About Personality Assessment

Personality assessment, the measurement of personal characteristics. Assessment is an end result of gathering information intended to advance psychological theory and research and to increase the probability that wise decisions will be made in applied settings (e.g., in selecting the most promising people from a group of job applicants). The approach taken by the specialist in personality assessment is based on the assumption that much of the observable variability in behaviour from one person to another results from differences in the extent to which individuals possess particular underlying personal characteristics (traits). The assessment specialist seeks to define these traits, to measure them objectively, and to relate them to socially significant aspects of behaviour. A distinctive feature of the scientific approach to personality measurement is the effort, wherever possible, to describe human characteristics in quantitative terms. How much of a trait manifests itself in an individual? How many traits are present? Quantitative personality measurement is especially useful in comparing groups of people as well as individuals. Do groups of people from different cultural and economic backgrounds differ when considered in the light of their particular personality attributes or traits? How large are the group differences? Overt behaviour is a reflection of interactions among a wide range of underlying factors, including the bodily state of the individual and the effects of that person’s past personal experiences. Hence, a narrowly focused approach is inadequate to do justice to the complex human behaviour that occurs under the constantly changing set of challenges, pleasures, demands, and stresses of everyday life. The sophisticated measurement of human personality inescapably depends on the use of a variety of concepts to provide trait definitions and entails the application of various methods of observation and evaluation. Personality theorists and researchers seek to define and to understand the diversity of human traits, the many ways people have of thinking and perceiving and learning and emoting. Such nonmaterial human dimensions, types, and attributes are constructs—in this case, inferences drawn from observed behaviour. Widely studied personality constructs include anxiety, hostility, emotionality, motivation, and introversion-extroversion. Anxiety, for example, is a concept, or construct, inferred in people from what they say, their facial expressions, and their body movements. Personality is interactional in two senses. As indicated above, personal characteristics can be thought of as products of interactions among underlying psychological factors; for example, an individual may experience tension because he or she is both shy and desirous of social success. These products, in turn, interact with the types of situations people confront in their daily lives. A person who is anxious about being evaluated might show debilitated performance in evaluative situations (for example, taking tests), but function well in other situations in which an evaluative emphasis is not present. Personality makeup can be either an asset or a liability depending on the situation. For example, some people approach evaluative situations with fear and foreboding, while others seem to be motivated in a desirable direction by competitive pressures associated with performance. Measuring constructs Efforts to measure personality constructs stem from a variety of sources. Frequently they grow out of theories of personality; anxiety and repression (the forgetting of unpleasant experiences), for example, are among the central concepts of the theory of psychoanalysis. It is understandable that efforts would be made to quantify one’s degree of anxiety, for example, and to use the score thus obtained in the assessment of and in the prediction of future behaviour. Among the major issues in the study of personality measurement is the question of which of the many personality constructs that have been quantified are basic or fundamental and which can be expected to involve wasted effort in their measurement because they represent poorly defined combinations of more elemental constructs; which measurement techniques are most effective and convenient for the purpose of assessment; and whether it is better to interview people in measuring personality, or to ask them to say, for example, what an inkblot or a cloud in the sky reminds them of. Efforts to measure any given personality construct can fail as a result of inadequacies in formulating or defining the trait to be measured and weaknesses in the assessment methods employed. An investigator might desire to specify quantitatively the degree to which individuals are submissive in social and competitive situations. His effectiveness will depend on the particular theory of submissiveness he brings to bear on the problem; on the actual procedures he selects or devises to measure submissiveness; and on the adequacy of the research he performs to demonstrate the usefulness of the measure. Each of these tasks must be considered carefully in evaluating efforts to measure personality attributes. The methods used in personality description and measurement fall into several categories that differ with regard to the type of information gathered and the methods by which it is obtained. While all should rely on data that come from direct observations of human behaviour if they are to have at least the semblance of scientific value, all may vary with regard to underlying assumptions, validity, and reliability (consistency, in this case). Assessment methods Personality tests provide measures of such characteristics as feelings and emotional states, preoccupations, motivations, attitudes, and approaches to interpersonal relations. There is a diversity of approaches to personality assessment, and controversy surrounds many aspects of the widely used methods and techniques. These include such assessments as the interview, rating scales, self-reports, personality inventories, projective techniques, and behavioral observation. The interview In an interview the individual under assessment must be given considerable latitude in “telling his story.” Interviews have both verbal and nonverbal (e.g., gestural) components. The aim of the interview is to gather information, and the adequacy of the data gathered depends in large part on the questions asked by the interviewer. In an employment interview the focus of the interviewer is generally on the job candidate’s work experiences, general and specific attitudes, and occupational goals. In a diagnostic medical or psychiatric interview considerable attention would be paid to the patient’s physical health and to any symptoms of behavioral disorder that may have occurred over the years. Two broad types of interview may be delineated. In the interview designed for use in research, face-to-face contact between an interviewer and interviewee is directed toward eliciting information that may be relevant to particular practical applications under general study or to those personality theories (or hypotheses) being investigated. Another type, the clinical interview, is focused on assessing the status of a particular individual (e.g., a psychiatric patient); such an interview is action-oriented (i.e., it may indicate appropriate treatment). Both research and clinical interviews frequently may be conducted to obtain an individual’s life history and biographical information (e.g., identifying facts, family relationships), but they differ in the uses to which the information is put. Although it is not feasible to quantify all of the events occurring in an interview, personality researchers have devised ways of categorizing many aspects of the content of what a person has said. In this approach, called content analysis, the particular categories used depend upon the researchers’ interests and ingenuity, but the method of content analysis is quite general and involves the construction of a system of categories that, it is hoped, can be used reliably by an analyst or scorer. The categories may be straightforward (e.g., the number of words uttered by the interviewee during designated time periods), or they may rest on inferences (e.g., the degree of personal unhappiness the interviewee appears to express). The value of content analysis is that it provides the possibility of using frequencies of uttered response to describe verbal behaviour and defines behavioral variables for more-or-less precise study in experimental research. Content analysis has been used, for example, to gauge changes in attitude as they occur within a person with the passage of time. Changes in the frequency of hostile reference a neurotic makes toward his parents during a sequence of psychotherapeutic interviews, for example, may be detected and assessed, as may the changing self-evaluations of psychiatric hospital inmates in relation to the length of their hospitalization. Sources of erroneous conclusions that may be drawn from face-to-face encounters stem from the complexity of the interview situation, the attitudes, fears, and expectations of the interviewee, and the interviewer’s manner and training. Research has been conducted to identify, control, and, if possible, eliminate these sources of interview invalidity and unreliability. By conducting more than one interview with the same interviewee and by using more than one interviewer to evaluate the subject’s behaviour, light can be shed on the reliability of the information derived and may reveal differences in influence among individual interviewers. Standardization of interview format tends to increase the reliability of the information gathered; for example, all interviewers may use the same set of questions. Such standardization, however, may restrict the scope of information elicited, and even a perfectly reliable (consistent) interview technique can lead to incorrect inferences. Rating scales The rating scale is one of the oldest and most versatile of assessment techniques. Rating scales present users with an item and ask them to select from a number of choices. The rating scale is similar in some respects to a multiple choice test, but its options represent degrees of a particular characteristic. Rating scales are used by observers and also by individuals for self-reporting (see below Self-report tests). They permit convenient characterization of other people and their behaviour. Some observations do not lend themselves to quantification as readily as do simple counts of motor behaviour (such as the number of times a worker leaves his lathe to go to the restroom). It is difficult, for example, to quantify how charming an office receptionist is. In such cases, one may fall back on relatively subjective judgments, inferences, and relatively imprecise estimates, as in deciding how disrespectful a child is. The rating scale is one approach to securing such judgments. Rating scales present an observer with scalar dimensions along which those who are observed are to be placed. A teacher, for example, might be asked to rate students on the degree to which the behaviour of each reflects leadership capacity, shyness, or creativity. Peers might rate each other along dimensions such as friendliness, trustworthiness, and social skills. Several standardized, printed rating scales are available for describing the behaviour of psychiatric hospital patients. Relatively objective rating scales have also been devised for use with other groups. Rating scales often take a graphic form: To what degree is John shy? ||||| not at allslightlymoderatelyveryextremely A number of requirements should be met to maximize the usefulness of rating scales. One is that they be reliable: the ratings of the same person by different observers should be consistent. Other requirements are reduction of sources of inaccuracy in personality measurement; the so-called halo effect results in an observer’s rating someone favourably on a specific characteristic because the observer has a generally favourable reaction to the person being rated. One’s tendency to say only nice things about others or one’s proneness to think of all people as average (to use the midrange of scales) represents other methodological problems that arise when rating scales are used.

What is Curriculum?

Definition of curriculum:

Curriculum can be defined as the entire program provided by an institute, classroom, school, board, province, or country. A class level is assigned sections (contents of a certain level) of the curriculum as defined by the school. If it is broadly defined, curriculum means everything that students learn, are taught, or even are exposed to, both inside the school and outside anywhere on the world at large. When we talk about curriculum development, we are usually talking about curriculum that teachers and administrators consciously plan for. It has rightly been said "Curriculum is a tool in the hands of the artist (teacher) to mould his material (pupils) according to his ideas (aims and objectives) in his studio (school)."

What is the scope of curriculum
Curriculum is important for many reasons:
i. To avoid being overwhelmed by or unfocused in curriculum planning
ii. To help you assess students' readiness for and receptiveness to a particular curriculum
iii. To help you collaborate with families and other teachers to make sure students are having a coherent, meaningful experience with learning

Curriculum can be ordered into a procedure
Step 1: Diagnosis of needs.
Step 2: Formulation of objectives.
Step 3: Selection of content.
Step 4: Organization of content.
Step 5: Selection of learning experiences.
Step 6: Organization of learning experiences.
Step 7: Determination of what to evaluate and of the ways and means of doing it.

Four ways of approaching curriculum theory and practice
Curriculum as a body of knowledge to be transmitted.
Curriculum as an attempt to achieve certain ends in students – products.
Curriculum as a process .
Curriculum as praxis.

Questions Related To Curriculum
1. Discuss the nature and scope of curriculum.
2. Examine the significance of situation analysis in curriculum development.
3. Discuss The sociological foundation of curriculum.
4. Curriculum must be flexible. Discuss this statement in the perspective of behavioural based curriculum.
5. Discuss different trends in curriculum at national level.

The Most Readable Books

The following is the list of books which everyone of us must read. These are mostly story books.
1 To Kill a Mockingbird
2 1984
3 Harry Potter Series
4 Pride and Prejudice
5 Animal Farm
6 The Hobbit
7 The Diary of a Young Girl
8 The Catcher in the Rye
9 The Little Prince
10 The Great Gatsby
11 Jane Eyre
12 The Lord of the Rings
13 Romeo and Juliet
14 The Chronicles Of Narnia # 15 Fahrenheit 451 # 16 Lord of the Flies # 17 The Hunger Games trilogy # 18 The Book Thief # 19 The Giver # 20 The Kite Runner # 21 Charlotte's Web # 22 Alice in Wonderland # 23 Little Women # 24 Of Mice and Men # 25 Wuthering Heights # 26 Night # 27 Gone with the Wind # 28 The Adventures of Huckleberry Finn # 29 The Picture of Dorian Gray # 30 Hamlet # 31 The Hitchhiker's Guide to the Galaxy # 32 Brave New World # 33 Les Miserables # 34 Memoirs of a Geisha # 35 Crime and Punishment # 36 The Secret Garden # 37 The Alchemist # 38 A Christmas Carol # 39 The Color Purple # 40 The Help # 41 The Grapes of Wrath # 42 The Adventures of Tom Sawyer # 43 Ender's Game # 44 One Hundred Years of Solitude # 45 A Tale of Two Cities # 46 The Outsiders # 47 Anne of Green Gables # 48 Winnie the Pooh # 49 A Thousand Splendid Suns # 50 Life of Pi # 51 Tuesdays with Morrie # 52 The Count of Monte Cristo # 53 Catch 22 # 54 Anna Karenina # 55 Flowers for Algernon # 56 Slaughterhouse-Five # 57 The Scarlet Letter # 58 The Old Man and the Sea # 59 The Time Traveler's Wife # 60 Frankenstein # 61 Macbeth # 62 Lolita # 63 The Handmaid's Tale # 64 Siddhartha # 65 The Metamorphosis # 66 Little House Series # 67 The Stranger # 68 A Tree Grows in Brooklyn # 69 A Clockwork Orange # 70 War and Peace # 71 Uncle Tom's Cabin # 72 The Stand # 73 Atlas Shrugged # 74 Don Quixote # 75 All Quiet on the Western Front # 76 The Poisonwood Bible # 77 The Brothers Karamazov # 78 Moby Dick # 79 The Good Earth # 80 I Know Why the Caged Bird Sings # 81 Great Expectations # 82 A Wrinkle in Time # 83 Dracula # 84 Matilda # 85 The Fault in Our Stars # 86 Sense and Sensibility # 87 The Perks of Being a Wallflower # 88 Complete Tales and Poems, by Edgar Allan Poe # 89 The Fountainhead # 90 Where the Red Fern Grows # 91 The Princess Bride # 92 East of Eden # 93 The Lovely Bones # 94 Charlie and the Chocolate Factory # 95 Watership Down - Richard Adams # 96 The Curious Incident of the Dog in the Night-Time # 97 The Five People You Meet In Heaven – Mitch Albom # 98 A Prayer for Owen Meany # 99 Rebecca # 100 Angela's Ashes # 101 Perfume # 102 The Bell Jar # 103 The Wonderful Wizard of Oz # 104 The Call of the Wild # 105 Game of Thrones # 106 Dune # 107 Bridge to Terabithia # 108 Water for Elephants, by Sara Gruen # 109 The Divine Comedy # 110 A Midsummer Night's Dream # 111 The Three Musketeers # 112 The Name of the Rose # 113 Persuasion # 114 The Red Tent by Anita Diamant # 115 The Road # 116 The Girl with the Dragon Tattoo # 117 The Pillars of the Earth # 118 Oliver Twist # 119 The Canterbury Tales # 120 And Then There Were None # 121 The Secret Life of Bees # 122 His Dark Materials Trilogy # 123 On the Road # 124 Heart of Darkness # 125 Love In The Time of Cholera # 126 The Master and Margarita # 127 The Shadow of the Wind – Carlos Ruiz Zafon # 128 Interview with the Vampire # 129 Invisible Man # 130 In Cold Blood # 131 Aesops Fables # 132 Gulliver's Travels # 133 The Origin of Species by Charles Darwin # 134 Walden # 135 Roots # 136 The Glass Castle # 137 The Boy in the Striped Pajamas # 138 Sophie's World # 139 The Screwtape Letters by C.S. Lewis # 140 Robinson Crusoe # 141 The Strange Case of Dr. Jekyll and Mr. Hyde # 142 Candide # 143 The Prince # 144 The Complete Sherlock Holmes # 145 Fight Club # 146 The Art of War # 147 The Mists of Avalon # 148 The Time Machine # 149 Watchmen # 150 The Godfather # 151 The Trial # 152 The Sun Also Rises # 153 Tuck Everlasting # 154 Stranger in a Strange Land # 155 Emma # 156 Atonement # 157 The Complete Brothers Grimm Fairy Tales # 158 Beloved # 159 James and the Giant Peach # 160 Leaves of Grass # 161 Bury My Heart at Wounded Knee # 162 The Things They Carried # 163 Their Eyes Were Watching God # 164 The Phantom Toolbooth # 165 Number the Stars # 166 Middlesex # 167 The World According to Garp # 168 A Separate Peace # 169 THE AUTOBIOGRAPHY OF MALCOLM X by Alex Haley and Malcolm X # 170 The Wind in the Willows # 171 Speak # 172 A People's History of the United States # 173 Into the Wild # 174 A Little Princess # 175 The Story of My Life # 176 Murder on the Orient Express, by Agatha Christie # 177 A Farewell to Arms # 178 Schindler's List # 179 Maus: the Complete Maus # 180 Cat's Cradle # 181 Blindness # 182 A Short History of Nearly Everything # 183 A Confederacy of Dunces # 184 Sophie's Choice # 185 Island of the Blue Dolphins # 186 The Joy Luck Club # 187 Things Fall Apart # 188 Peter Pan # 189 Tess of the D'Urbervilles # 190 Madame Bovary # 191 Extremely Loud and Incredibly Close # 192 Nickel and Dimed # 193 The Phantom of the Opera # 194 Ulysses # 195 American Gods # 196 Holes # 197 Paradise Lost # 198 The Jungle # 199 Good Omens # 200 A Brief History of Time # 201 Julius Caesar # 202 Are You There God It's Me Margaret # 203 One Day in the Life of Ivan Denisovtich # 204 The House of the Spirits # 205 The God of Small Things # 206 Guns, Germs, and Steel: The Fates of Human Societies # 207 Lonesome Dove # 208 Zen and the Art of Motorcycle Maintenance # 209 Death of a Salesman # 210 A Walk In The Woods # 211 Lamb # 212 Never Let Me Go # 213 Norwegian Wood - Haruki Murakami # 214 Neverwhere # 215 The Awakening # 216 Cry, the Beloved Country # 217 Vanity Fair # 218 Middlemarch # 219 The Remains of the Day – Kazuo Ishiguro # 220 David Copperfield # 221 All the King's Men # 222 Death Comes for the Archbishop # 223 The Heart Is a Lonely Hunter # 224 Brideshead Revisited # 225 Midnight's Children # 226 Song of Solomon # 227 To the Lighthouse # 228 Native Son # 229 Go Tell It on the Mountain, by James Baldwin # 230 For Whom the Bell Tolls # 231 Rabbit, Run # 232 Wide Sargasso Sea # 233 Pale Fire # 234 An American Tragedy # 235 The Adventures of Augie March # 236 The Amazing Adventures of Kavalier & Clay # 237 The Hours # 238 The Year of Magical Thinking # 239 Everything Is Illuminated # 240 Dead Souls # 241 Far from the Madding Crowd # 242 The Bean Trees, by Barbara Kingsolver # 243 Journey to the Center of the Earth # 244 Germinal – Emile Zola # 245 As I Lay Dying # 246 The Woman in White # 247 Tropic of Cancer # 248 A Room with a View # 249 Of Human Bondage # 250 Tender Is the Night # 251 The Plague # 252 Kim # 253 THE COLLECTOR # 254 Howards End # 255 The Crucible # 256 Gravity's Rainbow # 257 Herzog # 258 The Complete Stories of Flannery O'Connor # 259 Revolutionary Road # 260 Bleak House # 261 The Age of Innocence # 262 I, Claudius # 263 Jude the Obscure # 264 Tom Jones # 265 Beowulf # 266 The Hunchback of Notre Dame # 267 The New York Trilogy # 268 Possession # 269 Treasure Island # 270 The Sound and the Fury # 271 Angle of Repose # 272 Notes from the Underground # 273 The French Lieutenant's Woman # 274 The War of the Worlds # 275 Women In Love # 276 The Brief Wondrous Life of Oscar Wao # 277 The Secret History # 278 Persepolis # 279 The Lottery # 280 The Idiot # 281 The Namesake # 282 Ragtime # 283 Sons and Lovers # 284 The Postman Always Rings Twice # 285 The Maltese Falcon # 286 A Passage to India # 287 We Have Always Lived in the Castle # 288 Lady Chatterly's Lover # 289 The Immortal Life of Henrietta Lacks # 290 Like Water for Chocolate, Laura Esquivel # 291 The Iliad and the Odyssey # 292 High Fidelity # 293 Valley of the Dolls # 294 American Psycho # 295 Gone Girl # 296 Reading Lolita in Tehran # 297 One Flew Over the Cuckoo's Nest # 298 Mrs. Dalloway # 299 A Portrait of the Artist as a Young Man # 300 The Turn of the Screw

MCQs Test - Guidance and Counselling

1. _______________________________is a method of judging the worth of a program at the end of the program activities (summation). The focus is on the outcome. a. A summative evaluation b. A formative evaluation c. A diagnostic evaluation d. A performance evaluation 1. Which program should be based upon understanding the needs and problems of the students, competence and interest of the guidance personnel? A. Guidance tools B. Guidance principles C. Guidance services D. Guidance techniques 2. Which guidance service suggests the importance for maintaining continuous effort of knowing the whereabouts of the graduates and drop outs? A. Evaluation B. Placement C. Counseling D. Follow-up 3. When should a teacher and a pupil hold a case conference? A. As need arises B. Before the start of the school year C. At the end of the semester D. At the close of the day’s work 4. Dr. Luke attends to emotionally disturbed students. Which guidance service is being provided by Dr. Luke? A. Inventory service B. Information service C. Placement service D. Counseling service 5. Kristina is already in the senior year of high school. After attending to their symposium or career choices, still Christina is confused with her career plan, whether to take Teaching or Physical Therapy. How would you assist her? A. Tell her to choose a course that is closer to her heart. B. Tell her to take an aptitude test to know about her strengths. C. Tell her that you are a model in Teaching D. Let her see a career guidance counselor 6. A living guidance program for social information service. Symposium on Personality Development while for the educational information is _____________________. A. How to Study Effectively B. Job Fair C. Parenting D. Student’s Profiling of Records 7. Which concerns the regular check-up of the effectiveness of guidance program? A. Research and Evaluation B. Follow-up C. Counseling D. Placement 8. Which aims to make available knowledge or inputs not ordinarily provided through the instructional program or during the regular period of time? A. Counseling B. Information C. Follow-up D. Placement 9. Which test should be administered if the teachers/counselor’s purpose is to identify the individuals hidden/inner feelings prejudice, desires and thoughts? A. Interest inventories B. Aptitude tests C. Projective tests D. Achievement tests 10. If counseling service is to gain understanding of oneself: Follow-up is to __________. A. Keep in constant touch with former student. B. Indicate what program may be improved. C. Help the student in achieving particular placement he desires. D. Understand the world of work. 11. In a class, there are children who usually get out of the social circle. How do you describe these children? A. Aggressive type B. Friendly type C. Quarrelsome type D. Shy type 12. For the counseling service to be effective, the school administrator should________. A. Check the facilities of the guidance office. B. Hire a complete counselor. C. Familiarize himself with the nature, goals and principles of guidance D. Participate in all guidance activities. 13. Dianne has above average mental ability but she is poorly motivated in class that is why she has low grades in her academic performance. Is she? A. Slow learner B. Superior C. Under-achiever D. Over-achiever 14. What type of learner is he when he can perform better than expected? A. Gifted B. Over-achieving C. Under-achieving D. Slow learner 15. Ms. Burgos found that one of her pupils has a language disorder. What must she do? A. Force her to talk. B. Encourage her to join other pupils with the same difficulty. C. Laugh at her when she makes mistakes. D. Listen to her attentively and create a group activity where she can participate. 16. The responsibility of the counselor is to _____________. A. Express his view to the counselee. B. Make decisions for the counselee. C. Set up goals for the counselee. D. Following-up stage 17. What kind of guidance service does the counselor perform when she schedules job fairing the school? A. Career information B. Occupational placement C. Educational placement D. Follow-up 18. Which statement about counseling is QUESTIONABLE? A. Counseling is inherent in a school. B. Counseling is a cooperative endeavor. C. Counseling does not involve the principal and other school personnel. D. Counseling enhances the guidance program, teaching and supervision 19. Which measure will help a counselor know an individual before the counseling process? A. Conducting personality test. B. Asking him to write an autobiography. C. Interviewing the individual’s parents and significant others. D. Studying all available records. 20. What is the ultimate aim of counseling for the individuals to attain? A. Self-knowledge B. Self-direction C. Self-discovery D. Self-understanding

Pakistan's Seasons

Climate varies according to the location of a certain region on earth. So every region or country has different climatic conditions which, resultantly, cause different seasons. 

Pakistan has the following four seasons:-  

i. Spring (a hot, dry spring from March through May)

ii. Summer (the summer rainy season, or southwest monsoon period, from June through September)

iii. Winter (a cool, dry winter from December through February)

iv.  Autumn (the retreating monsoon period of October and November)

In other words we can simply say that:
spring will start 90 days (or 3 months) later
Winter starts December 21 (in the northern hemesphere) . 
Another 90 days and summer will begin, and so on. So, 
Jan. Feb. Mar. = winter 
Apr. May Jun. = spring 
Jul. Aug. Sep. = summer 
Oct. Nov. Dec. = autumn (or fall)

Now we are going to discuss all the above mentioned seasons one by one.

Spring Season

The most pleasant part of the year in Pakistan is the spring season. It is the most wonderful and colorful season. It comes in the March and ends up in the May. It also comes for three months. In Spring season every plant start grow specially the flowers. People plants flowers in their homes. When spring comes, the fragrance of the flowers spread everywhere. that make everyone happy. In Spring season many flowers exhibitions held in the gardens by the government and lakes decorated by the government as well. Larg number of people go out side to visit these exhibitions and enjoy the decorated and colorful lakes. Mostly people like to wear colorful dresses in Spring. A special event named 'Basant' held in Pakistan just in Spring season. 

Summer Season

Summer is the hot season. It comes in May and the end of the September it goes. It comes for the long time. When it comes the days become longer compare to the other days. It is the hottest season. Because of the hotness, government of Pakistan gives special holidays to all students that called 'Summer Vacations'. In Summer season many people visit water parks. Pakistani people used to go to the lakes in Summer and take ice creams and shakes. Mango and Water-melon are the special fruits of Summer. 

Winter Season

Winter is the coolest season. When it comes it carries cold winds himself. Because of the cool winds people wear warm suits in Winter. In Winter people used to take tea and coffee. In Winter the days become shorter and the night become longer. In Winter the mountainous area of Pakistan covered with the snow. Mostly people like to visit the mountainous areas because of the snow falling.

Autumn Season

Autumn is different from the other seasons. It comes after winter and ends up in the March.It comes for three months.Autumn is also known as the falling season, because when it comes the leave fall from the trees. The floors of the ground covered with the fallen leaves. Every street every ground covered with the fallen red leaves and flowers. The trees drop their all old leaves and new buds start grow, just like the beginning of the new day. In Autumn season cool breeze spread every where carrying leaves and flowers himself. Mostly People in Pakistan don't like this season , because of the fallen leaves. In this season people have to clean their homes again and again that's why thy don't like this season. Here we have some awesome wallpapers of Autumn season: 

The Advantages of Microteaching

The Benefit of Micro Teaching Learning Microteaching manifests itself in this chapter as: *a reduced situation; *a training and practice situation; *a simulated situation. In this sense, the advantages that microteaching has over other traditional teacher training programs are obvious. These advantages are summarized as follows: (a) Microteaching is a training opportunity and the students can profit from all of the advantages of the situation. (b) Microteaching provides the student with a much less complex learning milieu than, e.g., school practice. (c) It offers the student the opportunity to more easily and purposefully practice teaching skills during the presentation of micro-lessons. (d) It provides the student with a context in which his primary responsibility is to learn to teach more effectively without the urgency of taking into account the needs and demands of pupils. (e) It offers the student the opportunity to systematically analyze and evaluate his teaching. (f) It offers the student the opportunity to practice particular teaching skills until they are mastered before the more complex real teaching situation is dared. (g) The systematic practice of teaching skills creates the possibility of forming a bridge between theory and practice. (h) Implementing interaction-analysis instruments offers the opportunity to objectively analyze particular activities and makes the student sensitive to part-activities that the skill manifests. 129 (i) The fact that the micro-lesson takes a short time gives the student the opportunity to better identify the elements of the learning contents and then further design his micro-lesson around them. (j) The student himself, or under the guidance of a teacher educator, can easily correct problems or errors that arise because the variables he has to take into account are limited (a-j: Calitz, 1981: 46). (k) It gives each student the opportunity to contribute meaningfully to the improvement of his fellow students and at the same time it puts a great deal of responsibility on his shoulders. (l) To present a micro-lesson to fellow students in the same subject area gives him the opportunity to present his micro-lesson on any grade level. (m) It provides the opportunity to students to put themselves, as far as possible, in the position of the pupils with whom they must try to deal. (n) The student who presents the micro-lesson is challenged to communicate with his "pupils" about the content on an appropriate learning level even though he presents his micro-lesson to fellow students. The greatest value of microteaching is the changes it brings about in students regarding their teaching. The greatest changes brought about by microteaching are: *a greater grasp of teaching as a complex, challenging profession; *a greater interest in and enthusiasm for teaching; *an increased self-confidence; *a greater concern for improving and evaluating his own teaching. (Turney, et al, 1973: 8).

Teaching Terms and Their Meanings

1. Reflective Teaching:- Reflective teaching is a process where teachers think over their teaching practices, analyzing how something was taught and how the practice might be improved or changed for better learning outcomes
Explanation:- Reflective teaching is a process where teachers think over their teaching practices, analyzing how something was taught and how the practice might be improved or changed for better learning outcomes. Some points of consideration in the reflection process might be what is currently being done, why it's being done and how well students are learning. You can use reflection as way to simply learn more about your own practice, improve a certain practice (small groups and cooperative learning, for example) or to focus on a problem students are having. Let's discuss some methods of reflective teaching now.

2. The Proliferation of Teacher Training Institutions:- Rapid increase in the number or amount of those institutions where teachers can be trained.

3. Situated Cognition:- Situated cognition is a theory that posits that knowing is inseparable from doing by arguing that all knowledge is situated in activity bound to social, cultural and physical contexts.

4. Pedagogy:- the function or work of a teacher; teaching. 2. the art or science of teaching; education; instructional methods.

5. Peripheral: - (of a device) able to be attached to and used with a computer, though not an integral part of it.

6. Hands-on Method of Teaching:- Hands-on learning is an educational method that directly involves the learner, by actively encouraging them to do something in order to learn about it. In short, it is 'learning by doing'. But is it an effective way to learn, or simply a fad? This article outlines some of the main advantages and disadvantages of hands-on learning.

7. Microteaching:- Microteaching is organized practice teaching. The goal is to give instructors confidence, support, and feedback by letting them try out among friends and colleagues a short slice of what they plan to do with their students.

8. Teacher Education Programmes:- 1. Pre-primary teacher education 2. Primary teacher education 3. Secondary teacher education 4. Higher education programmes 5. Vocational Teachers Training

9. Homogeneous:- of the same kind; alike.

10. Behavior:- A stereotyped motor response to an internal or external stimulus.

11. Character:- An individual's set of emotional, cognitive, and behavioral patterns learned and accumulated over time.

12. Cognition:- The act or process of knowing or perceiving.

13. Cognitive:- The ability (or lack of) to think, learn, and memorize.

14. Gene:- A building block of inheritance, which contains the instructions for the production of a particular protein, and is made up of a molecular sequence found on a section of DNA. Each gene is found on a precise location on a chromosome.

15. Identity:- The condition of being the same with, or possessing, a character that is well described, asserted, or defined.

16. Maturity:- A state of full development or completed growth.

17. Personality:- The organized pattern of behaviors and attitudes that makes a human being distinctive. Personality is formed by the ongoing interaction of temperament, character, and environment.

18. Socialization:- The process by which new members of a social group are integrated in the group. 

19. Temperament:- A person's natural disposition or inborn combination of mental and emotional traits.

20. Gestalt Theory:- Gestalt is a psychology term which means "unified whole". It refers to theories of visual perception developed by German psychologists in the 1920s. These theories attempt to describe how people tend to organize visual elements into groups or unified wholes when certain principles are applied.

21. HyperCard:- HyperCard is an application program and programming tool for Apple Macintosh and Apple IIGS computers, that is among the first successful hypermedia systems before the World Wide Web.

22. Epistemology:- the theory of knowledge, especially with regard to its methods, validity, and scope, and the distinction between justified belief and opinion.

23. Baha'i:- a monotheistic religion founded in the 19th century as a development of Babism, emphasizing the essential oneness of humankind and of all religions and seeking world peace. The Baha'i faith was founded by the Persian Baha'ullah (1817–92) and his son Abdul Baha (1844–1921).

24. Motor Skill:- A motor skill is simply an action that involves your baby using his muscles. Gross motor skills are larger movements your baby makes with his arms, legs, feet, or his entire body. So crawling, running, and jumping are gross motor skills. Fine motor skills are smaller actions.

25. DIFFERENCE BETWEEN GROWTH AND DEVELOPMENT GROWTH DEVELOPMENT:- The term is used in purely physical sense. It generally refers to increase in size, length.
Changes in the quantitative aspects come into the domain of Growth.

26. Maturation:- Maturation is the process by which we change, grow, and develop throughout life. Developmental psychologists look at many different types of maturation throughout the lifespan. The types of maturation that we will focus on in this lesson are physical maturation and cognitive maturation.

27. Gestalt Psychology:- Gestalt psychology is a school of thought that believes all objects and scenes can be observed in their simplest forms. Sometimes referred to as the 'Law of Simplicity,' the theory proposes that the whole of an object or scene is more important than its individual parts.

28. Maslow's hierarchy of needs is a theory in psychology proposed by Abraham Maslow in his 1943 paper "A Theory of Human Motivation" in Psychological Review. Maslow subsequently extended the idea to include his observations of humans' innate curiosity.

Conscientiousness is the personality trait of being thorough, careful, or vigilant. Conscientiousness implies a desire to do a task well. Conscientious people are efficient and organized as opposed to easy-going and disorderly.

Neuroticism is a fundamental personality trait in the study of psychology characterized by anxiety, fear, moodiness, worry, envy, frustration, jealousy, and loneliness.
Educational research refers to a variety of methods, in which individuals evaluate different aspects of education including: “student learning, teaching methods, teacher training, and classroom dynamics”.