Self Efficacy Paper

When students learn about subjects they are familiar with, it allows the content area being taught to become meaningful. As mentioned in Chapter 6, on page 149, motivation to read can come because they are interested in the content. When students are interested in the content they are reading, their needs are being met, and they will be well prepared for a successful literacy experience.

Mr. Evans even cites the use of instilling self efficacy in students. He mentions famous psychologists like Albert Bandura.(p33) Bandura was a very important psychologist who defined self efficacy as a persons belief in his or her ability to succeed in a particular situation. Mr. Evans says that teachers should lead by example, if the teacher is motivated and loves the material being taught, then the students will engage in the material with the same

Competence and confidence in literacy, including competence in the three major areas, reading, writing, speaking and listening, are essential for progress in all areas of the curriculum. To broaden and enhance children’s literacy skills, opportunities need to be given by providing them with a wide range of different contexts in which to use and practice there skills. With reference to the aims of the Primary Framework for Literacy ‘To support and

The strength of individuals' self-efficacy is a powerful agent regarding their effort or willingness to attemp or complete a challenging task (Bandura, 1997, 1997). Self-efficacy is the extent to which an individual feels able to complete a task, activity, or reach a goal (Bandura, 1997, 1997). Consequently, counselors' self-efficacy may determine the likelihood and accuracy regarding how they act in unclear situation (e.g., ethical dilemmas). Effective practitioners integrate the knowledge of laws and ethical standards into their work with clients (Kocet, 2006). Therefore, the development of ethical knowledge and its integration into clinical work is an important issue to examine.

In the past, knowing that motivation was one of the primary concerns for teachers when teaching them to read (Veenamn, 1984) but today it deals more with finding a way to interest students in reading (O’Flahavan, Gambrell, Guthrie, Stahl, & Alvermann, 1992), Gambrell, Palmer, Codling, & Mazzoni developed a tool to assess student motivation in reading. The Motivation to Read Profile includes a reading survey and a conversational interview. The survey gathers information on reading motivation as it relates to self-concept as a reader and the value of reading. The interview gathers information on books students find most interesting, favorite authors, and where and how students find books. After administering the survey and interview, teachers

Having a high level of self-efficacy is something that is very important to me as a literacy instructor.  Throughout my career, I have made an effort to plan effectively, try new methods and strategies that benefit my students, shown persistence and confidence and not been critical of my students when they make errors.  All of these behaviors tie in with a strong sense of efficacy as stated by Protheroe (2008). I have come to realize that having a balanced literacy program is the key to success for my students.   This comprehensive program provides all of the necessary skills for students to master written and oral language.  Being an upper elementary teacher, the students come to me at a wide variety of levels.  The best educators are able to create classrooms that have flexible routines that include small group instruction along with whole group instruction, centers, and opportunities for students to learn independently.

“The more you read, the more things you know. The more that you learn, the more places you’ll go.” This is how Dr. Seuss thought of reading, and I think of it in much the same way. Literacy is everywhere and influences us every day, therefore, it plays a major part in each of our lives. I believe that reading is an interactive activity in which learning happens, or as Clay (2001) defines it, “…a message-getting, problem-solving activity” (p. 1). Reading is the process through which one reads information and from doing so, constructs meaning about the material. The more exposure and practice one has with reading, the more knowledge one gains. In this paper, I will begin by discussing my own personal educational philosophy, then continue by stating and explaining four of my beliefs about the reading process and the research that is found to support each of them before sharing the remaining questions I have about literacy. I am an existentialist, and a strong supporter of a balanced literacy approach. My beliefs about literacy come from these foundations and perspectives that I embrace. For students to be successful in their literacy development, I believe that identity acceptance in the classroom is crucial, instruction for all students must be differentiated, direct and explicit instruction is at times necessary, and vocabulary is a significant component in the ‘Big Five’ of children’s literacy development.

Throughout my field experience this semester, I learned a lot about literacy learners and teaching/learning. From my final tutoring session, I learned that literacy instruction that works for one student may not necessarily work for another and that it is important to teach literacy instruction using a variety of techniques and strategies (Serravallo, 2015). First, I learned how important it is to cater literacy instruction to the individual student. I have learned about many great instructional strategies for teaching literacy but not all strategies are going to work for every student. It is important to select strategies that build on student strengths to support the student’s literacy needs (Serravallo, 2014). I also learned that a

There are many concepts to self-efficacy. To be self-efficient means that one is able and willing to do things for oneself. It’s having a belief that you can accomplish your goals. To believe in yourself and your abilities is very important because by believing in yourself you make it much easier to reach and complete any task you set your mind to. You will motivate yourself to get the job done therefore, you will reach your academic goals. This will become very important when talking about education and the interaction in a classroom. When referring to the influence of high and low self-efficacy on influence learning, having high levels of self-efficacy will always bring positive outcomes to the student. The student will always try it’s best to

The definition of the metacognitive processes are such that improvements can always be made. “Thinking about thinking” or understanding one’s own cognitive strengths and limitations, including the factors (both internal and external) that may interact to affect cognition (Flavell, 1979; Lai, 2011). It is an adaptive capacity and skill that can be acquired to meet the changing demands and abilities of the individual through continued developing knowledge about the person, the task and the strategies required (Flavell, 1979). Intervention towards improving daily functioning and working within limitations towards a place of self-efficacy provides possibilities.

Guthrie and others (as cited in Worakitsawat, 2007), described reading self-efficacy as one’s beliefs in one’s own capabilities to read several types of challenging texts and books, and in having confidence in one’s own reading skills. They defined the following eight characteristics of self-efficacy for reading:

My goal was to transform my belief from limiting to supporting in order to succeed in my studies. The elements that would bring me there and increase my self-efficacy were: increasing my level of positivity and lowering my stress level.

My philosophy of literacy is centered on providing a learning environment rich in authentic literature, instruction that is engaging, fun, and balanced, collaborative, and also involving families in the child’s education. My ultimate goal of literacy instruction is to help children become lifelong readers and writers by providing the skills necessary to comprehend, construct, and make meaning of text, speak, and write. (Torgesen, 2002). According to the National Reading Panel, there are five essential components that must be taught in effective reading programs: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. (Reading Horizons). According to Konza (2014), reading instruction should be changed to six foundational reading elements, adding oral language and early literacy. I also believe that early literacy should be

The motivation to read is often hard for some students, adults, and even teachers. Growing up, I often had a hard time with reading, I found a lot of texts to be boring and would rather use my time wisely. I found reading to be unimportant and would lie about it. My parents would sign a sheet of paper that said I read independently, but I really didn’t. Reading now is very important for me and I can relate to my stubborn unmotivated students. Reading Motivation: Exploring the Elementary Gender Gap by: Barbara Marinak and Linda Gambrell was the article that I chose to read. In this article, it addresses how student feel about themselves as a reader and if they value reading. The gender differences are revealed

The motivation to read comes from a variety of factors. This article from a popular website for educators and parents, Reading Rockets, identified five main ones. First, students that have a positive self-concept and value reading will be more successful than those that do not (Gambrell, Palmer, Coddling, & Mazzoni, 1996). Second, a widely used and effective tool for motivation is providing students with choices and when this occurs, students are more likely to engage in reading (Worthy & McKool, 1996). Third, teachers can model reading strategies during read-alouds and discussions which will then help motivate students to read (McGee & Richgels, 2003). Fourth, teachers must have a wide-selection of books for students to read during independent