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1. Students’ self-perceptions related to school subject matter affect their learning and
performance in the classroom. Imagine you have several students with extremely low self-
esteem regarding their ability to perform in your class. Simply giving them encouragement—for
example, “You can do it if you try!”—may not be especially effective. Keeping in mind the
factors that affect students’ sense of self, describe three different strategies that you might use
to enhance your students’ confidence that they can succeed in school. Describe each of these
strategies in terms of specific things that you might do in the classroom.
Answer:
As a teacher, I will offer praise and acknowledge students’ accomplishments, both in private and in
front of their classmates. Always start with a positive statement, and then add on by referring to what
they need to work on.
After a role play activity, I will praise my students for what they did very well, first: “Good job!
You remembered to use all of the vocabulary and expressions we learned today!” And then
refer to what they need to work on: “But you were talking about what you did last weekend,
and you forgot some of the verbs in past. Why don’t you review those for next class?”
Even though we are telling them what they did wrong, they get a more positive message by hearing
what they did right first.
It’s important to correct students’ mistakes, but what happens if you correct every other word a student
says? When students make too many mistakes, I will make it abundantly clear that’s what they’re doing,
their confidence starts to suffer. Make the necessary corrections when doing targeted practice, but do
not interrupt or correct as much during performance activities when it’s better for students to just let go
of their inhibitions and try to speak.
Whenever carried out listening and speaking skill based lesson, I will just let the students to talk
freely regarding the topic given without stress a lot on their sentence construction, usage of
grammar, pronunciation and so on. This will make them feel free to talk confidently. I will
correct their mistakes once they have completed their talk. This will help them to be more
confident.
NAME: SANTHEKUMAR S/O SEKAR
MPPE1123-01 (ADVANCED EDUCATIONAL PSYCHOLOGY)
I will make my students to feel confident when they talk by instill habits and use repetition from the
beginning.
I will teach them essential phrases they will have to use again and again (May I go the toilet ?;
Could you please repeat that/speak more slowly?; Have a nice weekend!). If they constantly
repeat these phrases they will soon enough become like second nature – they won’t have to
hesitate at all. Create habits by having them ask or say similar things every day/week (How was
your weekend ?- Fine, and yours?) and keep adding to the mix to give them a wider range of
expressions.
The connection between organization and confidence is often overlooked in school. When students are
organized, they're more likely to receive the boost of confidence that comes with completing and
turning in their assignments on time, as well as hopefully earning high scores for their work!
I will provide a simple planner book for the students in order to record important plan or tasks
such as due dates for assignments and upcoming quiz and test dates because we see our
students so frequently, we can play a key role in building their confidence every day. For some of
our students, we may be the one person who believes in them and implants in them the
confidence they need to pursue their dreams and goals as they transition from school into the
world beyond!
NAME: SANTHEKUMAR S/O SEKAR
MPPE1123-01 (ADVANCED EDUCATIONAL PSYCHOLOGY)
2. Specify the grade level at which you expect to be teaching, and identify which one of Erikson’s
psychosocial stages your students are likely to be in. Discuss the implication of this stage for
your own teaching practice, illustrating your discussion with a concrete example of what you
might do.
Answer:
Example:
Students would like to compare themselves with
other student’s academic achievements,
curricular accomplishments which will lead to
inferiority. This kind of comparison will make the
student doubting his/her own abilities and
strengths.