Efficacy in the school environment
The principal self-efficacy in the school environment Meiners (45), indicates influences the effectiveness of learning and teaching in a school environment. Self efficacy according to Meiners (46) is defined as the credence in one’s capabilities to realize a goal or an outcome. According to Schempp (75) self efficacy is concerned with the execution of control but not the outcome action process. Students with a strong sense of efficacy are likely to challenge themselves with hard tasks and to be intrinsically motivated. Schempp (75) indicates that the type of learning environment and the mode of teaching can improve self efficacy in the classroom. In keeping with Schempp (75) the teaching methods that indicate a measurable constructive effect share the general feature of engaging learners in a relaxed or creative manner.
Techniques used by teachers to support student’s success
Strategic teaching techniques used by teachers to support student’s success include important skills used by teachers for the students to perform successfully. Effective teachers employ variety of techniques that make students feel connected and comfortable in the context of a safe classroom environment that supports learning teaching.
Particularly; students must be encouraged to take risks – if the teacher anticipates for participation in class, then he/she must encourage students to express their opinion even when they are uncertain. To achieve this, teacher must make the student understand that there is constantly space for growth and possibility of making mistakes. Student should also be encouraged to participate even in those things they are not good at knowing they will probably fail, because they want the student to understand the willingness to try. The teacher must make the students believe that they need to acquire new skills. Gabriel (56) indicates that although learning new material requires extra efforts that often intimidate students, there is necessity for new skills to meet future endeavors. Conclusively, any effort that leads to improved needs must be encouraged so that the students achieve mastery of the materials.
Work cited
Gabriel, Kathleen F. Teaching unprepared students: strategies for promoting success and retention in higher education. Sterling, Va: Stylus Pub, 2008. Print
Meiners, Cheri J., and Meredith Johnson. Talk and work it out. Minneapolis, MN: Free Spirit Pub, 2005. Print.
Schempp, Paul G. Teaching sport and physical activity: insights on the road to excellence. Champaign, IL: Human Kinetics, 2003. Print.
