Many students choose to pursue online degree without evaluating their learning style and personality whether they will be successful as online students. Survey results show that many online students failed to complete their degree program mainly due to student’s personality issues. Earning a degree through online education may not be a right decision for all students. Here are 4 important tips to evaluate yourself to ensure you are a right candidate to success with online learning style.

Evaluation #1: Are your education success mainly depend on face-to-face interaction with instructors and classmates?

In online learning environment, most learning materials and communications are in text format, you need to adapt yourself to this type of learning environment if you want to success in this type of study. Many students who failed in their online study find themselves learn better in the courses that conducted in classroom-based. They prefer direct interaction with lecturer and face-to-face communication with their classmates.

If you education success or failure really depend of how the courses being conducted and you are not ready to change your learning style, then considering online education may not be your best option.

Evaluation #2: Do you often get things done ahead of time or you prefer to wait until the last minutes?

Self-motivation is very important in online learning because most of the courses and assignments are in self-paced form. You plan your own time that best fit into your schedule to logon to classes, do and submit your assignments. If you are the kind of person who always put on-hold your tasks to last minutes of dead line, then online education may not be your best choice.

Evaluation #3: Do you always need assistance when you are given written directions for an assignment by an instructor?

If you do, then you might have problem to understand instruction in text format. Most communications for online education such chatting, discussion board, email and downloadable materials are in text format. Although there are helps available if you need any assistance, most of your questions will be answered in email or posted text on the online discussion board. Hence, you need to be able to under text instructions if you want to benefits from the advantages of online education.

Evaluation #4: Are you good in time management & able to divide your time between your work, family and online study?

If you are a working individual who want to get a degree online without giving up your career, online education is good choice because the benefits in term of flexibility and self-paced learning style enable you to achieve both your career and education goal. But, for people who are not good in time management, they tend to lose their focus on their study if they are too busy with their career and family. That’s why many online students who are not able to allocate their time for study tend to quit without completing their online study program.

If the results of the above evaluation reveal a strong self-motivation and preference for a more independent learning environment, you may be an ideal candidate to take your degree online.

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Jullie Harvard -
About the Author:

Jullie Harvard is the author of http://www.studykiosk.com, an online degree directory that lets you browse online study programs offer by various online schools to help you understand what makes online education your best option.

Taxonomy of Interactive Domain of

Educational Objectives

1. Introduction :

A taxonomy of educational objectives is a classification of educational objectives in terms of learning outcomes. It is a hierarchical classification of human growth in a given  domain of development. It means that learning at the highest level of  objectives is dependent on having attained lower level of  objectives. It helps to understand the sequence and organization of human knowledge and skills in a hierarchical level and its development. It also helps to define and evaluate all round development of the students and educational standards of  a school.

A taxonomy of objectives is divided into three domains ,a Cognitive Domain, an Affective  Domain and a Psychomotor Domain. Cognitive Domain was prepared and published by Dr. Benjamin .S. Bloom, an educational psychologist at the University of Chicago, in his book namely, Taxonomy of  Educational Objectives :The Classification of Educational Goals. In 1956,and again in1965. The Cognitive Domain includes those objectives that deal with the recall or recognition of knowledge and the development of intellectual abilities including new creation as Aderson added it afterwards, .Cognitive  Domain includes Knowledge, Comprehension ,Application , Analysis, Synthesis,  Evaluation and New creation.

The Affective Domain was prepared by Krathwohl ,Bloom and Masia and published in 1964 in ‘A Taxonomy of Educational objectives ,Handbook II’ .The objectives of the Affective Domain describes changes in interest ,attitude, values, the development of appreciations and adjustment. Affective Domain includes Receiving, Responding, Valuing Organization and Characterization.

Renowned Educationalist, W.N. Dandekar in his  book ‘Evaluation in Schools’ second  edition,1986 mentioned that Dr. Dave ,Head of the Department of Curriculum Development ,NCERT ,New Delhi has proposed a taxonomy in the Psychomotor Domain. It pertains to the motor skill area of a child. He also mentioned that  the feasibility of developing Psychomotor Domain is being studied by a group at the University of Illions under Dr. Elizabeth Simpson, in 1972 .Though, this taxonomy was in the form of working hypothesis, we use it as a classification of educational hierarchical objectives of a Psychomotor Domain for a child development .  Psychomotor Domain. as Dr. Dave classified ,  includes Imitation , Manipulation ,Precision ,Articulation  and Naturalization.

Argyle M. in his book,’Social Interactions Methuen:London in 1969 and Rockham, N and Morgan, T in their book ‘Begaviour Analysis in Training, McGrew Hill: UK in 1977 tried to classify the interactions into two groups like Verbal Interactions and Non-verbal Interactions. But they had not succeeded to frame the Taxonomy of Objectives of the Interactive skills, which is very clearly Prof. Prakash M. Deshpande mentioned on page number 27, in the book namely ‘Instructional System Design’ in 1993. The members of the Evalution Committee of this book were Prof. B.N.Kohl, Prof.B.K. Passey, and Prof. M.D. Agrawal. Therefore, this part of developing taxonomy was vacuum and needs to develop.

2. Need of Developing a New Domain:

Education is the process of all round development of a child. What is the all round development ? When we consider the cognitive domain ,we try to develop the knowledge ,and its application and lastly one can create a new knowledge if cognitive domain is fully developed. It means he is a knowledgeable one.

When we consider the affective domain ,we try to develop the emotions ,control over the emotions and study which is good and which is bad. It helps to become a ethical person. It means through the affective domain , we try to develop the person with characterization.

When we consider the psychomotor domain ,we try to develop the skills of motor activities, the manipulation of activities and lastly to perform the motor activities with naturalization.

All round development of child ,thus ,includes creating a knowledgeable person,  the person with characterization and the person who performs his motor activities naturally .Then ,the question arises ,why the meritorious students or characterised  persons do not get success in the society .why the child whose psychomotor domain is developed gets the job like worker only. We have the various examples found in the society that a person without education or having less education gets a success in life, for example Vasantadada Patil of Maharashtra who became Chief Minister of the State, thrice.

Therefore ,it is necessary to search for developing a taxonomy for a new domain like Interactive Domain so that educated people should be able to get a success in their lives and also  they are respected.

3. Interactive Domain :

3.1 Meaning of  Interaction

‘Interaction is a kind of process  of action that carried out when two or more objects have an effect upon one another through its sub processes like assimilation ,co-operation, competition  and conflict process  using verbal and /or non-verbal communication  skill, observation skill  and inquisition skill  as a response of its effect.’

After reading this definition, we may put out the features of the Interaction  below  for studying  the definition in detail

3.2 Features of the Interactions:

3.2.1. Interaction requires two or more persons.

3.2.2. The effect of the interaction is seen on each-other or one another.

3.2.3. Interaction is the process.

3.2.4. Interaction consists of three components : communication , observation. & inquisition

3.2.5. The social factors or sub processes  of interaction consists of assimilation , co-  operation ,competition and  conflict.

3.2.6. School  situation creates  many  sort of interactions.

3.2.7. Interactions can be classified as  verbal, non-verbal  and of the  both.

3.2.8. Most of the interactions  are the combination  of   both, verbal and non verbal.

3.2.9. Interactions can be developed  through School Education.

3.2.10. Interactions can be classified in the form of taxonomy.

Lets discuss these points below.

3.2.1. Interaction requires two or more persons.

Interactions requires two or more persons .A person himself can’t interact himself. Introspection is differ from interaction .The presence of another person is always prerequisite for interaction. Therefore at least two persons are required for the interaction. More than two persons are always helpful for the interaction.

3.2.2. The effect of the interaction is seen on each-other.

Only the presence of two or more persons is not enough .The effect of interaction on each-other or one another has to be seen. If the effect is not seen on each-other or one another, the communication is not completed, therefore, interaction is also  not completed. Therefore, for the development of interaction , the effect of it on the persons involved in it has to be seen.

3.2.3. Interaction is a process.

Interaction is a process. It has a beginning and  has an end. Since beginning ,to achieve its end, it goes through many stages, achieving certain objectives. Sometimes a person assimilates something at the time of interaction, sometimes co-operates, sometimes compete with one-another and sometimes conflict with each-other. This process goes on  communicating to, observing  to  and inquisitive into as a response to  each other or one-another. It has many hidden factors in it. At the time of developing interactions, one  has to study all these things.

3.2.4. Components of Interactions:

Interaction consists of three  main components or skills  as follows:

3.2.4.1. Communication.

3.2.4.2. Observation.

3.2.4.3 Inquisition

3.2.4.1. Communication.

Communication is the heart of the interaction. If there is no communication, there is no interaction at all. While interacting, communication takes place in many  different  shapes like—

The third classification is slightly  different than the first two because it involves  the first two and their combination at the same time.  The process of  combination goes without thinking but naturally. When we say   something  verbally , our body movements and gestures add the meaning  into our saying. If we  do not get the meaning of  body movements or to the gestures,  the meaning of only saying may  catch different meaning.  Therefore the combination of the both is necessary for interactions.

The third classification is slightly  different than the first two because it involves  the first two and their combination at the same time.  The process of  combination goes without thinking but naturally. When we say   something  verbally , our body movements and gestures add the meaning  into our saying. If we  do not get the meaning of  body movements or to the gestures,  the meaning of only saying may  catch different meaning.  Therefore the combination of the both is necessary for interactions.

The third classification is slightly  different than the first two because it involves  the first two and their combination at the same time.  The process of  combination goes without thinking but naturally. When we say   something  verbally , our body movements and gestures add the meaning  into our saying. If we  do not get the meaning of  body movements or to the gestures,  the meaning of only saying may  catch different meaning.  Therefore the combination of the both is necessary for interactions.

i)   Oral Communication

ii)  Written communication,

iii) Communication with  body movements and  gestures.

Oral communication depends upon the Speaking Skill whereas written communication depends upon Writing Skill.  And thus, for  developing the communication  , one has to develop  speaking skill and writing skill also.  Wherever interactions take place, communication always exist in  any of these forms. Therefore, communication is the  important component in the process of interaction.

Moreover , the communication  always  consists of the content i.e. the matter that   to communicate. Therefore, one has to develop the Listening Skill, Reading Skill, Library  Skill  and  also the  Research Skill. These skills  help to collect  the information.

Communication  also involves  the  Media  of communication . Therefore ,it needs to develop  the Technical Skill also . Computer literacy  is always welcome  for choosing the media.

Communication always involve Feedback. If the  feed back is as desired one, the interaction strengthen and if it doesn’t ,the interaction  lessens.  Therefore feedback is also considered  the necessary part of the interaction process.

3.2.4.2. Observation:

Observation is the eyes of the interactions. Without observation , one is not able to develop the interactions. Many things of a child development is based on how he observes the others, Therefore, observation always helps a child to develop interactions. A child learns  attitudes, language, values or behaviour of a another person or a group of persons and incorporates them into his own personality. If one wants to develop interactions in a  child, it needs him to develop the observation skill especially for the non-verbal  interactions.

3.2.4.3 Inquisition : 

Inquisition  is the feet of the  interaction. Our most  interactions are  made  due to our  inquiry.  The  inquiry we make  leads to the interaction. We  get   much information from others. It is needed only to inquire of the information from them.  One has  to have the inquisition skill for the purpose.  Many times ,observation  of  the behaviour of others  needs  some clarification to attach the meaning  to that behaviour.  Many new things can be visible  because of this skill.  Therefore, for the development of the  interaction it also needs to develop  the inquisitive  skill of  the  child.

3.2.5. Social factors in Interaction:

There are four types of social factors or  sub processes   involved in the  in

the process of  interaction   as  follows.

3.2.5.1. Assimilation process.

3.2.5.2. Co-operation process.

3.2.5.3. Competition process.

3.2.5.4. Conflict process.

3.2.5.1  Assimilation process:

Child learns many things ,and shapes its attitudes ,learns a language and sticks the values ,or gives the values to the behaviour of another person or persons and thus the process of assimilation takes place which is the one of the most meaningful process in education A child uses observation component at the time of assimilating something. .A child learns something and makes use of what he has learnt .Interaction helps to assimilate values, languages, behaviour of  another persons and helps to shape the attitudes

3.2.5.2  Co-operation process:

There are always exchange of thoughts ,ideas and goods of transaction at the time of interactions .When the children try to achieve similar or identical aims or objectives ,there needs co-operation .In co-operation ,there is a sharing and synthesis of thought ,energy and often resources. Better interactions are always based on co-operation of each other. In this process, communication   component is always  used.

3.2.5.3 Competition process:

Interactions always involve competition along with co-operation as children follow different ways to achieve the same aim competing with others. Therefore, this competition factor always be a part of interaction. Here, the observation and communication are the components observed keenly. It is because a child observes others and tries to compete over them. Moreover, according to feed back, it tries to decide its ways to compete.

3.2.5.4 Conflict process:

Conflict is the attempt of  one or  more persons to attain identical aims through elimination of competitors ,where the emphasis is on the persons in the competitive process and not on the aims to be attained ,It means conflict does not involve well-defined causes or clear aims but is simply a highly emotional battle between the two or more persons involved in the interactions. This battle always goes to prove the influence of one another observing  the  situation .

3.2.6. Interactions in Schools.

School situation creates  many  sort of interactions. They are given

diagramacally  as   follows.

A Child                    A  Child         A child interacts with another child.

A Child                      Children    A child interacts with children in the school.

A Child                      A teacher   A child interacts with a teacher.

A Child                      Teachers    A child interacts with teachers in the school.

Children                     A teacher    Children interacts with a teacher.

Children                     Teachers     Children interacts with teachers in the schools.

A Child                       Head Master        A child interacts with a Head Master.

Children                        Head Master        Children  interact with a Head Master

3.2.7. Classification of Interactions.

The  classification of the  interactions  will be as follows.

3.2.7.1 Verbal  Interactions

3.2.7.2 Non verbal  Interactions

3.2.7.3 The combination of the both i.e. Verbal  and  Non verbal  Interactions.

3.2.7.1 Verbal  Interactions:

Verbal Interactions are the interactions which are made verbally. It consists of  proposing and suggesting something supporting to something, giving information, seeking classification etc.

3.2.7.2 Non-verbal Interactions:

Non-verbal Interactions consist of bodily movements and gestures used for the interactions. Bodily movements consist of movement of eyes ,hands, body posture etc. & Gestures consist of facial expressions of a person.

3.2.7.3 Verbal or Non verbal or  Combination of the  both

Though  Argyle M., Rockham, N and Morgan ,T  have classified  the interactions into  two groups , they  can be made through  verbal or through non-verbal or through  the both.  Through  the  both  means  interactions can be made  verbally and  non verbally at the same time. Therefore  the classification  is extended and  interactions can be classified into three  categories adding one as   the combination of the both i.e. Verbal  and  Non verbal  Interactions.

The third classification is slightly  different than the first two because it involves  the first two and their combination at the same time.  The process of  combination goes without thinking but naturally. When we say   something  verbally , our body movements and gestures add the meaning  into our saying. If we  do not get the meaning of  body movements or to the gestures,  the meaning of only saying may  catch different meaning.  Therefore the combination of the both is necessary for interactions

Therefore the combination of the both is necessary for interactions.

3.7. 8 Most Interactions are the Verbal  and Non verbal Interactions.

If we take the happenings of the Interactions of all the  three categories,  most of the interactions   fall under the third category i.e. under  verbal and non verbal interactions. In a very few situations ,interactions can be made having using one of the categories of the  first two. A dumb  child  interacts  with  using  non verbal interactions or  interactions  that take place through phone, etc.  But most of the interactions  involves both  verbal and non verbal  interactions at the same time.

3.7. 9  Interactions can be developed  through School Education.

All  round development of  a child is the aim of  School Education.  Development of  the skill of interaction  is  a part and parcel of  all round  development of  a child.  Therefore it needs to develop the skill of  interactions of a child. It is possible to develop the skill through the School Education. It  requires a  systematic  taxonomy   of acquiring the skill of  interactions.

3.2.10 Interactions  can be classified in the form of taxonomy.

As it is already mentioned, a taxonomy of interaction is not developed yet. Argyle, M.,  Rockham  N.,  and Morgan,T. had classified the interactions into two categories and tried to classify  them into a taxonomic form . But they had not succeeded as Dr. Prakash Deshpande, (1993)mentioned it clearly. They had not  mentioned the definite  skills required for developing the interaction skill.  And also  hierarchical   criteria was not also  followed.   But  it is possible  to fix the sub skills  of interactions  classifying them into Verbal Interactions and Non verbal  Interactions.  It is also possible  to  fix their hierarchy and  put them in the taxonomical form   for the development of   the skill of Interaction.

4  Importance of development of Interactive Domain:

As we have seen ,an Interaction process involves three components as  communication, observation  and inquisition  and four sub processes as assimilation process ,co-operation process ,competition process and conflict process. These three  components and four sub process of interaction process are very important for all round development of the child.

It is because while interacting to one another a child  has to . :

1. learn the communication skill and use it properly,
2. develop the observation skill and  make use of it  for shaping the attitudes,
3. learn to inquire of for seeking information,
4. learn and change the behaviour  and  views as it gets the feed back using listening skill,
5. learn to use library and  references,
6. learn  to develop speaking skill and writing skill,
7. learn to use technical skills especially  computer skill
8. learn to analyse and  interpret the information  for drawing conclusions.
9. learn to assimilate the good habits ,attitudes, languages, values etc. and shape the behaviour,

10.  learn to cooperate  each other and develop collectively.

11.  learn to compete each other  for achieving  the scarce material  and  the same objective,

12.  learn to  attain the identical aims through elimination of competitors and influence on  the others.

13.  learn to  adjust  with the  situation,

14.  learn to lead  and  guide the  society, and

15.learn to perform  non verbal interactions  naturally  while performing  verbal interactions.

Thus,  the  development of  the skill of interaction is very necessary and important  for development of all round development of a child.

It  is because the person without having general education gets respect & importance in the society.  Therefore ,it needs to accept the fourth domain as the Interactive Domain to develop all round development of a child initially in the schools.

5. Objectives of Interactive Domain:

Interactive Domain consists of two types of interactions .

5.1.1. Verbal interactions, and

5.1.2 Non-verbal interactions.

Both these two types of interactions go through  all  the three  components namely communication , observation and inquisition   and four sub  processes or factors namely assimilation, cooperation , competition and conflict  as  mentioned above. More than that a person sits on his thoughtful sitting  and  tries to socialise his views  or adjusts  with  the society  performing the proper body movements and gestures naturally.

Objectives of Verbal Interactions.

(i) To frame  or express a opinion of about the subject under consideration.

(ii) To give the  support for the opinion expressed.

(iii)To listen to  or to consider  the opinions of others on a given subject..

(iv) To collect more information  or to seek explanation for lessening the differences.

(v) To express the differences of opinions if any

(vi) To  understand the opinions of others by exchanging thoughts and views with

one another.

(vii)To frame or disclose the final  opinion after considerations of other opinions.

(viii)To modify the view and rest on thoughtful sitting.

(ix)              To adjust with the others or  socialize the  opinion

Objectives of Non-verbal interaction .

(i)To identify a  person whom non-verbal interactions are related to.

(ii) To recognise the relation with the person who comes in contact with.

(iii) To decide to maintain  the distance.

(iv) To perform body movement or gestures properly.

(v) To perform body movements and gestures without pre-planning  and  rest on  easy

sitting.

(vi) To perform body movements and gestures naturally.

These all objectives are derived from  three  components namely  communication, observation  and  inquisition  and  four  sub processes or factors  namely, assimilation process, co-operation process, competition process and conflict process.

6. Taxonomy of Interactive Domain:

As a renowned educationalist W.N. Dandekar (1986)  mentioned ,  ‘A  taxonomy is a hierarchical classification of the objectives of the given field. It can become a means of understanding the sequence and organization of human development. One of the most important purposes of a taxonomy is to establish accuracy of communication regarding instructional objectives and related matters.’

Considering this, a Taxonomy of  Interactive Domain can be given as follows.

Adjustment/socialization

Thoughtful sitting

Exchange of view

Disclosure of Difference                                                Naturalization

Explanation                                                                  Easy going/sitting

Difference                                                                 Body Movement & Gestures

Opinions                                                                       Nearness & Distance

Support                                                                             Relation

Opinion                                                                       Identification of a person

Verbal Interactions                                                     Non-Verbal Interactions

Interactive  Domain

Let us discuss  about verbal interactions and non-verbal interactions in detail.

6.1  Verbal Interactions:

When one wants to develop, verbal interactions ,one has  to express his views or opinions first and lastly his views or opinions can be adjusted or socialized as per the need of the society or lead the society to follow him .The objectives or sub skills   are linked with   one another  sequentially .All these objectives or sub skills  are  explained in detail below.

(i) Opinion: (The skill of expressing views or opinions. )

The first step of verbal interaction is to express ones views or opinions  Therefore every teacher has to keep in mind that ,he has to assist the student to express his views ,or opinions .For example, he can ask the class whether elections be held to select the monitor or follow any other ways .He can ask the students one by one. Thus, he can make the students to express views or opinions . For forming the opinion on any subject,  one has to assimilate something without which he can not express his opinion. And there requires  an  observation skill  and a communication component  to assimilate something.  Reading references or researches are also helpful for forming  one’s opinion.  Therefore to express ones opinion is the first step of developing verbal interactions.

(ii) Support: (The skill of providing support to the opinion expressed.)

It is not enough only to express one’s opinion but it is also necessary to give support with any  reasons  behind it for one’s own opinions .If a student says ,elections should not be held  in the class or school ,he has to give the reasons for his support. Thus ,to develop  or to produce the evidence or documents or the reasons  for  support of his own opinions is  the second objective of developing verbal interactions. Here  he strengthens the communication  component so that  one should understand  the opinion of him with  proof. Here also he uses  the  references or researches  that he read .

(iii) Opinions: (The skill of acquiring the opinions of others.)

A student should not stick with his own opinion only. He has to consider opinions of others also .To know the opinions of others is also very important objective in developing the verbal interactions. The opinions of  others may differ of his own . But it is necessary to learn  to acquire the opinions of others. Therefore  to develop to acquire  this skill  in school is necessary at the time of developing  all round development of a child. . Therefore to listen to others  is also very important objective in developing the verbal interactions. It is  some sort of feed back he receives  while acquiring the opinions of others.  For the purpose, he develops the listening skill  and to express  the views on  certain issues.

(iv)  Difference:( The skill of  critically studying the opinions.)

To know the opinions  of others is not enough in developing the verbal interaction of a child. It is necessary to find out the difference between the opinions of others and  of ones own opinion. It needs to study the opinions of others  critically. Therefore , it is considered  the skill of finding the difference is the next objective for developing verbal interaction of the child.  Here , the child thinks of the feed back he receives on his views or opinions. He analyse the opinions . he may use the computer for the purpose. Thus, technical skill is also used.

(v) Explanation( The skill of acquiring  information giving the people  respect.)

When there is any difference found in the opinions, it needs to take explanations from the persons concerned about the reasons of the difference .To take an explanation means  to try to find out the reasons and lessen the difference of opinions. Here a child respects the

opinions of others. Here, communication  and inquisition components  work at the time of seeking explanation. Thus, explanation is fifth objective in the development of the verbal  interaction of a child.

(vi) Disclosure of the difference:  ( The skill of developing critically thinking and

confirming oneself.)

After  receiving the explanations , it needs to think critically the various opinions expressed and  study them  thoroughly . And if a student feels , his opinion is  correct ,he has to present his opinion in that way because by this act , a student develops his critical thinking,     enjoy freedom and  present  individuality. Here  the process of assimilation and also competition take place.  Therefore ,this objective is considered the sixth objective of developing verbal interactions of a child.

(vii) Exchange of views: (The skill of exchanging thoughts.)

After critically studying the opinions of others when he feels that his opinion is  based on strongly build evidence ,he has to exchange his views to others .He has to seek criticism on his own opinion. Study it and convey if any differences remained again to the concerned. Get the opinions of them and study  again over it . It is better to communicate  it again to the concerned and thus ,the process of exchange of views must go on for developing the verbal interactions of child. Here, the components of  communication  and inquisition  and the process of assimilation, competition and  conflict take place.  A child  learns  to  attain the identical aims through elimination of competitors and influence on  the others. Therefore ,this objective is considered as the seventh objective for the purpose.

(viii) Thoughtful Sitting: (The skill of  resting on thoughtful sitting,)

The next step of developing the verbal interaction of a child is ‘thoughtful sitting’ It is the stage which is built after due consideration of the opinions of others ,giving respect  to the opinions of them and exchanging the various controversial views with them. Here a child builds and confirms his views or opinions very thoughtfully and  reaches and rests on the thoughtful sitting. Therefore ,this objective is considered the eighth objectives in developing verbal interaction of a child.

(ix) Adjustment/socialization:( The skill of adjustment and/or  of socialization)

A person should not limit his thoughts to himself only.  .He has to socialize the thoughts .When he succeeds to persuade the others for accepting his thoughts ,he succeeds to prove that he has developed the verbal interactions in him.

Sometimes a person  is not able to transform his thoughts into society or succeed to persuade others to accept his thoughts .Then there  needs the person  to trade the path lonely or to  go with the others adjusting himself. Many times, adjustment with the others is better for such type of a person  which leads his life without any trouble .Therefore, for developing a verbal interactions of a child the last step is the adjustment or the socialization of the thoughts of a persons.

When one sees somebody insulting our national flag ,one has to stick to the opinion that the person must be punished though others opinions are differ in that situation. Here ,no adjustments. It needs to pressurise  the authority  to punish the concerned one. But sometimes, it needs to adjust the situation.  Here, the components of  communication  and the elements of assimilation , cooperation ,competition and  conflict  take place. Therefore , it is considered the last step of  achieving the  verbal interactions.

6.2 Non-Verbal Interactions:

The other part of the Interactive Domain is Non-Verbal Interactions .When one wants to develop non-verbal interactions, one has to identify the person whose related non-verbal interactions will be carried out first and lastly the  interactions should be carried out naturally .These two objectives are linked with other objectives  in sequence. All these  objectives are explained in detail below.

(i) Identification of a person:( The skill of recognising the persons. )

1. In the process of developing non-verbal interactions ,it is necessary the presence of other persons. One has to identify this person. It is  because we change our non-verbal interactions according to him. If he is our class-mate ,we have different  interactions  than if he is our teacher. Therefore it is necessary to see who this person is ,his age ,gender ,his position whether he is a teacher or a head-master ,and also whether he is from insider or outsider of the class, school or village etc ,Our non-verbal interactions depends upon who this person is Here, the component of observation works. .Therefore identification of a person is the first objective in the development of non-verbal interactions

(ii)        Relation: (The skill of strengthening the view.)

It is not enough only to identify the person. But it is also necessary to see what his  relation with him or her .If he or she is closely related to us ,we behave differently than the one who is not so closely related. The relation of  students with the class teacher and with other teachers are also different. The relation of a boy with his mother and with  a teacher always differ. Here also the component of observation  skill works. Therefore ,to observe  the relationship is considered the second objective in developing the non-verbal interactions of a child.

(iii) Nearness & Distance: (The skill of keeping the distance.)

Nearness and Distances are the physical factors considered after identification of a person and taking his/her relation into account. It is necessary to have this object in developing non-verbal interactions because we keep distance while dealing with girls than boys; with head-master than teachers, with teachers than class-teachers, etc. When a teacher goes near to a student , he maintains closeness to him and removes fear out of his mind, and creates love and faith in him. Non-verbal interactions depends upon this physical distance. Closely related persons always keep nearness to each-other whereas distance is always kept if they are not so related to each other. Here the process of assimilation works as the person assimilates the relationships and keeps the distance or goes near to him or her. Therefore, this objective is considered as the third objective in developing non-verbal interactions of a child.

(iv) Body Movements & Gestures: (The skill of performing  body movements and gestures.)

Non-verbal interactions are nothing but body movements and gestures of  a person   The  body movements and gestures of any person are performed after identifying a person who meets him and  knowing the   relationship with him which affects for deciding the distance , if any, while dealing with him. .We can blink the eyes or  clap on the shoulder while talking to the friends but not to the teachers or to the headmaster .We can easily touch  to the persons who are close to us  while talking to them but we can’t touch the persons of  the opposite sex if they are not close to us.  Our body movements and gestures are determined as per the distance we keep with one-another Here, the process of assimilation works as the person assimilates the relationships. Therefore ,this objective is considered as the fourth objective in developing non-verbal interactions.

(v) Easy going or sitting: (The skill of performing body movements and gestures easily.)

Body movements or gestures should be performed  as per the persons we meet . It should be performed easily. When we meet our teacher, our body movement and gestures must be reflected showing the respect to him, or her. Likewise to the elderly person or persons .When we meet our friends ,one should guess that we are meeting our friends observing our body movements and gestures .This type of development is necessary in the process of acquiring non-verbal interactions. Therefore easy going or sitting is considered as the fifth objective in developing the non-verbal interaction.

(vi)   Naturalization: (The skill of performing body movements and gestures

naturally.)

Naturalization is the last step of developing non-verbal interactions of a child .It is because any body movement or gesture should be performed naturally .There should not be pre-planning for the performance. One should not think while in contacting the teacher about the body-movement and gestures .They have to come out at ease and without any special efforts .Non-verbal interactions should come out naturally .Therefore, it is considered the last step in developing the non-verbal interactions of a child.

7. All Round Development  of a Child :

The all round development of  a child or the behaviour of a child has now four domains as given below.

Cognitive               Psycho-motor       Affective               Interactive                        Domain                  Domain              Domain                       Domain

A diagramacally  we can present all the four taxonomies as given below.

New Creation      Characterization    Naturalization     Adjustment/      Naturalization

Socialization.

Thoughtful sitting

Exchange of views

Evaluation                                                              Disclosure of difference

Synthesis                                                                      Explanation             Easy sitting

Analysis             Organization             Articulation      Differences     Body Movements &

Gestures.

Application         Valuing                      Precision              Opinions             Nearness                                                                                                                           &

Distance.

Comprehension   Responding           Manipulation          Support                  Relation

Knowledge           Receiving              Imitation                opinion             Identifications

Verbal                     Non-verbal

Interactions              inter-actions

Cognitive             Affective             Psychomotor                       Interactive Domain

Domain                 Domain              Domain

All Round Development of a Child.

8 Specifications of the Objectives  and  Evaluation  of  Verbal Interactions:

Like other domains ,the objectives or the skills  of ‘Interactive Domain’ are needed to be written in the statement form and  their specifications are also needed  to  be written   as per the evaluation point of view. It will help one   to test whether the  objectives are achieved or not.

Domain

objective

Related

Information

Statement of

objective

specification

Evaluation

Interactive Domain

Verbal

Interactions.

Opinion

Expression

of opinion

To express the

opinion on the

given subject

Student expresses

his opinions on the given subject/s

1.What is your opinion on this

issue ?

2.Present your

opinion.

Support

Provision of

sources for

support

To give a support for the opinion expressed

Student gives support for his opinion.

1.On what ground do you say this?

2.Give support for your opinion.

Opinions

Considerations of other opinions.

To consider the

opinions of others on a given subject.

Student considers the opinions of others on a given subject.

1.What are others opinion on this subject?

2.Take the opinion of others on this issue.

Explanation

Additional

information

To collect more

information on the issue in hand.

A student collects more information taking explanation from others on the given subject.

1.What information do you collect after seeking the opinions of others?

2.Do you need additional information to study the opinions of others ?Have it?

Difference

Expression of

differences

To express the differences of opinions if any

A student expresses the differences of opinions if any .

1.What differences do you find in various opinions you collect on the issue in hand?

2.Do you think the differences are minor or major ?why ?

Exchange of Views

Exchange of views & thoughts

To understand the opinions of others by exchanging thoughts and views with one another.

A student exchanges his views and thoughts with one another to understand the opinions of one another.

1.Do you communicate your opinion to others?

2.Have others communicated their opinions to you ?

3.What others think about your opinions and what you think about their opinions?

Disclosure of diference

Presentation of confirm opinion

To develop a  critical thinking,     enjoy freedom and  present  individuality and also  to assimilate something in the process of  competition.

A student develops his critical thinking,     enjoy freedom and  present  individuality.  He also assimilates something in the process of  competition.

1.Have you studied all the different opinions of  others?

2. Is your opinion different from them?

In what sense?

3.Have you disclosed your opinion  to the concerned?

4.Have you  learnt something after studying the  differences? What is that?

Thoughtful

Sitting

Definite

Final opinion

To frame the

final opinion

after considerations

of other opinions

A student frames a final opinion after

consideration  the  opinions  of  others and exchange the  views with one another.

1.What is  your last opinion on the issue?

2.Have you had a thoughtful sitting on this issue?

Adjustment/

Socialization

Co-ordination

To adjust with

the others or

socialize the

opinion

A student tries to socialize the

opinion or to adjust  with the  others.

1.Do you firm with your opinion or  want to change it?

2.If you are firm ,how you will persuade others to follow you?

3.If you are not ,do you want to adjust with other opinions?

Why?

9      Specifications of the Objectives  and  Evaluation  of   Non verbal Interactions:

Non-verbal

Interaction

Identification

Identification

of a person.

To indentify a

person whom non-verbal interactions are related

A student identifies the person whom non-verbal interactions are related

1.Who is she?

Do you know her?

2.Who is he?

What is his name? Do you meet him before?

Relation

Recognition of the relation between the two.

To recognise the relation with the person who comes in contact with him.

A student recognises the relation of him with the person who comes in contact.

1.Is seta your sister? ,Mother?

Classmate? Friend?

2.How do you call Shreeshant

by his nick  name,Shree ? or as Shreeshant?  Or as a Teacher ? or  as a Daddy?

Nearness &

Distance

Distance

maintenance

To decide to maintain the distance or to  go near .

A student keeps  a proper distance thinking of  relationship

1.When your friends is sad how you will consol him?

2. Do you keep  distance in bowing down your parents? Why?

Easy Sitting

Easy going of body movements and gestures

To perform body movements and gestures easily without pre-planning.

A student performs body movements and gestures easily without pre-planning.

1.Observe the reactions of your classmates when any new announcement is made in the class and note it into observation book. Do you think any one of you reacted it with pre-planning?

2.How do you convience that you are not pretending but your body movements and gestures were easy going?

Naturalization

Absence of pretendency.

To perform body movements and gestures naturally.

A student performs his body movements and gestures

naturally and easily without

thinking.

1.Find out the pre tendency of your class-mates particularly body movement and gestures made in the class before your teacher and note it in your observation  book..

2.Descibe one movement you observed in the class or in a family where body movements and gestures are not done naturally but are done with

pre tendency.

10 Summing up:

Interactive  Domain  is very important domain   in developing all round  development of a child. A child learns to develop its observation  skill, communication skill and inquisition skill going through  the assimilation process,  the cooperation process,  the competition process and through the  conflict process  and through many sub skills of verbal interactions and non verbal interactions.

But  the interaction  process was not properly analysed and put it into  the objectives or the  skills . The taxonomy of  the  objectives of this domain was also not properly made before. This was the vacuum  remained  in developing   a child in the  schools. It is an effort made consciously to structure the objectives hierarchal so that a teacher can develop this domain of a child in a school for fulfilling all round development of a child.

Any query or  explanation is always welcome in this regard.

References:

(1) Anderson and others(2001)A Taxonomy  for Learning, teaching and Assessing: A revision of Bloom’s Taxonomy of  Educational Objectives, New  York: Longthan.

(2) Argyle M.(1969) Social Interactions Methuen : London.

(3) Bhatia Kamala and Bhatia Balder(1986) The Philosophical and Sociological Foundations of Education ,Doaba House ,Booksellers &  publishers,1688, Nai  Sarak,Delhi 110006.

(4) Bloom, B.S.(1972) Taxonomy of Educational Objectives Handbook I: Cognitive Domain Longman: London.

(5) Dandekar ,W.N.(1986) Evaluation in Schools ,Shrividya Prakashan, 250 Shaniwar,

Ashtabhuja Marg , Poona 30 ,India.

(6) Deshpande, P.M.(1993) Instructional Systems Design ,YCM open University, Nashik

Maharashtra. India

(7) Dave ,R.H.(1969) Taxonomy of Educational Objectives and Achievement Testing,

in ‘Developments in Educational Testing’ Vol I. University  of  London Press, London.

(8) Harper and Harper (1992) Pre paring Objectives examinations – A Book for Teacher

Students and Examiners, Prentice Hall of India Private Limited, New  Delhi  01 .India.

(9) Krathwohld, D .R. Bloom, B .S. Masia B.B: (1972) Taxonomy of Educational Objectives,Handbook II: Affective Domain Longman : London.

(10) Mager, R.F(1975) Preparing Instructional Objectives,Fearon publishers: Belmont ,USA.

(11) Pandit V.K. (1978) Teacher Education Curriculum –A Framework, National council of Teacher Education , New Delhi. India.

(12)Patel Rambahi N. (1989) Educational Evaluation Theory and Practice, Himalaya

Publishing  House, Mumbai. India.

(13) Rackham , N and Morgan ,T (1977) Behaviour Ayalysis in Training, Mc Grew Hill ; Uk.

(14) Romiszowski; A.J.(1982) Designing Instructional Systems ,Kogan Page: London.

(15) Skinner, B.F.(1957) Verbal Behaviour Appleton-Century .Crofts : New York.

Watch the video related to Education Evaluation

In this Autism Hangout Special Report, Special Education Legal Services attorney David Tollner addresses the 6-rules necessary to get an Independent Educational Evaluation (IEE) at Public Expense. David’s advice is based on years of his legal experience dealing with families of special needs kids. His resume reads: Special Education legal services for parents struggling to receive the appropriate education for their child with disabilities. David is the former Executive Director of Pacific Autism Center for Education in Sunnyvale and Rebekah Children’s Services in Gilroy, as well as a civil litigator in San Jose for 13 years. David’s 6 rules for “Getting an Independent Educational Evaluation at Public Expense” are summarized at the end of the video. For more information or to contact David, his email address is: davidtollner@gmail.com

Help answer the question about Education Evaluation

my question is-even though i wrote the later today can i go to the school on Tuesday and tell them i refuse to have her evaluated??

the lady wrote the letter and had me copy it over and she never told me the repercussions of having her evaluated

About Author

Dr.S.S.Chaugule -
About the Author:

A study of many schools that successfully motivate and inspire students to reach higher levels at points on the positive effects of cooperation. This is the idea of shared governance is a critical educational administrators? Absolutely not, however, administrators play a crucial role as mediator in any planning process. An effective leader is the property of a plan, and this is achieved through cooperation with all sectors of its employees. Who owns the product tend to ensure that product to take.

If the collaborative process longer? Probably, with others in making decisions, planning and evaluation process can be very time consuming, but this time it is taking a substantial stake. In fact, cooperation is a powerful force for change in effective education. The analysis results of a new staff can be decorated, is much more productive and less costly than assigning this task to experts.

Motivated to keep the public schools of America against the growing problem of student learning. Such reasoning is often linked to the desire of students to obtain test results above. Energy focused on raising test scores can sometimes impede our efforts to improve the taste for learning. It would be interesting to know if the same role in the trials nationally, if the teacher in formulating methods of the school attended play responsibility. Teachers understand that not a single student to achieve high levels known to be motivated only by addressing the subject of a class.

How many students are inspired by themes? The answer is not rocket science. The teacher is the driving force behind student motivation and learning. One thing we all have in common is the influence of teachers. The vast majority, I remember one teacher, whose influence has had an enormous influence on our lives. Other medical personnel there are few other professions can make that claim. For me, it was Vienna Stock woman, I am 12 class English teacher to write in my ability to believe. Their promotion was implanted in me for years after leaving school and publishing my first book introduced. I want to play you, the reader to have a vine woman in your life.

At national level, and not nearly a third of all graduates of public education with their class. Tim was a young student at the drop head abyss. “I really have no reason to continue to exist in the school, he said,” Every day, leading to a bad experience. Then I met Ms. Atkins. “The science has a potential of Tim. Your encouragement and your support was a key to its future. Tim secondary school and soon graduated from the University of California with a degree in business administration. He is a graduate College first in his family.

Tim is not success, because a teacher ready to urge him a test. Atkins woman gave him attention, support and encouragement they need. The tests were a byproduct of motivation to learn.

Collaboration with teachers and allow them to be a part of the plans, the performance of their students a good understanding. All plans for academic success would flourish if teachers like Ms. Weinstock and Ms. Atkins was part of the design team.

1) Application Assessment

Someone sees that the child had difficulty in school, and requires testing to find what caused the problem. This request is from parents or educators. When parents place the request, the district must agree to give a full and individual evaluation. If the request comes from another person as a teacher, a team of educators and administrators gather to discuss the reasons and decide whether to continue testing. Regardless of who made the request, you must give written permission to do as a parent for this test. At this point you will be informed of your rights and your child.

If the district decides not tested, then it must inform you and inform you of your rights. You may still be able to proceed with the hearing due process, if you wish.

2) Test Results

You have the right to be informed of the results of the examination before the meeting. If you do not understand something, what is said in the report, you have the right to tell someone, the results for you.

If the test is completed, you will be with the team of experts met to be informed of the results. If your child has a disability, and you agree that it should receive special education, you need written permission for that to happen can.

If not found to have a learning disability, you and his teachers valuable information yet about him and how he learns best.

If you disagree with the result anyway, you are entitled to have it tested by someone from outside the school district. The district is responsible for assessment and point to a special hearing to pay, why they refused.

3) Installation

If you and the school district agree that a learning disability was found, then you and the team will decide the best program for your child. The team will be an Individualized Education Program (IEP), the objectives and means of measurement, is to integrate these objectives in the current year. It is also a list of services will get your child and get no special tools or help your child to as special transport or speech therapy if needed.

Your child is entitled to its services in the environment the least “restrictive receive. This means that employment services that are best for him instead of who is best. For example, it will not be placed in the resource room for assistance in math, he needs help with reading. It will not asked to stay in the current spell, if he has a learning disability in this area. In other words, he can get help with the things he needs help in.

It is important to be active in this process for your child. If you know the process, you can ensure that it followed correctly and that your child will recognize the rights. This does not mean you’re always on the attack, but that means you must keep a watchful eye. Here too, everything comes back into the name of your child, since he can not do for themselves. And in the long term it will be happier because of you.

The student in this case study has autism. His name is Adam. Adam is seven years. It is located in a Special Day Class for students with severe disabilities. Adam’s 3-evaluation year must be conducted to determine its eligibility for special education institutions. Adam has a lawyer and parents who are closely associated with his education. The evaluation plan was presented to parents, they requested additional testing, including functional analysis, occupational therapy and evaluation of appropriate technologies. A copy of the evaluation plan has been signed, given the appropriate professionals: psychologists, occupational therapists, speech therapists, speech therapist, nurse and special education teacher.

The school psychologist noted Adam repeatedly before the administration of psycho-educational Profile Revised (PEP-R). The PEP-R covers a wide range of development areas. The test samples are presented with simple instructions and most practical responses are expected nonverbal. The PEP-R provides information on the development of functioning of imitation, perception, fine motor, gross motor, integration of hand-eye, cognitive performance and cognitive verbal areas. The PEP-R is a set of toys and learning materials that were presented Adam play in structured activities. The psychologist recorded the responses of Adam to the test. The results were then distributed among seven developmental disabilities and behavioral four areas. The resulting profile Adam reveals the strengths and weaknesses in different areas of development and behavior.

Portfolio of Adam has been used as an assessment tool. Included in his portfolio are examples of work, progress reports, behavior reports, notes from parents and daily reports. The teacher sent home that day include performance reports, compliance levels and rapidly Adam on missions and goals and benchmarks. His parents signed and reflect the daily reports and was part of his portfolio. The daily reports were used to assist in the evaluation of Adam.

The school psychologist and functional analysis conducted to determine why Adam exhibits disruptive behavior. Questionnaires were sent home to complete for their parents. Howling and biting behaviors were his parents and teachers are worried. The teacher is responsible for collecting data on behavior. The psychologist and the teacher has created a form for collecting data. The teacher showed the appearance of undesirable behavior. The information provided by parents, psychologists and teacher comments have been created by the psychologist and the report was written.

The occupational therapist observes Adam, evaluated him and wrote a report. The school doctor examines Adam with a special device. Could she see that her hearing seems normal. Adam’s parents reported no problems with seeing and hearing. The speech therapist who worked with him in the past year to try him too.

Other diagnostic tests are used, and assess students with autism are the Autism Behavior Checklist (ABC), Autism Diagnostic Interview-Revised (ADI-R), Childhood Autism Rating Scale (CARS) and Pre-Linguistic Autism Diagnostic Observation Schedule (PL-ADOS). The tests are separate autism assessment instruments that have been specifically designed to assess children with autism. In addition, these tests are available to both historical information on child behavior (leave is usually provided by a parent), direct observation of the child by a specialist, or a combination of these methods.

Review of Adam’s 3-assessment year was exhaustive and comprehensive. The evaluation team has information on the development of Adam, behavior, communication, health, coordination, and cognitive level. With this information, the Individual Education Plan (IEP), the team noted that the placement was appropriate. Occupational Therapy (OT) services have been recommended. The occupational therapist wrote a number of objectives and to provide services for Adam. Functional analysis showed that the behavior of Adam reactions occurring during transitions. The evaluation found that assistive technology Adam excels in this area. No recommendations were necessary. Although Adam has been extended and score a lot of work for the IEP team, valuable information provided is supporting the team in making recommendations for the creation of Adam. The evaluation also found that Adam made great progress in its specific context school days.

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