Roleplay Assignment: Criticism and Self-efficacy

Roleplay

Jamie: I am so confused by this class. I read and reread the assignments, but I just don’t get it. I really don’t think the instructor likes me, (he or she) just isn’t giving clear instructions, and the book is so hard. Does anyone else feel this way?

Jamie,

I understand that this may be a difficult class for you; however, I am here to help. Much like you, I had difficulty in college understanding some of the theories and concepts when it came to psychology. I was able to learn them by finding a way that worked for me. I remember one specific time I was taking biology and we were going over parts of the eye and ear, and no matter what I read, none of it made sense to me. Words used to get mixed up on the pages for me, which made reading very difficult. What I learned is that some things are better explained to me with a visual representation. I also learned that I understand the content better if I could hear it. Even if it meant listening to a journal article.

For this matter, I took to listening to audiobooks and podcasts on the subject matter that we were learning. In doing so, I learned more than what the class was covering, but I also gained a deeper appreciation of the content. Sometimes, it takes learning from alternative resources for information to stick or at least be able to grasp it. However, this does not mean you’re less intelligent than anyone else in the class. Everyone learns differently, much like I had to.

Let’s work together to find a way that you’re able to absorb the content as easily as everyone else. The book is a guide. It contains what you need to learn for this course, but the book is not the only option of learning for this course. There is an amazing podcast called Great Ideas in Psychology that I found very beneficial during my undergrad years. Possibly it can work for you.

If there is ever a time that you feel that my instructions are not clear enough or the assignments are difficult to understand, please let me know. I am here to teach all of my students, not just some of them. And I want you to learn just as effectively and efficiently as everyone else. My office is always open. Feel free to also reach me at super.awesome.future.teacher@awesomeschool.edu. Let’s also see if there is another student who may be able to assist you in understanding the coursework as well. I’m certain there may be other students who have had the same issue. It may be possible for them to share with you or show you how they overcame it.

Justification

My response to Jamie was one of understanding and compassion. In a situation such as this, you do not want to respond in a way that shifts the blame to the student. It would only reinforce what the student already feels (e.g., I do not believe the teacher likes me). Even though, from the teaching standpoint, it is not about whether the teacher likes the student. The teacher is there to perform a job. That job is to make sure the students learn.

In formulating my response, I also wanted to give Jamie options to assist with their learning. I suggested a podcast and possibly using other resources. I also mentioned using other students as resources which could help from a peer model standpoint (Fencl & Scheel, 2005). But I shy away from comparing Jamie to other students because it would lower their self-efficacy (Bandura, 2010). Most of all, I offered myself as a source for clarity when it came to understanding the instructions and assignments. This way, Jamie can get the information directly from the source. If Jamie comes directly to me, we can formulate a plan and set goals (Schunk, 1990). If Jamie does not come to an understanding by his or herself on their own, then it may be time to contact me as the instructor.

To make sure Jamie does not feel bad about how they are having a hard time, I conveyed a story about my struggles through undergrad. I had to find alternative ways to learn because sometimes I could not understand what I was reading. At other times, I had my wife to read the instructions to me and tell me what she thought they meant. I understand very well where Jamie is coming from. However, I do not want Jamie to feel as if they are unintelligent for not understanding the instructions or assignments. Sometimes our brains are just wired a bit differently than others.

There are several tips that Margolis and McCabe (2006) have given to help improve self-efficacy among students. These include using peer models, teaching specific learning strategies, allowing the student to make their own choices, encouraging students to try, give frequent and focused feedback, and encouraging accurate attributions such as helping a student understand that they may not understand not because they are unintelligent. I believe I was able to touch on many of these issues in my reply. I also learned something else about teachers and their self-efficacy. Efficacious teachers are not as critical of their students (Hoy, 2003). It is those same teachers who can work longer with struggling students. Therefore, it is a must that, I, as an instructor, not take comments from my students personally so that I can assist them the best way possible.

References

Bandura, A. (2010). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117–148. http://doi.org/10.1207/s15326985ep2802_3 ↩
Fencl, H., & Scheel, K. (2005). Engaging students. Journal of College Science Teaching, 35(1), 20–24. ↩
Hoy, A. W. (2003). Self-efficacy in college teaching. Essays on Teaching Excellence. ↩
Margolis, H., & Mccabe, P. P. (2006). Improving self-efficacy and motivation: What to do, what to say. Intervention in School and Clinic, 41(4), 218–227. http://doi.org/10.1177/10534512060410040401 ↩
Schunk, D. H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational Psychologist, 25(1), 71–86. http://doi.org/10.1207/s15326985ep2501_6 ↩