Module 1 - Teachers’ self efficacy
Our first readings covered learning, teaching, and educational psychology as well as the students cognitive, self, social, and moral development. Three concepts that stuck out to me in the text were the teachers’ sense of self efficacy (p. 5), and the sections in the social context for development: family (p.81); Teachers and child abuse (p. 93). Through the course of this blog I hope to show you why these areas are ones that I believe to be of the utmost importance in education.
A teachers’ sense of self efficacy is the teachers belief that he or she can reach the most difficult students and help them learn (Hoy, 2019, p. 5). To me this concept is incredibly important. Teachers with a high sense of efficacy work harder and persist longer even when students are harder to teach, because they believe in themselves and in their students. I think that this is the bedrock of what makes a good teacher. It would be great to live in a world where all students are receptive to our teaching methods, required little differentiation, and picked up topics at a pace that allowed us to cram their brains with new knowledge on a daily basis. But that is not our world. We have language barriers and disabilities, diversity in beliefs and learning styles, and emotional states that might not be totally apparent in their causes. I believe that our teachers need to champion their students and the administration in turn needs to champion their teachers. The heart of this is the belief in and desire for all students success.
While self efficacy is the overarching attribute its interaction with the social context for development is where I think it really proves its worth and somewhere where it overlaps with my experience: divorce. When I was young my parents separated. During the time when custody rights were being decided I know that there was much conflict between my parents and it continued long after. While the separation happened at a very young age, my father completely removed himself from my life around my 13th birthday. I know how difficult that was on me but I also think that it can be heard even in amicable situations. The text speaks to the difficulty of this period for all children, but notes it is especially difficult on young boys to lose a male role model. I feel that as a male who has gone through this experience I can provide these students with a kind of understanding they may not get from someone who has not. It will also be beneficial to them, in a predominantly female field, to have a positive male role model in their lives. This will always be something I think of when I conduct myself in the classroom.
The second area where self efficacy intersects with with the social context for development is in the teachers role in child abuse. It is absolutely critical to protect the students welfare and intervene in cases of abuse. According to Hoy (2019) about 3,000,000 cases of abuse and neglect are reported every year. The text also stated that that at least 4 children die of abuse or neglect each day because no one would “get involved.” While I was never abused myself I have become close enough to many who have to the point where they were comfortable enough to tell their story. To hear about a child that was abuse by someone close to them and felt like they had no safe outlet they could go to for help makes me feel all kinds of emotions for them. The text stated several warning signs I have made a personal note of and it will always be a goal of mine to foster a safe environment for my students to learn in.
References:
Hoy, A. W. (2019). Educational psychology. NY, NY: Pearson.
A teachers’ sense of self efficacy is the teachers belief that he or she can reach the most difficult students and help them learn (Hoy, 2019, p. 5). To me this concept is incredibly important. Teachers with a high sense of efficacy work harder and persist longer even when students are harder to teach, because they believe in themselves and in their students. I think that this is the bedrock of what makes a good teacher. It would be great to live in a world where all students are receptive to our teaching methods, required little differentiation, and picked up topics at a pace that allowed us to cram their brains with new knowledge on a daily basis. But that is not our world. We have language barriers and disabilities, diversity in beliefs and learning styles, and emotional states that might not be totally apparent in their causes. I believe that our teachers need to champion their students and the administration in turn needs to champion their teachers. The heart of this is the belief in and desire for all students success.
While self efficacy is the overarching attribute its interaction with the social context for development is where I think it really proves its worth and somewhere where it overlaps with my experience: divorce. When I was young my parents separated. During the time when custody rights were being decided I know that there was much conflict between my parents and it continued long after. While the separation happened at a very young age, my father completely removed himself from my life around my 13th birthday. I know how difficult that was on me but I also think that it can be heard even in amicable situations. The text speaks to the difficulty of this period for all children, but notes it is especially difficult on young boys to lose a male role model. I feel that as a male who has gone through this experience I can provide these students with a kind of understanding they may not get from someone who has not. It will also be beneficial to them, in a predominantly female field, to have a positive male role model in their lives. This will always be something I think of when I conduct myself in the classroom.
The second area where self efficacy intersects with with the social context for development is in the teachers role in child abuse. It is absolutely critical to protect the students welfare and intervene in cases of abuse. According to Hoy (2019) about 3,000,000 cases of abuse and neglect are reported every year. The text also stated that that at least 4 children die of abuse or neglect each day because no one would “get involved.” While I was never abused myself I have become close enough to many who have to the point where they were comfortable enough to tell their story. To hear about a child that was abuse by someone close to them and felt like they had no safe outlet they could go to for help makes me feel all kinds of emotions for them. The text stated several warning signs I have made a personal note of and it will always be a goal of mine to foster a safe environment for my students to learn in.
References:
Hoy, A. W. (2019). Educational psychology. NY, NY: Pearson.
James,
ReplyDeleteI strongly believe that a teacher's self efficacy is very important. Throughout your many years of teaching, you will experience having your most difficult students, but this is the great aspect of teaching. Having the opportunity and ability of reaching these students is quite rewarding and memorable. Last year, I worked with a student who had no interest in speaking to anyone and struggled transitioning to a new school. One day, he had one of his most difficult days. He was defiant and eventually broke down. As the day went on he approached me and asked if I could go on a walk with him. We eventually sat down at the round tables in our student cafe. What I remember most from that moment, is him opening up to me and allowing me get to know him. He is now entering all honors classes this upcoming school year. These moments are why I am on this journey to becoming a teacher.
Sara
I agree with both of you that teacher's self efficacy is very important. You will experience some troubled students which will be difficult but it will help build you as a teacher and show you many different ways to handle different situations. One way may work for some students but not others and you'll learn what works best for each individual student. Some may need the strict/stern voice to get your point across and others just need to be showed they are loved and cared for, sometimes that's all they need. I remember either my first year or my 2nd year being in the classroom, we had a student that was a little more difficult but we were able to have a good understanding of each other. There would be times where he would start acting out and talking back and I would just give him that "look" and he would stop. Then, on the last day I remember he shut down and didn't want to participate in any of the fun last day activities we were doing. One activity I remember doing, we were having a dance party and he loved to dance but he just sat in a chair off to the side. I had asked him to show me how to do the dance to a particular song and then he had finally gotten up and showed me. Eventually, we had him laughing and having fun. It is rewarding being knowing that I can have a good rapport with my students and have that mutual respect.
ReplyDeleteI definitely agree that self-efficacy is one of the strongest points of being an effective teacher. We must be strong when dealing with students, especially ones with deeper needs than others. When we share caring and compassion toward our students the response level of trust goes far beyond the lessons and teachings from textbooks. I have a student with Autism who has trouble making any social contact with his teachers and peers. I know things at home are rough because his father lives overseas, his older brother has a form of non-verbal autism, and his mother often works 2 or 3 jobs to make ends meet. About 2 years ago this student began to open up to me, he would share his favorite YouTubes, recite lines from movies (Star Wars and Godzilla), and even draw me pictures (he's an amazing artist). He felt that he could share his world with me and I could be the one to listen. It never mattered that we never had real conversations about daily life or things that may be troubling. It was that window he gave me into his world and he felt enough trust with me that he could share it. Our relationship was based on that mutual respect you spoke of, the most rewarding of teacher student interaction.
ReplyDeleteI definitely agree that self-efficacy is one of the strongest points of being an effective teacher. We must be strong when dealing with students, especially ones with deeper needs than others. When we share caring and compassion toward our students the response level of trust goes far beyond the lessons and teachings from textbooks. I have a student with Autism who has trouble making any social contact with his teachers and peers. I know things at home are rough because his father lives overseas, his older brother has a form of non-verbal autism, and his mother often works 2 or 3 jobs to make ends meet. About 2 years ago this student began to open up to me, he would share his favorite YouTubes, recite lines from movies (Star Wars and Godzilla), and even draw me pictures (he's an amazing artist). He felt that he could share his world with me and I could be the one to listen. It never mattered that we never had real conversations about daily life or things that may be troubling. It was that window he gave me into his world and he felt enough trust with me that he could share it. Our relationship was based on that mutual respect you spoke of, the most rewarding of teacher student interaction.
ReplyDeleteJim James,
ReplyDeleteI love so many of the things you mentioned within this post! What I loved most was when you said. "because they believe in themselves and in their students". This is such an incredibly important part to being a teacher! A person is able to be a good teacher in theory, or perhaps pass the EdTPA, but not actually relate with the students. It is crucial for students to feel like they relate with the person that is leading them to success. It is evident when there is a lack of ambition from the teacher, yet, as new teachers, we need to do everything in the realm of possibilities to engage with out students. It is important that we not only believe in our selves and display self efficacy but we also need to be models for the students to display that within themselves. By believing in our students, they will begin to acknowledge they are work they are doing is worth while believing in.