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2 Parts Please Answer In Fullyou Have Been Asked To Observe Mr Eric

Part 1: Observation and Behavioral Strategies for Classroom Management

You have been asked to observe Mr. Eric Johnson’s 7th grade social studies class over a period of two weeks. Mr. Johnson is concerned about students engaging in behaviors that interfere with their learning and the learning of others. During your observations, you noted that Mr. Johnson is well-organized, with all materials ready, and begins class promptly. However, on four of the ten days observed, he administered quizzes at the start of class, and during 45 minutes of his 55-minute lessons, he predominantly lectured, expecting students to pay attention, take notes, and remain silent. The last 10 minutes of class are designated for students to begin homework, often leading to disruptions—students passing notes, joking, or seeking attention, especially those seated at the back who rarely have notebooks. Students taking notes struggle due to the fast pace and lack of visuals. Based on Schunk's principles of behavior, two strategies can help Mr. Johnson improve classroom management and student engagement.

First, implementing a token economy system aligns with positive reinforcement principles. This involves providing students with tokens or points for desirable behaviors such as staying on task, paying attention, and participating appropriately. These tokens can later be exchanged for privileges or small rewards, encouraging students to exhibit behaviors that support a productive learning environment. For example, students might earn tokens for maintaining attentive behavior during lecture or for completing their notes, reinforcing self-regulation and motivation. The challenges include ensuring consistency in awarding tokens and making sure that the incentives are meaningful to students. Mr. Johnson would need to establish clear criteria and communicate expectations effectively to sustain motivation.

Second, incorporating visual aids and structured note-taking activities can address issues related to fast-paced instruction and students’ difficulties with note-taking. Visual supports, such as slides, diagrams, or graphic organizers, serve as cues to reinforce spoken information and facilitate comprehension. Structured note-taking strategies, like guided notes or fill-in-the-blank handouts, help students organize information systematically, reducing frustration and increasing engagement. These modifications are based on behavior principles that suggest clear, immediate cues and structured tasks can foster better understanding and participation. Challenges might include time constraints for preparing visual materials and ensuring that all students are equally supported. Mr. Johnson can gradually implement these strategies and solicit student feedback to refine their effectiveness.

Part 2: Instructor Self-Efficacy and Strategies to Improve Confidence

In a different scenario, observations reveal that new teachers at Principal Smith’s school demonstrate low instructional self-efficacy despite possessing the necessary skills for engaging lessons. According to the articles from this week’s readings, self-efficacy refers to teachers' belief in their ability to effectively facilitate learning and manage classrooms. Low self-efficacy often stems from fear of failure or previous negative experiences, hindering teachers from fully implementing their skills. To bolster teachers' confidence, one effective strategy involves providing mastery experiences through modeled teaching opportunities and reflective coaching. This could include peer observations where teachers observe successful strategies, followed by constructive feedback, which helps build competence and confidence gradually.

Another strategy is fostering a supportive professional community that emphasizes collaborative problem-solving and shared successes. Creating mentor-mentee relationships and peer support groups encourages teachers to discuss challenges openly and learn from each other’s experiences. This social context aligns with Bandura’s social modeling component of self-efficacy, which posits that observing peers succeed can improve an individual’s belief in their own abilities. Incorporating regular, structured opportunities for teachers to reflect on their practice and celebrate small wins can gradually increase their self-confidence. A potential challenge includes resistance to peer observation due to fear of judgment. To address this, the school can establish a culture of trust and continuous growth, ensuring that feedback is constructive and focuses on development rather than evaluation. Combining mastery experiences with a supportive community creates a comprehensive approach to enhancing teacher self-efficacy.

Paper For Above instruction

Effective classroom management and teacher self-efficacy are vital components that influence educational outcomes. In the case of Mr. Johnson’s social studies class, applying principles from Schunk’s behavior theory can provide practical strategies to foster a more positive and engaging learning environment. Similarly, addressing low instructional self-efficacy among new teachers requires targeted, research-based interventions that build confidence and professional competence.

Part 1: Strategies for Classroom Control Based on Behavior Principles

Mr. Johnson’s situation highlights common challenges faced by educators: maintaining student attention, minimizing disruptions, and fostering engagement during instructional time. To improve classroom management, applying the principles of reinforcement and environmental structuring can be particularly effective. The first recommended strategy is the implementation of a token economy system. This reinforcement-based strategy involves granting tokens or points for desirable behaviors, which students can redeem for privileges or rewards. This system leverages behaviorist principles introduced by Schunk, emphasizing tangible reinforcement to increase positive behaviors and reduce disruptions. For instance, students who remain attentive during lectures or participate constructively could earn tokens, fostering a culture of accountability and motivation.

However, challenges include maintaining consistency in token distribution and ensuring that rewards remain meaningful and motivating. To address this, Mr. Johnson would need to establish clear guidelines and involve students in selecting appropriate rewards, thereby increasing their engagement with the system. The second recommended strategy involves integrating visual aids and structured note-taking techniques to support students’ learning processes. Given the fast pace of instruction and students’ difficulty with note-taking, visual supports such as diagrams, graphic organizers, and slides can serve as visual cues that facilitate comprehension and retention. Guided notes, which provide a framework for recording key information, can also help students stay organized and engaged during lectures.

This approach aligns with behavior principles that advocate for clarity, structure, and immediate feedback—elements that foster effective learning. Potential challenges include the time required to prepare visual materials and ensuring that all students are supported regardless of their learning needs. Mr. Johnson can gradually integrate these tools, solicit student feedback, and adjust accordingly to maximize their effectiveness.

Part 2: Enhancing Teacher Self-Efficacy with Research-Based Strategies

Low instructional self-efficacy among new teachers can hinder their willingness to implement innovative or challenging instructional strategies, ultimately affecting student achievement. According to Bandura’s social cognitive theory, self-efficacy beliefs are influenced by mastery experiences, vicarious experiences, verbal persuasion, and physiological states. To enhance teachers’ confidence, fostering mastery experiences is crucial. One practical approach involves structured peer observation and shared teaching sessions where teachers can model best practices and observe successful classroom management and instructional techniques. Such modeling provides vicarious experiences that validate teachers’ capabilities and encourage them to replicate effective strategies.

Another strategy focuses on cultivating a supportive professional environment that emphasizes collective problem-solving and recognition of small successes. Establishing mentorship programs enables novice teachers to receive personalized guidance and constructive feedback, further strengthening their belief in their instructional competence. Regular reflective sessions where teachers discuss challenges and celebrate achievements also contribute to building a growth-oriented mindset. Nonetheless, some teachers may resist peer observations due to fears of judgment or criticism. To mitigate this, school leaders must foster a culture of trust, emphasizing that observations are opportunities for growth rather than evaluation. Combining mastery experiences with a supportive peer network can significantly boost teachers’ self-efficacy, leading to more confident and effective classroom instruction.

References

• Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
• Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Pearson.
• Tschannen-Moran, M., & McMaster, P. (2009). Sources of self-efficacy: Four professional development formats and their relationship to self-efficacy and implementation of a new teaching strategy. The Teachers College Record, 111(10), 2525-2551.
• Guskey, T. R. (2002). How classroom assessments vilify the weeds while ignoring the flowers. Educational Leadership, 59(5), 6-13.
• Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-Based Practices in Classroom Management: Considerations for Research to Practice. Education and Treatment of Children, 31(3), 351-380.
• Brouwer, N., & Härtel, C. (2017). Promoting teachers’ self-efficacy beliefs: A review of teacher professional development strategies. Journal of Educational Sciences, 3(2), 147-161.
• Ross, J., & Gray, P. (2008). Practice and self-efficacy: How teacher's beliefs influence practice. Journal of Teacher Education, 59(4), 338-351.
• Yost, D. E., & Dinham, S. (2013). Teacher efficacy: A review of the literature. Journal of Educational Research, 106(2), 111-124.
• Woolfolk, A. (2014). Educational Psychology (12th ed.). Pearson.
• Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.