Strategies To Enhance Students Confidence.docx

NAME: SANTHEKUMAR S/O SEKAR MPPE1123-01 (ADVANCED EDUCATIONAL PSYCHOLOGY) 1. Students’ self-perceptions related to school subject matter affect their learning and performance in the classroom. Imagine you have several students with extremely low selfesteem regarding their ability to perform in your class. Simply giving them encouragement—for example, “You can do it if you try!”—may not be especially effective. Keeping in mind the factors that affect students’ sense of self, describe three different strategies that you might use to enhance your students’ confidence that they can succeed in school. Describe each of these strategies in terms of specific things that you might do in the classroom. Answer:

1. OFFER PRAISE AND ACKNOWLEDGE STUDENTS’ ACCOMPLISHMENTS As a teacher, I will offer praise and acknowledge students’ accomplishments, both in private and in front of their classmates. Always start with a positive statement, and then add on by referring to what they need to work on. Example of specific things that I might do in the classroom: 

After a role play activity, I will praise my students for what they did very well, first: “Good job! You remembered to use all of the vocabulary and expressions we learned today!” And then refer to what they need to work on: “But you were talking about what you did last weekend, and you forgot some of the verbs in past. Why don’t you review those for next class?”

Even though we are telling them what they did wrong, they get a more positive message by hearing what they did right first.

2. DO NOT CORRECT THEM AS MUCH IN FREE-SPEAKING ACTIVITIES It’s important to correct students’ mistakes, but what happens if you correct every other word a student says? When students make too many mistakes, I will make it abundantly clear that’s what they’re doing, their confidence starts to suffer. Make the necessary corrections when doing targeted practice, but do not interrupt or correct as much during performance activities when it’s better for students to just let go of their inhibitions and try to speak. Example of specific things that I might do in the classroom: 

Whenever carried out listening and speaking skill based lesson, I will just let the students to talk freely regarding the topic given without stress a lot on their sentence construction, usage of grammar, pronunciation and so on. This will make them feel free to talk confidently. I will correct their mistakes once they have completed their talk. This will help them to be more confident.

NAME: SANTHEKUMAR S/O SEKAR MPPE1123-01 (ADVANCED EDUCATIONAL PSYCHOLOGY) 3. INSTILL HABITS AND USE REPETITION FROM DAY 1 I will make my students to feel confident when they talk by instill habits and use repetition from the beginning. Example of specific things that I might do in the classroom: 

I will teach them essential phrases they will have to use again and again (May I go the toilet ?; Could you please repeat that/speak more slowly?; Have a nice weekend!). If they constantly repeat these phrases they will soon enough become like second nature – they won’t have to hesitate at all. Create habits by having them ask or say similar things every day/week (How was your weekend ?- Fine, and yours?) and keep adding to the mix to give them a wider range of expressions.

4. TEACH THE STUDENTS HOW TO BE ORGANIZED The connection between organization and confidence is often overlooked in school. When students are organized, they're more likely to receive the boost of confidence that comes with completing and turning in their assignments on time, as well as hopefully earning high scores for their work! Example of specific things that I might do in the classroom: 

I will provide a simple planner book for the students in order to record important plan or tasks such as due dates for assignments and upcoming quiz and test dates because we see our students so frequently, we can play a key role in building their confidence every day. For some of our students, we may be the one person who believes in them and implants in them the confidence they need to pursue their dreams and goals as they transition from school into the world beyond!

NAME: SANTHEKUMAR S/O SEKAR MPPE1123-01 (ADVANCED EDUCATIONAL PSYCHOLOGY)

2. Specify the grade level at which you expect to be teaching, and identify which one of Erikson’s psychosocial stages your students are likely to be in. Discuss the implication of this stage for your own teaching practice, illustrating your discussion with a concrete example of what you might do.

Answer:

The grade level which I expect to be teaching : Upper Primary Level Erikson’s psychosocial stage at which my students Implication of this stage for my own teaching are likely to be in: practice Erikson's fourth psychosocial stage – Industry vs. Inferiority (Age 5-12) 

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The children will be learning to read and write, to do sums, to do things on their own. The child now feels they need to win approval by demonstrating specific competencies that are valued by society and begin to develop a sense of pride in their accomplishments; Children begin to compare themselves with their peers to see how they measure up. If children are encouraged and reinforced for their initiative, they begin to feel industrious (competent) and feel confident in their ability to achieve goals. If this initiative is not encouraged, if it is restricted by parents or teacher, then the child begins to feel inferior, doubting his own abilities and therefore may not reach his or her potential.

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Able to identify and grouping children according to their needs, interest and potential in order to achieve goal.

Example : During this stage, teacher can easily identify and grouping the children according to their ability, needs, interest and potential easily. For instance, class streaming method, grouping into curricular activities, sports and athletics competition and so on. If children are encouraged and reinforced for their initiative, they begin to feel industrious (competent) and feel confident in their ability to achieve goals. 

Able to cultivate self-access learning culture among the students

Example: The children at this stage will be more industrious to achieve their target or goal. In order to succeed, they will take many initiative such as indulge themselves in self-access learning likes accessing e-learning sites and learn by their own. 

Children begin to compare themselves with their peers

NAME: SANTHEKUMAR S/O SEKAR MPPE1123-01 (ADVANCED EDUCATIONAL PSYCHOLOGY) Example: Students would like to compare themselves with other student’s academic achievements, curricular accomplishments which will lead to inferiority. This kind of comparison will make the student doubting his/her own abilities and strengths.