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Chapter 5 Confidence

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J Daniel

on 19 September 2014

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Transcript of Chapter 5 Confidence

A term that describes the beliefs people hold about their potential to achieve an outcome

“You have to believe it to achieve it”
Enhancing Adolescents Motivation for Science: Chapter 5
This belief becomes a determinant of how people think, behave, and feel in everyday situations (Bandura, 1994).
A Psychologists view
This is a person’s belief in his or her ability to succeed in a particular situation.

Prior Success
Observing Others
Emotional Experiences
The Research
Discovered an understanding of how some sources could be used to undermine or promote confidence in students
Think Pair & Share

Describe the first time you knew that someone had confidence in you.
HOw did you know?
How has that moment influenced you?

Promote Success
Make Use of Role Models
Encourage Students
Communicate With Families
“No pain No Gain” My Father
Connect the students to role models who have failed and succeeded
A fundamental Role of the Teacher
Building a classroom where students can succeed by not fearing failure & learning how to be a success
Role models must be varied by gender, race and culture (local community, parents, former students who have failed but are successful).
Helps to motivate and engage students by connecting the role of success to their own lives
Role Models:
Promoting Success:
Communicate With Families
Encourage Students
In the adolescent years, feeling connected and accepted by peers may be as important as feeling connected to teachers in school
In the Public Agenda (1997) phone survey, 64% of students claimed that they would learn a lot more if their teachers “personally cared about students as people.”
(Only 30% claimed that most of their teachers did care)

Think About how you will obtain and use your confidence for your first school district interview.

The first time I heard my dad say "I'm proud of you"
Emmer, Edmund T.; Evertson, Carolyn M. (2012-01-17). Page 163, Classroom Management for Middle and High School Teachers (9th Edition).

Public Agenda. (1997). Getting by: What American teenagers really think about their schools. New York: Author.

Musial, Diann (2008-03-04). Foundations of Meaningful Educational Assessment (Page 41). Humanities & Social Science.
Works Cited
Please pick what you think the correct Teacher Response for each of the student statements:
"Whatever the task may be, we find ourselves lost in the activity, and we glance at the clock to realize that we have lost track of time. Such an experience produces not only enjoyment but feelings of satisfaction and accomplishment."

Musial, Diann (2008). Foundations of Meaningful Educational Assessment (Page 41). Humanities & Social Science.
In the Classroom
Encourage effort & give feedback using positive language
help bridge the understanding of their role in the process
stay connected through links, emails, & open house gatherings
Can You give an Example of Good Feedback?
Achieving FLOW
1. Student says: "School sucks!"
a. Don’t use that type of language.
b. You seem upset about school.
c. Come on, things aren't that bad.
d. That attitude will get you nowhere.
2. Student says: "I can’t understand algebra!"

a. You’ll need it to get into college.
b. Just keep at it. It’ll make sense after a while.
c. So you don't get it?
d. Let's work through it together.
"If you Build it, they will come"
students' confidence
Field of Dreams
Why are statements like these important?
what Belief is he building?
Role Models
Girls And Boys
The Research
Girls tend to lose confidence more than boys in science.... WHy?
Mastery experience/Prior success
-favors boys More than girls
persuasion and observing
-others are effective for girls in their ability
Emotional Experience
-matters to girls
On pages 59-61
Full transcript