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The Kinesthetic, Intrapersonal and Social Interpersonal Approaches to Self-Assessment

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From the self-assessment, it is evident that on a personal level, my primary learning style is through kinesthetic, intrapersonal and social interpersonal approaches. The idea is that through the use of the body movements, I am in a position to integrate knowledge of information that I come across in a faster, concise manner. The reason is that since I enjoy moving and being in the company of others, I am able to speak out what I am learning taking it in an active, participatory manner. In this way, it possible to attain a high level of knowledge.

In that connection, my intelligence profile is one that comprises the presence of the competencies involving a dominant linguistic as well as a musical approach. In effect, it involves the use of various features like language and music to understand the world around me. The findings from the self-assessment have been able to reveal a consistency when it comes to the assumptions concerning my learning style. The reason is that I have always assumed that I consistently gained knowledge through kinesthetic and interpersonal approaches, which is reflected in my findings. The manner in which I understand the world is through relating with others in an active physical environment. This has had an impact on my experience in secondary school as I was conscious of how I was expressing myself in front of others and that assisted in developing my confidence and retaining information. In an overall sense, the structure of schools where there has been participatory, student-focused learning overseen by teachers has been of assistance in supporting my learning style as there has been interaction with other students. Teachers could enhance their tutoring effectiveness by fostering a tolerant learning environment that encourages young learners to gain knowledge by action rather than a passive approrach.

In the TED Talk piece, “The Mysterious Workings of the Adolescent Brain” by the scientist Sarah-Jayne Blakemore, there is an overview of the cognitive aspects of an adolescent’s brain. She delves into how the different sections of the brain develop in an adolescent, together with the impact this has on their behavior and aspects of their decision-making. From her presentation, it emerges that the growth of sections of the brain stretches longer when one is an adolescent and that exposes them to aspects of sound judgment and a lack of self-awareness. In particular, according to Blakemore, the prefrontal cortex of teenagers that is yet to fully develop is the cause of the risk-taking behavior and impulsiveness of young people in adolescence.

I was able to learn that there is a direct link between the irrational and immature behavior of adolescents and the lack of full development of their brain. From the information available and known to me concerning how young people in adolescence behave, I am in a position to understand since I remember being a teenager and the lack of self-awareness. In that regard, one of the most significant implications on a policy that can come from this new information is that there should be a new approach that can target and bring attention to young people that their propensity for impulsiveness has a scientific explanation. In that way, they will be conscious of their actions and understand that it is a phase that should pass with time. Academic institutions should similarly impart this knowledge about adolescents so that their condition is one that is expected due to their age and in this way, become constructive and provide a helpful environment for their optimal growth and avoid bias or condemnation. The school policy of severe punishment for impulsiveness among teenagers should be changed as such actions impede the character development of teenagers.

In the Crash Course video, “Eating and Body Dysmorphic Disorders” is one that merges into issues relating to the physical development of a human being, in relation to the consumption levels of food. It presents an analytical overview of the various challenges that develop as a result of eating disorders, looking at individuals at different stages of their physical and psychological development. It explains how there is a direct relationship between being a teenager and having an eating disorder since they’re still developing physically and emotionally, and the associated risk and rise of disorders associated with eating.

In this connection, one other aspect of physical development arising out of eating disorders includes the development of self-esteem in a younger person, where there is a need to have the approval of others regarding how one looks. As an adolescent that is undergoing body changes, can lead to the rise of insecurities when they gain weight and will cause them to be overly sensitive to remarks about their body weight. On that basis, there is a propensity for these individuals to obsess about the need to reduce their weight and resort to drastic measures such as failing to eat. Once this is practiced on a regular basis over a significant period of time, it can amount to an eating disorder.

In the video, “What’s in it For Me? : “Identity” the researcher Jeffrey Arnett delves into various issues that relate to the question of adulthood from the perspective of an individual making the transition from teenage hood. Particularly, the approach he undertakes is one that categorizes this period as being one where an emerging adult is therefore becomes conscious regarding their identity. In that regard, one is beginning to have a firm and consistent understanding of who they are. In that regard, before one transitions into adulthood, there is a period of uncertainty where they are not entirely sure of who they are as a person. Once there is the attainment of this realization, one feels like an adult. The person at this stage of transition where they are emerging adults are at a stage where they feel like adults but are not adults yet. In effect, emerging adulthood is a new stage of life where one starts to develop attributes that make them feel like adults but are yet to fully transition.

On a typical level, this is a period where an individual is reaching their 20’s and has begun to form a number of body features and behaviors that indicate they are adults but still retain others that betray their youth. As they have not fully crystallized their sense of identity, it presents a challenging scenario and explains some of the difficulties they experience. Some of these include the lack of self confidence and a high level of sensitivity regarding their appearance. In effect, this is not a phenomenon that is based on one particular setting against another, it just means that the concept of emerging adulthood is one that goes beyond any one’s cultural landscape.

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GradesFixer. (2019, January, 03) The Kinesthetic, Intrapersonal and Social Interpersonal Approaches to Self-Assessment. Retrived December 15, 2019, from https://gradesfixer.com/free-essay-examples/the-kinesthetic-intrapersonal-and-social-interpersonal-approaches-to-self-assessment/
"The Kinesthetic, Intrapersonal and Social Interpersonal Approaches to Self-Assessment." GradesFixer, 03 Jan. 2019, https://gradesfixer.com/free-essay-examples/the-kinesthetic-intrapersonal-and-social-interpersonal-approaches-to-self-assessment/. Accessed 15 December 2019.
GradesFixer. 2019. The Kinesthetic, Intrapersonal and Social Interpersonal Approaches to Self-Assessment., viewed 15 December 2019, <https://gradesfixer.com/free-essay-examples/the-kinesthetic-intrapersonal-and-social-interpersonal-approaches-to-self-assessment/>
GradesFixer. The Kinesthetic, Intrapersonal and Social Interpersonal Approaches to Self-Assessment. [Internet]. January 2019. [Accessed December 15, 2019]. Available from: https://gradesfixer.com/free-essay-examples/the-kinesthetic-intrapersonal-and-social-interpersonal-approaches-to-self-assessment/
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