The importance of making students success has been underlined in enhancing students self-efficacy. Opposite to the statement that “optimist tends to be successful, pessimist tends to be right”, the idea that most of us reach a consensus is that “the experience of success makes people optimistic”, while the emotion or attitude which are defined as pessimistic would be aroused due to the reason that the leader of teaching activities set obstacles to make students failure. The experience of failure, regardless of the genre, relates negative emotion of students.
As for learning objectives, or teachers goal-setting for students in every class, that might be the origin of syllabus and process assignment. People tend to feel safe when they plan ahead in order to face uncertain upcoming accidents? But the argument emerges when individual difference was considered, relating with people's nature of comparing with reference, such as goal set by teachers. They would evaluate how much they meet the objective standard.
Students would set end in view for each activity for them own, and the learn how to adjust self-set goals by themself as the experience accumulate. But what is the role that teacher plays in it? It seems not that practical when locate every reachable and doable little approximation of progress.
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