Promoting Non-Cognitive Skills: A Classroom Practice
- December 12, 2019
- Posted by: RSIS
- Categories: Education, IJRSI
International Journal of Research and Scientific Innovation (IJRSI) | Volume VI, Issue XI, November 2019 | ISSN 2321–2705
Promoting Non-Cognitive Skills: A Classroom Practice
Harerimana Jean Paul
Candidate at Master of Education (Curriculum and Instruction) Specialized in the Inclusive Classrooms, Concordia University, Portland. Oregon, USA
Abstract: The purpose of this paper is to highlight the non-cognitive skills (Motivation, confidence, tenacity, trustworthiness, perseverance, social and communication skills), and demonstrate how non-cognitive skills can be promoted in the classroom.
Key terms: Non-cognitive skills
I. INTRODUCTION
Non-cognitive skills also named Soft skills are very essential skills to students in classrooms to enable teachers achieving excellence through equity. All students’ needs and requirements need to be taken care of by teachers to help students from various backgrounds benefit from the conducive learning environment of classrooms.
Gutman and Schoon(2013) defined non-cognitive skills as a very broad range of characteristics or skills that include motivation, confidence, tenacity, trustworthiness, perseverance, social and communication skills. The concept was introduced by sociologists Bowles and Gintis (1976) to focus on factors other than those measured by cognitive test scores. They highlighted the role of attitudes, motivation and personality traits, rather than academic skills, as determinants of success.
