National Special Education Day: Instruction for Twice-Exceptional Students

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The second day of December marks an important day in education. National Special Education Day may be widely unknown to most people outside of the classroom; however, its significance is notable. This special day, which officially began in 2005, marks the anniversary of the signing of our nation’s first special education law passed in 1975. IDEA, or the Individuals with Disabilities Education Act, ensures that students with disabilities are entitled to Free Appropriate Public Education (FAPE) that suits their specific needs.

But what does this mean for twice-exceptional (2E) students? This type of unique learner, once referred to as GTLD (gifted/talented and learning disabled), requires specifically differentiated instruction beyond the typical special education accommodations. So what does this type of instruction look like in the classroom? Take a look below to see how best practices can ensure the success of twice-exceptional students.

Twice-exceptional, previously referred to as GTLD, means that a student has been identified as gifted and also meets the criteria for an IEP or 504 plan. These students could have Asperger’s, vision or hearing impairment, ADHD, or an emotional or learning disability. While we know that every learner is unique, twice-exceptional students have an even more complex need for differentiation. These students often experience difficulties in processing speed, working memory, written expression, executive functioning, attention and self-regulation, and social skills. While these struggles could obviously interfere with learning, the flipside of 2E students is their unique strengths. Students are often articulate, advanced readers with advanced verbal skills. Their gifted verbal abilities mean that these students would greatly benefit from tasks and assessments where their mastery is measured orally. Instead of a research paper, essay, etc., provide these students with the opportunity to present their findings verbally, organize a speech, or participate in a debate. A simple spoken exam or assessment could prove much more beneficial than a written response or multiple choice test.

Because twice-exceptional students acquire knowledge and concepts quickly, they may appear bored or aloof in class. They are known for rapidly acquiring conceptual knowledge and have a natural ability to think critically. Because of this, review activities, rote memorization, and tasks involving simple recall are not preferred. These sorts of tasks have the potential to cause twice-exceptional students to “check out.” Anything that seems repetitive, elementary, or mundane will likely be received as irritatingly simple, causing 2E students to zone out or avoid the task all together.

2E students are typically inquisitive and thrive when exploring, questioning, or investigating. These students often have strengths in problem-solving. So, provide them with hands-on learning opportunities—tasks that allow them to deconstruct, build, or question the functionality of something, and play to their strengths and interests.

Twice-exceptional students tend to think that others see them as lazy, unmotivated, or stupid—this could not be farther from the truth. These students simply have different learning needs. For instance, 2E learners often find easy tasks to be difficult and difficult tasks to be easy. They may be able to build a perfectly proportional model bridge; however, if asked to explain how they arrived at the dimensions mathematically, they may struggle greatly. In these instances, the students simply “knew” how to complete the task or skill—but they will not be able to provide a detailed explanation of how they did it, or why. Because of this ability to simply “do,” 2E students thrive when given choices and differentiated opportunities to display their talents. This sort of strength-based learning means that they should be given opportunities for acceleration and enrichment, creative independent study, and study groups with other GT students.

Behavioral Techniques for Children with Learning Disabilities

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When it comes to education, there are few things that make or break a lesson like behavior management. Instruction is only as good as a student’s ability to receive it. If behaviors are out of control, the learning environment will be undoubtedly compromised. With classrooms of 30 or more students, effective behavior strategies can range far and wide—just like the many personalities in the classroom. While it may often come down to trial and error, some specific behavior techniques are known to be more effective for students with learning disabilities.

One important aspect of behavior management for students with learning disabilities is to create a classroom environment that is structured, but not rigid. Structure provides students with distinct expectations, both academic and behavioral. To set a standard or expectation from the beginning is a proactive way of staving off unsavory behaviors before they even emerge. However, as we all know, behaviors are typically an effect of some specific emotion. When emotions or reactions take over, especially for students with learning disabilities, it is beneficial that educators have a repertoire of behavioral techniques to try.

For students with ADHD…

Consider what is and is not within the child’s control before issuing a punishment or redirection. A child with ADHD is often impulsive and unaware of his or her own outbursts or comments. There is a difference between a child who is disruptive and a child with attention issues who is not intentionally troublesome. Therefore, the behavior techniques for an interruption must fit the circumstances. Instead of harping on the outburst immediately, as in the case of a disruptive student, give the student a silent cue to remind him or her of appropriate behavior in the class setting. Often times, simply making eye contact with a child will remind him or her to think and raise a hand before speaking out.

Another helpful behavior technique for students with attention issues is to use proximity. When a student is placed closer to the adult in the classroom, he or she will be more inclined to listen, track the speaker, and remain focused. Proximity also helps to remind students that they are in plain view of the teacher at all times. This technique assists when executive functioning is compromised and a student’s focus strays easily.

If a student with ADHD seems unusually fidgety or distracted, allow him or her to take a brain break. This one to three-minute movement break allows students to expel pent up energy or anxiety. The small time gap of movement also helps students to refocus and check back in if attention has been lacking.

For students with non-verbal learning disabilities…

Create a simple, structured outline for the day’s lesson. This will help a student who struggles to transition from task to task, or becomes easily frustrated if he or she feels “left behind.”

An outline or small sticky note indicating the day’s lesson will also prevent a student’s need to ask repetitive or unnecessary questions. These behaviors are typical for student with a non-verbal learning disability (NVLD)—including the inability to read facial expressions or interpret body language.

A student with a NVLD may also appear clumsy, careless, or uncoordinated. Preferential seating, either close to the teacher’s desk, pencil sharpener, door, etc., helps keep this type of learner from unnecessary roaming.

Hidden Talents Masked by a Learning Disability

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As parents, you know your children better than anyone else. You know their strengths, weaknesses, and everything in between. One of the more difficult aspects of raising a child with a learning disability is watching the struggle—it can be unbearable. A learning disability may come with an unfortunate stigma, one that makes it hard to view the disability as anything other than an obstacle. These obstacles or roadblocks certainly do complicate things in and out of the classroom, but it is important to recognize the unique strengths that often accompany a learning disability. In the same amazing way that people lacking one of the five senses are able to somewhat compensate with the strengths of the remaining senses, a child with a learning disability will often present with extraordinary strengths in other areas.

Attention Deficit Hyperactivity Disorder

Children with attention deficit hyperactivity disorder (ADHD) exhibit periods of difficulty focusing, hyperactivity, and impulsivity—these likely interfere with learning and can make school difficult. But, believe it or not, ADHD symptoms may also have their own unique benefits. One of these benefits is called hyperfocus, which is exactly as it sounds. When children with ADHD are able to hone in on one specific activity or task for long periods of time, they maintain an acute focus, one that outlasts that of their peers. Whether this form of hyperfocus comes about athletically, artistically, technologically, etc., children that are able to channel their attention and excess energy find great success in their interests.

Furthermore, having adapted to managing the ADHD symptoms over time, children learn to self-check and recognize when their level of attentiveness dips and peaks. Again, because of the weakness in other areas, children with ADHD are often forced to think or learn a little differently. They build strength in other areas and become experts at streamlining information. With practice, they are able to hone in on significant details and gauge their own comprehension. This sort of self-awareness helps students play off of their strengths and develop creative means of achievement.

As you have likely noticed about your own child, children with attention deficit hyperactivity disorder are also highly sociable and friendly. Because they are prone to being talkative, their verbal language skills, including vocabulary, are often higher than those of their peers. Storytelling, public speaking, and debating are likely some of your child’s common social strengths.

Dyslexia/Dysgraphia

Dyslexia, a learning disability that affects a reader’s ability to decode, comprehend, and read fluently, certainly presents its own challenges in and out of the classroom. Reading levels can range from below grade level to nearly illiterate—which is not only frustrating for parents, but greatly discouraging for children, as well. The advantages of dyslexia are widely unknown, as the disorder is seen as a major educational roadblock. However, there seem to be undeniable benefits. Since reading presents a major challenge, some believe that the following behaviors are a means of compensating for the gaps in reading. For example, children with dyslexia typically thrive at tasks involving abstract thinking, creativity, and holistic or “whole picture” thinking. This flare of creativity is simply another type of intelligence, one that is equally important and beneficial. Children with dyslexia also display strengths in reasoning, problem-solving, and persistence.

Similarly, dysgraphia, a disability that affects written language, has its own unique benefits also. Since motor skills affect pencil grip and the ability to master written language, children with dysgraphia compensate by sharpening their listening skills. These learners are masters of recalling oral details, memorization, and storytelling. These conversationalists thrive in social situations and are often helpful problem solvers. Again, the weakness in one area allows your child to strengthen other areas of importance. Therefore, while a learning disability will certainly present difficulties, a “glass half full” viewpoint means that your child’s alternative forms of learning, understanding, and expressing can be major benefits.  

What We Can Learn from Students with Learning Disabilities

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A learning disability indicates that there is an issue or difficulty with acquiring knowledge or grasping concepts, information, or processes. Because of our common understanding of students with learning disabilities, it is unfortunately typical to view a disability as a disadvantage in the classroom. While this can and certainly is the case on some level, what we often neglect to notice are the advantages that come with what we consider a disability. Yes, learning disabilities make certain skills more difficult, but they also bring many unique perspectives to the classroom. Perhaps viewing these disabilities more as differences would open our eyes and allow for a more optimistic outlook.

Attention Deficit Hyperactivity Disorder

Students with attention deficit hyperactivity disorder (ADHD) exhibit periods of difficulty focusing, hyperactivity, and impulsivity. These symptoms vary from person to person, but can notably interfere with learning. But, believe it or not, ADHD symptoms may also have their own unique benefits. For instance, hyperfocus occurs when children with ADHD are able to hone in on one specific activity or task for long periods of time. Whether this form of hyperfocus comes about athletically, artistically, technologically, etc., students that practice channeling their attention and excess energy find great success in their interests.

Furthermore, having adapted to managing the ADHD symptoms over time, children learn to self-check and recognize when their level of attentiveness dips and peaks. Children with ADHD are often forced to think or learn a little differently. They become experts at streamlining information, honing in on significant details, and gauging their own comprehension. This sort of self-awareness helps students play off of their strengths and develop creative means of achievement.

Students with attention deficit hyperactivity disorder are also highly sociable and friendly. Because they are prone to being talkative, their verbal language skills are often higher than those of their peers. Storytelling, public speaking, and debating are some of their common social strengths.

Dyslexia/Dysgraphia

Dyslexia, a learning disability that affects a reader’s ability to decode, comprehend, and read fluently, certainly presents its own challenges in and out of the classroom. Reading levels can range from below grade level to nearly illiterate—which is not only frustrating for a child, but greatly discouraging, as well. The advantages of dyslexia are widely unknown, as the disorder is seen as a major educational roadblock. However, there seem to be undeniable benefits. Since reading presents a major challenge, some believe that the following behaviors are a means of compensating for the gaps in reading. For example, students with dyslexia typically thrive at tasks involving abstract thinking, creativity, and holistic or “whole picture” thinking. Children with dyslexia also display strengths in reasoning, problem-solving, and persistence.

Similarly, dysgraphia, a disability that affects written language, also has its own unique benefits. Since motor skills affect pencil grip and the ability to master written language, children with dysgraphia compensate by sharpening their listening skills. These learners are masters of recalling oral details, memorization, and storytelling. These conversationalists thrive in social situations and are often helpful problem solvers.

Instructional Techniques for LD Students

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Just like any other student, a student with a learning disability benefits greatly from structured, engaging, individualized instruction. And again, all students, no matter what type of learning obstacle may accompany them, have unique ways of accessing and retaining information. But what specific strategies can foster optimum learning opportunities in the classroom? Well, that depends on your students. Below are numerous strategies to best navigate your inclusion classroom and assist every student in the best way possible.

Present information, assignments, readings, etc. in different ways

Students with learning disabilities sometimes require multiple avenues or scaffolds in order to best access the material. This can mean that, while some students benefit from audible instruction—simply listening to directions—others may need to see instructions written out. A best practice, especially with the technology provided in most classrooms these days, is to provide clear and concise directions both orally and visually. This is achieved by printing individual handouts with directions, or leaving instructions on the Smartboard while students work on the task. Posting directions on the board or at students’ desks also reinforces the process of rereading for clarification. If students have the directions at their fingertips, memory or attention issues are circumvented.

Another beneficial way to present information to students with learning disabilities is to carefully and deliberately model the task or activity. For instance, written and spoken lab directions are helpful for many, but actually seeing the process of measuring, pouring, calculating, etc., may be necessary for students with processing disorders or issues pertaining to executive functioning. Writing assignments should also be modeled for students, as sentence structure, organization, and fluidity are not easily accomplished just by discussing. These, and other high-level thinking skills, require some step-by-step handholding for ALL students.

Furthermore, when creating or modeling different examples, it may be helpful for some students with learning disabilities to see a sample in front of them, not just up on the board. This way, as the teacher is modeling the task, students can follow along closely, taking notes and highlighting as they work.  

Allow students to access readings and class materials in different ways. Again, technology can be a major asset for inclusion classrooms. With the use of laptops, headphones, audio files, etc., students are able to read and write with assistance. Much like many accommodations require, students can listen to texts while following along. They are able to highlight or mark texts digitally using google classroom or other interactive technologies. Students can even complete and submit work without ever having to print or keep track of a tangible document. This can be particularly beneficial for a student with executive functioning issues, where organization can be a real struggle.

Modifications for assessments and assignments are also greatly beneficial. For example, conveying the theme of a novel in paragraph form could be extremely intimidating for many students, especially those with a learning disability involving written language. Since a best practice for teaching is to utilize student choice, why not allow students to represent a theme or other difficult concepts by a different method? Some may thrive by creating a collage or other visual representation, while others may compose a poem or comic strip to convey the theme.

A key to exceptional instruction is to provide students with engaging, individualized means of learning. This not only benefits students with learning disabilities—all students flourish when teachers utilize best practices.  

Ready, set, GO BACK TO SCHOOL!!! Organization Style. Part 1 of 6

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Ready, set, GO BACK TO SCHOOL!!!!

Organization Style

It’s that time again—the back-to-school commercials are in full swing! Backpacks, lunch boxes, clothes, and school supplies are some of the things occupying the minds of parents these days. As the sun sets on summer 2016, it is important to ensure that your child is given every advantage to begin the school year with a bang!

While much focus is put on school supplies and the “necessary” materials, one key element in preparing for a successful year ahead is to put organization in the forefront. And, as they say, practice truly makes perfect—or close to it. Organization applies to a multitude of facets in the educational realm. While all are important, organizing time or “time management” is essential. For example, consider if a student has color-coordinated references, organized notes, and an impeccable outline for a research paper, yet that same “organized” student gives himself Sunday night to complete the final draft of his research paper. All of the prior organization becomes a futile attempt if time was poorly organized.

Organization, specifically time management, is a skill that comes with practice. Even as adults, we sometimes drop the ball by failing to plan ahead accordingly. Here are some tips to ensure that time management makes its way into your household this school year.

Start from the beginning. As we all know, it is much easier to prevent negative habits than to correct them later on. Right from the start, discuss a realistic daily schedule that includes designated homework/reading time, after-school activities, family time, and reasonable sleep/wake times. Of course, be prepared to be flexible when things inevitably come up. But, for the most part, a set schedule will help your child to maintain balance and assuage the stress that comes with cramming.
Model the practice of planning ahead. Especially in the middle and upper grades, projects and assignments become more labor-intensive. With several steps, check-in points, and deadlines, it is easy for students to quickly lose track or get overwhelmed. As with many difficult tasks, showing is more beneficial than telling. Show your child how to organize by breaking down large assignments and setting at home check-in points in advance of the actual due dates. Also, show them how to prioritize more difficult tasks. For example, a five-paragraph argumentative essay is going to need more attention than a vocabulary practice sheet.
Be proactive with organizing your time. It is important to anticipate certain roadblocks to prevent last-minute school stressors. Check the printer for ink before the paper is due; plan for picture day so that the outfit of choice is clean and pressed; pack gym clothes with extra socks so that the morning rush through the dryer can be avoided; email teachers about foreseen absences ahead of time to get any missed work or important information; have a plan for sick days, in which your child has a buddy in the neighborhood to bring work back.

Teaching students how to organize their time is a skill that will prove beneficial throughout their academic and adult lives.

NEED MORE?

Join us for “Homework. Got an Easy Button?”, a free, highly interactive 60-minute session designed to provide parents with concrete ideas and practical tools to support their student’s study practice at home. For more information, click here: https://learningessentialsedu.com/workshops/

Looking to empower your child to succeed? Learning Essentials’ Brain Camp teaches students practical step-by-step ways to study, organize, manage time, prepare for tests, and use executive functioning strategies— essential skills for today’s academic environment. Click here to learn more or enroll: https://learningessentialsedu.com/brain-camps/

Down Syndrome

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Down syndrome is a genetic condition that affects approximately 1 in 700 people. While many believe that Down syndrome is fairly rare, it is actually the most frequently occurring genetic condition, affecting almost half a million Americans. While this condition may be accompanied by moderate to severe learning disabilities, children with Down syndrome are fully capable of learning, developing, and socializing.

It is our job as educators to provide the most encouraging, supportive, and increasingly challenging classroom for any and ALL students. So, what are some important factors to consider when providing the necessary accommodations to students with Down syndrome? Below are helpful strategies and accommodations to better serve the unique needs of students with Down syndrome.

Promote a positive mindset

Children with Down syndrome are like every other young learner in that they need positive, self-esteem boosting support. It is a common misconception that people with Down syndrome do not experience the full range of emotions. This is totally false—children with Down syndrome experience frustration, sadness, and defeat when faced with failure just like everyone else. Your child with Down syndrome should be praised and recognized often. When he or she is struggling with a skill or concept, encourage the effort as opposed to the outcome—put the focus on his or her determination as opposed to the errors or missteps.

Provide ample opportunities for success

It is especially important to provide encouragement and opportunities for success in order to boost confidence and build independence. Providing additional practice is essential in order to increase self esteem when tasks are especially difficult. Another way to promote student success is to begin the day or lesson with the most difficult activities or contents first. As with all children, little ones lose steam as the day progresses. For students with Down syndrome, the early part of a day or activity is when the ability to process information is at its peak.  As patience dwindles, frustrations may grow. Thus, the best way to ensure success is to start with the most difficult tasks first, when a child’s patience is the most amenable.

Avoid disrupting the routine

As with most youngsters, students feel secure in the predictability or regularity of a consistent schedule. Following a routine and being able to see what is coming next provides comfort for children with Down syndrome. Any disruption of the daily routine could catch a child off-guard, creating stress and frustration. Whenever possible, it is important to provide your student with a heads-up if the routine is going to be interrupted. Anything from a field trip or fire drill could create anxiety. By preparing the student for the change in the schedule, you can avoid the added stress.

Allow extra time for processing and task completion

Students with Down syndrome, while fully capable of completing tasks, may require additional time to do so. Allowing time for students to process, consider, and complete tasks ensures that he or she has time to fully participate in every activity without feeling rushed or frustrated. Children with Down syndrome often struggle with short term memory. This makes it more difficult for them to recall and retain learned information. Teachers should be sure to present information in a clear and organized manner. Presenting information in order will also allow students with Down syndrome to retain sequential information more readily.

Be attentive to minor muscle limitations

Decreased muscle tone is also common in children with Down syndrome. This symptom affects multiple different skills in and out of the classroom. Fine motor skills are often affected, causing issues with gripping a pencil, writing, eating, buttoning/zipping, etc. Muscle hypotonia also causes poor posture, slow reflexes, and issues with mobility. Speech problems are also common, due to the low muscle tone in the face and jaw.   

By keeping these strategies in mind, educators can help to ensure that students with Down syndrome enjoy the same learning opportunities, and achieve the same successes, as their classroom peers.

 

Autism Awareness Month

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April is also Autism Awareness Month. In an effort to raise awareness about autism spectrum disorder (ASD), it is important to both spread valuable information and to debunk common misconceptions. With diagnostic data indicating a rising rate of almost 1 in 70 births, it is likely that autism will affect someone that you know. 

An autism diagnosis will affect each member of the family differently.

Because of the time, money, and stress associated with treating and managing a child with an autism diagnosis, the entire family will experience the pressure in some way.

For instance, due to lack of knowledge on the topic, or misconceptions about ASD, parents or guardians may blame themselves for somehow contributing to the disorder. It is a natural instinct for parents to feel that they must shoulder the blame, but this is simply not the case. When the condition was first recognized in the 1940s, experts in the field of psychology believed that autism was an emotional disorder brought on by “detached” or unaffectionate caregivers. Psychologists thought that the child’s inability to socially connect was primarily due to parenting styles. While these theories surrounding children on the autism spectrum have long been discarded, parents sometimes still maintain a sense of guilt or responsibility.

Naturally, other siblings in the family may feel that the parents are focused more on the child with special needs. They may feel neglected or even act out to gain attention. Similarly, it is common for children with ASD to follow very specific routines, including sleeping and eating patterns. This may mean that the family’s meals and schedules revolve primarily on the child with special needs—again creating a sense of jealousy or competition amongst the other siblings in the household.

Early diagnosis and interventions are crucial.

According to autism-society.org, “The estimated lifetime cost of caring for someone with autism ranges from $1.4-2.4 million, but this cost can be reduced by two-thirds through early diagnosis and intervention.” Resources, such as behavior specialists and different nonmedical interventions provide numerous options for families that have encountered a recent autism diagnosis. The many options available—from art, music, and animal therapy—to applied behavior analysis allow families to take multiple approaches when it comes to treatment.

An autism diagnosis should not be a roadblock to independence in adulthood.

Too often, a developmental delay or disability of any kind is seen as an obstacle—a door that is closed. What many people do not know is that autistic children, while they do not grow out of the condition, go on to become successfully independent adults. Mainstream education is simply the beginning. A large percentage of students with ASD further their education after high school, earning degrees and preparing for the workforce. More and more, colleges are providing support for students with special needs. Everything from social skills and career readiness, to life skills and job placement, are provided on campuses.

Independent living and close social relationships are also a reality for many adults with ASD. Simply put, with the right interventions and supports, families managing an autism diagnosis have a plethora of supportive resources and options to help their children thrive and succeed.

Homework Time Made Easier

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Homework is simply a fact of life for today’s students. As early as kindergarten, children are bringing homework home from school. While homework has its many benefits, the majority of students would rather forget about the additional practices, projects, and papers. With such an aversion, homework time at home can be a real battle. Yet, it does not have to be. There are many tried-and-true strategies when it comes to alleviating the stress of homework.

Here are some of our favorites.

First and foremost, a key to easing homework stress is to make sure that the homework actually makes it home. Depending on your child’s age, it may be a struggle to simply keep track of the many worksheets that need to travel to and from school. Keeping your child’s work organized can make all the difference when sitting down to work. Try using a homework folder designated for nightly assignments. Use color-coded tabs or sticky notes to manage daily assignments and due dates. Staying organized is a significant start to managing the homework routine.

Set a Schedule

Set expectations by creating a homework schedule. Between the many afterschool activities and busy schedules that each family undoubtedly juggles, homework may become an afterthought. Make sure that your child knows when and where he or she should be completing homework each night. Set limits on the use of technology during homework time. Cell phones, television, and other distractions can make homework completion impossible, so it is best that these things remain off limits until homework is completed.

Break It Down

When homework has mounted to a seemingly unmanageable level, break the assignments down to avoid a mental meltdown. Especially during the middle and high school years, the amount of homework assignments can increase greatly. Staring down a mountain of papers can stress out both you and your child. If your child is unable to chunk the assignments into manageable pieces, help them out by creating an “order of importance” list. Arrange the work into a schedule based on difficulty and due date. This way, you and your child can prioritize the homework and alleviate any stress from the many assignments.

Promote Practice, Not Perfection

When it comes to difficult assignments, emphasize the importance of effort and completion, not necessarily perfection or 100% correctness. When homework becomes a frustrating tear-session for your child, explain that homework is meant to be practice. Too often, students stress over the need to answer questions and submit flawless assignments. Yes, that is the eventual goal, but homework is meant to provide practice—not display perfection. In fact, most homework assignments are intended to show the teacher whether or not students understood the content. Teachers also use homework assignments as a way to gauge the pacing of lessons or content. So, when the tears start welling, remind your child that homework is for practice.

Building Up Self-Esteem in the Classroom

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i-741519_1280Social-emotional development is a key aspect of growth for children, especially during the teenage years. Questions, conflicts, and angst revolving around one’s identity are indicative of this tempestuous stage in life. Many adolescents, if not all, struggle with building self-esteem. As educators, we have the opportunity to not only teach, but to lead by example.

I, like many adults, can personally relate to my sporadically insecure and apprehensive middle schoolers. The braces, blemishes, and all of those other lovely aspects of my own adolescent years are fresh in my mind when I stand in front of my classes—their hesitant expressions are another reminder of how hard it is to be a teenager. However, two things that can lessen the blow of adolescence are a positive outlook and a resilient self-esteem.

Methods to address the insecurities change from day to day, and vary depending on the student. Obviously, what makes one student feel comfortable and confident may not be the key for another. Even so, there are ways to make a teacher’s classroom, instruction, and demeanor more conducive to building students’ self-esteem.

Be open about your own flaws or weaknesses

For the most part, it is common for students to expect perfection and level-headedness from their teachers to a certain degree. This is evident by the fact that they are shocked and humored when we miscalculate, misspell, or misconstrue something. They are even more shocked to see us scrambling through the mall in sweats and a baseball hat on a Saturday. While mildly embarrassing to us, these somewhat amusing instances are truly beneficial to building our students’ self-esteem.

Capitalize on these opportunities by shattering the belief that perfection is the key to high self-esteem. Yes, teachers are tasked with teaching our subjects, but we are not the “almighty keepers of the knowledge.” We are human beings that have flaws and make mistakes. Embrace these blunders in the classroom—they show our students that, just like teenagers, we adults make mistakes, too. This realization that everyone makes mistakes helps students accept their own missteps and build self-esteem.

Show your true colors

Learning occurs when students take risks in the classroom. Risk-taking is also a sign of confidence and self-esteem. If we teachers are not presenting our true selves, how can we expect our students to feel comfortable enough to show their own true colors? In order to foster these themes of confidence, honesty, and authenticity in the classroom, we must truly practice what we preach.

Beware, though, that adolescents have the uncanny ability to detect phoniness. They are observant, intuitive, and critical. Therefore, it is not the easiest task for teachers to wear all of the hats and still remain authentic in the classroom. All at once, we must maintain professionalism, provide engagement, and remain enthusiastic about the lesson, while also cracking down on behaviors and managing 30+ teenagers in a room. This can be quite a tall order; however, exhibiting your own confidence in the classroom is key to encouraging your students’ self-esteem. Just as parents should model good self-esteem at home, teachers should lead by example, as well.

Explain that “this too shall pass”

Another honest conversation that teachers can have with students in order to foster self-esteem involves discussions of the future. It is easy for anyone to get caught up or discouraged by difficulties happening in the here and now. This is especially true for teenagers. Teens are developmentally prone to “sweat the small stuff.” As a teen, I remember overreacting, dramatizing, and fixating on what turned out to be tiny non-problems. Of course, hindsight is 20/20, but genuine discussions about how to look past our problems and put things into perspective will nurture a positive outlook.

As teachers, we know that personal connections can make all the difference with our students. Sharing anecdotes about my own struggles and slip-ups growing up allows me to relate to my students and relay strategies that worked versus those that didn’t quite pan out. Showing your students that you can relate to their insecurities is beneficial; showing students that you’ve shed your insecurities and built-up your self-esteem over time can be even more beneficial.

At the start of this school year, I hung two pictures outside of my classroom—my school photo from 6th grade and another from 8th grade. I don’t have to tell you that these photos are beyond embarrassing. My students know all too well that, since hormones run high and self-esteem runs low, these teenage years present plenty of challenges. By sharing your own weaknesses, exhibiting authenticity, and discussing your own fluctuations of self-esteem, teachers have the ability to lead by example and foster positive self-images in the classroom.