discussion 2 REA

Discussion 2

Response to each discussion with at least 100 words

Discussion Post #2 Week 2:

Integrating the scriptures, we have covered so far in this course, explain your understanding of self-efficacy, and examine its role in student success in the classroom. What ideas and activities can you implement to motivate and encourage students in your content area?

Eric

Greetings, classmates!

Challenges and failure are two things that motivate students with high self-efficacy, whereas those with low self-efficacy are more prone to avoid them. John 7:28 states “While Jesus was teaching in the Temple, he called out, “Yes, you know me, and you know where I come from. But I’m not here on my own. The one who sent me is true, and you don’t know him.” This scripture relates to students who are more confident in their abilities are more likely to set greater goals and put in more effort to accomplish them just as Jesus did in the temple courts . They persevere longer and employ more cognitive and metacognitive methods (higher-level thinking showing an understanding of learning processes). Slightly overestimating one's own efficacy on a given activity is the best way for students to spur on extra effort and, ultimately, learning. When I think about the strategies to present to students in the class are as followed; 

1. Prior task accomplishments, as well as if success is viewed as a growth or fixed mindset.

2. Observing a role model execute the activity or task ( simply because students need to see their peers in action being role models instead of the teacher)

3. Have students establish their purpose ( When students know why their learning has meaning, it has value.)

4. Make students feel connected to lessons being taught no matter how challenging it is (A sense of belonging allows students to feel safer and opens the prefrontal cortex for learning.)

5. Allow students to demonstrate mastery (Learning something because it is cool and fun and that we see we are getting better at it is an intrinsic motivator for students).

Princess

Self-efficacy is a psychological concept that refers to individual’s belief in their ability to successfully perform a specific task or achieve a particular goal. Self-efficacy can be understood as the belief that God has given us the ability and resources to succeed in our endeavors. The Bible teaches us that we are fearfully and wonderfully made (Psalms 139:14) and that we can do all things through Christ who strengthens us (Philippians 4:13). As such self-efficacy can be seen as a reflection of our trust in God provision and guidance.

As an educator, there are several ideas and activities that I can implement to motivate and encourage students in my content area:

1. Provide opportunities for success: One of the most effective way to build self-efficacy is by providing students with opportunities to succeed.

2. Use positive reinforcement: Praising and recognizing students efforts and achievements can help to build their confidence and reinforce their belief in their abilities.

3. Foster a growth mindset: Encouraging students to adopt a growth mindset, where they believe that their abilities can be developed through hard work and perseverance, can help build their self-efficacy.

4. Provide role models: Introducing students to role models who have succeeded in similar fields or face similar challenges can help to inspire and motivate them.

By implementing these strategies educators can help to build their students self-efficacy and ultimately support their success in the classroom and beyond.

Aleesia

Self-efficacy is individuals’ belief in their abilities and confidence in their capacity to succeed, as supported by Luke 6:40 and John 7:28. Self-efficacy is essential for student success regarding motivation and performance (Puozzo & Audrin, 2021). Luke 6:40 states that a disciple is not above a teacher; when fully trained, everyone will be like the instructor. The verse implies that our beliefs shape our behavior and that if we succeed, we will be more likely to take the necessary steps and put in the effort to achieve our goals. Hence, self-efficacy results from continuous learning from a master and practice. If learners adapt this method as was used by the disciples, classroom success will be enhanced.

Similarly, John 7:28 states that while teaching, Jesus noted that God sent him, which made his word accurate. The verse emphasizes the importance of self-belief and determination regarding a particular message or content. Therefore, when students believe in themselves, they are more likely to invest the energy and effort needed to succeed, like Jesus did while teaching in the temple courts. Overall, self-efficacy is fundamental in student success, as it gives learners the courage to take on challenges and strive for success, as illustrated by the scriptures.

To motivate and encourage students in my content area, I create meaningful projects and active learning experiences and give incentives. I would develop valuable projects that demand research about particular topics of interest, pushing learners to do more (Watt, 2019). The efforts would work simultaneously with active learning experiences like group work arrangements and presentation creation. The best-performing learners can receive rewards to encourage them to do better. I would motivate students by having active projects, systems, and incentives.

· Prompt: According to the International Literacy Association, the following recommendations have been made for increasing students’ literacy: extended learning time for literacy, direct, explicit instruction in literacy, modeling of reading strategies by teachers, cooperative learning and discussion of texts, intensive writing, and access to age-appropriate and diverse reading materials. Which literacy-based strategies do you think would yield the best results as it relates to increasing student literacy? How can these be incorporated into content area classes (courses other than ELA/Reading)?

Tracy

· I feel that all these strategies are pertinent in improving literacy levels. I am a huge fan of hearing text/stories read. I think that reading aloud to students is a great way, especially with young readers, to improve literacy." A read-aloud—or shared reading—is one of the most effective ways for young adults to hear fluent reading (Allen, 2000). Our literacy plan advises that teachers read to their students every day in every class for at least five minutes. Some teachers read the text aloud while students listen; other teachers read the text aloud while students read along. Most often, the selections are not from the textbook; instead, teachers select other materials that build students' background knowledge, provide them with interesting vocabulary words, and ensure they are hearing fluent reading" (Fischer and Fray, 2012). This is a favorite strategy used by a school in California that has dramatically improving literacy levels. This school had some of the lowest reading skills in the country, and this is one of the reading strategies that they used to make the following improvement: "Our Gates-MacGinitie scores, for example, which we use to measure reading achievement, have increased from an average 5.9 grade-level equivalent to an average 8.2 grade-level equivalent" (Fischer and Fray, 2012). This strategy can be used in any subject area; teachers can read excerpts from books or magazine articles to help them give background information on material that they are introducing and allow students to hear vocabulary that is subject-specific before they attempt to read it themselves.

Ashley

If you look at each one of the strategies mentioned here I find that each one will produce a level of importance in achieving the best results for increasing student literacy.

· Extended learning time for literacy- extended learning time can accelerate and reduce a learning gap that our students may have. You see it often these days in a lot of children. This will help students who fall into that gap catch up and meet higher standards.

· Direct explicit instruction- Direct instruction engages our students. It teaches the process of learning and helps build social and decision-making skills. Furthermore, if we have students who are struggling with memory, providing them with explicit instruction reduces the load on working memory for those students.

· Modeling of reading strategies by teachers- You have students who do not always understand. Providing these techniques help our students understand while reading and how to provide a background of text experiences so they learn to read more independently and draw conclusions on the text that was read.

· Cooperative learning and discussion of text- Cooperative learning has many benefits including: higher achievement, behavior, increased retention, etc. Cooperative learning also works to develop both good social and learning skills.

· Intensive writing- (I would love to take a class like this myself) Writing approaches help students to refine and improve their approach to generating and putting out ideas, providing research, organization, and drafting.

Using each of these in different classes provides the students stability and understanding of the task or assignment they are doing. These skills are not just for ELA or reading. If I had to use these for one class that I think would benefit the most, I would say History. It is a little “tougher” for some students to understand or comprehend. If you put all of these into place then the student will be on the right track to having a better understanding and a more successful school year.

Titus 2:7-8 KJV- In all things shewing thyself a pattern of good works: in doctrine shewing uncorruptness, gravity, sincerity, Sound speech, that cannot be condemned; that he that is of the contrary part may be ashamed, having no evil thing to say of you.

Kintz

In order to increase literacy standards, all of the components listed in the discussion prompt are necessary. Often, actual literacy instruction is left to be completed by the language arts teacher, who is also trying to teach other aspects of language arts, in addition to reading comprehension and writing skills, in a very limited amount of time. Direct, explicit instruction is necessary in order to convey what the expected standards are and the means by which they will be achieved. Students must also be able to see what specific strategies look like when they are put into practice. Through the cooperative learning and discussion of texts, teachers will be able to help students comprehend what they are reading in class by discussing the key terms and key concepts contained in the text. Writing allows students to comprehend what they are reading, make connections between texts, data, and self, and synthesize their understanding of those things into logical, cohesive ideas. By giving students access to age-appropriate, diverse reading materials, educators can ensure that students will continue to push themselves and grow in their literacy skills by using literacy strategies for comprehension when they encounter unfamiliar key words and concepts. No one of these components can be left out if educators want their students to have well-rounded, high literacy skills.

Emphasizing the importance of all teachers teaching literacy skills is probably one of the most important of the above-listed skills. As a language arts teacher, I am given 55 minutes daily to teacher grammar, spelling, literature, reading comprehension skills, and writing skills. If I do not have the support of my fellow educators in reinforcing many of these skills, my students will suffer because 55 minutes every day is just not enough time to effectively cover all of the content that must be covered. If, however, the history teacher also incorporates literacy strategies into his classroom when he discusses the text with students, or if he incorporates writing skills into his class, he is helping reinforce the skills that I am teaching in class. This means that our students will receive more literacy instruction time (directly and indirectly), will now see multiple teachers model literacy strategies, will use those strategies to discuss multiple texts and topics, will be writing on a wider variety of topics, and will have access to a plethora of reading materials with which they can practice those strategies. In short, the students benefit when all teachers reinforce literacy strategies because students are being given more opportunities to practice those strategies and increase their literacy skills.