Know yourself correctly-woodmam

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In fact, many things look difficult, but in fact, as long as you are willing to do, it is also possible to make:.

  In my second year of high school, I was the class president on duty. At that time, there was a system in the class, rotating as class president, each for two weeks. When it was my turn, it was New Year's Day and the class was planning a party. Everyone submitted a program, but I felt that the program list was a bit monotonous, so I had an idea to write a script.

  To be honest, the idea was a bit much for my level, and for just two weeks, my classmates, including my friends, looked at me with suspicion. And I myself in fact do not have much confidence, but at that time has put out the word, so I also go ahead and do it. But since I did it, I still put my heart into it, and that week I had the script in my head, thinking about it all through my meals and sleep, and I wanted to quote a classmate's occasional gesture and occasional phrase. At that time, my foundation was pathetically weak, I had only seen a few acts of Thunderstorm, and I knew nothing about theatre in general. But I still wanted to make an effort to write, and for the first time I felt the pain of creation, and often felt a helpless suffocation where there was no passion and where I was not satisfied. But finally, though childish, I finished it. Then I hurriedly rehearsed, which was even more painful than when I was writing, not knowing the stage specifications and not understanding many things, and we were at a loss. Fortunately, my classmates were more supportive, and we all rehearsed and corrected as we went along, and surprisingly, we were all very excited when the show was finally performed. Although it was a very childish few acts, but it was their own original. When I think about it now, this is one of the things I am most proud of. What I learned from this incident is that there are many things that look hard and are hard to do, but as long as you dare to do them, you can still make them.

  III. Requirements and principles

  1. Know yourself correctly

  Effective positive reinforcement from the correct self-affirmation, correct self-affirmation and from the correct self-understanding, that is, a more objective, clear understanding of their own basic situation, both to see their own strengths, but also to see their weaknesses. No one is perfect, no one can be perfect.

  2. Grasp the "degree"

  Grasp the "degree" is a good use of the "positive reinforcement" method of a major principle, to do their own strengths and weaknesses are neither enlarged, nor reduced. Amplify their own shortcomings, it is easy to recognize their own progress, inferiority complex, thus stagnating; amplify their own strengths, it is easy to lack a clear understanding of their own situation, the growth of complacency, will also hinder their own development.

  Fourth, the operation method

  Using the "positive reinforcement" method to develop behavioral habits, pay attention to the following "technical points": 1.

  1. Choose the appropriate positive reinforcement

  When you show appropriate or good behavior, you should not miss the opportunity to give yourself rewards and affirmation, these rewards and affirmation is to stimulate you to perform good behavior again positive reinforcement. Of course, everyone's preferences are different, so it is important to understand what kind of positive reinforcers will motivate you so that you can choose the right positive reinforcer at the right time.

  Below is a list of some common positive reinforcers, which you can rank in order of your preference. Of course, if you have other special positive reinforcers, you can also add them.

  Consumer reinforcers: These are one-time consumer items such as candy, cookies, drinks, fruit, chocolate, etc.

  Activity reinforcers: refers to activities that are leisure in nature such as watching TV, watching movies, doing crafts, playing soccer, going to the park, picnics, traveling, shopping, etc.

  Manipulative reinforcers: Items that you love to play with over and over again, such as rag dolls, Transformers, toy cars, toy pistols, pictures, cards, balloons, etc.

  Possession reinforcers: Items that children can have and enjoy for a period of time, such as puppies, kittens, tape recorders, cassette tapes, CDs, computers, pianos, violins, nice clothes, notebooks, souvenirs, stationery boxes, etc.

  Social reinforcers: rewards that are spiritual in nature, such as: hugs, touch, smiles, awards, gaze, parent-child teasing and frolicking, storytelling, verbal compliments (smart, capable, good boy), etc.

  It is important to note here that as one grows older and behavior is developed, tangible reinforcers should be gradually reduced and social reinforcers should be gradually increased.

  2. Focus on the appropriate behavior to be reinforced

  When you present good behavior, do not rush to give yourself a reward, i.e., a reinforcer, but think clearly about what kind of good behavior you can get this reward for. If you give yourself a reward when the situation is not clear, then the reinforcer will lose its reinforcing meaning.

  Positive reinforcers must follow the good behavior; the longer the interval, the less effective they are. Positive reinforcers should be given in moderation to avoid "satiation" or damage to physical and mental health. It is best to use multiple positive reinforcers in conjunction with each other, and to be flexible in the way you use them.

  3. Tell your parents about your plan to get their active cooperation

  Parents are the people who can help us develop good habits. If you tell them your plan, they will be happy to help you implement it.

  First, you can tell your parents your habit-forming goals and the reinforcers you want to receive.

  For example, if you want to develop the habit of doing homework without procrastination, you can set yourself to play computer games for 15 minutes if you finish your homework before 7 o'clock, and if you do it for a week, you can play for half an hour on Sunday. If you do it for a month in a row, you can go to the playground and play once.

  Then, ask parents to get hold of reinforcers.

  Teenagers are not strong enough in self-control, so consider asking parents to master reinforcers. Also, ask parents to present positive reinforcers to themselves not just by giving something, but also by verbalizing what behavior is appreciated. Another point to note is to ask parents to evaluate themselves objectively and to use less evaluative praise. Because evaluative praise is often more extreme, for example, when you draw a nice picture, parents who comment, "That's a good drawing, you'll be a little artist in the future!" Such praise can make us develop a dependence on high-expectation evaluation, which is not conducive to developing our autonomy. At this point, if our parents can describe our strengths in subject matter, composition, color, innovation, etc., such objective praise can help us understand what we are good at and where we need to build on, which will help us gain a positive and objective self-understanding.

  For us, describing facts is far better than empty praise.

  For example, in the above article, Mr. Ding's reinforcing behavior is very specific, i.e., he encourages his daughter to "ask more questions without shame", and even the number of times is clear, so she gets clear guidance. But Ding Hong's mother says that her child's "slow response" is a taboo of tutoring, both negative and careless, so how is it "slow"? Lack of constructive advice.

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