nam, leh ii innsung uh a hong chidam zaw diam chih dotna kidong le’ng uthuai ka sa hi. I gam a kivaulauna leh thagum zatna a hong tawmna/kiamna ding in naupangte lam dik ah pii thei le’ng maw?
<<<<<<<<<<>>>>>>>>>>>>>>>>>>>>>
Ka Laibu Ette
01. Alexander, P. A. & Murphy, P. K. (2006). Understanding how students learn: A guide for instructional leaders. Thousand Oaks, CA: Corwin Press.
02. Canter, L. (1988). Assertive discipline and the search for the perfect classroom. Young Children 43(2), p. 24.
03. Covington, M. V., & Teel, K.M. (1996). Overcoming student failure: Changing motives and incentives for learning. Washington, DC: American Psychological Association.
04. Davis, A. (2004). The credentials of brain-based learning. Journal of Philosophy of Education, 38(1), pp. 21-36.Edwards, C. (1994). Learning and control in the classroom. Journal of Instructional Psychology, 21(4), 340-346.
05. Fogatry, R. (2002). Brain compatible classrooms. Arlington Heights, IL: Skylight
06. Professional Development.
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