My score in the Habits Questionnaire

Aspects of the study of the My score Interpretation

Habits
Part 1 MOTIVATION 60 I seem to have no difficulties
in starting tasks and staying
focused on them.
Part 2 75 I possess the ability to
Organizing and planning your effectively allocate my time
work to complete specific tasks and
ensure that I accomplish all
necessary objectives prior to
the deadlines.
Part 3 Working with others. 60 I utilize available resources to
Utilizing Resources and their fullest extent, actively
feedback engage in seminars, and am
attentive to listening.
Part 4 Managing school work 70 I might become overwhelmed
stress by my issues, causing me to
be less productive as a
student. I want to learn how
to handle stress better and
improve my stress
management skills.
Part 5 Note-taking and 85 I study effectively and read
reading efficiently, gaining
knowledge as I progress. I
minimize time spent on
irrelevant reading materials.

Part 6 Preparing an 90 I will dedicate focused time

Assignment/Project each day to research, gather
relevant information, and
outline the key points in order
to effectively prepare my
assignment/project.

ACTIVITY 2
Question:

1. How accurate were the children in predicting how well they would remember the world
list? How did they remember the list? Where they able to tell you what they did to
remember the words after they repeating the list? Where there in differences in age in
terms of how accurate their prediction on their lists were?

Answer:
The children's accuracy in predicting their memory of the word list varied. Some were close,
while others were not quite accurate. They remembered the list by using strategies like repeating
the words, creating associations, or using visual images. After repeating the list, some children
could explain their strategies, while others found it challenging to articulate. Interestingly, older
children tended to have more accurate predictions about their memory compared to younger
ones, showing a difference based on age.

2. How well did the children do in retelling story? Did the children tend to tell the story in
the “correct” order or in the order you told it ? We’re the age differences in how they
responded here?

Answer:
To evaluate the children's retelling of the story, you can analyze whether they followed
the correct order of events as you presented them or if they reordered the story. Age
differences could impact their responses, with older children more likely to recount the
story in a coherent sequence compared to younger children.

3. Consider the older children’s response to the question about memory and reading, given
their response, how memory and reading? Did the children have a sense of which they
way learn best? Do they seem to be creating/supporting an appreciation of reading in
children? Do the children seem to see teachers being helpful in this areas?
Answer:
Based on the older children's response about memory and reading, their understanding of
how memory and reading are connected might vary. Some may have a sense of their
preferred learning method, whether through visual memory from reading or experiential
memory from hands-on activities. They might exhibit a greater appreciation for reading if
they associate it with enhanced memory retention. Regarding teachers, the children's
perceptions could indicate whether they view educators as facilitators in helping them
learn and remember through various methods, including reading