Bandura’s social learning theory provides some of the most intricate procedures involved in education. Bandura postulates reflection as an important part of learning and improvement. Reflection can be understood to be the review of experiences with the purpose of deciding what one should do next or in the future taking account feelings, behavior and ideas (Krogstie & Krogstie, 2016). Reflection is closely connected to self-efficacy. The social cognitive theory advanced by Bandura defines self-efficacy as the personal belief that one is capable of achieving a rather difficult task (Krogstie & Krogstie, 2016). Therefore, a strong self-efficacy can result in positive self-reflection as well as positive reflection resulting in strong self-efficacy. An example of a class scenario involved a student who had challenges in understanding literature analysis concepts. The activity was difficult from the student’s perspective, as it could not attempt to answer a single question. Her excuse was that she did not know anything being asked and could therefore not try. In this case, the student's self-efficacy was low due to bad reflection. Therefore, I engaged the class through a reflection process that was productive at the end. The process is illustrated in figure 1 below
Figure 1 Reflection Model. Source: Krogstie & Krogstie, 2016
Plan and do work
This is the first stage of reflection. In this stage, the students were involved in groups. The groups conducted the activity one after the other. The purpose of this was to have everyone involved so that the student of interest would not be discouraged further that her problem was special. The groups were involved in work tasks, observational learning, as well as group persuasion on literature analysis (Krogstie & Krogstie, 2016).
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Initiate Reflection
At this second stage, the group members identified the challenges they faced during the work task and established problems that they could do something about (Krogstie & Krogstie, 2016). The student of interest was noted to have low self-efficacy. Other students also seemed to have a related problem; thus, the process benefited a large section of the class. During this stage, the students engaged themselves in writing what they had learned about others' problem-solving techniques and suggested what they could incorporate in their learning habits.
Conduct Reflection
At this stage, the students engaged in reflection activity. Each of them was required to generate an experience that was very difficult at the beginning and how they resolved their problems at those points. They also related how those experiences influenced their personalities later on. The groups then voted the scenarios that appeared very critical according to their judgments. The selected persons acted as role models reciting the cases before the class (Krogstie & Krogstie, 2016). In each case, there was an important lesson to learn. Some of the student's had serious self-efficacy issues but after their encounter developed a strong will to navigate through life. Besides personal encounters served as peer influence on the minds of those who were still struggling with self-efficacy. Since challenges are normal in life, they must overcome and that overcoming them requires a strategy that everyone can develop.
Applying Outcome
This was the final stage of the activity before the cycle could be repeated. In this stage, the students were provided with problems to solve based on the exercise they had completed. The student of interest was given a problem in English literature. It was her area of weakness, but her performance demonstrated a great improvement. By observation, I noted that she was willing to confront the problem, which was a positive outcome. Secondly, her scores improved. Finally, it is important to note that a good number of the students recorded better performance after the process, which showed the credibility of the process.
References
Krogstie, B. R., & Krogstie, J. (2016). Considering Self-Efficacy in Reflection. In ARTEL@ EC-TEL(pp. 59-65).
