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1 Learning and Self-Esteem Go Hand in Hand Knowing Who Our Kids Are, Think About These Statements: efforts limited to making students feel good are apt to have little lasting effect because they fail to strengthen the internal sources of self-esteem related to integrity, responsibility, and achievement. Robert Reasoner, Past President, International Council for Self-Esteem Students acquire a sense of significance from doing significant things, from being active participants in their own education. Alfie Kohn Not every child has an equal talent or an equal ability or equal motivation, but children have the equal right to develop their talent, their ability, and their motivation. John F. Kennedy We could learn a lot from crayons... Some are sharp, some are pretty and some are dull. Some have weird names, and all are different colors, but they all have to live in the same box. Unknown Student motivation to learn is not inherent; it is stimulated through modeling, communication of expectations, and direct instruction. It involves not only affective variables, but also cognitive and metacognitive variables such as goals and associated strategies for accomplishing intended learning. Jere Brophy Indicators of Low Self-Esteem: Do You Have Students Who Exhibit These Behaviors? People with low self-esteem: Have a poor opinion of themselves and often feel put down or of little worth. Feel unlucky, rejected, mistreated, and a loser; feel sorry for themselves; have no confidence that they can be of value to others. Worry that something is wrong with them and feel inadequate; think they are good for nothing and afraid others will find out. Distrust others and feel others are against them and want to hurt them; feel they must defend themselves from others. Are uncomfortable when others look at them or speak to them; can t face up to people confidently; can t look others in the eyes (be aware of culture). Are insecure with superior people; don t feel good enough to be accepted by others, except those who also feel poorly about themselves. What Teachers Can Do to Help Students Who Struggle and have Low Self-Esteem: Model appropriate behavior Ø The only emotions that are hardwired in the brain s DNA are sadness, joy, disgust, anger, surprise, and fear. Ø All other emotions must be modeled to demonstrate appropriate emotional responses and when to use them. Ø Students need to learn and then practice the appropriate behaviors of humility, forgiveness, empathy, optimism, compassion, sympathy, patience, shame, cooperation, and gratitude. Ø Give respect to students when they seem least to deserve it. Faber Consulting 1

2 Ø Share decision making with the class. Maintain expectations while offering choices and getting input. Ø Avoid sarcasm or put-downs. Ø Model the process of adult thinking. Keep voice calm and avoid labeling actions. Ø Discipline through positive relationships instead of exerting power or authority. Ø Embed social skills into classroom procedures meet-and-greet skills, turn taking, thanking others, etc. Ø Be inclusive and create a familial atmosphere (our school, our class), acknowledge attendance, and thank them for small things. Ø Celebrate effort as well as achievement. Traits of High Self-Esteem: Do You Have Students Who Exhibit These Behaviors? When the issues around low self-esteem are solved, the following traits of high selfesteem appear and students: Feel good about themselves and harbor a basic sense of trust in self and others. Do not exploit anyone; get along well with other people. Can solve their own problems and feel accepted by others. Have a sense of humor and not at the expense of others. Form relationships that are mutually enhancing. Care about others welfare and can make positive contributions to others. Do not feel sorry for themselves even though they may have shortcomings No significant learning occurs without significant relationships. Dr. James Comer Responsibility, motivation, and respect are not the same as obedience, compliance, and fear. Alfie Kohn Communication is the Key to Increase Learning and Self-Esteem: What You Say and How You Say It Does Make a Difference! There are seven styles of communicating: demand, threaten, tell, suggest, ask, imply, and hope. Ø Students don t respond well to demands and threats, and it is rarely effective to imply or hope with them. Ø The brain responds most favorably to physiological states of relaxation, intent, and alertness. Ø Only the tonalities, volume and tempo of suggest, ask, and tell (S-A-T) communicate to someone the best learning states. Ø Emotion drives attention; attention drives learning; learning drives achievement! Remember: Praise students when they do something right, BUT don t be fake! All children need encouragement and praise. Use a variety of praise words descriptive words. Use a specific verbal description of what it is that the student did to deserve praise a description of the activity or behavior. How would you fix these praise statements for your students? Ø You re on the right track. Ø You really outdid yourself. Ø Now that you have the hang of it. Faber Consulting 2

3 Ø That s coming along nicely. Ø Great work. Ø Excellent. Ø Super job. Ø That s the best you ve ever done. Ø You are really something. Ø Way to wrap it up. More Ways To Help Reduce the Self-Esteem Issues that Complicate the Lives of Students: 1. Provide a positive classroom climate and create a sense of community Smile, Smile, Smile: Set the tone for learning and begin the day at the door to greet students as they enter the classroom. Let them know, I am glad you are here. This practice allows teachers to better understand students and creating rapport facilitates a meaningful conversation with them; this exchange of ideas can be vital in increasing their self-esteem. 2. Let students know you miss them when they are absent. During their absences, call the students, or send a get-well card. In addition to acknowledging students when they miss a class, stay alert to changes in the student and compliment a haircut, a smile, or an outfit. Knowing that others pay attention to them helps with their self-esteem. 3. Recognize students special talents, even if they do not show up on the report card. Make sure students know how special they are. Praise students for having an impressive handwriting, for their creativity, for their good memory, for being good classmates, and for having a positive attitude among other qualities they reveal. 4. If you do not like something that students do, help them understand that you still like them as individuals: Students need to know that we care about them. Attentiveness, expectancy, attitude, enthusiasm, and evaluation are characteristics that significantly influence the self-esteem of the student. 5. Provide opportunities for participation in class and school activities meaningful, active learning experiences. Don t be afraid to use humor (not sarcasm) or a unique approach to learning that will surprise students and get them involved. 6. Provide opportunities for students to express their feelings create a safe, non-threatening environment where students opinions and ideas are valued. 7. Provide opportunities for each student to have frequent successes Use a variety of strategies so every student feels I can do. Accept students for where they are on the learning continuum and treat them with dignity and respect for their efforts. Don t assume that they all have the same prior knowledge. 8. Be a positive role model Model personal and academic behaviors that students need to know and value. 9. Catch students doing things right A student s self-concept will improve when h/she has specific data to show that learning is occurring. Student achievement increases when students know that a teacher will not give up on them and will Faber Consulting 3

4 provide a supportive environment where learning and good behavior are valued. Call them by name when they do something right. 10. Know the physical, intellectual, emotional, and social (PIES) characteristics of the age group you teach and respond accordingly-- show connectedness with students and sincerity and passion about the importance of learning the subject. 11. Believe that students are capable and have high expectations for them both academically and behaviorally! Instill confidence in students so that they believe they can do. Student motivation to learn is not inherent; it is stimulated through modeling, communication of expectations, and direct instruction. It involves not only affective variables, but also cognitive and metacognitive variables such as goals and associated strategies for accomplishing intended learning. Jere Brophy If We Understand Learning and Self-Esteem, How Do We Teach Our Students? 1. Never take anything personally 2. Discipline with understanding not anger 3. Legitimize movement and socialization make instruction relevant and lively laugh, play games, use correct vocabulary, use manipulatives, use cooperative learning 4. Use a variety of teaching strategies visualization, mind-body connections, color coding, graphic organizers, jingles & music 5. Use textbooks and teacher s guides as road maps and not as the only vehicles for student learning 6. Review everything never assume they remember and always remind them of what is expected 7. Model everything by sharing your thinking and help them think about their thinking think alouds 8. Treat them the age they are, not the age they want to be or act 9. Communicate with the home 10. MAINTAIN A SENSE OF HUMOR Final thoughts on Working with Students Ø Good teaching motivates ALL students. Ø Just because a strategy doesn t work with an unmotivated student this week, it doesn t mean it won t work next week, three weeks from now, or with another student. Ø Students aren t lazy. Those behaviors that come across as lazy are learned behaviors, results of something else we can address. Ø Nothing motivates like success. We must remember that school is for all children, including those we find unattractive or hostile, those who misbehave and those who don t give their best. It is our professional duty to welcome and teach them with enthusiasm, care and courage. Mendler, 2001 Faber Consulting 4

5 The No Names and the Invisible Kid They don t get recognition, but they will hold jobs, and they will pay their taxes. They will vote. Nobody believes in them poor expectations; they are not popular. They don t star on the team; they don t win beauty contests. Their teachers don t select them as leaders, so they wrote a poem. My teachers say I m average, My parents think so too. I wish I didn t know that, Cause there s lots I d like to do. I d like to build a rocket. I ve a book that tells you how. And start a stamp collection, Well, no use trying now. Cause since I ve found out I m average, I m just smart enough you see. It means there s nothing special, That I should expect of me. Author Unknown Resources: Fennell, M. (2001). Overcoming Low Self-Esteem. New York: New York University Press. Jensen, Eric. (2005) Teaching With The Brain in Mind 2 nd Ed. Alexandria, VA: ASCD. Jensen, Eric. (2009) Teaching With Poverty in Mind. Alexandria, VA: ASCD. Marzano, R. J. (2003). What Works in Schools: Translating Research into Action Alexandria, VA: ASCD. Shaw, Steven (2010) Rescuing Students from the Slow Learner Trap Principal Leadership, February 2010 (Vol. 10, #6, p ), Corwin Press, Inc. Faber Consulting 5