Ideally learners should have a reasonably accurate sense of what they can and cannot accomplish, but in some cases a sense of overconfidence can be beneficial in motivating students to learn. In two paragraphs, explain how overconfidence can be a) beneficial and b) detrimental to student learning and achievement
What will be an ideal response?
Overconfidence can be beneficial when it encourages students to try skills that may be just beyond their current comfort level — they don't think they are taking a risk, and so they try things that ultimately help them develop new skills ("I know I can do this!").
Overconfidence can be detrimental when it leads students to unrealistically high expectations or to tackle situations where they can't possibly succeed, even with effort. It's also detrimental when students are so overconfident that they don't even try
You might also like to view...
An emergent curriculum has all but which of the following qualities?
a. It is child-centered b. It emerges in the moment with no prior planning by the teacher c. It incorporates children's needs, interests, and abilities into the teacher's plan d. It is built around themes that emerge from the children and adults involved in the learning environment
The coordinated set of activities in the transition plan for students must:
a. Be based on the individual student's needs b. Take into account students' preferences and interests c. Include instruction, community experiences, and functional vocational evaluation d. All of the above
One effective way to resolve a conflict is for all involved to see their differences as positives rather than negatives.
Answer the following statement true (T) or false (F)
Bullying is NOT a concern of school personnel.
a. True b. False