STRATEGIES
SELF-ESTEEM
ACCEPT YOURSELF
Students will watch and copy how teachers react to their successes and mistakes. Model positive responses and strategies for dealing with these experiences. For example 'I've been really pleased with my organisation today', or 'I didn't allow enough time for this lesson so I know to allow extra time tomorrow'.
ACCEPT STUDENTS
Their Behaviour: Teachers need to make students aware that they will respond to the behaviour not the person.
Their
feelings:
Teachers need to
accept and value that students may have different feelings
from their own and that their feelings are equally
valid.
Their backgrounds: Acceptance of diversity must be modeled and conveyed into practice, this enables students to accept each other more readily.
RESPECT
It is important that teachers let students know that they are valued, respected and an integral and important member of the class group. Teachers need to take a proactive interest in their students' interests.
LISTEN
Children may be critical of their performance and it is very important to listen to what they have to say and acknowledge the validity of their feelings. Guide and suggest ways of improving their performance if that is what the child wants. (Reflective listening)
SUCCESS IS FOR EVERYONE
All students
need to be treated equally regardless of academic
ability. Teachers must take care to spend equal time with
each student without favouritism.
PROMOTE COMPETENCE AND ESTABLISH PRIORITIES
Children need challenging and meaningful activities which will encourage them to achieve their potential. Each child may well have different potential but it is equally crucial that their achievements are meaningful so as to increase their opinion of their capabilities. Self-esteem will be further enhanced if children achieve in skills which are useful and of interest to themselves.
GIVE SPECIFIC FEEDBACK AND PROMOTE REALISTIC IDEALS
It is important for teachers to explicitly teach children how to set realistic expectations of themselves and their skills. This can be accomplished by giving feedback which specifies exactly what the child has achieved. It needs to be emphasised to children that mistakes are part of the learning process for both adults and children and not a negative experience. Children may also need assistance in accepting and recognising positive feedback.
STRUCTURE CLASSROOM PROCEDURES
Coopersmith (1967) cited in M & C Borba (1978) states that well-defined limits and goals provide children with a basis for evaluating their present performances as well as facilitating comparisons with prior behaviour and attitudes.
