WK3Assgn
Welling T
September 14, 2019
Dr. Melody
Moore
Student Assistance
When dealing with the issues of an underperforming student, who states
a disconnect between the materials and a general understanding of the class. The
first issues which come up are that the student has self-efficacy issues to
work out. Which cascade directly into the locus of control, which is all about
the dynamic of power and power exchange. The thing which needs to be address the
strongest is how to assist the student in having their study and information
processing needs corrected and not cross the lines of doing their work for
them, and or worse building a crutch for the student to not be able to continue
with their learning processes. There are a couple ways to assist in the development
of the students study tools, a computer software program,
a review and rebuilding of the students study skills, a Tudor, and of course a study
group.
Self-Efficacy
Self-efficacy is an extremely difficult subject. It is all based
on motivating factors which are close to impossible to scientifically define.
In the case of a student who is obviously having issues, the first thing to
remember as a teacher, which increases close to exponentially in the field of
psychology is the fact the field itself draws people who are not entirely
mentally stable (Stavredes, 2011). The field is also full of people on all
sides who have issues with arrogance and egotism (Zajacova, A., Lynch, S. M.,
& Espenshade, T. J. (2005.
People are being used as both individuals and in groups. On both
sides of the spectrum from very meek and timid people/groups up to the
metaphorical concept that a single person has issues with being in a room with
anyone else because the persons egotism/arrogance takes up all the room (Corty, 2008).
It is this power dynamic which is the key issue.
The
first part of the power dynamic is nature versus nurture. Does the individual
have a strong nature, how much encouragement versus discouragement was their
nature impacted by nurture (Ambrose, Bridges, DiPietro, Lovett, & Norman, 2010)
.
That is how to read the message, with that in mind.
“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?”
Second part of the power dynamic does the person think they are as
smart as they are, or dumber than they actually are (Hofer,
B. (2014. Usually in these cases they are either as smart as they think they
are, or they have a weakness for thinking they are not as smart as they are. So,
they allow their inner voice to undermine their confidence (Kaposi, 2017).
Third part
Other than the basics of the DS power dynamic, what is this person’s
real issues regarding studying. This person is in college and depending on the situation
is in grad school (instructions were not clear), that person has passed many classes
and has developed at least some level of study habits (Keith-Spiegel,
Tabachnick, & Allen, 1991). Those study habits need to be the focus of the self-efficacy
and of course locus of control. To give the student reminders they are capable of understanding this class, they just need to get
past the emotional issues to refocus away from emotion to real study habits. Build
self-confidence by rebuilding achievements (Landis, B. D., Altman, J. D., &
Cavin, J. D. (2007). Focusing on achievements rebuilds confidence. Focus on the
study habits which will provide a better understanding as to why the student is
struggling (Moses, L., Hall, C.,
Wuensch, K., De Urquidi, K., Kauffmann, P., Swart, W., . . . Dixon, G. (2011).
To Jamie
First off you need to reexamine how you study. If the way you are studying
now is confusing, change key elements in a scientific method approach. Figure
out what elements work and what elements do not. Do you have an information
processing issue, do you need to listen to the words instead of reading them. If so I recommend the free program www.textaloud.com,
which will allow you to experiment with a different type of information
processing in the brain. It can also allow you to study when you are doing
other things like driving, doing chores, etc.
You might not understand the materials now, but that does not mean
you will never understand them. Remove the emotional reactions to not
understanding the information and focus your mind and self-esteem on creating a
variable system for your study habits. Break each thing you do down into a
defined variable. Variable one where do you study, variable two silence or
music, do you need isolation or do you work better around others, did the listening help, etc. focus on what
works and as you find what works focus on the successes of what works and
perform those actions more.
In addition a recommendation for a study
group, and or a tudor. A tudor to ensure that you have the one on one study
time you need, who can also assist in development of improving yoru study
habits. A study group can achieve similar goals, but
can also be peers to give non teacher/student based help and support.
Conclusion
Dealing with these issues for students for a teacher will happen,
but there is the evidence from millennia of western academics has shown proven
solutions when students fall behind. Proven advice, tools, and of course guidance
both inside and outside the classroom which can fix the problem. The solution to self efficacy and locus of
control is to apply the correct tool to the correct problem. In psychology and
of course teaching, the main issues are to have the confidence to apply those
tools. Hence the focus away from distractions and self doubt redirected towards
the scientific method, study aids, tudor, and of course a study group. Each
tool when applied correctly will solve most learning issues.
References
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., &
Norman, M. K. (2010). How learning works: 7 research-based principles for smart
teaching. San Francisco, CA: Jossey-Bass.
American Psychological Association. (2010). Ethical principles of
psychologists and code of conduct: Including 2010 amendments. Retrieved from
http://www.apa.org/ethics/code/index.aspx
Corty, E. W. (2008). Resolving a conflict between APA learning
goals and APA ethical principles. Teaching of Psychology, 35(3),
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Hofer, B. (2014). Motivation in the college classroom. In M.
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Retrieved from the Walden Library databases.
Moses, L., Hall, C., Wuensch, K., De Urquidi, K., Kauffmann, P.,
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Retrieved from the Walden Library databases.
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