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.
Ques. 2In 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. 3Teachers can probably best help students overcome debilitating anxiety in the classroom by:
a. Downplaying the importance of education; putting less emphasis on working hard and more emphasis on relaxing and having fun
b. Allowing them to work at whatever subjects they like best until they feel ready to tackle other, potentially more difficult subjects
c. Helping them discover that they can succeed with effort and that mistakes can be corrected
d. Reminding them how important it is that they demonstrate mastery of the school district's instructional objectives for the year
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. 5Three 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 4560 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. 6To 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.
Quick Reply
