Creating a Positive Classroom Environment: Self-Esteem, Sense of security, and Student Achievement - Essay Example

This essay will examine the major research strategies in support of these goals, and then present the conditions for the successful implementation of these research-based strategies. Self-esteem in the classroom context is complicated; nevertheless, there are several research findings which suggest methods and practices for improving the self-esteem of students. It is important to note, as an initial matter, that some activities and practices inhibit the improvement of self-esteem. For instance, it has been found that inappropriate types of competition block attempts to increase self-esteem; in addition, it has been found that inflexible activities and student groupings also affect student self-esteem negatively.

(Slavin, 1997). On the other hand, there is a large and growing body of research which indicates that as students become increasingly competent in completing school tasks they also become increasingly confident (Slavin, 1997). Cooperative learning strategies, such as placing suits in suitable groups and task specialization, are one proven way to improve student self-esteem. Increasing the sense of security of students, both individually and collectively, has also been proven empirically to be possible.

Planning strategies are the most effective for creating and sustaining a sense of security among students. . A sense of security is closely related to self-esteem in the classroom and is also aided by carefully controlled cooperative learning strategies. The distinction is that self-esteem is more precisely addressed with the implementation of the cooperative learning strategies whereas a sense of security is more precisely addressed in the planning of cooperative learning. School achievement in students can be linked directly to an instructor.

The teacher can optimize opportunities for student achievement by controlling a series of classroom variables. Slavin advocates a direct instruction approach (1997). The implementation of a carefully controlled direct instruction strategy has been found to result in improved levels of student interest, performance, and achievement.Conditions for Each Strategy In one study, Slavin "found that in eleven of fifteen studies, cooperative learning produced bigger increases in some aspect of self-esteem (general self-esteem, academic self-esteem, social self-esteem) than the noncooperative method with which it was compared" (Bielher & Snowman, np).

Implementation of a cooperative-learning strategy is based up several premises. The organization of groups for the completion of cooperative tasks should seek group heterogeneity, collective goal-seeking in an interdependent context, an interactive type of teamwork, individual responsibility for specified tasks, equal opportunities for success, and a carefully controlled element of competition. Self-esteem can be strengthened in a collective-learning context as students work together to complete tasks and solve problems.

Strategies for improving a sense of security involve a number of preparatory steps. Students must become comfortable with the instructor's methods and