Self-esteem and confidence lead to competence

1. Self-esteem and confidence lead to competence Jack Scholes Email: jack.scholes@terra.com.br

2. Overview • Affect and self-esteem 2. Reasoner’s model of self-esteem 3. Activities for each of 5 components

3. 1. Affect and self-esteem Affect refers to our feelings, emotions, moods & attitudes By definition – an intrinsic motivator Positive affect sustains involvement & deepens interest

4. Moskowitz – Ss do well when we incorporate activities which take affect into account by supporting self-esteem and developing positive relationships

5. Stevick “ success…depends less on materials, techniques and linguistic analyses and more on what goes on inside and between the people in the classroom”

6. Affect may relate to relationships – between Ss between teacher & Ss inside – learner internal aspects Most prominent – self-esteem

7. Self-concept = perception of ourselves when we look inside Self-esteem = our evaluation of this self- concept & our affective experience of it How we evaluate that self will determine our self-esteem and this can have highly significant influence on our learning

8. Self-esteem = confidence in our own potential Feedback from others & environment Ts act as mirrors – if T’s opinion perceived as not good, Ss consider themselves unworthy & respond accordingly

9. Issue – healthy self-esteem Ss have positive, accurate belief about themselves & their abilities to complete worthwhile goals & also commitment & responsibility It is possible to modify self-esteem through direct instruction

10. Krashen – language acquisition Non-threatening classroom atmosphere fosters self-confidence Ss need to be open to comprehensible input & a meaningful message – not possible if ‘affective filter’ is up – Ss feel weaknesses will be revealed

11. Ellis – teacher confirmation “the process by which Ts communicate to Ss that they are valuable, significant individuals.” When Ts incorporate confirming behaviours, Ss attitudes change dramatically

12. Puchta – Beliefs act as very strong filters of reality…Our learners beliefs are often related to past experiences, but they also form blueprints for future behaviour.”

13. “Negative beliefs influence our Ss expectations. Low expectations lead to a low level of motivation and every failure is seen as confirmation of the initial beliefs.”

14. Feeling generated does not depend on objective, observable facts, but on beliefs, very often subjective For this reason – amenable to change This change can occur in classroom

15. Adrian Underhill – Work in areas of affect – makes teaching really effective Ss don’t care how much you know until they know how much you care

16. Robert Reasoner – founder & former President of the International Council for Self-Esteem Not about simply making Ss feel good Strengthen internal sources of self- esteem related to integrity, responsibility & achievement

17. Give Ss balanced view of self-worth Provide supportive atmosphere Make being an L2 speaker seem attractive and possible Encourage learners to work hard to reach their learning potential

18. 2. Reasoner’s model of self-esteem Robert Reasoner established 5 components of self-esteem that can be dealt with in the classroom –

19. Security 2. Identity 3. Belonging 4. Purpose 5. Competence

20. Security – knowing that I am safe, physically & emotionally Ts who promote a sense of security: • Define procedures & routines ( so learners know what is expected of them)

21. Involve learners in defining rules & norms • Enforce rules in ways that support learners’ self-respect • Promote individual responsibility

22. Think – Pair – Share Ss think on their own first Then in pairs exchange ideas Only share with the whole class after had time to get ideas together and practice

23. The rules of the game In small groups Ss think of 3 rules important to respect in class Secretary writes – focus on what we want, not what we don’t want

24. Write rules on board Ss vote for most important for a list of class rules – 7 – 10 total T can add if really important Ss copy the rules, prepare posters, put on wall

25. 2. Identity – knowing who I am and what I can become Ts who promote a sense of identity: • Celebrate the uniqueness of individuals • Promote the development of a positive self-concept

26. Show acceptance of Ss and interest in them as people • Help Ss recognize their strengths and their points to be developed

27. Board game - remembering positive things Ss sit in circles – groups of 3-4 Toss coin – move 1 for heads, 2 for tails S tells group what is on square Whole class – Ss say sth. they learned about person on their right in group

28. - One thing I can do well - Sth. nice that happened this week - A good friend • Sth. I am grateful for • Sth. that makes me happy • Someone I admire • One thing I hope to do next year • A place that is special for me • Sth. I am proud of • I feel good when…

29. 3. Belonging – knowing others accept me Ts who promote a sense of belonging: • Create a climate of acceptance • Reduce the number of isolated Ss

30. develop group identity • promote a feeling of pride in the group • support interpersonal relationships in the class

31. Ss need to get to know each other Find different ways to divide in groups or pairs Strips of paper with interesting quotes – 1 for each S – cut in half – hand out randomly Ss walk round to find other half & their partner

32. Mirroring Pairs, facing each other One leads, other follows Change roles + no one leads! Discuss – how did you feel, which easier, & in real life?

33. Back to back Head to head, knee to knee etc Finger to toe etc – of partner or other S Ss give commands Develops bonding + learn parts of body

34. Line-ups Ss get in line according to birthday Each says aloud name + date of birth Tallest > shortest Youngest > oldest Distance they live from school

35. Attention span of Ss is short, especially teens Mind appreciates a break Activities with movement help get more oxygen to brain, provide productive downtime & change of pace Ss concentrate better afterwards

36. 4. Purpose – knowing what I want to do and to achieve Ts who promote a sense of purpose: • Transmit positive expectations • Show confidence and faith in the abilities of their Ss

37. Strengthen Ss’ values • Help them to set realistic and reachable objectives “ a goal without a plan is just a wish.” Saint-Exupery

38. What is your goal? Why do you want to achieve it? What would help you do so? What is your main challenge? What are you going to do to achieve your goal?

39. Express in positive way – never use NOT Sth. specific - not just – ‘learn English’ Sensory evidence – imagine yourself reaching your goal, create as many details as possible See it, hear it, feel it

40. 5. Competence – knowing I can Ts who promote a sense of competence: - Offer options or alternatives - Provide incentives & support

41. -Give feedback • Celebrate achievements T attitude – key issue Recognize when S does sth. well Written work – highlight good points, make positive comments, help weak Ss

42. Sharing success Pairs – Each speaks for 1 minute about their successes, partner listens in silence with total attention Ss share with group

43. A happy day! Relax. Think of a time, special moment when you felt really good about yourself Where did it happen? What happened? Who was with you? How did you feel? What did you do that made you feel happy?

44. Ss fill in worksheet In groups each S shares happy day – 1 minute – others silent + total attention When all shared, give few minutes to ask questions or make comments

45. The magic minute Ss bring to class an object that represents a positive moment for them – sth. they feel proud of & grateful for Photos, letters, objects in general – starting point for 1 minute speech

46. What is the object? Who gave it to you, how did you get it? Why is it important to you? In circle each S talks for 1 minute – others listen in silence + total attention

47. In our language classes we can work to promote all of these 5 components at the same time as we develop Ss’ language skills, and as our Ss progress and shine, our own self- esteem is enhanced in the process

48. Self-esteem activities improve language acquisition & also help fulfil broader educational goals – coping with personal & social issues “The question should be, do we have a choice? Self-esteem cannot be considered the panacea to all problems in the classroom, yet it may well be our hope for a better world.” Reasoner

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50. SEEDS OF CONFIDENCE Self-esteem activities for the EFL Classroom Verónica de Andrés & Jane Arnold Helbling Languages www.helblinglanguages.com