There are a couple of ways that self-efficacy and self-regulation can be contributed to the intervention plans with Lisa. Since Lisa seems to not like to work with her group, she could be provided the opportunity to set her own goals for the activity or lesson. This would make it more meaningful for her, and she would hopefully want to strive to reach these goals. I would also provide Lisa the chance to monitor her own behavior. This puts it more in her control.
In this situation, I believe it is important to build confidence with Lisa. If she is confident in the jobs and work of the group, she will want to be more active. It will help her to do a sufficient job in all of the different roles of the group. It is important to point out positive behavior and reinforce it. When she feels like she is making a difference and learning something meaningful, I feel that this will make a difference.
Having Lisa set her own goals would be a great way for her to change her behavior. No student is going to want to behave just because a teacher said to. If Lisa can make short term and long term goals, she will feel like she is in control of herself and her behavior. When she reaches these goals, she will have a higher self-efficacy and will feel accomplished.
ReplyDelete