Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Teacher pupils relationship
Teacher pupils relationship
Teacher's role in students academic achievement
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Teacher pupils relationship
Obinna Oguike Professor Ridenour HUM 2220 25 February 2016 The Pygmalion Effect: The Pygmalion effect indicates that teacher expectations influence student performance. This conclusion leads to believe that positive expectations influence performance positively, and consequently, negative expectations influence performance negatively. This phenomenon was discovered in 1968 by Rosenthal and Jacobson, including others. “When we expect certain behaviors of others, we are likely to act in ways that make the expected behavior more likely to occur.” (Rosenthal and Babad, 1985). The understanding is to illustrate that, in terms of teaching, teaching staff who grumble about their students establish an atmosphere of failure, but faculty who seem to value their students’ abilities create an atmosphere of success and progression. This psychological conditioning plays a major role in faculty adherence, their willingness to aid students learn and student’s success moving forward. The Pygmalion effect was named after Pygmalion a Cypriot sculptor who fell in love with a statue of a woman he had carved. Upon Aphrodite’s festival arrival, Pygmalion made an offering at the altar of Aphrodite, where he, too scared to …show more content…
This theory translates that people will try harder in performing a task if they have high expectations that their efforts will pay off in terms of increased performance-creating positive links between expectancies, effort and performance (Lawler, 1971; Porter & Lawler, 1968; Vroom, 1964), meaning that when expectations are raised through the Pygmalion effect, higher performance in due course results. The Pygmalion effect ties to social-cognitive theory and its central concept of self-efficacy (i.e., beliefs in one 's abilities to orchestrate the actions needed to reach a particular level of performance; Bandura, 1997; Eden,
Meichenbaum, D. H., Bowers, K. S., & Ross, R. R. (1969). A behavioral analysis of teacher
The author believes that students in the current generation are under more pressure than preceding ones. “William Alexander, director of Penn’s counseling and psychological services stated, ‘A small setback used to mean disappointment…’ Now? ‘For some students, a mistake has incredible meaning.’” The specialists that the author chooses to cite are all credible, which helps to build her view on this subject. The research that Scelfo uses also illustrates the fact that a student’s family plays a big role in their overall mindset. For example, Alice Miller, a famous psychologist, observed that “…some especially intelligent and sensitive children can become so attuned to parents’ expectations that they do whatever it takes to fulfill those expectations- at the expense of their own feelings and needs.” Being able to support her argument with the findings of psychologists and doctors avails Scelfo in swaying the reader’s
Sherman, J., Rasmussen, C., & Baydala, L. The impact of teacher factors on achievement and
A teacher’s effect on students is significant because teachers have greater influence on student achievement than a school. Robert Marzano’s study separating a school’s effect on student achievement from a teacher’s effect on student achievement supports this notion. Marzano found that an ineffective teacher in an effective school environment has little to no effect on student achievement. To the contrary, an effective teacher in an ineffective school environment was found to have a ...
When we all hear the name Aphrodite, we can all reach agreement that the first point that comes to mind is love and beauty. In the “Ancient Roman Mythology” book, she is des...
...and observing the consequences. The role of self-efficacy is also emphasized by Bandura; self-efficacy underlies people’s faith in their own abilities. Self-efficacy can be developed by paying close attention to past success and failures, positive reinforcement and encouragement from others also plays a role in developing self-efficacy. The social cognitive theory is unique among other learned personality theories in that the emphasis places on the reciprocity between individuals and the environments they find themselves in. Learning theorists have been accuses of oversimplifying personality to such an extent that is has become meaningless, this is because they ignore many of the internal processes that are inherently human. These criticisms are blunted somewhat by social cognitive approaches because it explicitly considers the role of the cognitive process.
“Formed through the interplay of past performance… teacher expectancies have an undeniable influence on students’ learning. Skinner and Belmont (1993) point out the following about teacher behavior: 1) Teacher behavior influences students’ perceptions of their interactions with teachers. 2) Teacher behavior influences student engagement.” (Bruns 3)
Social cognitive theory is different from social learning theory because it takes into account cognitive processes including thinking, memory, language, and evaluating consequences. According to social cognitive theory, individuals play a part in their development (Malone, 2002). Cognitive patterns play a very large role in depression (Furman & Bender, 2003). For example, people don’t have a motivation to move forward in difficult times if they don’t believe they are able to do so. Self- efficacy is an important part of personal agency, and a main aspect in social cognitive theory (Bandura, 2001). A person’s perceived abilities and confidence play a part in what he or she does in his or her life. Cognition becomes a motivator or a hindrance, according to social cognitive theory. A person’s perceived self- efficacy helps determine what a person chooses to do, the amount of effort they put into it, and how long they can persist if there are barriers or failures that occur. How a person sees failure is also influential (Bandura, 20...
...motivation. However, SCT recognise the importance of social interactions and their influence of motivation. Furthermore, SCT is a social cognitive expectancy x value approach to motivation, reflective of Eccles and Wigfield’s (2001;2002) model of expectancy value theory. Similar to attribution theory, SCT determines that motivation is influenced by the environment and interactions with others and how these influence learners’ attributes and judgements. Conversely, SCT is unique as it determines that motivation and behaviour is influences through observation and cognition, disregarding Blooms (1956) domains of affect and psychomotor. Self-regulation is a recent development in SCT. Like SDT, self-regulation comprises of two categories, with learners being self-regulated or not. According to this theory, underachievement occurs when a learner is (Woolfolk et al. 2013).
Tauber, R. 1998. Good or Bad, What Teachers Expect from Students They Generally Get! [Online]. Available at: http://www.ericdigests.org/1999-3/good.htm [Accessed: 30 April 2014].
By naming his drama "Pygmalion," Shaw reminds people of the ancient Pygmalion Myth. Pygmalion, a sculptor, makes a beautiful statue and falls in love with his own creation. He prays that life may be granted to it. The gods give him his wish. The statue becomes a living girl named Galatea. In Shaw's play, Eliza, the heroine, is transformed from a flower girl into a graceful lady. This change is like that of a stone into a statue of perfect beauty. But just as Pygmalion can only create the statue while never being able to give life to it, Higgins creates a beautiful object out of crude raw materials, but the last great gift of a living soul is more than he has power to give by himself. The god that transforms Eliza into an independent woman lies within Eliza herself. It is Eliza's evocation of her self-consciousness and her sense of self-respect and dignity that transform her completely.
The concept of self-efficacy is grounded in Bandura’s (1977) social learning theory. Bandura (1994) defines perceived self-efficacy as “people’s beliefs about their capabilities to produce efforts” (p. 71). In essence, one having strong self-efficacy experience increase in motivation, accomplishment, and personal well-being ( Bandura, 1994). Those with a low sense of self-efficacy, on the other hand, often suffer stress and depression; unbelieving of their capabilities and often succumbed to failure (Bandura, 1994).
...sionate professors who helped shape the type of teacher I would like to be. They found ways to talk to me in a manner that motivated me to want to improve, all while honoring the work that I have already done. I would like to bring this same moral into my classroom, when a child is motivated, passionate,and self-aware of their needs, strengths, and weaknesses, they can and will push themselves to improve. Students do not solely care about how much knowledge an educator has, but they care about how much these educators truly care. We shouldn't judge a person on how educated they are based only on test scores. The most educated person may not be the most suitable person to teach children. I may lack the test scores, however, I do not lack the passion and motivation needed to be a great teacher. If we cannot celebrate small successes, the final outcome is less weighted.
With the proper guidance and support, teachers can achieve academic excellence in the classroom. They follow their principal’s vision and share their goals. Teachers also serve as leaders in their classroom. They share their vision and goals with their students promoting positive attitudes in the classroom. Just like it is important for principals to respect and understand what their teachers need, students also need the support, understanding, respect and empathy from their teachers. When teachers demonstrate commitment in the classroom and set high expectations they raise the level of learning in the classroom. Teachers that work with the students and their parents to understand and meet their needs will achieve positive academic outcomes. Students engage in learning with positive attitudes and strive for high achievements. Teachers work together with their leaders to improve their teaching