Anne Sedgewick's Low Self Efficacy In The Classroom

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Analysis In case study 18, the student Anne Sedgewick demonstrates an enormous amount of low self-efficacy through her actions displayed. The meaning of self-efficacy can be interpreted as someone’s own belief or confidence within themselves to succeed or perform well. In the case study, the first sign of Anne’s low self-efficacy is when the teacher notices that she is despairingly starring out of the window during a test. Not only does it show that she is not completing the test, but looking out of the window also serves no purpose other than carelessly wasting time. As well, when Anne receives her test back several days later, she immediately hides her test grade and ashamedly glances around the room to ensure that other students did not …show more content…

Robinson’s method of handling Emily’s disobedience towards classroom rules was the fact that he lacked empathy when it came to finding a solution for the issue. Ramifications for poor classroom behavior should never decrease a student’s dignity. A mutual respect between the student and the teacher should remain even when a complication in the classroom arises (Farr, 2009, p. 137). Conjointly, Mr. Robinson should also exercise classroom consequences on a progressive level that considers the severity of the dilemma and if this is a repeated action. Additionally, to encourage appropriate classroom behavior, teachers should first implement clear classroom standards for the students to follow. One of the most effective ways of constructing standards is to focus on positive ones that assure students what they should be doing, opposed to what they should not be doing. As well, teachers should strive to build relationships with their students where beneficial communication between the two can take place. In the case of having to unfortunately reprimand a student, proper communication can help the message be delivered with more consideration. With all of this in mind, teachers will be able to establish more productive ways of handling classroom behaviors, from both the teacher and the student, that are considered

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