PORTFOLIO ACTIVITY UNIT 8

University of the People

EDUC 5240

CREATING POSITIVE CLASSROOM ENVIRONMENTS

The topics of Self-efficacy, the Pygmalion Effect, Motivation, and self-evaluation had the
most impact on me during this course.

Self-efficacy strategies for use in a positive classroom environment

Studies have shown that a positive learning environment can help students develop self-efficacy.
According to a study on teaching styles and self-efficacy, students had a higher self-efficacy
score when teachers used a more interactive and collaborative learning strategy than when they
learnt in a rigid or closed classroom. (Sandler, 1996). Self-efficacy is defined as a person's belief
that they can successfully carry out the activity required to achieve the desired goal in the face of
adversity.(Bandura,1995). These conclusions can be general or restricted to a particular topic.
(Pajares & Urdan, 2006,). Someone with high general self-efficacy views, for example, may
believe that they can overcome hurdles and achieve in most undertakings. However, one's
domain-specific self-efficacy for specific tasks, such as Economics, maybe lower, resulting in
questions about one's capacity to complete tasks that require specific skills to deal with the
subjects. At the same time, my Subject, Business Management, also needed to be connected with
concepts like culture, change and Globalization. According to research, firm self-efficacy beliefs
have been linked to higher education and job goals, better performance regardless of ability
level, increased resilience, and less vulnerability to stress and depression (Richardson, 1998,).
The situation is particularly appropriate for young students who have been systematically
disadvantaged, for whom self-efficacy can be a protective element. (Bandura & Cervone, 1983;
DeAngelis, 2012). On the other hand, low self-efficacy beliefs have been associated with adverse
outcomes such as decreased goals and motivation, poor performance, and an increased
prevalence of depression and anxiety symptoms. (Hodges, 2018,).

Analysis and Explanation: The following are some of the factors that analysis
and explanation have influenced my views on education and teaching

1. Achievement and fulfillment of tasks

A student's experience with task success is an essential source of self-efficacy beliefs. To aid
students in reaching success, we teach techniques such as self-verbalization. We encourage
students to speak out about a subtraction technique and offer feedback on their attempts.
According to studies, this leads to greater self-efficacy, the formation of preferred learning
approaches, and subject mastery. When students witness progress in their performance or
achievement, their feelings of efficacy rise, allowing them to tackle new learning challenges.
Students learn that their efforts aid them in achieving better results. Students' perceptions of
relevant learning improve efficacy views. In turn, we emphasize what they are learning to their
students. The approach has an obvious roadmap.

2. Modeling: Modeling by peers

The second most important influence on self-efficacy perceptions. Peer modeling is more
effective than teacher modeling, especially when some students doubt their ability to reach the
teacher's level of competence. Peer modeling allows students, particularly young children, to
learn social skills from their classmates as they grow up through games and activities. Lessons
are designed so that children can learn while playing and watching correct behaviour in others.
Example: I started a general debate yesterday in my Business Management class, but based on
the concepts CUEGIS: (The acronym CUEGIS stands for C: Change, U: Culture, E: Ethics, G:
Globalization, I: Innovation, and S: Strategy), the feasibility of a conflict between internal
stakeholders between stakeholder interests, and some ways that stakeholders have common
priorities. Make sure each stakeholder's motivation is clear, so the reader understands why the
dispute exists. The students were separated into groups by me. They all began brainstorming, and
later, the entire group came up with their conclusions. It was unexpected. Their points of view
were all well-founded. Although some of them were exceptional, they all had the answer, backed
up by evidence.

3. Goals and evaluations

While enabling students to choose their own goals might boost happiness, giving a student a goal
that I, as a teacher, want them to achieve can significantly impact self-efficacy since it indicates
my belief in their potential. Based on the scaffolded feedback I routinely deliver to my students, I
encouraged them to compare their current performance to a target and previous results. I present
chores and activities as goals to be achieved, and success is defined as completion. I assist
students in identifying any potential obstacles to their goal achievement. I help them come up
with effective strategies. I give clear goal-setting instructions and general aims, then give a
thoughtful discussion about how to rewrite it to make it more specific and feasible and break it
down. For example, "I want to improve my study habits" could be rephrased as "I will learn a
reading comprehension method," "I will practice each part one at a time," and "I will track my
improvement after each comprehension test." Students should set goals and then collaborate in
groups to review and improve them.

Providing frequent, thorough, and positive feedback boosts students' self-efficacy. Giving
feedback that focuses on target progress and personal abilities. Feedback should indicate what
they are learning rather than simply marking students' answers as correct or incorrect. When a
student gives an incorrect response, instead of assessing or moving on to another student, go into
their thought processes to determine why they misunderstood. Following the Microteaching
Lesson Plan technique, use this opportunity to reteach or clarify so that students' efficacy is
strengthened. Emphasize effort and strategy when determining the cause of success. "For
example, looking at your progress, the work I put in by restudying the words you missed paid
off," for example. I typically tell my students to expect to make mistakes and look at them as
opportunities to grow.

4. Avoid the Pygmalion Effect at all costs.

"We are more likely to respond in ways that increase the likelihood of the expected behaviour
occurring when we expect specific behaviours from others." (Rosenthal & Jacobson, 2003,).
The initial study by Rosenthal and Jacobsen focused on an experiment in which pupils were
given intelligence pre-tests at an elementary school. The names of 20% of the students in the
school who had "extraordinary potential for intellectual growth" and were projected to achieve
academically within the year were then given to the teachers by Rosenthal and Jacobsen.
Unbeknownst to the teachers, these students were chosen at random, with no connection to the
initial test. When Rosenthal and Jacobson retested the children eight months later, they
discovered that the pupils who were chosen at random as bloomers by the teachers scored
significantly higher. According to Rosenthal, the Pygmalion effect also extends to higher
education. The Pygmalion effect occurs when professors treat pupils differently based on their
expectations. For example, students with low expectations may receive less attention or detailed
feedback. As a result, if a student answers a question incorrectly, the teacher may not respond
with a detailed explanation of the correct response. On the other hand, a student with high
expectations may receive a more detailed response.

5. Students Motivation:
Because students are at the centre of the learning process, it's vital to research their motivations,
techniques, and challenges to learning. Students play a crucial part in modifying their learning
and improving their academic performance. (Boekaerts et al., 2005,).
Motivation is the force that pulls young children on in the face of adversity. It provides them
with the necessary energy to fulfill their most significant potential. A motivated child is
committed, energetic, and creative; they understand the importance of what they are learning and
are committed to achieving their goals. There are various advantages to motivation in learning.
These advantages include increased tenacity, improved wellbeing, improved performance and
outcomes, improved cognitive processing, and increased course effort. As a result of the
increased attendance, there has been a rise in creativity and invention. Motivation is essential for
academic success. Students' motivation and energy to remain engaged and devoted to their
career, function, subject, or effort toward a goal are influenced by internal and external factors
(Dörnyei & Ushioda, 2013,).
The distinction between extrinsic and intrinsic motivation is commonly made in the literature.
Intrinsic motivation is defined as doing something solely for the pleasure of doing it, and it is
uncommon in both school and the workplace. Extrinsic motivation, or external rewards or
punishments to drive students to do their task, is sometimes depicted as the enemy of good
education teaching. To some extent, this is correct since, because learning and inquiry are
related, employing rewards or punishments tends to create a border around how much a student
should investigate. Another extrinsic motivation exists, and not all of them are equally prone to
indifference and separation from the joy of learning.

For example, extrinsically motivated students may work hard in school because they fear failing
and incurring their parents' wrath. In neither of these cases, the students are intrinsically
motivated; their objectives are not merely recreational. Because they see the value of these
extrinsic rewards, the second student is more likely to be self-directed and independent in their
learning. This motivation is significantly more lasting because it does not require frequent
warnings or incentives from teachers or parents. Extrinsic motivation can also contribute to
intrinsic motivation, according to some research. Students may begin an activity for unrelated
reasons, but they become genuinely motivated as they interact with the task and grow to value it.
Many students in my class exhibit Intrinsic motivation since they frequently approach me
seeking information beyond the topic. Some of them are motivated because their buddies are
willing to learn more. As a result, they want to learn more. They have intrinsic motivation in my
disciplines, Business Management and Economics since they want to compete with them.
Finally, they both got good grades on their exams
The following is a rationale that will have an impact on my future teaching: Mastery
experiences are the feelings we have when we take on a new challenge and achieve. Practice
is the most effective method for learning a skill or improving our performance; it works so
effectively because we teach ourselves that we can pick up new skills.

In the context of task completion and goal attainment, I will foster a cooperative rather than a
competitive social environment by allowing my students to collaborate and encouraging them to
build on and help one another's solutions. I may utilize it to practice classroom discussion and
small group work as an instructional method. Students will be expected to develop and explain
(or justify) their responses in this setting. Every time one of my pupils responds in class, I should
ask them to explain why they did what they did. If students have information, they must also
have the skills to apply it with reasoned arguments, integrate stakeholders, persons and society,
and write in a correct structure. I would instead allow for a variety of solutions to problems and
elaborate on each one so that all students know the range of acceptable responses. My students'
sense of autonomy will be enhanced by the elaboration efforts, which will provide multiple
opportunities for them to exhibit competence. It does, however, communicate to the rest of the
class that they are learning and that what they are learning is essential. With multiple possible
correct answers to issues, it's imperative to be explicit about whether an answer is proper and
clarify or explain when and how methods are effective, lest students lose track of what they're
learning. These methods accept a wide range of options and responses without offering feedback,
clarification or explanation, and students are more likely to be confused than adequate.

In terms of the Modeling by Peers strategy's balance aspect, however, picking models based
on the students' ability is crucial. Because if all of the students' degrees of comprehension, or
intelligence, are the same in one group of peers, the outcome will not meet our expectations. As a
result, in my class, Business Management, and most of the time in Economics, where students
are expected to connect with real-world concerns of Microeconomics, Macroeconomics, and The
Global Economy, I always pay close attention and divide my students into groups for peer work.
The best peer models make mistakes at first and exhibit skepticism about their abilities ("I am
not sure I can accomplish this"). The teacher provides these peer models, and the model then
completes the assignment successfully.
In the framework of Objectives and Feedback, I provide explicit goal-setting instructions and
broad objectives, followed by an in-depth discussion of how to rewrite them to make them more
specific and attainable and how to split them down into smaller goals. For example, "I want to
improve my study habits" could be rephrased as "I will learn a reading comprehension method,"
"I will practice each part one at a time," and "I will track my improvement after each
comprehension test." Students should set goals and then collaborate in groups to review and
improve them. Providing frequent, thorough, and positive feedback boosts students' self-efficacy.
Giving feedback that focuses on target progress and personal abilities. Feedback should indicate
what they are learning rather than simply marking students' answers as correct or incorrect.
When a student gives an incorrect response, instead of assessing or moving on to another
student, go into their thought processes to determine why they misunderstood. Following the
Microteaching Lesson Plan technique, use this opportunity to reteach or clarify so that students'
efficacy is strengthened. Emphasize effort and strategy when determining the cause of success.
"For example, looking at your progress, the work I put in by restudying the words you missed
paid off," for example. I frequently advise my students to expect to make mistakes and see them
as opportunities to grow and receive constructive feedback. It can help kids develop resiliency
and rewire their responses to setbacks.

According to the Pygmalion effect, the explanation for this is that students with low
expectations are more likely to reply erroneously. Students with high expectations who respond
incorrectly may be viewed as unable to grasp, and students with low expectations may be
perceived as incompetent. Every day, I presume it's the first time they've encountered this issue.
As a result, I make every effort to avoid the Pygmalion effect when offering feedback or written
or vocal responses to my exceptional students inside or outside of class in my school.

Many students in my class exhibit intrinsic motivation in the context of motivation, as they
frequently approach me seeking information beyond the topic. Some of them are motivated
because their peers are willing to help them learn more. They desire to learn more as a result. In
my Business Management and Economics classes, they are intrinsically motivated to compete
with me. Finally, they both did well on their tests.iness Management and Economics. Finally,
both of them scored well in their examination.

As a teacher, it is my responsibility to develop functioning and successful students who will

eventually need to function in the real world by setting attainable goals for all students. I always
ask myself these questions to achieve my objectives.
1. How can I assist my students in improving Self-efficacy in my classroom?
2. How can I help my pupils develop a sense of achievement and self-efficacy?
3. What can I do to ensure that no one gets "lost" in my classroom, using the motivational
context?
4. What can I do to enable students to think and learn independently, considering how to avoid
the pygmalion effect?
5. How can I maintain my enthusiasm for teaching while remaining a positive role model,
avoiding the pygmalion effect?

I keep these thoughts in mind and strive to achieve expectations that encourage my students to be
their best selves. To fulfil my objectives, I must first provide a positive learning environment
filled with Self-efficacy, the Pygmalion Effect, Motivation, and self-evaluation to keep my
students safe and assist them in becoming good people with high standards. I am confident that
whenever I require assistance with my teaching career, I will review it again to ensure that what
needs to be improved and modified has been done. Last but not least, I would like to express my
gratitude to our instructor Dr Shahrori, for his efforts in ensuring the success of this course and
for his encouragement in my efforts to complete it.
References
Bandura, A. (Ed.). (1995). Self-Efficacy in Changing Societies. Cambridge University Press.

Boekaerts, M., Pintrich, P. R., Zeidner, M., & Pintrich, P. R. (Eds.). (2005). Handbook of

Self-Regulation. Elsevier Science.

Dörnyei, Z., & Ushioda, E. (2013). Teaching and Researching: Motivation. Taylor & Francis.

Hodges, C. B. (Ed.). (2018). Self-Efficacy in Instructional Technology Contexts. Springer

International Publishing.

Pajares, F., & Urdan, T. C. (Eds.). (2006). Self-efficacy Beliefs of Adolescents. IAP - Information

Age Pub., Incorporated.

Richardson, K. (1998). The Origins of Human Potential: Evolution, Development, and

Psychology. Routledge.

Rosenthal, R., & Jacobson, L. (2003). Pygmalion in the classroom : teacher expectation and

pupil's intellectual development. Crown House.

Sandler, B. R. (1996). The Chilly Classroom Climate: A Guide to Improve the Education of

Women. National Assn. for Women in Education.