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One of the key elements of social cognitive theory is learning by observing. Being a teacher means also being a model for the appropriate behaviors and skills that students should be working towards obtaining. As Woolfolk (2017) states, "Children are motivated to imitate the actions of others who seem competent, powerful, prestigious, and enthusiastic, so parents, teachers, older siblings, athletes, action heroes, rock stars, or film personalities may serve as models, depending on the age and interests of the child," (Woolfolk, 2017, pg. 416). My daughters, five and two, are constantly needing me to model appropriate behaviors and skills, from how to nicely pet the dog, to how to sit quietly and respectfully during a church service. I also know that in order for my girls (and my students someday) to be excited about learning, I need to show that same enthusiasm for learning and teaching. Modeling in respects to social cognitive theory also means using reinforcement for positive behavior. According to Woolfolk (20147), "Reinforcement can play several roles in observational learning. If we anticipate being reinforced for imitating the actions of a model, we may be more motivated to pay attention, remember and reproduce the behaviors," (Woolfolk, 2017, pg. 418). As the example in Education Psychology suggest, teachers can show the link between positive behavior and positive consequences using stories and characters that children are familiar with, (Woolfolk, 2017, pg. 420).

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Woolfolk, A. (2017). Educational Psychology. Boston, MA. Pearson.

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As we saw in Cluster 2 of Educational Psychology young minds are not developed enough to handle emotions in a mature and thoughtful way, which can often impact learning achievement, self-efficacy and self-regulation. As Woolfolk (2017) writes, "developing emotional self-regulation is especially important in the early years when students are learning how to learn in schools," (Woolfolk, 2017, pg. 435). One study that Woolfolk (2017) describes found that "students' anger, sadness, and shyness were negatively related to achievement and that self-control was positively related to achievement, particularly for students who showed lower levels of negative emotions," (Woolfolk, 2017, pg. 435). This is why I believe it is so important to teach students ways of coping and dealing with emotions. By creating a trusting classroom environment, building positive relationships with students, teaching students how to recognize and express their feelings, and how to utilize the strategies listed below, teachers can aid in the development of students' emotional self-regulation, which is so crucial for academic success.

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Mastery Experience: "Past successes and failure in similar situations, as perceived by the individual," (Woolfolk, 2017, pg. 422).

Physiological Arousal: "Positive or negative arousal- excitement and a feeling of being "psyched" and ready (increases efficacy) or a sense of anxiety and foreboding (decreases efficacy), (Woolfolk, 2017, pg. 422).

Vicarious Experiences: "Seeing other people like you succeed on a task or reach a goal that is similar to the one you face," (Woolfolk, 2017, pg. 422).

Social Persuasion: "Encouragement, informational feedback, useful guidance from a trusted source," (Woolfolk, 2017, pg. 422).

Each of these sources of self-efficacy play a major role for both teachers and students in the classroom. As Woolfolk (2017) writes, "Although mastery experiences generally are acknowledged as the most influential source of efficacy beliefs in adults, Keyser and Barling (1981) found that children (sixth-graders in their study) rely more on modeling as a source of self-efficacy information," (Woolfolk, 2017, pg. 421). This is why I believe it is SO important for teachers to form positive relationships with their students, so that they may know and understand who it is that their students are looking up to and trying to exemplify. It is also why it is so important for teachers to be a role model for their students, and for them to demonstrate the self-efficacy and self-regulation needed for academic success. I also feel strongly that teachers need to be cheerleaders for their students. By encouraging students and providing feedback on their work and efforts, teachers can provide the social persuasion that can provide a "persuasive boost in self-efficacy," and, "can lead a student to make an effort, attempt new strategies, or try hard enough to succeed," (Woolfolk, 2017, 421).

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Teaching Toward Self-Efficacy and Self-Regulated Learning

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Teaching Toward Self-Efficacy and Self-Regulated Learning

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Complex Tasks, Control, Self-Evaluation and Collaboration all help to foster a sense of self-efficacy and self-regulated learning, which helps student academic success, (Woolfolk, 2017, pg. 436-438). My most memorable and enjoyable year in elementary school was in sixth grade, when the teacher used these tactics in his teaching. Students could choose how they wanted to present a project, who they wanted to work with, and what topic (within the boundaries of the what was being taught) they wanted to focus on. Projects included a variety of presentation methods such as:

renting a video camcorder from the IT office to make a movie or skit to show knowledge

creating a game show that the class took part in

designing a lesson complete with handouts and “quizzes”

putting together a PowerPoint or poster presentation, etc.

The creative control that this teacher gave motivated students just as Woolfolk (2017) describes when she writes, "when students perceive they have control over their learning activities, they maintain higher levels of motivation to complete the task," (Woolfolk, 2017, pg. 437). Collaboration with the teacher happened through the "proposal" stage of projects, where students met with the teacher to discuss their plans for a project, and he listened, offered guidance and suggestions, and made it clear that he was there to help if help was needed. Woolfolk (2017) explains the importance of this kind of effective collaboration that leads to self-regulated learning by describing climates of community and shared problem solving, "...teachers and students actually co-regulate one another learning, offering support, whether working alone, in pairs, or in small groups. This support is instrumental to individuals' development and use of metacognition, intrinsic motivation, and strategic action (e.g., sharing ideas, comparing strategies for solving problems, identifying everyone's area of expertise)," (Woolfolk, 2017, pg. 438).

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