Teaching Self-Efficacy

Self-efficacy can improve through the application of social learning theory and cognitive-behavior management in the classroom resulting to a more appropriate behavior, increased academic success and foster social justice. Students with learning and behavior difficulties should be helped to develop a positive, participatory access to the general curriculum (Bandura, 1976) Bandura suggests that teachers (1997) utilize cognitive-behavior modification to learn how to share leadership roles and responsibilities.

This can be accomplished through self-monitoring. It is a process of having student observe his own target behavior with a goal of changing it. This may be through tally sheet, or mark time intervals during which a target behavior occurs or does not. The teacher follows a typical cognitive-behavioral sequence: direct instruction, modeling, practice, and feedback, combined with external reinforcement.

Another strategy is through modeling either a correct response or a typical incorrect response. This would provide the student with a concrete view of the consequence of their behavior. Alternative methods could be in the form of role-playing. This provides the teacher the opportunity to think aloud. Speaking her thoughts as she demonstrates a correct procedure Students with learning difficulties tend to evaluate themselves too harshly.

To briefly illustrate a child, who would resort to an aggressive behavior such as punching can improve his behavior through self-efficacy. Create a simulation activity to similar to the triggering condition, like teasing, through role playing the teacher can demonstrate the appropriate behavior while thinking out loud, “I’m don’t like what he is doing, what should I do? ”. Thus, this helps the child control his behavior through self – efficacy. (Sewell & St. George, 2000)