Self-Esteem Development in the Classroom - Essay Example

? SELF-ESTEEM DEVELOPMENT IN ROOM BY Introduction ‘Self-esteem is a person’s inner appreciation or assessment of him or herself. It matters because people who do not value themselves – who have low self-esteem – treat themselves and others badly. Thus low self-esteem can be seen as a major factor in abuse, addiction, crime, depression, loneliness, low educational achievement, mental illness and unhappiness. People high in self-esteem are often creative, joyful, fun to be with and productive’ (Alexander, 2001). Initially acknowledged by James (1890), self-esteem is defined as a ‘belief and self-confidence in your own ability and value.” Thus, self-esteem is increasingly becoming better described and might be understood as an evaluative process by which individuals assess the differences between self-image (how we are) and, the ideal-self (how we want to be). Figure 1 The Structure of Self-Esteem Defining Self-Esteem Coppersmith (1967) considers self-esteem to be "the evaluation that the individual makes and customarily maintains with regard to him/herself. It expresses an attitude of approval or disapproval and indicates the extent to which the individual believes him/herself to be capable, significant and worthy". The definitions described above illustrate that an individual's level of self-esteem is determined mainly by the feedback received from the social environment, including home and school. It is important to note that all the beliefs and images which individuals possess as an essential part of their self-concept are not an innate element of an individual's self concept. Individuals are all born with certain observable physical attributes and untouched capability, but no one was born with completely developed understandings that s/he is gifted or stupid, ugly or good looking, extrovert or introvert. Most of the images and beliefs which one possesses about oneself as adults are acquired before adulthood. The source of an individual’s self-concept starts from how others treat them and what they tell them about the individuals. Newborns develop an overall impression in relation to whether they are cherished or not based on the extent to which they are treated. In early childhood, the development of children's self-concept is effected to a large extent by non-verbal communication. In adolescence, when the language skills are developed, they begin to decipher those general expressions into words and expressions (O’Toole, 1995). Children’s self-concept is further formed when they enter school. At this level children become alert of the fact whether they are approved by others and are included in activities or because they are disliked and are often left alone. Children also become conscious of their talents and limitations from the feedback they get from teachers and fellow students (O’Toole, 1995). Two psychological processes deal with the evaluation of social feedback that includes self-evaluation and self-worth. For each person, the real-self and the ideal-self are different because the ideal-self includes what a person would like to turn into. This difference is vital, however, because without some level of goal, children and adults become inadequately adjusted. It is normal, and in far praiseworthy, for a person to be constantly working hard. Yet, the smaller the difference between the real-self and the ideal-self, the greater confidence the individual will have, and the greater will be his/her ability to attain a high level of self-esteem. On the other hand, when there is a huge difference between the real-self and ideal-self, the individual is more prone to have a low self-esteem (O’Toole, 1995). Global Self-Esteem Global Self-Esteem Academic Non-Academic English Math Science Other Social Physical Parents Others Appearance Skill Figure 2 The Self-Esteem Hierarchy Global self-esteem is a person’s total feeling of self-esteem which becomes steady as the child grows (Marsh et al., 1984). Tasks that do not have importance in the individual’s life will not influence the individual's overall feeling of self-esteem (Marsh et al., 1984). If a person is unable to keep away from certain tasks that make them feel incompetent then their total self-esteem might be reduced (Marsh et al., 1984). Furthermore, an individual who constantly fails in certain tasks, which are deemed important, then the person’s global self-esteem would decrease (Marsh et al., 1984). Adults can keep away from many situations and activities where they feel incompetent (Aplay, n.d.). On the other hand, a child is not in a position to run away from school subjects which indicates why failure at school can so easily influence a child's overall self-esteem (Aplay, n.d.). It is vital that home and school therefore are mindful of encouraging overall self-esteem and the smooth development of the child (Aplay, n.d.). Self-Esteem in the Educational Context Emergence of self-esteem in today’s world is mainly due to the effective promotion of this notion by educational theorists and its keen adoption by classroom teachers. In the field of education therefore, the student’s concept of the self might have considerable effects on the learning experience (Hewitt, 1998). School experiences are recognized to play an essential role in the development of self-perceptions, which can in turn influence the learner’s self-esteem in the future. Self-esteem has been shown to have a persistent and influential effect on human emotion, cognition, behavior and motivation. The assessments that people have about themselves and their abilities are imperative dimensions of self that can be all-encompassing and might influence all others dimensions of behavior and psychological well-being (Ntshangase, 2008). When children enter school, they bring with them the influence of relationships with significant others, especially relationships with parents. These relationships are the basis on which children construct their self-esteem. The experience children have at school can, therefore, provide them with an opportunity to improve or destroy the self-image that they bring to school. It is acknowledged that children who demonstrate learning difficulties in school often have low levels of self-esteem and that it is crucial, therefore, to focus on the improvement of self-esteem before significant learning can occur. It is also acknowledged that levels of self-esteem possessed by teachers can influence the growth of high self-esteem in children. Teachers who detect children with low self-esteem can, along with parents and others, work to improve their levels of self-esteem (O’Toole, 1995). Teacher Self-Esteem The success of school is mainly determined by the teachers in a specific school. Even in this age of technological advancements, computers, televisions, and videos have not substituted the teachers. The function of the teacher in the education process of children is fundamental and largely determines the experience that children have in school, which then affects the child’s self-concept and growth. Teachers who have high level of self-esteem manifest themselves in the classroom as self-assured, peaceful and have a respectful attitude towards students. The philosophy created by such an individual who projects faith and belief in the child’s ability and who has a warm encouraging presence which improves the child’s opinion of him/herself as someone of value, results in improvement of the student’s performance. Teachers who have a high level of self-esteem are more likely to be flexible and inquisitive in their approach to teaching (Burns, 1975). Research has illustrated that teachers’ personal self-esteem has an effect on their own and others actions, as well as that of their students. An instructor’s degree of self-esteem will affect his/her approach to teaching and ability to build student-teacher relationships. Teacher’s level of self-esteem will also have an affect on the way they think and expectations of themselves as teachers and of their students as learners (Burns, 1984). A significant implication of high self-esteem in teachers that the overall education system is responsible for presenting teachers with a constructive working environment, and opportunities for personal development, which in turn is positively reflected in student achievement (Alpay, n.d.). Student Self-Esteem Students with high self-esteem conduct themselves quite differently from those students who have low self-esteem. High self-esteem is essential for a successful life. It allows students to deal with their success and failures. A student with high self-esteem can feel good about him/herself overall, and can design objectives while being aware of his/her limitations. Students with high self-esteem are more positive and motivated and are successful in communicating directly with others. They are not self-protective, can deal with disapproval, do not have a need to show off their accomplishments and can develop healthy relationships with others. Furthermore, people with high self-esteem are also less likely to indulge in substance abuse (Reasoner, 1992). Children with a high level of self-esteem will be able to interact effortlessly with other children. They usually do not find it hard to make friends because they have an inner confidence. Children in this category are not scared of the unknown or the unfamiliar in regards to learning and are always open to new learning and new experiences. Children with a high level of self-esteem are not scared of asking questions which might disclose their temporary lack of knowledge, nor are they scared of making mistakes because they consider mistakes as opportunities for further learning. In their readiness to constantly improve and enhance their own level of knowledge they are not scared to volunteer for tasks (Reasoner, 1992). On the other hand, children with a low level of self-esteem are not likely to participate unreservedly in any new task until they feel confident of their ability to do well. They will want, first of all, to observe others participate, or perform a task effectively before they will have the courage and self-assurance within themselves to make an effort. Children with low self-esteem will find it hard to ask questions, because of their lack of confidence. They hesitate to have the focus turned on them, in case others might think that their questions are unintelligent. Children with low self-esteem are excessively concerned about what others might think about them. They also find it hard to interact unreservedly with others because their feelings of low self-worth (Reasoner, 1992). Students with low self-esteem can be easily identified in a classroom. They more often than not take on self-protective methods in order to stop others knowing how little confidence they have or how inept they feel. Students with low self-esteem are products of environments where there is a shortage of motivation and affection, where the individuality of the child is not appreciated, where denigration, mockery and sarcasm prevail, where compassion and approval are given based on condition and where there is a shortage of appreciation, support and celebration for accomplishments. Therefore, it is not shocking that such students take on a defensive attitude, engage in showing-off, have trouble in establishing and keeping healthy relationships, feel unloved and incompetent and continually fear failure. Such people, because they have low self-esteem, will time and again not improve in school because they are so fearful of failing that they will sometimes not even bother to try rather than risking failure. It is necessary that such students be provided with special interest and focus, by offering them constructive feedback, support, genuine opportunities to experience success, and the awareness that somebody is concerned about them and cares about them. Therefore, self-esteem will not merely determine the child's educational advancement but also her/his social, affective, personal and intellectual growth (Reasoner, 1992). Self-Esteem and Educational Achievement In the educational field, there is substantial evidence indicating the relationship between self-esteem and academic achievement and that enhancement in self-esteem results in improvement in achievement. Students with low self-esteem are inclined to be less motivated in school, and as a result they are inclined to have lower achievement levels (Burns, 1982). Similarly, research findings on this relationship are mixed; there is consent among researchers regarding students who are underachieving at school is also expected to have low self-esteem. However, the direction of cause-and-effect relationship has been a source of discussion, that is, does low self-esteem result in underachievement, or does underachievement result in low self-esteem? If low self-esteem caused underachievement, then the role of parents and teachers, that is, significant others in student achievement are obvious. Similarly, from a broader perspective, the role of a school itself, through, for example, the formation of a generalized other which describes its obligation and attitudes to education should not be taken too lightly (Andrews & Brown, 1988). On the other hand, if low student self-esteem (academic or otherwise) is mainly an object of poor achievement, then perhaps evaluative measures, both in relation to suitability and methods of implementation, need re-evaluation on assessment based on multiple intelligences, rather than the linguistic and logical-mathematical bias communicated in classic Western schooling (Burns, 1982). Up till now, the most persuasive evidence for relationship comes from research works which try to enhance achievement by initially improving self-esteem (McKay & Fanning, 1992). Such researchers reveal that undeniably an enhancement in student self-esteem can result in improvements in academic achievements and/or interpersonal behavior (McKay & Fanning, 1992). On the other hand, Burns (1982) suggests that even as academic success increases or maintains self-esteem, it is self-esteem which effects performance through, for example, higher expectations, standards and motivation. Avoidance, Compensation, Low Motivation and Resistance When the reaction of teachers, parents and significant others to successful activities, is positive and negative to failure, then children will be uncertain about their ability to satisfy these individuals in their lives and their capacity to perform whatever is asked. Many people do not understand that admiring children's academic performances can in reality have the same harmful effect as censure of mistake and failures. In the first instance, pleasing parents relies on academic accomplishments or results rather than on effort, and in the second instance, fear of failure is the outcome of too much denigration. Children who find themselves in such circumstances generally take on either of four completely different coping mechanisms in order to guard themselves against the cruel reality of conditionality which surrounds them. These coping mechanisms are avoidance, compensation, low motivation and resistance. Avoidance indicates that without trying there can be no failure and without failure there can be no negative response or embarrassment. Sometimes, students might give a superficial impression that they are highly successful when in fact they are wounded and threatened. On the other hand, compensation or over striving is a mechanism which is assumed in order to keep away from failure. A number of children, who take on the compensation mechanism, or over strive, might be considered by parents and teachers as perfect hard-working students. To this category of student, failures and mistakes of any amount will negatively affect the child’s self-esteem. In low motivation, if a student considers a certain task as not related to his/her self-concept, then the motivation displayed for the task will be small. While resistance occurs when the student will strive to uphold the self-concept and defy change, even if this might be beneficial. Interestingly, students of low self-esteem are expected to offer the greatest resistance, so as to diminish threat (Lawrence, 1996). Disruptive Behavior There are children in nearly every educational institution that will not react in a positive manner to rewards or limitation as part of a school's code of behavior. Such behavior is a main source of strain for a number of teachers. Maladaptive behavior demonstrated by a child such as carelessness, irritating habits, impoliteness, rude remarks; lethargy or temper tantrums are generally because of a deeper inner problem. However, studies indicate that students’ maladaptive behavior is always correct because they reveal the inner confused condition of the child. These children are generally confused because their fundamental emotional or physical needs have not been or are not being fulfilled. The ultimate goal of a teacher dealing with students with discipline issues should be that the student would in due course take responsibility for his/her own behavior. This can only take place where the teacher is able to maintain control without lowering their self-esteem (Staines, n.d.). Teaching of Effective Self-Esteem In regards to teaching self-esteem, significant others, and possible proponents of a generalized other, efforts are required to identify certain problems of low self-esteem in the child/ adolescent, and to behave successfully to counteract low self-esteem. The efforts of Rogers (1961) might be especially relevant here, in which certain characteristics of the teacher or parent, such as compassion and accepting children as they are, can help in the improvement of self-esteem among students. These qualities will result in the creation of a trusting and open environment for learning and development (Rogers, 1961). The social character of the self-concept indicates that group activities might also be especially advantageous for improving self-esteem. For example, such activities may result in student to experience constructive feedback from peers, and therefore a possible way of re-evaluating a negative self-image. Certain activities could also present students with opportunities to take risks, and thus confront any existing avoidance or resistance characteristics (Hewitt, 1998). Existing literature has revealed that students with low self-esteem generally struggle in school. Teachers are responsible for assisting those students. Teachers should try to do whatever they can to help their students. They should praise their students more for their efforts and improvement. They should also find means to make certain that all of their students are experiencing success in the classroom. Furthermore, a number of students enter classrooms with a lot of emotional baggage. Learning is the last thing they want to do, therefore, teachers are responsible to help these children; however, there is only little teachers can do. Teachers are not qualified to be counselors. Rather, they are trained to offer students knowledge and information and to assist their learning (Biehler & Snowman, 1996).   Similarly, supporters of self-esteem theory believe that the self-esteem of significant numbers of students must be improved through the utilization of proper methods. Firstly, the importance of self-esteem as a power results in endeavors to get teachers to accept children for who and what they are and to motivate children to behave in a similar manner. This approach usually results in an accent on group identity as a basis of individual self-esteem. Because evidences of occurrence of self-esteem are frequently found in the theories of racism, classism or sexism, it is not unexpected to discover substantial emphasis on methods to defy these forces. A fourth grade teacher, for example, creates what she calls ‘pride’ a consistent theme of her work in classroom. Because a number of her students are deprived, single-parent, latchkey children who compare themselves harshly to middleclass children, she attempts to discourage the serration of race and class by inculcating ‘pride’ in social genesis. She narrates tales of her own experiences as a child immigrant parents and gives particular assistance to children whose diverse ethnic backgrounds are disapproved by other children (Biehler & Snowman, 1996). The teacher also suggests that despite the school’s stress on academic achievement as a basis of self-esteem, a number of children will not perform well in school. Therefore, it is important for teachers to provide children other ways to accomplish and ways to feel good about themselves. Such techniques are formulated to overcome derogation of self-esteem founded on race, ethnicity, gender, social class by focusing constructive attention on these social roles and group belongings, along with the children’s intrinsic worth (Biehler & Snowman, 1996). Clear anchoring of self-esteem group belongingness is even more strongly apparent in recent Afro-centric and multicultural theories of education. Researches motivate parents to support the development of Afro-centric curricula in schools. Researchers assert that ‘Eurocentric’ curriculum is destructive, rather devastating for to the black child’s sense of self. Although, there are a number of people who believe that ethnic pride that promotes individual self-esteem is also promoted by others, there are those who argue that self-esteem is damaged by the pressures of urban life, ethnic’s sense of omission from the system and stereotypes proliferated by mass media (Hewitt, 1998). Supporters of self-esteem theory in educations have developed an incredible range of classroom activities to motivate children to accept themselves for what they are. In one of these activities, the teacher is shown a procedure for getting children to express love for themselves. The structure of the activity is easy. The teacher reads aloud the starting of a number of sentences to the children, who must then finish each sentence with self-accepting or self-affirming expressions. The teacher reads aloud such beginnings as “I love myself because,” “I love myself even though,” “Yes, I love myself even though I sometimes,” “It’s not so bad to” and “I forgive myself for”. The basic aim of the activity is that children have to be given permission to express love for themselves and, actually, taught to do so. Thus, acceptance by individuals themselves of themselves as they are, with all their failings, occasional misbehaviors, and faults, is the first step towards superior mental health (Hewitt, 1998). Another activity aims at teaching students to deal with nasty putdowns that are usual in childhood. Hideous comments and nicknames aimed at a child by siblings or peers is one of the most destructive and constant happenings of childhood. Teachers are asked to write a sentence on the writing board saying that no matter what you say or do to me, I am still a valuable individual and have the students copy it a number of times. Then, the teacher insults the students in an agreeable way, and the class replies to each insult by repeating the sentence together. The aim is to educate the child to internalize this expression as a usual answer to derogation, thus upholding a sense of self-worth when they come across such attacks (Hewitt, 1998). Teachers also try to strengthen individual self-esteem by creating the individual an object of pride. In such exercises, the focus of attention is the individual child, who makes personal diaries, narrates hobbies and dresses up to look one’s best. The personal diaries created by the students include pages on which they put pictures of themselves, information about themselves and their lives and information about their families collected from interviews (Hewitt, 1998). Attention and respect also develop self-esteem and allow the child to be successful in school and in their future life. Furthermore, an effective way to develop students’ sense of individuality or being special is to be alert of what is happening in their emotional lives. Preparing tests around various events in students’ lives and giving students a choice regarding their work also implies that they count. Teacher should also communicate to their students that they are special and that they take pleasure in teaching them. Similarly, self-esteem is best nurtured by teachers when students are facilitated to attain academic success and acquire emotional skills, and through setting up an emotionally warm classroom where students feel capable, knowledgeable and accepted (Hewitt, 1998). As previously mentioned, during early school years, children are faced with a number of challenges to their self-esteem and teachers can be influential in helping to build and solidify positive self-esteem in their students. Because of standards for building self-esteem vary between and within cultures, communities and societies, teachers who are intelligent take in these differences and support children in developing their self-esteem. Ways in which teachers can improve their students’ self-esteem include (Huffman et al., 2003): Offering compassion, care and patience which will give children a sense of acceptance, affiliation and security. Motivating children to believe in themselves by helping them to develop confidence in their own evaluation about their abilities. Facilitating children to develop inquisitiveness about themselves as different individuals. Encouraging children to explore concepts worthy of their attention will assist them in observing how their actions caused outcomes that were important to them and others. Teaching social skills and coach skills as this will endorse successful coping along with students learning how to provide and receive positive feedback and negative feedback. Encouraging cooperative learning strategies and helping to develop cooperative objectives so that self-evaluations made through competition and comparison with others are reduced. Children can be taught how their hard work individually influenced the whole group which will build their self-efficacy and encourage feelings of worthiness. Presenting different kinds of interpersonal situations to children, especially those during early childhood. As children differ so significantly in regards to culture, background, abilities, and personalities, self-esteem can be improved when children effectively manage different relationships. Developing a broad range of ways in which children can contribute and participate in the classroom experience. This can be undertaken when different behaviors are viewed as acceptable and rewarded when children are shown to a range of social, intellectual and artistic abilities. A great deal of one’s self-esteem has to do with what they tell themselves. Teaching children to tell themselves, “I can do this – I a worthwhile kid” will be valuable for the instances when they are frustrated with their own abilities. Recognizing and celebrating children’s abilities and accomplishments will provide them with a sense of industry and competence. Reframing disappointments as successful disappointments, where children learn from their mistakes. This will communicate the teacher’s support of their determination, capability, and overall ability to deal successfully with life’s problems, even when things do not go as planned. (Huffman et al., 2003) Conclusion In conclusion, self-esteem plays a significant role in people’s life and effective development of this concept will help individuals achieve their desired goals in life. There are different factors that influence the development of students’ self-esteem in classroom. The influences on the self-concept, indicates the significance of parents, teachers and significant others in the formation of self-esteem of children in home and in classroom. Therefore school-based intervention programmes might be helpful in enhancing the self-esteem of the students. It is important for both parents and teachers to nurture the self-esteem of children in manner that will not only help them perform better in school but will help them in their future lives. References Alexander, T 2001, ‘What is self-esteem and why does it matter? Self esteem as an aid to recovery and understanding’, Mental Health and Learning Disabilities Care, vol. 41, no. 10, pp. 332. Alpay, E n.d. 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