What Produces The Biggest Impact On Learning?

Research shows that attributes of the classroom teacher significantly affect how well students learn. Recently it has become clear that the

Mr. Evans even cites the use of instilling self efficacy in students. He mentions famous psychologists like Albert Bandura.(p33) Bandura was a very important psychologist who defined self efficacy as a persons belief in his or her ability to succeed in a particular situation. Mr. Evans says that teachers should lead by example, if the teacher is motivated and loves the material being taught, then the students will engage in the material with the same

When students feel a sense of efficacy, they tend to be more involved, more in tune with the great opportunities which exist on their campus.” stated a female principal verbatim from a survey conducted by Varsity Brands (Varsity.com).

During this final paper, there will be a number of topics discussed. These topics will cover how I personally found a better understanding of my customized learning theory. First, I will go over the Learning Theory and its’ importance. Secondly, I will give a description of an effective teacher and learning environment. Next, I will discuss the different learning characteristics. Finally, I then will give my personal reflection on all the different things I was able to learn during this course. All of these four sections helped build a better understanding on how to be a more effective educator. Most importantly, I gained a better understanding how to build better rapport with students who have all different learning styles and ways of thinking. While managing a classroom, it is highly important to make lessons that will be appealing to the students that you are teaching interest. This will increase engagement and academic learning.

The results of the investigation would seem to suggest that motivation and self-efficacy have an impact on academic success and likewise on the process of learning. There also appears to be some impact of age on motivation and self-efficacy.

The greatest struggle in our educational system is the lack of educators that are willing to activate the students’ interest in the subject. Instead of increasing the students’ motivation to learn, students are being presented with material that is meaningless to them. I believe that effective teaching starts by presenting students with material that seems relevant to them. Presenting fresh ideas to students increases their motivation. Breaking the monotone routine makes students willing to explore new content. It is the teacher’s responsibility to provide students with some motivation that augments the students’ willingness to learn a topic. Learning is a step by step process that will not occur over night. This process requires great effort from both the teacher and the

Self-efficacy operates as a key component within the broader conceptual framework of Social Cognitive Theory (Bandura, 2001). Self-efficacy refers to a set of beliefs regarding an individual’s personal judgement of their confidence to perform a particular task and is distinct from ability traits. These beliefs have an important influence on the choices an individual makes when faced with adversity. In terms of learning, the role that self-efficacy plays has been associated with various different aspects of student engagement and motivation in the learning activities. For example, a study conducted of the self-regulation abilities of University students over a whole term, showed that the more self-efficacious the students felt, the more they reported using various cognitive and self-regulatory strategies to achieve their learning goals (Wäschle et al., 2014). Similarly, a study conducted with young adolescents reported that self-efficacy

To answer the research questions, “Is there any relationship between teacher self-efficacy and students’ motivation?” and “What is the impact of teacher self-efficacy on the students’ achievement?” (Mojavezi & Tamiz, 2012, p. 484) a

The conclusion of the research: The study found a lot of variations in the observation due to the various teaching styles and the various styles in instructional features. Most of observations include teacher-led instruction and a lack of feedback to the students. Even though there was a lot of interaction between student and teachers being engaged in instruction, the kind of interactions may not be enough to produce higher achievement. The data did show the smaller class sizes had high academic achievement. The result could be due to the interactions between teacher and students.

Teachers have been influenced greatly in their classes by Bandura’s theories in order to meet the needs of various different learning styles. As an educator I have observed some teachers who use a teaching format that does not include students in observational learning and they tend to be less motivated than those students who learn by the observational models. My paper will discuss Bandura’s biography, observational learning models, and self-efficacy in learning.

Bandura (1997, cited from Walker, 2010) discussed four contributors that can enhance the level of self-efficacy and upgrade students’ motivation directly and indirectly. Firstly, mastery experiences, these actual experiences of success and failure in the past. They are most strongly influential to higher self-efficacy belief. For example, an individual would feel more confident of doing the similar tasks well if he or she experienced amount of success in the past in the same areas. Because of these successful experiences, learners have higher expectations of self-efficacy and believe themselves have abilities and skills of continually performing well. Secondly, vicarious experiences associated with the observation of others, is also a powerful source for improving higher level of self-efficacy belief. A person’s self-efficacy will become higher if the observers with similar qualification and situations can handle them efficiently. Conversely, it will not matter the individuals’ self-efficacy belief if the observers’ abilities are too high to replicate. Also, it is helpful to strengthen self-efficacy that if people with different levels of qualification can succeed in a task. Therefore, for teachers and caregivers, it is essential to observe some role models’ experiences which are around the children’ ability domain or to supply achievement examples from various academic backgrounds. Thirdly, verbal persuasion also influences self-efficacy. By encouraging verbally, students

Teachers can use technology to help them assess the way there students are learning in the classroom. Technology can help teachers offer the students surveys or online quizzes which would offer the teacher immediate feedback on how much of the content is being retained by the students. This can help a teacher to understand if the lesson plan needs to be reworked or if there is a group of students that may require extra help. The following software offers teachers the ability to evaluate student data, offer a student response system, as well as electronic surveys.

To be an effective educator I will strive to develop a curriculum that gears towards students interests and fosters motivation. Motivation is the key to keep students engaged and actively involved as well as stimulating the mind and passion to continue learning. It is my desire to keep students attention by being creative, engaging the students in hands on activities, involving them in cooperative learning and urging them to think critically. As a teacher I must remain flexible and practice patience to

Nonetheless, teacher self-efficacy is a topic of considerable weight as it affects the tasks and goals of teachers in the classroom, the activities and methods they use and the care and effort teachers are willing to make so that the results in classroom improve (Darling-Hammond, Chung & Frelow 2002; Eisenbeis & Cappellini 2013 ). Teachers, seen as facilitator rather than lecturers, are promoting acquisition of knowledge to all students and in turn encourage students to develop their self-efficacy to acquire knowledge, respond to high order questions, participate in substantive discussion and be in touch with the world at large (West, Lunenberg & Hines, 2014) .

Within the profession of teaching, having a positive and enthusiastic approach within lessons has repeatedly been proven to drastically impact on the learning that takes place in the classroom. A teacher’s efficacy has a vital influence on their own personal behaviour, beliefs and motivation with their students and succeeding outcomes (Woolfolk & Hoy, 1990) having an individual interest and motivation to make science a fun and engaging subject is key to its delivery in a lesson. With being able to produce and organise a lesson that coincides with genuine positive attitudes towards students and the lesson itself (Tschannen-Moran, Woolfolk Hoy, & Hoy 1998, p. 233), teacher efficacy therefore has a major role in the development of students own self-efficacy and achievement in the classroom (Midgley, Feldlaufer, & Eccles, 1989).