W6 5240 Discussion

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University of the People *

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5240

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Psychology

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Dec 6, 2023

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Uploaded by ProfNightingale3410

Begin this discussion by stating the grade level/subject you teach or intend to teach.  Analyze two general strategies and explain how you could use them in your classroom to improve student self-efficacy  Provide a rationale for choosing these strategies. Be sure to support your rationale with citations from your reading resources. In your responses to your peers, compare and contrast your strategies to those of your classmates’. Let us now explore the text that unravels the teaching strategies employed by an art educator for MYP and DP students. I will present two strategies discussed in the text, along with their rationale, and support them with appropriate references and citations. Strategy 1: Videotaping for self-reflection and evaluation A valuable strategy mentioned in the text is the practice of videotaping classes for the purpose of self-reflection and evaluation. This technique allows teachers to assess if they have been treating students fairly and if their reactions and demeanor align with best practices. As highlighted in the readings, educators often remain unaware of their subtle subconscious reactions towards students, and they may not remember their interactions throughout the day. However, these subtle words or reactions can have a profound emotional impact on students (Ellison, 2015). By watching the recorded videos, teachers can gain insight into their own idiosyncrasies and become aware of their unintentional biases. This self-awareness is crucial for personal growth and improvement as an educator. Additionally, reviewing the videos with a trusted peer or supervisor provides an external perspective and valuable insights that the teacher may have overlooked (Ellison, 2015). Strategy 2: Diagnostic testing for student progress tracking Another strategy discussed in the text is the use of diagnostic testing to enable students to visually see and track their individual progress. Often, it becomes challenging for learners to perceive their own progress, which can lead to discouragement and a belief that they lack talent or ability. However, by showing students their incremental progress, they are motivated to continue their efforts. Diagnostic testing not only provides insights to teachers regarding student levels, but it also allows students to witness their own small successes and improvements compared to their past performance, rather than comparing themselves to their peers or standardized criteria. This approach helps build students' confidence and belief in their ability to succeed (Hill, n.d.). Although the text acknowledges the significance of diagnostic testing, it also highlights the need for input and collaboration to develop effective diagnostic tests and subsequent assessments that can convincingly demonstrate students' improvement. This demonstrates the author's openness to seeking diverse perspectives in order to refine this strategy further.

In conclusion, the strategies of videotaping for self-reflection and evaluation, as well as diagnostic testing for student progress tracking, offer valuable tools for educators to enhance their teaching practices and promote student growth and development.

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