You are teaching your students how to do somethingperhaps how to solve a math problem, write a research paper, or execute a side dismount from the parallel barsand you find that your students have low self-efficacy for doing the task. a. Describe a specific task that you might eventually be teaching. b. Describe three strategies you might use to enhance your students' self-efficacy for performing the task. For each strategy, describe what you would do in specific and concrete terms.
What will be an ideal response?
Ques. 2In its discussion of motivation, the textbook describes three kinds of achievement goals: mastery goals, performance-approach goals, and performance-avoidance goals. a. In a short paragraph, explain how these three types of goals are different. b. Describe four ways in which students with mastery goals and those with performance goals (especially those with performance-avoidance goals) are likely to think and/or act differently. c. List three strategies you might use to promote mastery goals. Illustrate each one with a concrete example of something you might do.
What will be an ideal response?
Ques. 3In a short paragraph, describe the nature of self-worth. In a second paragraph, explain what self-handicapping is and the role it plays relative to self-worth. To illustrate your discussion, describe two different kinds of self-handicapping that students might exhibit in or outside of the classroom.
What will be an ideal response?
Ques. 4Three of the following strategies should facilitate students' transition to middle school or junior high. Which one is not likely to do so?
A) Divide a school of 500 students into several smaller groups in which all students have the same teachers, some of the same classes, and numerous opportunities to get to know one another.
B) Schedule one-on-one meetings with each student to find out what his or her interests, needs, and concerns might be.
C) Provide a rough outline that students can use when they take notes in class.
D) Remind students that learning to compete with peers will be important for success in the adult world.
Ques. 5In fifth grade last year, Elena was a happy, easy-going student. Now that she's moved to junior high school and begun sixth grade, she's becoming increasingly anxious and uptight. Three of the following alternatives are probable reasons for her growing anxiety. Which alternative is least likely to be true?
A) It's harder to get the good grades she was used to getting in elementary school.
B) Her junior high school teachers want to know more about her than her fifth-grade teacher ever did.
C) Now that she's reached puberty, she's uncomfortable with the many ways in which her body is changing.
D) Assignments require more independence and self-reliance, and it's up to her to seek help if she needs it.
Ques. 6Which one of the teachers below is using a strategy consistent with the concept of hot cognition?
A) Ms. Kozloff shows her students a colorful video that depicts the lives of animals that live on the African plains.
B) Mr. Waterman encourages his students to try to find the best in each of their classmates.
C) Ms. Schuler has her students engage in 15 minutes of vigorous exercise before they sit down to tackle some difficult math problems.
D) Mr. Ramirez portrays the Holocaust so vividly that her students become quite angry about the atrocities the Nazis committed.
Ques. 7To succeed in adult society, growing children need to acquire some degree of emotion regulation when they encounter disappointing or frustrating circumstances. Three of the following teaching strategies should help promote such regulation. Which one is not a recommended strategy?
A) Encourage students to watch aggressive sports (e.g., boxing, American football) as an outlet for any aggressive tendencies their frustrations may elicit.
B) Encourage students to look for one or more unanticipated benefits of their failures.
C) Teach students strategies that can help them be more successful on future occasions.
D) Brainstorm with students about ways they might minimize or compensate for the negative repercussions of their failures.
Ques. 8Three of the following strategies for addressing students' needs for relatedness are consistent with those that the textbook offers. Which one is not?
A) Privately praise students for their good performance.
B) Regularly include small-group work in classroom activities.
C) Reserve 45-60 minutes of class time each day for students to converse about nonacademic matters.
D) Lend a sympathetic ear if students are having a bad day or in some other way are feeling angry or depressed.
Ques. 9Three of the following strategies should engage students' interest in class material and foster their intrinsic motivation to learn it. Which one is least likely to do so?
A) Have each student read a different character's lines when the class is reading the play Our Town.
B) Ask students to imagine what it must have been like to live in medieval England.
C) Show students a scientific phenomenon that isn't what they'd expect to happen given their existing beliefs about the world.
D) Tell students that occasional failures are probably due to circumstances beyond their control.
Ques. 10Which one of the following teachers is most likely to stimulate interest in his or her students?
A) Mr. Albert promises his students that if they all finish their short stories by Friday morning, he will give them a half an hour of free time on Friday afternoon.
B) Ms. Benedetti describes events in history so vividly that her students are captivated during the entire lesson.
C) Ms. Carlsen tells students in her algebra class that she is extremely disappointed in their performance on the last test.
D) Mr. Davidow sends good news letters home to parents whenever students have a B average or better.
Ques. 11Three of the following are common disadvantages of competition in the classroom. Which one is not necessarily a disadvantage of a competitive classroom?
A) Competition focuses students' attention on performance goals.
B) Competition may encourage some students to self-handicap.
C) Competition fosters an incremental view of intelligence.
D) Competition can lead students to attribute their performance to ability rather than effort.
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