It is thought that success in school life depends on inborn cleverness as measured by standard Intelligence Quotient. This, however, is often not the case and it has been found in some studiesthat student self esteem is more highly correlated with studentsuccess than is IQ. This is the good news, as there is little that teachers can do to change IQ. However, there is much that teachers can do to raise student self esteem, significantly increasing the probability that the student will be successful in school.
Self-esteem (or self-regard), is an evaluative measure of ourself-image, what Coppersmith terms:
“a personal judgment of worthiness that is expressed in theattitudes the individual holds towards himself”.
Or that Webster?s Dictionary refers to as ?Belief in oneself ?. It is also a student?s awareness that he or she is a person of worthor value simply because he is a human being. Self - esteem isrecognizing that because one is treated with respect by others, one isworthy of respect. Finally self esteem is also a sense ofself-confidence resulting from successful completion of attemptedtasks.
Already within schools there are those who are laying the foundationsfor reform and restructure that will ensure that every student has theopportunity to succeed during school as they grow in self worth. Theteacher of any student is in a powerful position to influence the self- esteem of their students, through the establishment of a caringrelationship and the use of systematic activities.
This development is not without controversy though. In a commentaryin US News & World Report there is a suggestion that selfesteem enhancement is nothing more than ?fun and games?, and valuabletime expended in classrooms detracts from the real business ofteaching and learning.
Additionally, there are some researchers who assert that self - esteemratings are almost always based on what students say about themselvesand how they wish to appear, and as such have an ambitious, aggressiveor self aggrandizing style of presenting themselves. Doubt has also been raised into the 200+ instruments for measuring self esteem as it is difficult to generalizeabout research findings of the 10,000+ studies completed as many ofthe studies have not been properly validated and hence are ofquestionable value.
What supporters of this philosophy maintain is that students who areclassified as having low self - esteem are relative to other studentsin absolute terms, the responses of these students put them somewherein the middle range of possible scores, as students who fill in self -esteem questionnaires rarely wind up near the bottom of the scale. Inother words, students classified as having low self - esteem aretypically not so much down on themselves as simply ?neutral in theirself descriptions?.
These though are common misunderstandings of the relationship betweenlearning and self esteem. If, in fact, self - esteem ?lessons? are aseparate curriculum taught in isolation from the rest of thecurriculum, then this objection is well founded. If on the otherhand, the whole classroom experience is used as a vehicle in whichself - esteem is strengthened, then the conclusion is erroneous. During a recent conference held in the United States, several keyspeakers pointed out that because of the variety of problems studentsface at home and in their communities, lessons should help foster selfesteem, not undermine it.
This study will examine the way self - esteem is encouraged in aspecial provision for children with autism and related learningdifficulties. It will examine the approaches used to support learningand make recommendations based on these approaches. The study willalso suggest methods of evaluation that can be used to report on thesuccess or otherwise of using self - esteem to build success.
Conditions that affect Self Esteem in School
Certain situations or conditions that occur in or around a schoolsetting can cause a negative impact on a student's self-esteem level,through no fault of their own. This is normally due to failure offitting their peer-group's stereotype of what constitutes a fellowstudent. Children with Learning Difficulties are particularly vulnerable if a teacher isaware of these conditions though they may be able to lessen theirimpact on the student.
Secondary school children have their own set of unique problems.Adolescence is surely the period of greatest challenge and confusionin any student's lifetime. Children atsecondary school have to deal with a constant battle between theprivileges and enjoyments of youth, and the responsibilities ofadulthood. For children aged between 11 and 18 years, an identitycrisis is occurring and will continue throughout their educationallife. During this period adolescents' bodies are physically changing,while they are simultaneously trying to identify the position of theirsocial status amongst a peer group. Added to this adolescents arestriving for independence from their parents, and recognition of thisis required in order to enhance their self-image with both their peergroup and their parents. During adolescence the primary focus is onestablishing a positive ego identity, peer group recognition anddevelopment of social skills all of which can impact on self esteem.
Teachers of Children with Special Education Needs may notice theseverity of impact on their students' self-esteem levels duringadolescence are amplified, for two reasons
1. The placing of the student into a separate Special Needs, orlower ability class, takes them away from their adolescent peergroup.
2. Special Needs students may have a tendency to over state theirproblems (i.e. even more than usually disruptive behavior) inorder to receive additional attention from their adult group ofparents and teachers.
Both these activities may alienate peers and result in socialisolation. However low levels of academic self-concept can correlatewith high levels of social self-concept dependent on the social peergroup the individual moves in.
A thorough search of the literature relating to self-esteem indicatesthere are many educational practices that are highly correlated withstudent self-esteem. However, the results from the search can begrouped into three main categories: (1) teacher attributes andattitudes, (2) classroom methods and techniques and (3) schoolenvironment.
Attitudes and Attributes of Teachers
We come to esteem ourselves as others esteem us. Therefore it is not surprising that teachers under whose tutelage student self-esteem increases accept students asindividuals, as persons of infinite worth and value, as persons withabsolute dignity as human beings and therefore worthy of the utmostrespect. These teachers do not make judgments based on the student?srace, socio-economic status, family origin, hairstyle or dress. Everystudent is accepted, respected and cared for. Teachers demonstratethis in two ways: (1) by making the time to reinforce the importanceof a student?s needs and (2) by positively, unconditionally andactively listening and having regard for each student andacknowledging his or her needs, dreams and problems.Teachers and staff in the setting for this study in addition to theabove, also place high expectations on each student. They believe thatevery student can learn and that every student will learn. Theybelieve in their own ability to find the key to unlock each student?sintrinsic motivation. Ultimately, the teachers assume what theliterature calls ?the extended role of the teacher?.This means that the teacher is sensitive to any of the developmentalneeds of the student, becoming, as the student?s needs might dictate:advocate, advisor, counselor, friend, mentor or social worker.
Students report that their experiences within the provision aremarkedly different from their previous schools. Many report thatthough they were not mistreated, they did feel as if they wereinvisible. They were not among those students who received continuousteacher attention the academically gifted, the athletically inclined,the physically attractive or those from wealthy and influentialfamilies. Since students did not get such attention they feltunimportant, as if they did not exist. As the provision is one thatencourages integration within the attached mainstream school it hasbeen found that the students are in an ideal position to give accountsof their experiences and the attitudes of some teachers within themain school. Students report that it is often the case thatacceptance and regard is given conditionally in an attempt to controlor manage behavior and/or for success. Having experienced this firsthand when a very senior manager at the main school ?accused? theauthor of ?being too child centered? the author can empathize with thestudents feelings. Feelings which according to Rogers preventa person from fully experiencing the world and developing his or hertrue potential.
The reality exists that many times practices and policies are notdetermined by those on the front lines. However, to the extentpossible in individual classrooms the following recommendations canhave a positive effect on student self-esteem.
* Greet each student by name and use names frequently. Don?t let astudent feel as if he or she is invisible.
* Individualize, as much as possible, lesson plans on the basis ofstudent goals, aptitudes, interests, abilities, learning stylesand speeds.
* Use mistakes and failures as positive learning experiences.
* Use marks as demonstrations of mastery, not to separate orcategorize students.
* Assign final marks only upon completion.
* Group students heterogeneously. Use cooperative and collaborativelearning.
* Create a sense of cohesiveness and belonging for each group ofstudents.
* Encourage democracy in the classroom and in the school. Encouragestudent participation. In this way they learn the system works.
* Make every effort to raise student self-esteem each day.
* Listen to students. It is often what they don?t say that isimportant.
* Set standards of respect and dignity in the classroom byacknowledging each student?s individuality.
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