Building Students Self-Esteem Is a Teachers Goal - Literature review Example

Building student’s self-esteem is a teacher’s goal Name Course Tutor Date Self-esteem is the principles, ideas, and outlook of how we see ourselves or how one thinks about himself either, automatically or intentionally. According to some researchers, they came up with helpful results, that there is a connection between self-esteem and educational attainment. They has certainty that students with optimistic idea about themselves and skills, they end up achieving high scores than those with pessimistic feelings in mind (Purkey, 1970). Therefore, student’s self-esteem has an effect on his or her life and education. Lecky (1945) observed that there is excellent connection between self-esteem and intellectual achievement. He noticed that those students with problems in spelling some words, their response relied on how they carried themselves as failures and the number mistakes in their work, regardless of different trickiness of the word spelling, were the similar. Widespread (1973) pointed out that improving student’s self-esteem will help her or him in school performance. Additionally children with problems in school learning have extremely low self-esteem than those with no problems in school learning (Yauman, 1980). Counselling also improves self worth for those who are weak in reading to advance their reading ability, pointed out by Lawrence (1973). Black (1978) contrasted between those who were weak in reading and those who were not using a quick test and came up with an important connection between confidence and reading. Brookover (1965) also found that improving children’s self worth would improve school performance by showing affirmative response to their work (Perter & Gurney, 1988). Shreve (1973) said that self- esteem and confidence is decidedly essential compared to IQ test when you want to succeed in school. In addition, those who are more fruitful and successful are those that apprise themselves in a helpful manner (Burns, 1976). The teacher’s main objective is to improve students self worth. This can only be fulfilled, by ensuring teachers are empowered with skills to help students improve their self esteem and that also the teachers should develop self esteem which will help him acceptable to himself and others people. Several elements can help student advance self-confidence in order to improve in the school. One; teachers should expect more from the students. This is because having low expectation from students makes them feel incapable. As a result, effectiveness in the student’s performance decreases. The reason for teacher’s high expectation to the students is, they may think that the teacher is not interested and does not have reliance in their work. Encouraging environment should be created, in order to improve the self-esteem of the student and teachers in school and parents at home. In addition, correction of student misbehaviour by the teacher should be based on changing student misbehaviour and not damaging self-confidence. Teacher should also criticize the misbehaviour and not the student by giving an explanation for why it is incorrect. Besides, teachers give students power and chances to make a decision and let them participate in the lessons to increase their power to improve confidence in them. Teachers should stress on student’s achievement by coaching them by observing them. This will ensure that they are corrected whenever they are wrong, without making them feel embarrassed. Opportunity should be given to the student in order to express themselves verbally and his or her needs (Muijs & Reynolds, 2001). Achievement affects the self- esteem than how self-esteem affects the achievement and the only best way to advance students achievement is to improve the self-esteem. Many researchers have showed this. In social occasion and schoolwork, children with high self-esteem usually behave more confidently and are excited when they are in challenges whereas those with low self-esteem lack confidence skills and are embarrassed in a social situation and hence fail to interact. Teachers should be conscious that self-esteem improves the student’s achievement since it helps the student do well in class (Lawrence, 2006). Parents have three duties to follow in order to advance their self-esteem and one is to give their children more time in order to know their duties well. The other responsibility is to be proud of their child skills to do things, so that he or she can feel superior. In addition, be persistent mounting several objectives and looking forward to achieving together with teachers. Self-esteem is significant in that, it helps the child to try doing new things without fearing, put their targets for the future and focus on attaining them, keeping themselves safe and healthy, be confident to do something again in case it fails and finally helps them do things by themselves (Donna D’Alessandro, 2002). Good teacher is creative teacher Sarasin & Keily (1998), showed that the teacher should be original be able to put up necessary skills, inspire students to be investigators and allow them to make a decision and be able to come up with new things, improve their confidence, put up favourable environment in order to persuade them to be original and finally encourage the student’s imagination (Nickerson, 199). Tan (2007) as a routine that can lead to three things describes creativity. These routines are giving a chance to the routine, give confidence to people who get the benefits from this chances, and finally support those students giving good feedback and are original. Researchers have pointed out that the results of being original are promoting learning, evaluation able to express you and well-being. Teachers should encourage to work as a team and not cause rivalry between them. He or she should also put up self-confidence in students because it helps them in doing well in school. Teacher should also have an excellent relationship with the students, identify the origin of this relationship, also be an excellent listener, and give positive feedback to the students (Foster, 1971). In addition, teachers should also motivate students to take part in planning their work and support them when they have done well. Teachers should use educational games in order to improve their imagination and creativity. Bright ideas in practical should be encouraged in order to improve student’s ideas and give the opportunity to make decisions, argue about the ideas and judge. Provide useful materials that will help them search for ideas and while teaching, teachers should use speed that will help them understand. Amabile and Hennessey (1988) says that teachers can improve the student’s creativity by giving them time to do their work in whichever way they want and support them in their work when they need help. Encourage them have dreams that are positive and build a healthy relationship with the students but still uphold their self-determination in their work so that they can improve their self-confidence. Teacher should combine originality and an excellent quality in teaching and have traits like nice, contented, encouraging, skilled, interested, and wholehearted James (1997) said that the teacher should have the skills, self- insight, and assurance to practice teaching artistically. Creative teacher who remind himself in the past success even if it was small success and think in a new way to do something victorious. In addition, teacher should remember that failing leads to do something successful so, the teacher have to take the risk of being wrong to do it in the right way. Creative teacher who use games in teaching the students such as crossword puzzles (Bonnie, 2005). Flynn, Louise indicated that teacher to become creative teacher, should look in the area that nobody has taken it to create new ideas, do not do what have done by others but do what they have not done, creative teacher who lets his imagination go on and he does not satisfy with one idea. In addition, creative teaching comes when the teacher respect the child enjoying him by giving him the chance to make choices from the activities that are entertaining for him, support the child to grow by his own way, and respect a child as he is. Teacher can do this by creating appropriate atmosphere for the child’s growth, understanding the child and make welcoming relationship with him, help the child to be self-governing in order to discover his own world. Researchers have shown that using creative method to learn details is effective as a formal method. Creative teacher brings new ideas in teaching students and has high self-confident to choose goals and learning opportunities. Furthermore, creative teacher encourage the student to engage in a decisive thinking, which will enable them to find the best solution for the problems. Creative teacher who provides the students in activities that related to their context, give them the sense to engage in these activities and respect the differences between them (Potter & Griffiths, 2005). There are three tasks for creative teaching including encouraging, people who have high creativity in any field, have high self-beliefs and positive self-image about their abilities. Second, identifying, if we help the student to identify their creative abilities they will have positive feelings toward the tasks that are going to do and they will know their creative strengths. Finally, fostering, if the teacher are knowledgeable about the creative process, it can help in fostering creativity. Moreover, teacher can build student’s creativity by finding easy ways in creative learning, focusing on one area at a time and encouraging the student’s imagination (Potter & Griffiths, 2005). Students should be internally encouraged to learn Motivated student is one who has the skill and power to drive his learning, to work effectively, and to achieve at school. Motivation plays an essential role in a student's learning and engagement in the school's tasks. In addition, students who are motivated are more successful in the schoolwork, they have the ability to work on the difficulties of schoolwork, and they are more enjoyable in school. Besides, students who are not encouraged are unlikely to attain at school and may lose interest in the schoolwork. Barry Corbin (2008) described the motivation as” an emotional reaction in which learners sees an advantage, prize, or the possibility for a positive reward in a duty. He found a number of factors that influence on the student motivation to learn included relevance, challenge, control and choice, social interaction, need, novelty, and cognitive dissonance or discrepant events. Students can engage in the schoolwork if the materials are relevance to their own life and experiences and this will increase their Motivation to learn. In addition, give the students opportunity to participate in the learning process and offer choices in term assignments and projects will increase their motivation to learn and become more engagement in schoolwork. Students who have confident and have experienced successes in the past, they are more persist when they face challenging in schoolwork. Teachers can assist students to learn challenging materials by providing opportunities to students to work together in small or large group, which increase the social interaction between students within the group and create bounce ideas that help them to overcome on challenging materials. Students, who are not motivated, have poor academic outcomes, and their performances are not at the required level. Therefore, motivation is an essential element to success at school (Gottfried, 2007). In addition, Dicintio and Gee (1999) found that the student who are unmotivated, are at risk of failing at school. Anderson and Keith (1997) pointed out that the students who belong to minority of the group and have low socioeconomic statue are having low motivation. Maxwell and Borkowski (1991) indicated to a number of adverse outcomes that associated with low motivation such as low achievement, school retention, or dropout, and less school engagement. In a study is done by Gottfried (1999) found that adolescence who have low motivation, have poor achievement and low self-esteem in their childhood. Furthermore, Rouse and Fantuzzo's found that IQ and academic motivation are independent of each other, whereas academic motivation can be contributed to predict the student achievement independently of IQ. Socket has indicated that teachers have the responsibility to enhance the student motivation to be independent learning, forcing the schoolwork challenging and be able to achieve their goals. Mr. Foster described unmotivated students by following: they do not have goals, do not participate in classroom discussion, do not do their homework, do not take exams seriously and she said that group learning is not effective because maybe one of the groups do the whole work. Initiatives of students have potential to increase the student motivation but it adds more challenges on students because this type of learning is complex (Singer& Chambers, 2000). Students with learning difficulties have low motivation because they have experienced failure at school and they think that they cannot learn as their peers and with a lack of learning policies to motivate them to learn. In this case, the teachers are required to motivate these students and provide them in effective learning strategies to be able to success at school (Licht, 1983). Ryan and Brown (2005) said that motivation to lean is long life process and social environment can influence on this process. Children during their growth face a number of external structures and controls that influence on the student motivation. Dice (1971) pointed out that providing students collage in monetary rewards to work intriguing dilemma problem decrease their intrinsic motivation. Dice indicated that providing positive feedback about the student performance enhances their basic inspiration. White (1959) and Charms (1968) see people have basic psychological needs and if they experienced satisfaction with these needs, they become more motivated. Children engaged in activities and tasks that are entertaining for them and if children become more original and more engaged in activities they are interested in. (Reeve, Dice& Rayne, 2004). Antagonism, forced objectives, penalty, and threat affect pessimistically on the student’s inspiration and make students lose their autonomy because teachers are in control of the student’s behaviour rather than encourage their self-initiation (Dice & Rayne, 2000). Many researchers have shown that control on the student’s performance and efforts can damage their built-in motivation even if teachers are using helpful motivation. Vallerand and Ried (1986) found that basic motivation is increased by positive feedback and is decreased by a negative feedback. In a study is done by Ryan, Connell and Plant (1990) found that students who read materials that are more interesting for them did better than students who are less interesting in these materials. Therefore, the student should choose resources they want since they are interested in them. There are many approaches to inspire students to learn .This includes using a decisive thinking question, since they do not have right or wrong answers. Therefore, if the teacher uses this type of questions, he will give confidence to students to express about their views without the need to memorise facts. Using film to increase the student inspiration is a great idea. Moreover, the movie or play should educative and related to what they study. In addition, the materials that the teacher is teaching students should relate to the student’s welfare. Finally, using technology can motivate students to learn. References Hudley, Cynthia Gottfried. 30 JUL 2008. Academic Motivation and the Culture of Schooling. Pages: 15-27. Alderman, M. K. (2004). Motivation For Achievement: Possibilities for Teaching and Learning. Pages: 3-6. Wetzel, Kathryn, Wingfield & Allane. (13 Aug 2009). Handbook of Motivation at School. Pages: 172-174, 176, 177. Andrew M. and Dr Danielle. (2001). Motivating students to learn. From: www.learninglinks.org.au Muijs.D & Reynolds. (2001). Effective Teaching evidence and practice: enhancing student’s self-esteem. Pages: 107-109. Lawrence. D. (2006). Enhancing Self-esteem in the Classroom: The evidence for self-esteem enhancement. Pages: 8, 13. Perter W. & Gurney. (1988). Self-esteem in children with special educational needs: Enhancing self-esteem in children with special needs. Pages: 53-55, 57 Wiley. J & Sones. (1998). Overcoming Underachieving: An action guide to helping your child succeeds in school. Pages: 106-107. Purkey.W. (1970). Self-concept and school achievement: the relation between self-concept and success in school. Pg. 14-26. Donna D'Alessandro, M.D. (2002). Importance of high self-esteem. Eleven of May 2010. From: http://www.virtualpediatrichospital.org/patients/cqqa/selfesteem.shtml Foster. J. (1971). Creativity and the teacher: creativity, the pupils and the teacher. Pages: 149, 155-156. James. P. (1997).Creative teaching: ideas to boost student interest. pages: 33- 36 Bonnie. T. (2005). The creative teacher: Based on the workshop, Creative Resources Pages: 1-4. Flynn, Louise. (2003). Yesterday's Minds or Tomorrow's? A Handbook on Creativity. Pages: 7-9. Edger & Marlow. (2000). The Creative Mathematics Teacher. Pag Potter, J., & Griffiths, J. (2005). Creative Teachers for Creative Learners. Pages: 1-2. Read More