TeachingEnglish
The daily motivational #3: how self-efficacy theory rocks your classroom
Submitted by Yearinthelifeof on 22 January, 2012 - 19:21
Do your students think they have it in themsleves to fulfill the requirements of the course? Have they been placed in a level that is way above their current ability?
How would you feel if you had to run a marathon, even though you’d nerve run more than 5km before? If what you’re asking your students to do is way beyond their capabilities, they will very quickly realize it. When that happens, you’re in trouble, at least as far as motivation is concerned.
This is the basis of ‘Self-efficacy’ theory - Bandura (1997)
Key components: Perceived self-efficacy
- Self-efficacy concerns a person’s assessment of their ability to carry out a given task.
- Consequently, their sense of efficacy will influence the choice of task they choose to carry out, as well as the amount of effort they put in and the level of persistence displayed.
Have you ever found yourself teaching students who have been misplaced in a much higher level than their current language ability? How did that feel for you, never mind the students?
- Yearinthelifeof's blog
- Login or register to post comments
Log in or register
Follow TeachingEnglish
 |
 |
 |
 |
Comments
I read somewhere that brain research suggests that when tasks are too hard, the brain "downshifts" to the limbic area of the brain that doesn't "think". Also, when the tasks are too easy, those learners don't show thoughtful brain activity, but rather display patterns that look more like the early stages of sleep. Only when the tasks are moderately challenging, the brain "think" in a way that prompts learning.
So, the teacher should know the balance and different learning experiences of the Ss to differentaite instruction in the classroom. Self-efficacy will work out in the classroom where the teacher will do appropriate "scaffolding" for the students or provide the support needed for a student to succeed in work that is slightly beyond his/her comfort zone (zone of proximal development).
I have been in that situation before and can share with you what really helped me: encouraging, prompting, probing, modeling, clarifying, giving explicit instructions when necessary.
Mixed ability classes is the rule - not the exception in primary schools in Turkey. Indeed, streaming is illegal according to the Ministry of Education. We also have students with different types and degrees of learning disorders to deal with. Therefore I have many "misplaced" students in my "upper intermediate" grade 8 class. It is extremely difficult and challenging for me as a teacher. Differentiated instruction is obviously the way to go - but can I ever reach everyone? I don't know. That makes me feel unhappy and I'm sure my "misplaced" students feel it too.
To help our students reach their full potential, we, as teachers, must teach students effectively and content effectively. A teacher must learn about her/his students in order to identify the weaknesses and strengths of each learner. Assessing Ss at the beginning of the year enables you to identify attitudes, interests and learning styles (preperation step for the DI). Pre-assessing students before studying allows for determination of the level of background knowledge, skill and understanding. Having in mind all these findings, the teacher can differentiate the content, the process and the product.
Interesting stuff, Victoria Kamchatka. I wasn't aware of the research you mention, but it makes total sense to me. I guess the limbic system has a built in overload switch. It's kind of like when you're in a room with a lot of people all talking at the same time. Can you imagine trying to make sense of all the conversations. I'd imagine the brain does a similar thing when doing an L2 listening task that's too difficult; the brain says 'no thanks, not today.'
I know where you're coming from, CoffeeAddict. Our dear Ministry of Education do like to make things interesting for us, don't they!
Wikipedia has a nice entry about this theory: http://en.wikipedia.org/wiki/Self-efficacy
A very cutting edge part to learning theory right now is brain-based learning theories because a lot of new information about how the brain processing information is being researched. Funny to say, but if I have problems with the students, I check if they are right-or-left-brained giving them some surveys or psychological tests. It works!
I agree with you, if the information is beyond Ss' comfort zone or he/she feels left alone with the task, his/her brain activity just shuts down.
Thanks a lot for such an interesting and important issue. I think that self-efficacy is our belief in our ability to succeed in specific situations. It also explains the role of observational learning and social experience in the development of personality. I consider myself a person with high self-efficancy (fuuun). As for my students they are very different. Their appreciation depends on me.
Use this link and you'll know much about it
http://psychology.about.com/od/theoriesofpersonality/a/self_efficacy.htm
" Self-efficacy is the belief in one's capabilities to organize and execute the sources of action required to manage prospective situations" ( Albert Bandura)