Once it starts, it is difficult to completely separate the person from the work.
When the artist is drawing, the painter and the acting of the painting become a single ‘thing’. Painting became a part of it all, too.
As a teacher, your ‘self’ is embedded in your teaching – the way it goes from ‘job’ to craft. The learning outcome is yours. You probably call them ‘your’ students. The same goes for students. The 8-year-old Minecraft and his digital creation have a pleasurable kind of string.
The magic of doing it.
But it also presents some problems. Students’ work and performance কী what they can and cannot do — are a part of who they are, and they are deeply aware of this. Even our language reflects this idea.
Did You To do Yours The best Yours Homework? (As opposed to “What was the best job at homework?”)
Is You A student? (Unlike a student which is usually found on their report card.)
Is You Confused? (Contrary to awkward words but completely logical “Do you have any confusion?”)
Learning is personal.
The habits that your students are backing away from
So it is understandable that self-defense processes begin when they are challenged. It can create all sorts of clutter in the classroom that you can chase away all year long.
Lack of apparent curiosity.
Refuse to take risks.
The defeated tune.
Scrambles for shortcuts.
It may be that these are all symptoms rather than causes. That is, not wanting to make mistakes, failing, correcting or being underestimated by peers. As teachers, though, we see them as the cause of the middle work that we sometimes see.
Learning how we feel and think about ourselves is important. Self-confidence, self-knowledge, interdependence, curiosity and other abstractions of learning are just as important as reading levels and writing techniques.
When students encounter new content (a lesson with new ideas), situations (a collaborative project with students from another school), or challenges (self-instruction in the face of distractions), how they respond may not always be ideal.
But as teachers we do the same thing. We can start an open-ended unit that tries to use a learning simulation to let students play with the STEM concept, but if the things of the moment don’t work out, we can often go back to bad habits.
Composition as evaluation.
Talk Talk Talk Talk Talk Talk.
Confidence, interdependence, curiosity and other abstractions are just as important as reading levels and writing techniques.
4 questions for self-knowledge and reflection For students
So in the face of a challenge, what will your students ‘retreat’ to? Below are four questions they can use to start such reflection and self-awareness.
- How do I respond when I compete – intellectually, mentally, physically, etc.? Do I see every difference in this class of responses?
- Which resources and strategies do I support and which do I tend to ignore?
- What can I do to make myself more aware of my own thoughts and emotions?
- What if I don’t change anything?
Here are 5 ways to build more confident students: Promoting self-awareness and metacognition In the classroom
So if we as educators are faced with such questions, and in reality students are emerging as independent thinkers, how can we start promoting such behavior in the classroom? And moreover, how can we establish these verbs as habit-free verbs that students begin on their own with little or no persuasion?
Like anything, it’s a matter of the first VisibilityUnderstanding what is necessary, seeing it happen, emphasizing and celebrating it, etc. In the classroom, it can stop at a particularly instructive moment when you feel that students are struggling — or responding well — and to keep their journal, share thoughts with them, elbow partners, or somehow reflect on both the challenge and their response. To boost students’ confidence, you need to find their source first Lack Confidence
Second, it is a matter To practice. Anything complex or unnatural needs to be repeated. The more students in the classroom see themselves facing big and small challenges and then seeing the effects of how they react, the more conditioned they will be to respond ideally to themselves.
There are many realities Response loops Students communicate in and through our classrooms. (You can read more about it here What is a feedback loop?) Creating more confident students means seeing and practicing feedback loops that create opportunities for confidence building and the tendency not to create opportunities that undermine confidence. For example, if a student loses confidence in mathematics because of exam anxiety, we should consider that the goal is to master math skills and concepts, not to ‘do well in exams’.
While we must ensure that students perform well in any assessment, a lack of confidence will obscure and / or disprove assessment information. In other words, their test scores may not reflect their perceptions of the content. To help this student build more confidence in math, we first need to look at this feedback loop to find out what it is (students are concerned about math -> perform poorly in math exams -> their confidence in themselves as math students is apparently strengthened by it .Loop), then adjust or remove the loop: change the assessment in some way (form, duration, complexity, etc.) or exit the slip education for a short time to remove the punisher (i.e., bad test score).
Of course, Learning to fail A part of life and learning. The idea here is not to avoid negative events that can hurt confidence as it can have the opposite effect and reduce the chances of students developing strength, perseverance and a mindset that will support them inside and outside your classroom.
Finally, there is a bit of a possibility Mindfulness Coaching for students. Help them distinguish themselves from their work and related performance. Help them understand that our life is not a single decision, but a huge tapestry of connection, any single moment, performance, or failure is just visible, and only important because it relates to their life.
Closely related here Student mentality (What they assume about themselves and with any given assignment they can struggle) and Metacognition (Looking at their own thoughts, internal conversations, etc.) and adjusting as needed.
See The statement helps students develop a growth mindset And Metacognitive prompts for students.
Other ways to build confidence in students
6. Celebrate small victories (and don’t always call them small victories)
7. Normalize (short-term) struggle (or call it a different word – such as ‘grinding’)
8. Let them see the struggles of others কিন্তু but also the people who are trustworthy to that student: entertainers, athletes, artists, etc. এবং and see them become stronger through that struggle to endure.
9. Help them understand that we all struggle with many things and that it is our response to the struggle that will point to our hardships and ultimate success, not the struggle itself.
10. Put them in position to be successful, surprise yourself, etc.
11. Consider Addition grading (Points go up through grading time instead of down)
12. Let them know that you really believe them (you say it and believing them may be different).
13. Build knowledge. ‘Believing them’ is certainly not enough. ‘To do well in school’ they need to have sufficient knowledge or experience with concepts and skills (‘content’), how much you trust them and how much they are willing to buy into human (cognitive) struggles. Increase
14. Emphasize knowledge / learning as a marathon instead of a sprint series. This ‘big picture’ approach can help disarm short-term concerns and help them sit a long way in lifelong learning.