Self-esteem is important in and out of the classroom. Teachers and parents can support self-esteem by remembering some of the following:
Always accentuate the positive. Do you ever notice those suffering from a low self- esteem tend to focus on the negative? You’ll hear statements like: ‘Oh, I was never any good at that. ‘I can’t keep friends’. This actually indicates that this person needs to like themselves more!
Give children the opportunity to tell you 10 things they like about themselves. Prompt them to state things they can do well, things they feel good about. You will be surprised at how many children suffering with low self-esteem have difficulty with this task – you’ll need to provide prompts. (This is also a great beginning of the year activity)
Avoid criticism. Those suffering with low self-esteem struggle the most when given criticism. Be sensitive to this.
Always remember that self-esteem is about how much children feel valued, appreciated, accepted, loved and having a good sense of self worth. Having a good self-image.
Understand that as parents and teachers, you play one of the biggest roles in how good or bad a child can feel about themselves – again, avoid criticism. Influence from a parent or teacher can make and break a child’s sense of self-esteem. Don’t abuse it.
This paper is about the impact of self-esteem on daily life. The more negative thoughts and feelings you have about yourself, the lower your self-esteem. People with low self-esteem often have little confidence in their abilities and question their self-worth. A common scenario, which exemplifies a lack of self-esteem, features college students who say, 'It won't do any good to study. I won't make ...
Expectations must always be realistic. This goes along with setting children up for success. Differentiated intruction is key and goes long way to ensure that teachers know their students and esnures the types of tasks/expectations match the child’s strengths and ability levels.
See the learning in errors or mistakes. Turn mistakes inside out and focus on what was or will be learned from the mistake. This helps a child focus on the positive, not the negative. Remind students that everyone makes mistakes but it’s how those mistakes are handled that makes the difference. We need to see them as learning opportunities. Powerful learning can often be the result of a mistake made.
Self-esteem is an important component to almost everything children do. Not only will it help with academic performance, it supports social skills and makes it easier for children to have and keep friends. Relationships with peers and teachers are usually more positive with a healthy dose of self-esteem. Children are also better equipped to cope with mistakes, disappointment and failure, they are more likely to stick with challenging tasks and complete learning activities. Self-esteem is needed life-long and we need to remember the important role we play to enhance or damage a child’s self-esteem.
*Piaget’s stages of development provides an excellent model that can be used by teachers who teach ranging from elementary, middle, and high school.
*Vygotsky’s theory outlines the sociocultural view. He viewed social collaboration between children and adults, or competent peers as the basis of cognitive developmen, thus enabling successful tasks within their development.