1.What are some examples ofunintendedobservational learning that occurs in the classroom? What are the implications for practice?

2.How might teachers identify students in the classroom who have low self-efficacy for specific tasks? Identify a common area of low self-efficacy (task or skill) among students in your area of teaching (i.e., reading skills, math concepts, perspective taking, making associations, speaking skills, technological skills). Using "Guidelines for Encouraging Self-Efficacy," discuss ways teachers might help students raise their levels of self-efficacy for the task or skill you identified

3. Research indicates that teachers typically have a high sense of efficacy as they progress in their teacher training programs, but their self-efficacy for teaching decreases during the early years of teaching. How do you explain this occurrence? Based on the sources of self-efficacy (mastery, vicarious experiences, social persuasion, physiological/affective states), what can you do now to increase your sense of efficacy for teaching?