•Individual belief in his/her capability to learn or to perform behaviors to produce specific performance

•It reflects confidence in ability to control own’s motivation, behavior and social environment

•Important element to optimissed children’s learning and experiences

•self-efficacy is related to our sense of self-worth or value as a human being

•Building Activities This is a broad topic that can customize classroom and unique student needs. It helps improve attention span and concentration to give children a goal and building materials. For example, pass out playing cards and ask the kids see which team can build a higher house of cards before it falls. Younger kids can use blocks of different shapes and colors to work individually. 

•Use contrasting colors to increase visual focus. Use different colour of marker on the board. Try to be colourful while writing 

•Engage through movement. You can provide opportunities for physical tasks in the classroom. Students can go up to the board to write their answers to questions. They can also help pass out papers, erase the board, or collect materials. Students will listen and focus more if there is a chance for active participation. You can even set aside time to do some stretching before or between lessons. 

•Include hands on activity. Having hands on activity such as use pipe cleaners, magnetic letters, sand, shaving cream, or clay to form letters, practice writing letters, sentences, rhyming words, opposites, etc. This enable to help them engage better in the classroom rather than using paper and pencil lesson 

•Cover up shelving with games, materials, etc. with a sheet.  This is a great technique in early elementary classrooms.  There can be many temptations to want to play or touch other materials in the classroom.  If the student can not see them, the visual distraction is reduced. 

“The distance between the actual developmental level (of the learner) as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers” (Vygotsky, 1978).

Two critical elements in Vygotsky’s definition of ZPD are the notions of potential development of the learner and the role collaboration plays in the learning process in classroom while teaching english language:

First, When students perform in their ZPD for a given task, they are apprenticing and consequently unable to engage in the task on their own. They need appropriate guidance, modeling, and assistance, all of which are provided through collaboration with peers or teachers. Thus, teachers have to deliberately construct these collaborative structures, ensuring that they invite students to participate in worthwhile conceptual and analytical practices while at the same time developing the English necessary to accomplish them. In this way the student moves through her/his zone of proximal development and ultimately into the space of internalization and autonomy, which is the goal of learning. More than a simple process of partnering students, learning in this “construction” zone takes place through the construction and enactment of invitations to interact in intellectually stimulating tasks. These invitations are premised on in-depth understanding of our students, which requires formatively assessing them to determine where the next learnings should be placed and combined with careful and contingent scaffolding. 

Second, Scaffolding thus simultaneously considers our students’ current understandings and interests along with their future potential for development. For an example, the teacher asks one or two questions for students to consider. In order to see what students are thinking, as well as to provide additional scaffolding as needed, the teacher asks students to record key elements of their answer using words or phrases, but not complete sentences. Depending on the complexity of the questions, the teacher may assign between three and five minutes for students to jot down their ideas. Meanwhile, the teacher circulates around the classroom to monitor and check what students have written. An empty piece of paper may be an indication that the student needs further support from the teacher.

The procedural aspect of scaffolding emerges through the unplanned support that occurs in-the-moment and in response to something new the learner introduces in classroom interactions. The on-the-spot nature of procedural scaffolding makes it contingent on the learner and the particular situation in which it occurs. This means that  in addition to continually monitoring students’ understanding, the teacher is also assessing their own structural scaffolds so as to be able to quickly modify them in order to support students’ progression to the ZPD. It is thus through the planned structure together with the contingent, in-the-moment process of scaffolding that the teacher creates both the circumstances and supports that permit students to enter into and engage in their ZPD and that promote their autonomy as learners. We must take care to fully understand that our goal is learner autonomy. Eventually, our students should proceed through their ZPD to self-regulation in which they no longer need the scaffolds we provided earlier.

First, teacher should identify what student already know. Teacher could build on the skill set when introducing new concepts by identifying prior knowledge.  For an example, to conduct mental arithmetic lesson in classroom, the existing knowledge of children is number. The children should know the number and count 10 fingers in basic mathematic way.

Next, teacher could build this knowledge through scaffolding. Scaffolding process will help students move from their existing knowledge to the knowledge they should know by the end of the class. During the lesson planning process teacher should keep in mind on the process of scaffolding. For example, the scaffolding process on the mental arithmetic is where the children count the fingers in mental arithmetic way.  

Last but not least, teachers can help children connect their new learning to their existing knowledge. For example, if teacher has just taught children on how to master count the fingers in mental arithmetic way. Teacher may relate the counting in mental arithmetic way to the numbers.

          Teacher could identify the existing knowledge of children and teach them something new and relate it to their existing knowledge to ensure children understand the new concept with assistance by applying ZPD in the classroom. 

Motivation is described as a state that energizes, directs and sustains behavior. Motivation involves goals and requires activity. Goals provide the impetus for and the direction of action, while action entails effort: persistence in order to sustain an activity for a long period of time.

There are recognized indices of motivation that are important to be aware of. Indices typically place a value or quantity on an idea; in this case, we can understand the value or quantity of motivation for an individual.

  

1. Motivation leads to increased effort and energy.
Motivation increases the amount of effort and energy that learners expend in activities directly related to their needs and goals 

2.Motivation increases initiation of and persistence in activities. Learners are more likely to begin a task they actually want to do. They are also more likely to continue working at it until they’ve completed it, even if they are occasionally interrupted or frustrated in the process

3. Motivation affects cognitive processes. 
Motivation affects what learners pay attention to and how effectively they process it.

4. Motivation often enhances performance.
Because of the other effects just identified—goal-directed behavior, effort and energy, initiation and persistence, cognitive processing, and the impact of consequences—motivation often leads to improved performance 

Relationship between student and teacher begins when they start school.  Warm and positive help to improve motivation.  An empathetic teacher doesn’t only help protect the student’s image of themselves as student, but it also helps prevent social exclusion by classmates.

Keep the children involved

If children feel useful and involved, they’ll feel responsible and more motivated.

Value their effort

It’s more important to value effort of children. If you put too much importance on the finished product, you’ll forget to reinforce all of the hard work that the student has put in.

 Help manage anxiety

Many children have a hard time staying motivated because they’re anxious and worried that they will fail or perform poorly.