I found the readings on social learning theory and self-efficacy informative, practical, and inspiring. I experienced a range of emotions when immersed in the material. I was fearful when reading Pajares that I would discover I was failing my own students by virtue of tearing down their self-efficacy in my words and actions in the classroom. I cried when I read Dweck’s description of John Wooden, the coach. I screamed in rage when Gladwell discussed the decrease of student performance as a result of a long summer break.
Most of the students I teach display low academic proficiency and are below grade level in skills and concepts. They are on free and reduced lunch and come from broken homes. Quite a few of them have police records of which most are from drug related charges. They struggle with academic success and teaching them learning skills and building self-efficacy is something I strive to do to the best of my ability every day that I teach. For this reason, Module 6 brought about deep self reflection for me at a time that could not have been more perfect. (Everybody is always a little grumpy at the end of a semester. The anticipation of Winter Break looms and we are ready for a reprieve ~ sorry Gladwell)
Bandura (2011) states, “To be an agent is to influence the course of events by one’s actions” (pg. 4). I agree with Bandura that a person can control certain conditions of one’s lives such that pure circumstance rarely occurs. Just last week I had a student who flew off the handle because I asked her to complete an assignment. She cussed, stomped out of the room, and left. The next time she came to class, I took her out into the hallway to talk and work things out so we could work together. She apologized for her behavior and proceeded to tell me she has a lot of things going on that she cannot control. For a little background, this student is 18 and lives on her own. Previously, she had been in foster care lived with many different families. My response to her reason for losing her temper: “Everyone is dealt a hand of cards in life. How you play those cards is completely up to you.”
A lot of the students I teach live without positive influences in their lives. Being a thug is cool--Not studying for a test is accepted norm. I would love to express to my freshman Bandura’s view on fortuitous events and the trajectories upon which life travels. I found my next T-shirt saying: “Hanging out in a University library will spawn different intersects than hanging out with Hell’s Angels” (pg. 9).
Bandura quoting Pasteur, “Chance favors only the prepared mind” (pg. 9) prompted reminiscing of my only swim conference championship I ever obtained. Mental preparation for a race was a strategy I took very seriously throughout my career. I finally got the chance to capitalize on it.
I enjoyed Module 6 and social cognitive theory. I found it easy to relate to my personal and professional life. (and I am buying a John Wooden book for myself for Christmas!)
Great post, Ellen. I found your personal examples to be great illustrations of what Dweck (2006) was talking about in the excerpts that we read this week about the fixed versus the growth mindset. It would be very easy for teachers to write off students on account of their bad attitudes. However, I found her examples of providing unconditional support and encouragement for the student inspiring. Your quote about the student "playing her cards" is right on in terms of Bandura's agentic approach to learning. We must encourage students to take charge of their situations and take advantage of opportunities that are given to them.
ReplyDeleteI too am glad to see that this module was personally rich for you. I know you must have many connections to the ideas presented in these readings. Thanks for sharing your students with us. Your stories have made the concepts in this class a bit more real.
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