LEARNING TASK

Learning Task



Learning Task

Course Project: Learning Tasks, Section 3

Introduction

Written feedback is an essential aspect of any anger management course. This is especially true now with the predominance of the process approach to writing that requires some kind of second party feedback, usually the instructor, on student drafts. So dependant is current writing instruction on instructor feedback that Kroll (2001) describes it as one of the two components most central to any writing course with the other being the assignments the students are given. The goal of feedback is to teach skills that help students improve their anger management proficiency to the point where they are cognizant of what is expected of them as writers and are able to produce it with minimal errors and maximum clarity.

Common Practices

The most prominently used methods feedback fall into two common categories: feedback on form and feedback on content.

The most common methods of feedback on form are outright teacher correction of surface errors, teacher markings that indicate the place and type of error but without correction, and underlining to indicate only the presence of errors. The first requires students to copy the corrections and the latter two require students to correct the errors on their own.

Feedback on content consists mainly of comments written by teachers on drafts that usually point out problems and offer suggestions for improvements on future rewrites. Students are usually expected to incorporate information from the comments into other versions of their papers.

Proven Process for Managing Anger

The first step towards managing anger in our personal relationships appropriately is the identification of the mistaken attitudes and convictions that predispose us to being excessively angry in the first place! Once these mistakes have been corrected, we will be less likely to fly off the handle than we were in the past.

The second step is the identification of those factors from our childhood that prevents us from expressing our anger as appropriately as we otherwise might. These factors include fear, denial, ignorance and so on.

•These impediments to the effective and appropriate management of our anger towards others can be removed so that our suppressed anger will NOT compound itself inside of us as it has been doing for years.

The third step is learning the appropriate modes of expressing our "legitimate" anger at others so that we can begin to cope more effectively with anger provoking situations as they arise in our personal relationships. When we are anxious or depressed in our relationships, we are often experiencing the consequences of our suppressed anger. The problem is that we have suppressed our anger so deeply that we succeeded in concealing it from our own selves! All we are left with is the residual evidence of it, our anxiety or our depression. When we are depressed, very often we are also angry at our self without realizing it.

•Learning to appropriately manage our anger at ourselves is the antidote to much of alcoholism and drug abuse. But the management of our anger does not end ...