Self-esteem and confidence lead to competence

Jack Scholes

Email: jack.scholes@terra.com.br

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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Verónica de Andrés & Jane Arnold

Helbling Languageswww.helblinglanguages.com