The pandemic did more than consume politics and overburden the healthcare system. Covid-19 is revolutionizing education as we see it. The majority of classrooms made the transition to a virtual environment, which brought about several adjustments. Students and instructors are faced with significant obstacles as a result of the closure of schools, which is exacerbated by the accompanying public health and economic crises. That is not a circumstance for which our public school system was designed nor adequately equipped. Our plans were inadequate for sustaining good teaching and learning during the closure, providing the safety net for students while attending school. While we do not know the specific consequences of the pandemic, we do know that children's academic performance and progress in other developmental skills suffered during the outbreak.
Using Self-Discipline to Achieve Your Objective
"The ability to make yourself do things you know you should do even when you don't want to" is self-discipline (Cambridge Dictionaries Online, 2016). Self-discipline is required in the classroom now more than ever. Even while technology is tremendously important, it can also be both a blessing and a curse. Though variety in a learning environment is necessary to battle boredom and invite curiosity (Reiser & Dempsey, 2017, p. 80), one cannot take it too far. What many believe to be a tool in the classroom can also be a distraction. Ten years ago, if a student had their phone out in class, you could guess what they were doing with it. Texting, social networking, and the occasional chemistry cheat sheet were not unusual. Now, a student could legitimately use their phone to conduct research or even complete the academic task in question.
Given that this generation of kids was born into the technological age, this is just the beginning. Self-discipline is not dependent on one's intelligence or level of competence. However, Self-discipline can be impacted by personal incentives. Indiscipline causes students to lose focus on educational goals achieved through hard work, time management, respect for others, and self-determination (Gitome et al., 2013). Our emotions are induced when we do something that we are interested in. This is otherwise known as motivation. It is hard to imagine anything more inspiring than being able to achieve one of your personal goals. Through the combination of self-discipline and the desire to achieve their objectives, students have the potential to accomplish levels of achievement that they may not have previously realized they were capable of. Even the most formidable obstacles become insignificant when self-discipline is practiced consistently.
Obtaining a Satisfactory Result for Tasks is essential.
Self-discipline is similar to a learning object in that everyone should learn it (particularly how to overcome laziness, uncertainty, and fears). Self-discipline is not particularly popular among many individuals, and with good reason: it is not easy. What we have to do is not always enjoyable, and what we have to do is not always what we want to do. However, this is the most dependable method. As part of the continuing education process, students are involved in a wide range of educational activities throughout the day, including lectures, seminars, sports, and social clubs, among other things in the virtual learning environment. Virtual learning provides learners with greater freedom, but it also necessitates careful preparation of their self-development and a high level of self-discipline. It makes sense that self-discipline becomes increasingly vital to assure students achieve their learning objectives. For many people, practicing self-discipline is a lifelong endeavor. A low level of individual self-discipline leads to different problems in social and personal life (Duckworth & Seligman, 2005). With no question, students make mistakes occasionally (and sometimes daily), but research has shown that students who have a strong sense of self-discipline are more likely to pass tests and graduate with honors.
The expectation of Success in a Positive Manner
The move from a traditional classroom to a virtual classroom has a beneficial side effect in that K-12 students will be better equipped for higher education than students from any previous generation. It has also been found that student accomplishments in university can be better predicted dependent upon their self-discipline level rather than test scores shown in a school diploma (Baumeister, & Tierney, 2011). There is a great deal of independence, and if you are not prepared for it, it can be a little daunting. A favorable impact on learning outcomes can be achieved by self-discipline. It is also the most crucial aspect that affects learners and allows them to attain their primary objectives. Incorporating self-discipline into one's daily practice will boost learning and educational success rates. Students wanting to attend college will feel more comfortable and adaptable if self-discipline is emphasized as a learning point in their K-12 schooling. As a result, enrolment and graduation rates are improving across the country. Success comes more easily when one expects to be successful. Self-discipline in education helps students understand what they are capable of and allows them to accomplish their goals academically and in life.
References
Baumeister, R., & Tierney, J. (2011). Willpower: Rediscovering the greatest human strength. New York: Penguin Press
Cambridge Dictionaries Online. (2016). Meaning of "self-discipline" in the English Dictionary. Cambridge: Cambridge University Press. Retrieved 8 March, 2016 from http://dictionary.cambridge.org/dictionary/english/self-discipline
Duckworth, A. L., & Seligman, M. E. P. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16, 939–944.
Gitome, J. W, Katola, M. T., & Nyabwari , B. G. (2013). Correlation between students' discipline and performance in the Kenya Certificate of Secondary Education. International Journal of Education and Research, 1 (8), 1 – 10. Retrieved from http://www.ijern.com/journal/August-2013/33.pdf
Reiser, R. A., & Dempsey, J. V. (2017). Trends and issues in instructional design and technology (4th ed.). Pearson Education (US). https://bookshelf.vitalsource.com/books/9780134237039.
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