Methodologies for Enhancing the Self-Esteem of Students

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Running head: METHODOLOGIES FOR ENHANCING THE SELF-ESTEEM OF STUDENTS

Methodologies for Enhancing the Self-Esteem of Students
Margaret Yu-Ming Wong (1155025389)
The Chinese University of Hong Kong
Guidance and Counseling in Schools (PGDP 5403F)

Instructor: Cheung Shuk Ha, Shandy
Date of Submission:10 December 2012
Methodologies for Enhancing the Self-Esteem of Students
Many different things can be barriers of a student’s development as well as learning path and hinder students from developing a “healthy” self-esteem that one should have in order to attain a proper life and learning attitude and have a pleasant school life. Teachers should be well aware of the significance of students having positive self-esteem, which plays a key role in their decision-making and future planning (Branden, 1992). Regardless of the difficult background the student comes from, he or she is still able to develop healthy self-esteem (Lam, 2008) and it is possible for the teachers to nurture it in the students and promote it among the school.

According to Professor Lam Man Ping, healthy self-esteem is based on different kinds of self-concepts, and there are three main kinds that we often encounter at school – academic, social and emotional, and physical. They impact upon one another and go hand in hand. Without a positive structure of self-concept, healthy self-esteem of students will not be possible, resulting in a chain of youth problems (Lam, 1994). “A healthy self-concept is the foundation of self-esteem as well as the key element for adolescents to achieve good adjustment in life. Void of a healthy self-concept may initiate the chain of problems which would join with the low self-concept to become a vicious cycle” (Lam, 1994, p. 43).

The three main kinds of self-concepts will be discussed throughout the paper. The paper aims to cast an insight on how teachers can enhance the self-esteem of students by my sharing of my planned practice at my own school, St. Antonius Primary School, incorporated with Professor Lam Man Ping’s theories and concepts regarding “self-image”.

I am the class teacher as well as the English teacher of a Primary 4 class. According to my experience and the diaries they share with me, it is common for the students to link their poor grades to their intelligence level and they will start having irrational thoughts, such as, “I am so stupid! No matter how much time I have spent on studying, I still cannot get high marks.” Such irrational thoughts bring a great deal of discouragement to themselves and lower their academic self-concept. There are various ways to prevent the students from feeling belittled due to their poor performance.

Helping students feel good about their accomplishments is the key, and thus, I am going to shift the students’ focus to getting improvement instead of scoring high marks. Encouragement will be given along, which lets students evaluate their own efforts rather than making comparisons to other classmates (Hitz & Driscoll, 1988). I would carry out an awarding scheme in class named “Improvement Recognized”, which aims to award students who have progressed, not only those who get high marks. Such scheme serves to revive the students’ passion about the subject, encourage them to go beyond, and most importantly, restore their confidence in themselves.

The notice board at the back of the classroom plays a key role in the awarding scheme. First, a specific corner of the board will be titled “Improvement Recognized”. Next, the students are required to draw a picture of themselves and the picture will be put on the board. The picture represents each of them and under which, there will be 20 empty boxes for me to put a sticker indicating each day’s performance. The sticker will be given to those who have become more active in class participation or scored higher marks than before in any kinds of assessments. If...
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