self-esteem and confidence lead to competence jack scholes email: [email protected]
TRANSCRIPT
Overview
1. Affect and self-esteem
2. Reasoner’s model of self-esteem
3. Activities for each of 5 components
1. Affect and self-esteem
Affect refers to our feelings, emotions, moods & attitudes
By definition – an intrinsic motivator
Positive affect sustains involvement &deepens interest
Moskowitz –
Ss do well when we incorporate
activities which take affect into account
by supporting self-esteem and
developing positive relationships
Stevick
“ success…depends less on materials,
techniques and linguistic analyses and
more on what goes on inside and
between the people in the classroom”
Affect may relate to relationships –
between Ss
between teacher & Ss
inside – learner internal aspects
Most prominent – self-esteem
Self-concept = perception of ourselveswhen we look inside
Self-esteem = our evaluation of this self-concept & our affective experience of it
How we evaluate that self will determine our self-esteem and this can have highly significant influence on our learning
Self-esteem = confidence in our ownpotential
Feedback from others & environment
Ts act as mirrors – if T’s opinion perceived as not good, Ss consider themselves unworthy & respond accordingly
Issue – healthy self-esteem
Ss have positive, accurate belief about
themselves & their abilities to
complete worthwhile goals & also
commitment & responsibility
It is possible to modify self-esteem
through direct instruction
Krashen – language acquisition
Non-threatening classroom atmosphere
fosters self-confidence
Ss need to be open to comprehensible
input & a meaningful message –
not possible if ‘affective filter’ is up –
Ss feel weaknesses will be revealed
Ellis – teacher confirmation
“the process by which Ts communicate
to Ss that they are valuable, significant
individuals.”
When Ts incorporate confirming
behaviours, Ss attitudes change
dramatically
Puchta –
Beliefs act as very strong filters of
reality…Our learners beliefs are often
related to past experiences, but they
also form blueprints for future
behaviour.”
“Negative beliefs influence our Ss
expectations. Low expectations lead to
a low level of motivation and every
failure is seen as confirmation of the
initial beliefs.”
Feeling generated does not depend on
objective, observable facts, but on
beliefs, very often subjective
For this reason – amenable to change
This change can occur in classroom
Adrian Underhill –
Work in areas of affect – makes
teaching really effective
Ss don’t care how much you know
until they know how much you care
Robert Reasoner – founder & former
President of the International Council
for Self-Esteem
Not about simply making Ss feel good
Strengthen internal sources of self-
esteem related to integrity, responsibility
& achievement
Give Ss balanced view of self-worth
Provide supportive atmosphere
Make being an L2 speaker seem attractive and possible
Encourage learners to work hard to reach their learning potential
2. Reasoner’s model of self-esteem
Robert Reasoner established 5
components of self-esteem that can be
dealt with in the classroom –
1. Security
2. Identity
3. Belonging
4. Purpose
5. Competence
1. Security – knowing that I am safe, physically & emotionally
Ts who promote a sense of security:
- Define procedures & routines ( so learners know what is expected of them)
- Involve learners in defining rules & norms
- Enforce rules in ways that support learners’ self-respect
- Promote individual responsibility
Think – Pair – Share
Ss think on their own first
Then in pairs exchange ideas
Only share with the whole class after had time to get ideas together and practice
The rules of the game
In small groups Ss think of 3 rules
important to respect in class
Secretary writes – focus on what we
want, not what we don’t want
Write rules on board
Ss vote for most important for a list of class rules – 7 – 10 total
T can add if really important
Ss copy the rules, prepare posters, put on wall
2. Identity – knowing who I am and what I can become
Ts who promote a sense of identity:
- Celebrate the uniqueness of individuals
- Promote the development of a positive self-concept
- Show acceptance of Ss and interest in them as people
- Help Ss recognize their strengths and their points to be developed
Board game - remembering positive things
Ss sit in circles – groups of 3-4
Toss coin – move 1 for heads, 2 for tailsS tells group what is on square
Whole class – Ss say sth. they learned about person on their right in group
- One thing I can do well- Sth. nice that happened this week- A good friend- Sth. I am grateful for- Sth. that makes me happy- Someone I admire- One thing I hope to do next year- A place that is special for me- Sth. I am proud of- I feel good when…
3. Belonging – knowing others accept me
Ts who promote a sense of belonging:
- Create a climate of acceptance
- Reduce the number of isolated Ss
- develop group identity
- promote a feeling of pride in the group
- support interpersonal relationships in the class
Ss need to get to know each other
Find different ways to divide in groups or pairs
Strips of paper with interesting quotes – 1 for each S – cut in half – hand out randomlySs walk round to find other half & theirpartner
Mirroring
Pairs, facing each other
One leads, other follows
Change roles + no one leads!
Discuss – how did you feel, whicheasier, & in real life?
Back to back
Head to head, knee to knee etc
Finger to toe etc – of partner or other S
Ss give commands
Develops bonding + learn parts of body
Line-ups
Ss get in line according to birthday
Each says aloud name + date of birth
Tallest > shortestYoungest > oldestDistance they live from school
Attention span of Ss is short, especiallyteens
Mind appreciates a break
Activities with movement help get moreoxygen to brain, provide productive downtime & change of paceSs concentrate better afterwards
4. Purpose – knowing what I want to do and to achieve
Ts who promote a sense of purpose:
- Transmit positive expectations
- Show confidence and faith in the abilities of their Ss
- Strengthen Ss’ values
- Help them to set realistic and reachable objectives
“ a goal without a plan is just a wish.”Saint-Exupery
What is your goal?
Why do you want to achieve it?
What would help you do so?
What is your main challenge?
What are you going to do to achieve your
goal?
Express in positive way – never use NOT
Sth. specific - not just – ‘learn English’
Sensory evidence – imagine yourself reaching your goal, create as many detailsas possible
See it, hear it, feel it
5. Competence – knowing I can
Ts who promote a sense of competence:
- Offer options or alternatives
- Provide incentives & support
- Give feedback
- Celebrate achievements
T attitude – key issue
Recognize when S does sth. well
Written work – highlight good points,
make positive comments, help weak Ss
Sharing success
Pairs – Each speaks for 1 minute about
their successes, partner listens in
silence with total attention
Ss share with group
A happy day!Relax. Think of a time, special moment when you felt really good about yourself
Where did it happen?What happened?Who was with you?How did you feel?What did you do that made you feel happy?
Ss fill in worksheet
In groups each S shares happy day –
1 minute – others silent + total attention
When all shared, give few minutes to
ask questions or make comments
The magic minute
Ss bring to class an object that
represents a positive moment for them – sth. they feel proud of & grateful for
Photos, letters, objects in general –
starting point for 1 minute speech
What is the object?
Who gave it to you, how did you get it?
Why is it important to you?
In circle each S talks for 1 minute –
others listen in silence + total attention
In our language classes we can work to
promote all of these 5 components at
the same time as we develop Ss’
language skills, and as our Ss
progress and shine, our own self-
esteem is enhanced in the process
Self-esteem activities improvelanguage acquisition & also help fulfil broader educational goals – coping with personal & social issues
“The question should be, do we have achoice? Self-esteem cannot be considered the panacea to all problems in the classroom, yet it may well be ourhope for a better world.” Reasoner
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ENJOY!
SEEDS OF CONFIDENCESelf-esteem activities for the EFL Classroom
Verónica de Andrés & Jane Arnold
Helbling Languageswww.helblinglanguages.com