The contribution of differantiated teaching to manage learning frustrations by learners: A theoretical approach
Abstract
The negative feeling of frustration which could experience the student from the failure learning achievements can leads to events and extreme behaviors for him or for others with conflict characteristics, often unclassified intensity and consequences. As a reaction in this situation seem to help both the search for the causes and the manageability of the students a sense of frustration, and other structural and functional applicability of differentiated instruction, that the student be driven to self-negativity of feeling of frustration and instead create another box emergence of those emotions that the motivation to new efforts more systematic and organized. The emphasis is to motivation the mechanism of strengthen and activate, which in psychoanalysis, behaviorism and cognitive theory called as "motor strength" of the organization to deal with the negative result by identifying and managing the causes that caused it to avoid conflict with either himself but possibly with people of his entourage or those who develop interpersonal relationship and communication.
Article Details
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Φύκαρης Ι. Μ. (2019). The contribution of differantiated teaching to manage learning frustrations by learners: A theoretical approach. Journal of Research in Education and Training, 12(2), 154–196. https://doi.org/10.12681/jret.19501
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- Vol. 12 No. 2 (2019)
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