Essay: Personal Philosophy Society Tells Us

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[. . .] " Self-esteem and self-efficacy both relate to the creation of a person's identity. The former is how much value a person places in himself or herself. The latter is what a person believes he or she can do.

A child who lacks self-efficacy believes that they cannot accomplish anything, or that they can accomplish very little. Due to this psychological issue, the child will be less likely to work at anything in a classroom, particularly if it is at all mentally or physically challenging. Usually a child who has an issue a lack of self-efficacy will act out in the classroom, particularly when it is time for individual work. Either behavior will be loud and disruptive or, antithetically the child will shut down and neither speak nor agree to participate.

It is possible for a child to have self-esteem without self-efficacy, however it is uncommon. A child can believe themselves to have worth in certain areas. For example, a child who is adept at sports might have self-esteem for accomplishments on the field without believing themselves capable of learning mathematics. For that child, the value of sports and athletics has a higher place than academics. With students like this hypothetical one, it is very easy to get frustrated. I say this from experience. When you have a child who is certain that they cannot perform no matter what you may say to them, it can get difficult, particularly if that child is disrupting the other students and making the learning process a problem for them. The best remedy is patience. In my experience, extra time is needed to build up a child's self-efficacy. This can be done by giving the child small assignments at or below their level which they can do easily. This will increase the students feeling of accomplishment and will build their self-efficacy slowly to the point that they feel confident enough to face challenges.

I believe my philosophy of assessment to be that as many forms as possible should be utilized thus allowing all modalities of thinking to shine. If only one form is used, then students who are better at oral assignment or presentations have no chance to shine, or students who write well, or students who think more outside the box. I think it is important for the teacher to come up with various types of assessment so that all the students can show what they have learned, but that also makes the assessment process more fun. If a student is always tasked with a multiple choice quiz and, particularly if that student does not excel at that form of assessment, he or she will be far more likely to give up altogether than if the teacher mixes things up a bit. I think students should be allowed to build up a body of work through formative assessment so that if the more standard and static summative assessment does not go as well, the student can still show what they know. To me a student should be assessed far more against him or herself than against the students' classmates. The best things a teacher can see when looking at a quiz from week 1 and one from week ten is that the student has grown.

It is important to create a responsive classroom. This entails: 1) the social curriculum is as important as the academic curriculum; 2) how children learn is as important as what they learn: Process and content go hand in hand; 3) the greatest cognitive growth occurs through social interaction 4) to be successful academically and socially, children need a set of social skills: cooperation, assertion, responsibility, empathy, and self-respect; 5) Knowing the children we teach-individually, culturally, and developmentally is as important as knowing the content we teach; 6) knowing the families of the children we teach and working with them as partners is essential to children's education; and 7) how the adults at school work together is as important as their individual competence: Lasting change begins with the adult community. Given all these ideas and issues, I believe that it is important to always teach the individual student rather than a hypothetical standard child.


Berger, K.S. (2010). The Developing Person Through Childhood and Adolescence.8th Ed. New

York: Worth Publishers.

"Responsive Classroom."… [END OF PREVIEW]

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APA Format

Personal Philosophy Society Tells Us.  (2011, February 11).  Retrieved July 17, 2019, from

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"Personal Philosophy Society Tells Us."  11 February 2011.  Web.  17 July 2019. <>.

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"Personal Philosophy Society Tells Us."  February 11, 2011.  Accessed July 17, 2019.