The conversation which fuels self-efficacy

In year 6 I had a conversation with my teacher which has stuck with me ever since. The entire interaction went for only a matter of moments but, on multiple occasions, I’ve sought to have a similar conversation with one of my students.

In short, my teacher invited me to her table - and like all students - I immediately assumed that I was in trouble.

Instead, all my teacher did was point at the results of a maths test we had just sat and, subtly, indicated that my mark was the highest.

From what I remember, the only words she said was “well done” and sent me back to my seat.

Over the last few weeks I’ve had a number of similar interactions.

Usually, for the top student, or at least a student who has performed well above my expectations, I’ll invite then up the front “to have a word.”

And, with assurance that they aren’t in trouble, they will cautiously approach.

By the time our short conversation has been concluded, the student will be grinning as the walk back to their chair.

Maybe I’ll invite them to guess their mark… and keep pointing up until they arrive at the grade.

Maybe, mirroring my teacher, I’ll just point to their name at the top of a list.

No matter how the conversation goes, the aim is clear.

The aim is for the student to leave with a sense of accomplishment.

Better yet, a previously unrealised sense of capability.

Hopefully, the student realises what they have the potential to achieve.

All with an interaction which costs me almost nothing…