Kinondoni – Mitihani ya Darasa la Saba | Mock 2026 – Download All Subjects
Swahili Medium
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If something goes wrong, student leaders do not pass the blame or make excuses but take responsibility for their part. Then, they learn from it, do what’s needed to correct what went wrong, and keep moving forward. When things go right, the most effective leaders are humble and recognize the efforts of their group and not just their own.
Example: While the Ant and Grasshopper group has effectively and efficiently cleaned up their work space, the Whales and Dolphins group is having less success. One of the members of this group comes up to you, her shoulders slumped, her expression apologetic. “Umm . . . teacher? I’m sorry, but we spilled the paint on the floor. I forgot to close it and then it got knocked over, but I’ll help you clean it up. Oh, but did you see the whale we made? Didn’t we do a good job?” She shows leadership in several ways: taking responsibility for a problem, proposing a solution, and attributing the successful paint job to “we.”
The first is ego-enhancement, as a result of success (Ausubel refers to “competition with oneself” principally, but also to a limited role for competition among pupils). The second motivating force for Ausubel is the desire to be accepted and respected by others, one’s peer group, but also other groups, such as teachers and initiates in a particular field of knowledge.
Thirdly, Ausubel describes a cognitive motivating factor of which there are two forms: one arises from success in previous learning and one from interest aroused when the learner is stimulated by a challenge, a puzzle or problem, a cognitive conflict or dissonance, which makes her/him feel a need to know more.
Despite criticism of the methodology and findings of Rosenthal and Jacobson’s (1968) study of teachers’ expectations and pupils’ performance (“the Pygmalion effect”), a large amount of subsequent research (summarised by Biehler and Snowman (1993)) has highlighted the fact that children try to live up to teachers’ expectations of them
