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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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).