SKILLS..

Self-concept or self identity refers to the global understanding a sentient being has of him or herself. It presupposes but can be distinguished from self-consciousness, which is simply an awareness of one's self. It is also more general than self-esteem, which is the purely evaluative element of the self-concept.[1]

The self-concept is composed of relatively permanent self-assessments, such as personality attributes, knowledge of one's skills and abilities, one's occupation and hobbies, and awareness of one's physical attributes. For example, the statement, "I am lazy" is a self-assessment that contributes to the self-concept. In contrast, the statement "I am tired" would not normally be considered part of someone's self-concept, since being tired is a temporary state. Nevertheless, a person's self-concept may change with time, possibly going through turbulent periods of identity crisis and reassessment.

The self-concept is not restricted to the present. It includes past selves and future selves. Future selves or "possible selves" represent individuals' ideas of what they might become, what they would like to become, and what they are afraid of becoming. They correspond to hopes, fears, standards, goals, and threats. Possible selves may function as incentives for future behavior and they also provide an evaluative and interpretive context for the current view of self.[2]
In philosophy, we can also mention the concept of the ipse identity (‘who am I?’) introduced by Paul Ricoeur [3


TYPE OF CONCEPT
Self concept can be divide to two types which is positive and negative self concept.
· POSITIVE
· NEGATIVE


WAYS A TEACHER CAN HELP TO FORM A POSITIVE SELF CONCEPTS.
· PRAISE THE STUDENT
· ENCOURAGE POSITIVE WAYS OF INTERACTION BETWEEN STUDENT AND PARENT
· ENCOURAGE STUDENT TO THINK IN POSITIVE WAYS OF THEMSELVES
· AWARE OF THE DIFFERENCES OF THE STUDENT
- WRITE/ZOOM 5 WAYS
-CREATE 1 CONCEPTS


2.THINKING AND LEARNING SKILLS
- CONCEPT OF THINKING
-SPLITS LEFT BRAINS THEORY – ROGERS THEORY
-TYPES OF THINKING :
LATERAL ~ Lateral thinking is a term coined by Edward de Bono, for the solution of problems through an indirect and creative approach. Lateral thinking is about reasoning that is not immediately obvious and about ideas that may not be obtainable by using only traditional step-by-step logic.
VERTICAL~ type of approach to problems that usually involves one being selective, analytical, and sequential. It could be said that it is the opposite of lateral thinking
CRITICAL ~ purposeful and reflective judgment about what to believe or what to do[1] in response to observations, experience, verbal or written expressions, or arguments. Critical thinking may involve determining the meaning and significance of what is observed or expressed, or, concerning a given inference or argument, determining whether there is adequate justification to accept the conclusion as true. Hence, Fisher & Scriven define critical thinking as "Skilled, active, interpretation and evaluation of observations, communications, information, and argumentation."[1] Parker & Moore define it more narrowly as the careful, deliberate determination of whether one should accept, reject, or suspend judgment about a claim and the degree of confidence with which one accepts or rejects it.[2]
Critical thinking gives due consideration to the evidence, the context of judgment, the relevant criteria for making the judgment well, the applicable methods or techniques for forming the judgment, and the applicable theoretical constructs for understanding the nature of the problem and the question at hand.[2] Critical thinking employs not only logic but broad intellectual criteria such as clarity, credibility, accuracy, precision, relevance, depth, breadth, significance and fairness.
In contemporary usage "critical" has the connotation of expressing disapproval,[3] which is not always true of critical thinking. A critical evaluation of an argument, for example, might conclude that it is good.

CREATIVE~ Creativity is a mental and social process involving the generation of new ideas or concepts, or new associations of the creative mind between existing ideas or concepts. Creativity is fueled by the process of either conscious or unconscious insight. An alternative conception of creativeness is that it is simply the act of making something new.
From a scientific point of view, the products of creative thought (sometimes referred to as divergent thought) are usually considered to have both originality and appropriateness.
Although intuitively a simple phenomenon, it is in fact quite complex. It has been studied from the perspectives of behavioural psychology, social psychology, psychometrics, cognitive science, artificial intelligence, philosophy, history, economics, design research, business, and management, among others. The studies have covered everyday creativity, exceptional creativity and even artificial creativity. Unlike many phenomena in science, there is no single, authoritative perspective or definition of creativity. And unlike many phenomena in psychology, there is no standardized measurement technique.
Creativity has been attributed variously to divine intervention, cognitive processes, the social environment, personality traits, and chance ("accident", "serendipity"). It has been associated with genius, mental illness, humour and REM sleep.[1] Some say it is a trait we are born with; others say it can be taught with the application of simple techniques. Creativity has also been viewed as a beneficence of a muse or Muses.
Although popularly associated with art and literature, it is also an essential part of innovation and invention and is important in professions such as business, economics, architecture, industrial design, graphic design, advertising, mathematics, music, science and engineering, and teaching.
Despite, or perhaps because of, the ambiguity and multi-dimensional nature of creativity, entire industries have been spawned from the pursuit of creative ideas and the development of creativity techniques.