The concept of self-efficacy is developed by Albert Bandura. Bandura defines self-efficacy as a belief in own’s ability to organize and perform a certain task (Bandura, 1997). “Teacher’s self-efficacy is the belief that teachers have in their own abilities and skills as educators” (Gavora, 2011, p. 81). Gavora (2011) believes, that a strong sense of teachers’ self-efficacy is crucial factor in instruction. A teachers’ personal beliefs and attitude relate to teacher success and use of effective teaching strategies, and they affect student performance.
The teacher can regulate instructions rapidly during learning development, allowing students to benefit from these rapid adjustments by means of regulating and emerging own learning progress. Feedback occurs while learning takes place, and effective feedback identifies the gap between where student remains at and where student desires to be. The teacher can be confronted with predicaments performed during formative assessments. There remain no obvious solutions to a situation, and a decision made, exists dependent on the individual situation, appropriate to the teacher and student involved. The teacher relies on professional judgement, formatively assessing the purpose of provoked action.
Whether it being traditional or contemporary, teachers have a various tactics such as rational arguments and creative ways (McBer, n.d.) to leave an impact on students and to influence them in bringing about positive outcomes. Petty (2009) supports the importance of teachers having an impact and influence on students and adds that effective teachers can first of all recognize the potential of the students. After recognizing the potential of students, teachers now should think analytically and conceptually as discussed earlier and develop a lesson plan that encourages students to reach their full potential or even challenging students to reach a higher level of learning. In addition, McBer (n.d.) and Petty (2009), share that there are informal ways of influencing students. When a teacher has a closer proximity with a student, the teacher will understand the student better which lead to a better understanding of the students learning styles.
When a student displays appropriate behavior the teacher should recognize their action. By stating a positive comment, a student will continue to exhibit the desirable behavior. Teachers should recognize a students positive behavior A procedure prevents a student from misbehaving Teachers say positive comments Teachers demonstrate positive actions Students needs
Thus, teachers who are effective in promoting academic growth improve the social and behavioral skills of the students since teacher’s behavior is one of the first sets of characteristics to look for in an effective teacher. A true teacher is the master of teaching and can make a difference. A warm, safe, and minding environment permit students to influence the nature of the
Assessment and evaluation is an instrument that is used to measure the performance of teachers and students. It is an integral part of teaching and learning process. Assessment aids in decision making as it determines whether or not the goal of education are being met. It plays a major role in how students learn, their motivation to learn and how teachers teach. It also enables one to think: “are we teaching what we think we are teaching?” “Are students learning what they are supposed to be learning?” These are relevant question that one should ask when it comes to assessment; therefore, this essay will highlight on the role of assessment in teaching and learning.
Children learn in different ways and at different rates with their own interests and preferences. Classroom management is critical to enjoying positive relationships with students. Consequently, these are necessary for student success (Driscoll & Pianta, 2010 ). Since literatures propose that a good teacher-student relationship will more likely to: (a) improve the academic success of the students, (b) teachers will put a great effort and persist if classroom difficulties are experienced, and (c) students have positive thought patterns and emotional reactions to learning and knowledge (Hamre, Pianta, Downer, & Mashburn, 2008), the relationship between teacher-student relationship and the academic success of students will be evaluated and described
It means, teachers’ communication with students also plays the important role to inspire teaching and learning process. Communication is the main key to understand how a person think and feel. It is the only best way to express feelings through communication. In self-determination theory (Deci, Vallerand, Pelletier & Ryan, 1991), students themselves have desirable needs or goal to achieve and hence motivation on students is occurred. There are factors on why students are motivating to learn.
Then, how can we except better performance among this both of students. For a school as an organization its goal is to educate children who would be assets to their communities and way to give to the attainment of national development goals. Article XIV Section I and II of the 1986 Philippine Constitution mandated quality and relevant education to this effect. This study is anchored on Dewey’s principles of learning as cited by Saromines (2000) that, teacher must used varied techniques and teaching strategies in order to come up with an instruction that brings better achievement of the students. As a teacher you must learn to use proven techniques and strategies to make learning more enjoyable and meaningful in the class.
Behavioral challenged students were always in the equation and we cannot just ignore them. They were seeking more attention from their teachers and classmates. They need to feel that they belong in the classroom. The behavioral and emotional stability starts when they don’t feel secured and trusted with the people around them. Another factor that contributes student’s behavior in the classroom is family problems.