Self Efficacy Analysis

Although the worksheet is challenging for her, she is persistent in trying to answer the questions. She continually walks over to me to get clarification on a word, or have me check to see if she correctly showed proof for her answers. *In addition to her engagement, students like Sally who have high self efficacy are more apt to ask for assistance due to the fact that they are not worried about potentially being labeled dumb by other students. In contrast, her neighbor Leo hasn’t attempted an answer on his worksheet and can be observed digging in his desk, getting a kleenex, scribbling on the side of his worksheet or dropping and sharpening pencils. Both kids share compatible reading levels but show vastly different levels of engagement …show more content…
Matching students with activities and texts at their instructional level gives them challenge without making them fearful of future failures. (Margolis & McCabe, 2006 ) While volunteering with Minnesota Reading Corps we used the Great Leaps reading program designed for kids in K-2 which had students working with phonemic awareness, phonics, high frequency words and oral reading. The program did a good job matching students with reading material at their instructional level. Each student was given an assessment that would guide us where to start instruction with the student. This way they would not begin with material that was to difficult which could lead to immediate failure and frustration. Each day the student would begin their reading task at their leveled page and attempt to complete it within 1 min with less then 2 errors. If they successfully mastered the page, they got to leap to the next page. This was a big deal to the student and you could tell by their reactions. It was a celebratory moment each time a student leaped as they knew they had been successful at mastering the content on that page. As the students progressed through the program, the pages gradually became more difficult. If a student didn’t reach mastery on a given page that page was practiced so the child could gain mastery of it. In …show more content…
(Walker, 2003) Ms. Warren models both the demonstration of using skills but also coping strategies in her second grade classroom. During social studies, she uses “think-alouds” to demonstrate her reactions to a biography she is reading to the class. She demonstrates her reaction to words such as outrage, pride & sadness. She also allows her students the opportunity to voice their reactions to these words as well as respond to one another. In this scenario, they are modeling the meaning of words while at the same time connecting to the story. In the midst of this lesson, Ms Warren also interweaves the modeling of comprehension strategies. When she comes to the word opulent she says, “Hmm I wonder what opulent means. I’ve heard it before but can’t remember it. Let me reread that paragraph again and look for a clue.” When she is unable to define it through this strategy, she asks her student for suggestions on fix up strategies. (McTigue, 2009) Here again, Ms Warren effectively models both skills for comprehension fix ups as a model herself, but also allows the students to explain strategies and learn from one another. Seeing Ms Warren and other classmates model literacy strategies is an effective way to build self efficacy in students because students watch and learn ways in which they can succeed. The third way to empower students to believe that they can