Journal Questions 1 - 4.
5. How would you respond to mistakes in your classroom without communicating to students that their mistakes are the result of low ability? You also want to avoid being unrealistic about what they can do or implying the the material is "easy."
1. The ideas in this chapter that I think will be most useful to me in a future teaching situation are the ideas about supporting my students development of self-efficacy and self-regulated learning. School is where they can safely develop these important skills that they will use their whole lives. By allowing students to solve problems and not always giving them the answer, I can help them learn really how to learn and make judgments about their environment.
ReplyDelete2. Based on the content of this chapter, it is very important to be a good role model for your students. They learn many ways, but one of them is through observation. By showing them how to correctly deal with problems and guiding their problem solving and critical thinking development, we can help them grow in their self-efficacy and self-learning. Also, it is important to be excited about what you are teaching, because even feelings of excitement can be learned from observing and will be transferred to your students.
3. Based on the ideas in this chapter, I would incorporate a lot of group work and collaboration in my classroom. I would also look for ways to present them with opportunities to really develop and solve their own problems and being able to discuss those strategies with peers who may be facing the same problems.
4. Are there any other ways besides group work and collaboration to support the development of social learning and their social cognitive skills?
5. I would respond to wrong answers in a way that tells them I know they can do better, such as “I know you can get the right answer, or that’s not quite right, but it’s close, keep thinking about it” Encourage all of the students that they are capable and I need to have confidence in them, which can give them confidence in themselves.
1. The idea in this chapter that I believe will be very useful to me in the future is self esteem. I believe it is very important for everyone to have high self esteem. Self esteem is how we view our self worth. And it is my job as a future teacher to show my future students that they have great worth. And that even though they may struggle with something it does not mean that it cannot be done. I want all my students to see themselves in the best way they can, and to always be confident that they can do anything they can.
ReplyDelete2.After reading this chapter I have realized how much our past experiences can really affect us. When teachers ask their students to come up and do something they will immediately think back to how they may have done something similar in the past. If they did well in the past then the student has a lot of confidence to go and do what the teacher asked. If they did not do well in the past then when they go up they are very hesitant and nervous.This is sadly true for even adults.
3.I would design my classroom in a way that showed kids that they have a lot of self worth. I would also set up a lot of activities that caused kids to have to work together, and help strengthen each other in areas that might be their weakness.
4.How can I be a good example for my future students in showing what high self esteem is?
5.If my students gave a wrong answer I would tell them to go back and try the problem again and I would tell them that I know they can work the problem. I would try to encourage them the best I could. I would also do the problem for the whole class if some students were struggling so that way no one knew exactly who was struggling, and the ones that needed help got the help they needed.
1. While reading the chapter, I was struck by the ideas of self-efficacy within a learning environment. Students must have a great amount of self-efficacy within particular subject areas in order to have a great amount of success and enjoy the class. It is my job as instructor to learn effective methods of teaching students how to work effectively and self-regulate to create a sense of self-efficacy.
ReplyDelete2. As an art instructor, it is vitally important for me to model how to properly do assignments for my students. I need actually show students how to do something instead of merely telling them how to do something. I also need to let students understand my thought process of problem solving while creating an assignment so they can model their own effective problem solving methods.
3. Based upon this chapter, I will not only create a social learning environment for my students but I will also provide them with multitudes of visual examples that should allow them to learn through viewing examples and demonstrations. Students should benefit greatly from this method of teaching within my art classroom.
4. How much help is appropriate for me to provide to students on their own projects before I discourage their own original problem solving strategies from coming out?
5. Within an art class, the majority of students will have a good understanding of their ability levels. However there will be students who do have a lack of talent and do not know it. In these cases, I will stress that ability level is not the basis for high grades in my class. I will emphasize the focus of following directions and doing assignments to the best of the student’s ability while always encouraging them to push beyond their capabilities.
1. The ideas in this chapter that will be most useful to me in a future teaching situation are those that will help me to develop my students into self-regulated learners. Barry Zimmerman’s cycle of self-regulated learning consists of three phases for the learner to engage in. The first phase is the forethought phase of analyzing the task at hand and setting goals. The student’s goals need to be reasonable with a few strategies set to accomplish the goals. The second phase is the performance phase where the student uses a variety of learning strategies such as imagery, mnemonics, and attention-focusing to reach the desired goal. During this phase, the learners will need to self-observe in order to determine if a strategy needs to be changed. Phase three involves student reflection of looking back on the performance to determine the level of successes.
ReplyDelete2. The content of this chapter which has changed my view of teaching and learning is the discussion of the benefits of teacher efficacy. Self-efficacy is our personal beliefs about our personal competence or effectiveness in a given area. A teacher’s sense of efficacy is a teacher’s belief that he or she can reach even difficult students to help them learn. As a result of student teaching, new teachers tend to have a higher sense of self-efficacy. But after their first year as a teacher, the sense of efficacy may go down because the support that the teacher received in student teaching is no longer there. It has been found that persistent high efficacy perceptions can be related to “unrealistic optimism” which is the tendency to believe that problems experienced by others would not happen to them. For student teachers, the “unrealistic optimism” was greatest for activities having to do with student discipline. Student teachers who were having problems managing their classroom still believed that they had high efficacy in classroom management. On the other hand, high efficacy has been viewed as a positive outcome. Teachers with high efficacy tend to be more enthusiastic, open to new ideas, and willing to experiment with new methods to better meet the needs of students. High efficacy teachers tend not to criticize students and not show anger when redirecting student misbehavior. A teacher’s sense of efficacy has been found to be tied to student achievement and motivation.
3. I will design my classroom using the ideas for helping students develop skills and attitudes for independent, life-long learning. Teachers need to involve students in complex, meaningful tasks involving multiple goals and large chunks of meaning that extend over long periods of time. Students need to be involved in making choices involving the learning process and the product. Students also need to be a part of developing the evaluation criteria for their learning processes and products. It is also beneficial to allow students to work with peers.
4. A question that this information has evoked is the statement that: Research shows that students with disabilities tend to be overconfident in their sense of efficacy. Is this true of the elementary disabled student as well as the high school disabled student? What is this based on, and is this healthy for the disabled student’s self-concept?
5. If a teacher has low ability students in the classroom, their performance can be improved and their self-efficacy increased using the following research-based strategies: adopt short term goals so it is easier to judge progress; make specific suggestions for improvement and revise grades when improvements are made; teach students to use specific learning strategies such as outlining, summarizing, or note-taking that help focus attention; give rewards based on achievement, not just based on engagement because achievement rewards signal increasing competence.
1. The idea in this chapter that would be most beneficial to me is that of self efficacy and how it effects how students learn and perform in school. If students do not have good self efficacy, they will not be motivated to learn and succeed in school. We need to make sure that we encourage our students and help them in any way possible to be certain that their experience in school is the best learning situation and fun for them.
ReplyDelete2. The information in this chapter that has changed my view of teaching is that of teacher self efficacy. Not only do we need to encourage our students and try to expand their self efficacy, we must make sure that our own self efficacy is good as well. If we have poor self efficacy as teachers, we will not be as interested in what we are teaching and our students' learning will be hindered. We need to make sure that we are giving our full effort for our students' sake and so their learning won't suffer.
3. I would model my classroom around activities that help build self efficacy. I will allow my students who are struggling in certain areas or with certain skills to master smaller skills first, before they move on to more difficult and challenging skills. I will allow for growth mentally and physcially in my class to make it the best possible learning environment.
4. A question this chapter has evoked is: How is self efficacy similar and different from self confidence? Can a student be confident about a particular skill or subject and still have poor self efficacy for that same skill or subject?
5. I think I would continue to help the student work through their difficulties and keep encouraging them no matter how easy the material was. The point is that they need to know and understand the information. It is important that they master the easier information before they move on to more difficult tasks. I would make their work realistic and have them continue to work hard and progress as much as they can.
1. The biggest idea that stood out to me in this chapter was self-efficacy and self-esteem. I need to make sure that my students are confident in what they are doing. I never want my students to feel like they cannot succeed at an assignment or on a given task. As a teacher, it is my job to make my students feel comfortable at succeeding at any task given.
ReplyDelete2. The aspect that caught my attention to change my idea of teaching is making sure I have self-efficacy. As a teacher this is vital. Without this, we will be teaching in vein. The information we give to our students will go in one ear and out the other.
3. I would build my classroom around giving credit where credit is do. I want to always be lifting my students up. I never want to hinder a student from succeeding to the potential because I cut them down.
4. How can I as a teacher have good self-efficacy?
5. If a student is struggling with a particular part of the class, I would never call it easy. Just because it is a simple concept to others, someone else may not think so. I would do everything in my power to make sure the student fully understands the idea and perfects it. I would do this in private so he/she would have no pressure of the other students.
1. The biggest things in this chapter that will be most helpful to me in the classroom is learning what self-efficacy is and how students can benefit from it. Also, learning the social cognitive theory and what we can do for our students, for them to have success in the classroom.
ReplyDelete2. After reading this chapter, my views have not changed about teaching. But this chapter really emphasized to me that teachers really need to be aware of our student's situations at home and in the classroom, because teachers might need to be the motivator for the student.
3. I would design my classroom from this chapter with building up self-esteem. I would create a classroom where each student knows that they can succeed and if they do not, they will not be judged so students can feel that they can try their best without the fear of failure.
4. No questions were evoked.
5. I would respond to the student saying that they could do better and challenge them further, but in an uplifting way that motivates the student to do their best work.
1. The understanding of self-efficacy’s role in students’ will definitely be the most useful thing for me from this chapter. It’s important to be able to interpret student behavior and help students with their struggles. They may feel inadequate in a subject, and it is the teacher’s vital role to encourage and offer help.
ReplyDelete2. The triarchic reciprocal causality has changed my view of teaching. Students’ behaviors and responses all stem from personal, environmental, and behavioral factors. It plays a lot into the classroom. The teacher’s understanding of students and their backgrounds is an important part of the student’s self-efficacy.
3. I am not sure how I would design my classroom based on this chapter. I would, however, probably incorporate things that would encourage the students to their full potential and help them have a higher self-efficacy.
4. I do not have any questions from this chapter.
5. This is a difficult situation. You always want to be positive and encourage your students so it would be difficult to point out that they have low ability. One might try to offer extra help to the struggling student. It might be beneficial to go as far as requiring them to get extra help from you or another teacher. It is never okay to allude to their low ability in front of other students.
1. The idea that will be the most valuable from this chapter is about self-efficacy. As a teacher if I can understand or perceive how a student thinks about themselves, then it will allow me to try and provide more help and support to those who are struggling with their work. If I can provide them with the support and help that will help to boost their confidence in themselves, then hopefully, their self-efficacy will increase.
ReplyDelete2. This chapter has changed my view on the way that teachers need to help students. Rather than just helping the student find the correct answer to a question, the teacher needs to feed that students confidence, and help them work their own way to the answer. If they become more confident then they are more likely to put more effort into finding the answer, than if they think they are not capable.
3. This is difficult to design a classroom around the ideas from this chapter, but I think that if you are able to make the classroom accessible so that you are able to get to every student and give them the help and support that they need then that is the best way to do it. Seating arrangements need to allow the teacher access to all students, but they also have to allow the teacher space to stand, squat, or lean and to be comfortable for the teacher, so that they can provide the help that the student needs if it is going to take longer than a few seconds.
4. One question that I have is what is a good strategy to use to strengthen a student’s self-efficacy? Is it a good idea to get students to help one another before intervening to provide help, or could that just lower their self-efficacy even more?
5. I think that the best way to respond to mistakes is with constructive criticism, take the positives from the students work and focus on them before pointing out the mistakes. Show them that they have done well and that they are more than capable of completing the assignment, just that they need to change one or two things to get it spot on. Or sometimes, just clarifying what the assignment was to them again to make sure that they understand what is required of them, which can sometimes be the cause of mistakes.
1. The idea that will be most valuable to me as a teacher is the promotion of a student's self efficacy. Without a proper view of themselves a student can not learn effectively. Confidence is a very important thing in a child's life and the lack of efficacy can be a huge indicator to other struggles.
ReplyDelete2. This chapter has opened my eyes to the impact a teacher has a child's total outlook on life. A teacher can be the brightest or darkest part of a child's life, depending on the child's situation. This is a big responsibility and as a teacher it should be taken seriously.
3. I would design my classroom to be constructive but also private. I would not allow other students to know another's grade. I would only allow them to build one another up. When critiquing, such as during writing, a child should not be put down.
4. No questions were evoked.
5. I would push the student to try to come up with the right answer, and then ask the rest of the class to help them. This creates a unity in the classroom, because not everyone always knows every correct answer.
1. The idea in this chapter that will be most beneficial to me is the Triarchic Reciprocal Causality. It is important to understand that things are not as black and white as they seem. A students' failure can come factors outside of the classroom. They can come from the environment or individuals around them, past achievement, and personal beliefs. There are factors that you cannot control, but sometimes there are still small adjustments you can make to encourage students in the classroom
ReplyDelete2. The idea of Bandura's learning experience has changed my view of teaching. The stereo type of teaching is that it is mostly led by the teacher. Bandura's learning experience encourages some student led activity. If a student is put in charge of his or her own education he or she is more likely to learn and want to do better. The student will have a higher desire to succeed and in turn this causes intrinsic motivation.
3. I would design my classroom in a way where students can take charge of their own education. At the same time I would strictly guide the work. Student led work is great but needs to be organized and observed. In addition, I will encourage my students and learn enough about them to know when they need motivation. I will do my best to make small adjustment to make outside issues not a major limiting factor in my class.
4. Question: The reading did not evoke any questions.
5. You can correct a student without being unrealistic but at the same time making sure you do not make them feel like the material is easy by guiding them. Sometimes students seem to be far off the correct answer but you can guide them to the correct answer by asking a series of simpler questions. In addition, I could let the students talk to the those sitting around them to see if they could come up with an answer that they all agree on.