Critical Incident "Reflecting on my own practice"

When I started teaching English, approximately 10 years ago, I got a job in a state school in the night shift. Most of the students were young adults who could not finish the secondary school and were now making an attempt to achieve a degree which let them get better job opportunities and the possibility to choose a profession.

Most of them used to arrive to class late and without any intention to work.  They were really tired after having worked all day. As I was aware of that situation, I tried to have a short conversation with them before the class started so as to let them relax a little bit before getting to work. Meanwhile, we waited for the rest of the students to arrive. One day, only six students out of twenty had arrived on time. I thought I was being so permissive with the timetable, so when all the class was almost complete I talked to them about the situation. Nearly all the students started to complain about my requirements on arriving early, doing the homework and asking for class participation. They argued they had many things to deal with, such as family problems and work responsibilities. I let them speak for a while.  All of them had something to say. When all the students had expressed their views and feelings towards studying, I stood in front of them and asked them to reflect why they were there today if they could be at home, with their families. Nobody answered. I told them I was also studying to get my degree, working to get a salary, and I also had a family similar to those they had just talked about. In spite of all this, I was eager to come to class today and teach them the best of English. When I finished my short speech, we started working on the lesson.  From that day onwards, most of the students from that class arrived on time and participated actively.

Studies assert that teachers' positive and high self-efficacy beliefs have impact on students' achievements and motivations (Midgley, Feldlaufer & Eccles, 1989; Multon & Brown, 1991; Pajares, 2002). I remember that class as one of the best ones I have ever delivered, not for the contents, but for the positive effect it had on the students.  I felt very happy to be taken into account, not only as a teacher of English, but also as their companion, guide and supportive educator.

References

Midgley, C., Feldlaufer. H. & Eccles, J. S. (1989). Change in teacher efficacy and student self- and task related beliefs in mathematics during the transition to junior high school. Journal of Educational Pschology, 81(2), 247-258

Multon, K.D. & Brown, S.D. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38(1), 30-38.

Pajares, F. (2002). Overview of social cognitive theory and self-efficacy. [Online]: Retrieved on 16-March-2006, at URL: http://www.emory.edu/EDUCATION/mfp/eff.ht.