Chapter 10

As a teacher, I believe modeling is essentially included in the job description and responsibilities when one signs up for this career. As teachers, we are called to be role MODELS, not only inside the classroom, but for outside purposes as well. One might think that their role in the classroom does not have an effect on life of the student as long as the student is still acquiring knowledge, but in actuality, modeling can hinder or help a student's knowledge. When teachers often show up late to classes it implies that a student's time is not a priority. If a student quickly realizes that their time with a teacher is not a priority, then they too will assume the class is not as important. If a teacher doesn't care about the class they are teaching, then why should a student? Showing up not only on time, but enthusiastic about the task ahead reflects passion and demonstrates that this topic is detrimental to a student's education. Not only is does tardiness reflect this, but being prepared demonstrates this as well. Just because a teacher shows up on time does not mean that he or she is prepared. I've had multiple instances where it is apparent that teachers have slapped together some sort of lesson plan or worksheet at the last minute, or not quite covered the topic thoroughly because they themselves do not like the topic. Unfortunately, even if we as teachers don't always love the topic we are expected to present we are still expected to actually teach that topic, and give our all. Just because something may not be our favorite, does not mean it won't strike a chord with another student. Presenting ourselves as knowledgeable, excited, caring teachers can do more for a child both inside the classroom and outside then we often expect. By doing so, we give students the option to be passionate, engaged, and caring themselves , which will in turn affect the knowledge they receive.
In my case study, there is a lot of rough housing and off-task behavior occurring in the classroom, which keeps the students from listening and the teacher from fully carrying out the lesson plan for the day. One of the main reasons for this behavior could in fact play a role in self-efficacy. In my "classroom" students are meant to be participating in music class but fail to do so. One of these reasons may be determined by the fact that students do not feel they can adequately perform in music, so they give up trying. It's important to remember that as teachers we do what we can to boost this self-efficacy. If a student is attempting to learn something new or correct mistakes from the past, we need to encourage them with praise and applaud them for their attempts. In order to help boost this, the participation of the whole class would be great. Not only will students feel as if they have done something right in the eyes of their teacher, but will feel better about themselves in front of their peers. When we encourage students to applaud one another, we can help boost their overall self-efficacy and ultimately, hopefully, improve the way they feel about a class.