Question

How might teachers identify students in the classroom who have low self-efficacy for specific tasks? Identify a common area of low self-efficacy (task or skill) among students in your area of teaching (i.e., reading skills, math concepts, perspective taking, making associations, speaking skills, technological skills). Using “Guidelines for Encouraging Self-Efficacy,” discuss ways teachers might help students raise their levels of self-efficacy for the task or skill you identified.

Answer 1

The teachers find that some students fear to response an answer in spite of their capabilities. Again, some students do not want to take part in the group activities. In the cultural programs it appears that a large number of children fear to take part. Such events are the common examples of the low self-efficacy.

There are many students who believe that they are not able to do a particular task. The interesting matter is that they never tried whether they can do so. Some students think that Mathematics is a critical subject and they are not able to do do. Some think that second language is really tough to learn and they do not want to read or write it. Only for the fear of examination some students can not do well in the examination. These are the common form of the self efficacy.  

To raise the low self efficacy the teachers take some common methods:

• They are encouraged to try and if they succeed a little  the teacher should praise them.
• The teacher should behave in a friendly and familiar way.
• The teacher should understand the cause of the low self efficacy and must provide necessary support to raise it.
• The main purpose of the teacher is to break the wrong belief and to arouse self-esteem and self-confidence.
• The students should be engaged in group activities so that the whole group can enjoy the praise of success.