Screen-Free Week: Getting Old-School at School

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What began as a challenge to turn off the television for one week in 1994 is now a somewhat controversial test of willpower that takes place the first week in May. Originally initiated by the Campaign for a Commercial-free Childhood, Screen-Free Week has proven to be a far more difficult challenge for today’s tech savvy youth.

But let’s be honest, it’s not just adolescents and teens who are self-proclaimed “screen addicts”—we adults are just as hooked to our devices. While those opposed to the idea of Screen-Free Week argue that it polarizes traditional notions of creativity and new technology, others embrace the idea of ditching screen-time for a few days.

Seeing as public education has more or less embraced the use of technology in the classroom, it can even be difficult to separate educators from our beloved screens. Yet, trying as it may be to unplug, old school methods can still serve a purpose in our new-age classrooms. While students may groan in aggravation or roll their eyes in boredom at the thought of abandoning classroom technology for a week, there is much to be said about the “traditional” roots of education.

Here are a few ideas and activities that may seem old-school, but which provide truly beneficial skills that may have been left by the wayside in favor of our 21st century ideas of teaching and learning.

Have students thumb through an actual dictionary

Gasp! A what?! A recent trend that I’ve noticed in the classroom is the total lack of familiarity when it comes to a tangible dictionary. Of course, students are well-versed in online tools such as Merriam-Webster.com, which is an obviously speedier method of spelling and defining words. However, a physical dictionary forces students to practice old-school methods such as sounding out words, identifying alphabetical order, and skimming.

When students are required to search a dictionary, however infrequently, a common response that always elicits a chuckle is, “That word is not in the dictionary.” I once had a 13 year-old tell me that “unusual” was not in the dictionary. When we returned to his desk, his dictionary was opened to “unn”—a clear indication that he would’ve struggled for a while to find the word. Students are so used to instantaneous responses via the click of a keyboard that they are incapable of doing the actual leg-work when necessary. Simple practice with a dictionary can help students brush up on skills involving spelling, putting words in alphabetical order, identifying parts of speech, pinpointing synonyms, etc.  

Break out the flashcards

Much like the dictionary dilemma, students may have become somewhat dependent on calculators to solve simple multiplication or division problems. Again, this is not always problematic—many higher-level math courses and math or science-related careers necessitate the use of a calculator. It is, however, problematic if students become reliant on on a calculator for every little problem. Research has proven that, even with the rise of new math curriculum methods, rote memorization of multiplication facts is still the most advantageous method.  

Logically speaking, whipping out the calculator to calculate the number of packs of burger buns to buy for a barbeque may take longer than if you simply used your times tables and mental math. No harm will come of leaving the calculators aside for a week—it could, however, help to solidify the long-forgotten times tables!

Proofread > Spellcheck

Another convenience (crutch) that many students have fallen back on is the use of spellcheck. I cannot pass judgment—as I write this sentence, I am utilizing spellcheck in the hopes that it catches anything I’ve mistyped. Just as my students do, I allow myself to trust in the fact that my mistakes will not only be identified, but corrected with the click of a button. The notorious red squiggle, as helpful as it can be, creates an unrealistic safety net. As we well know, spellcheck is not flawless, especially when it comes to reading the context of the sentences.

Shutting down the word documents and practicing the art of proofreading or peer editing on paper is a worthwhile skill that requires no screen at all. Besides the obvious skill of penmanship, handwritten work allows students to rely solely on their own mastery of the English language. When there is no spellcheck or autocorrect to fall back on, drafting, brainstorming, and editing become imperative to the writing process.
Educators may be surprised by just how well old-school methods can supplement our new technology in the classroom. Even if just for a week, abandonment of the screens may teach students to effectively hone and rely on their own knowledge and skills.    

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.

 

Anxiety: Ways to Spot a Problem at Home

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As a parent, you have certainly experienced your share of anxiety. Whether stemming from a feeling of nervousness, worry, uncertainty, or fear, that sense of anxiousness from a lack of control is familiar to everyone at some point.

Even if you do not suffer from clinically diagnosed anxiety, it is important to recognize potential signs of an anxiety disorder in your child. The important thing to remember is that, if your child is struggling with anxiety, there are ways to manage it once diagnosed. Research suggests that 80 percent of children with clinical signs of an anxiety disorder are not getting treatment. The key, then, is awareness and the ability to spot how anxiety manifests itself in your child’s behavior.  

One thing is for sure—anxiety affects every child differently. Because anxiety is such a complex condition that is unique to each person, the symptoms vary greatly from child to child. Below are some of the more common indications that your child may be suffering from anxiety.

Avoidance

Again, everyone will experience anxiety from time to time, as it is a normal reaction to stress. However, an anxiety disorder begins to come into play when children start to exhibit avoidance behaviors. Because anxiety creates such a sense of helplessness, sufferers begin to avoid anxiety-inducing situations all together. For instance, if your child appears to be intentionally and regularly avoiding friends or activities, it may be in an effort to escape the anxiety that is produced in certain situations.

Inability to be comforted

Children with an anxiety disorder cope differently depending on each situation. One common thread is that, when anxiety strikes, the child is likely not easily comforted by a parent’s attention or coddling. This is obviously difficult for parents to understand, as your number one role is to comfort and soothe your child’s anguish. Just remember that anxiety can be an all-consuming emotional reaction to stress—one that is not eased simply with attention and hugs.  

Abnormally withdrawn

Shyness is typical in children. However, a child with an anxiety disorder is not only shy, but noticeably intimidated, withdrawn, and reluctant to engage with others. A child with anxiety may also be resistant to making eye contact, especially during one-on-one conversations. Avoiding eye contact or reluctance to speak (selective mutism) are signs that social interactions produce debilitating anxiety for your child. Social anxiety disorder affects children specifically in social situations. This may occur when a child feels uncomfortable with direct attention, large group settings, or meeting new people.

While occasional anxiety is typical and varies from child to child, it is important to know the common signs of a possibly larger problem. Statistics indicate that 1 in every 8 children will suffer from an anxiety disorder. With such a staggering number of affected children, awareness is the first line of defense when diagnosing and treating anxiety. For parents, knowing the signs and symptoms of a larger issue will mean the difference between proactively managing the condition and suffering in silence.  

 

Autism Awareness Month: In the Classroom

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April is Autism Awareness Month. Autism Spectrum Disorder may present itself in many different ways in and out of the classroom. In an effort to raise awareness and support for each and every student, it is important that educators are informed about Autism Spectrum Disorder and learn strategies to help our students feel comfortable and achieve success. With diagnostic data indicating a rising rate of almost 1 in 70 births, it is likely that this information will prove to be helpful in the classroom.

Because treating and managing a child with an autism diagnosis is often stressful and nerve-wracking for parents, it is common for parents to be more involved and hands-on in many aspects of the child’s education. Especially when transitioning into a new class or school, parents, too, will likely need some extra TLC and reassurance to ease the stress of acclimating their child into a new environment.

Plan to maintain consistent and positive communication with parents of your students with special needs. Be sure to ask parents about successful strategies that they implement at home. As much as possible, reinforce these practices in your classroom. The more consistency that your students experience, the better. Remember that, as always, parents are your biggest assets when finding ways to best serve your students.

Maintaining a stress-free environment is always the goal. However, this is especially important when considering the needs of a student with an autism diagnosis. Stress, loud noises, commotion, or unexpected changes in the routine can totally throw students for a loop. Students on the spectrum are usually most comfortable when routines are maintained and expectations are met. If you are planning a collaborative group activity, a boisterous lesson, or anything that strays drastically from the norm, consider how your student may react. Being proactive as opposed to reactive can mean the difference between a good day and a bad day for your student.

Plan assignments and activities that generate positive self-esteem and celebrate every student’s unique talents. Too often, when we hear of a diagnosis or condition, our minds jump straight to the hurdles—“such and such is more difficult for so-and-so.” Instead, consider how to highlight your student’s unique strengths and hidden talents. Student choice is the best practice as is, but be sure to keep an open mind and truly tap into the interests of your students with special needs.

Providing encouragement while maintaining your perspective is not always a simple task when dealing with a student’s strengths and weaknesses. What we consider to be supporting, praising, or reassuring may actually come across quite differently, depending on a student’s social perceptions. Some students with ASD are not comfortable with any sort of recognition or attention—giving this type of attention, no matter how positive, may cause unnecessary distress. It is also possible that constructive criticism or suggestions could be taken more negatively than intended. Thus, we must be cognizant of student sensitivities and preferences when providing praise or suggestions for improvement.  

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.

National Stress Awareness Month

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April is National Stress Awareness Month. Stress is an unfortunate aspect of our everyday lives that everyone experiences from time to time. Truth be told, even simply thinking about how stressed we are can sometimes result in even more stress. Perhaps the most troubling aspect of stress is the fact that we should expect to experience it at any age. So, how can we combat this culprit without adding to the stress? How can we stop stressing about stress? Take a look below at some tried-and-true methods of managing your day-to-day stress.

Get a healthy handle on the family’s eating and exercise routines.

Too often, our schedules are so hectic that there are not enough hours in the day to accomplish everything. With all of the hustle and bustle, regular exercise and healthy eating habits are left by the wayside. Instead, we may opt for the “quick-fix” dinner options and neglect the gym all together. The unhealthy food and lack of exercise will undoubtedly leave the family feeling sluggish, unmotivated, and yes—stressed. Healthy eating jumpstarts motivation and provides the body with nutritious energy. This energy then motivates us to get out and get moving. Exercise is a proven method of managing stress because it releases endorphins—the body’s natural “feel-good” chemicals. Therefore, daily cardio is not only a method of fitness and weight management, but it is also proven to greatly reduce stress.

Partake in some spring cleaning to reduce the clutter.

April is the perfect month to handle the spring cleaning that you’ve been putting off. Studies show that unkempt or messy environments can contribute to a person’s stress level.  Something as simple as reorganizing your closet can alleviate unnecessary stress and anxiety. Not only will the lack of clutter and mess make you feel better, but it will also allow your morning routine to progress a little smoother.  

Get the family outside.

Now that winter has passed and the weather is improving, it’s time to enjoy the outdoors and get some fresh air. While you may not suffer from full-blown seasonal affective disorder, we can all relate to the notion of the “winter-time blues.” In fact, recent research has shown a strong link between vitamin D deficiency and symptoms of depression. This means that sunshine, one of the body’s main sources of vitamin D, can greatly improve mood by reducing stress.

Focus on the present.

Too often we dwell on the past or future. We perseverate, replaying our thoughts over and over again. We agonize over what we could have done differently, or what we must do next time. Instead of indulging in this act of self-torment, focus only on what you can control right now. It only compounds stress when we allow ourselves to worry about things that are out of our hands. Manage what you are able, to the best of your ability, and let the rest be. Of course, this practice is much easier said than done. However, it is helpful to take a moment, take yourself off of the worry-wheel, and focus solely on what is in front of you.

What NOT To Do When Students Are Stressed

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Seeing as April is National Stress Awareness Month, I thought it would be important to seek the child’s perspective on stress. As educators, we tend to see ourselves somewhat as ambassadors or liaisons between the world of academia and the youths that we are instructing every day. While we may think we know how to help students when they are experiencing overwhelming stress, it is possible that we greatly miss the mark sometimes, too.

In an effort to better understand how children respond to stress, I asked a simple question: What does NOT help you when you are experiencing stress? Here are the answers, “straight from the mouths of babes,” as they say.

Do not tell me that I’m overreacting.

When students were asked what does not help them in moments of extreme stress, many said the same thing, “Don’t tell me to calm down.” This is true for adults, too. Never in the history of calming down has anyone ever calmed down after being told to calm down. Students want to know that their feelings are validated. The initial “it’ll be ok, calm down” response is not only ineffective, but it also discredits what they are feeling in that moment. Instead, sometimes students simply want to know that they’ve been heard.  

Do not correct me.

Another unexpected response was the fact that students are not always seeking straight answers or constant perfection. In moments of stress, teachers or parents often want to alleviate the anxiety by removing the stressor or solving the problem for the child. While at times adult interference is absolutely necessary, sometimes it simply is not. When a student is struggling with a difficult concept or task, it is normal that he or she will experience stress. Working through the struggle independently is part of the process of learning how to self-soothe and persevere through the strife.

Leave me alone.

As adults, we know that sometimes, especially when the stress level is at its peak, we simply need some solitude. This is true for students, as well. As much as we may want to comfort or provide advice, students sometimes just want some alone time to decompress. Respect that.

Don’t tell me to manage my time better.

Similarly to tip number one, recommending that students practice time management and prioritization sometimes only adds more stress. Suggestions are great; however, often times, students are truly overbooked. Validating the stress that is attributed to their packed schedules and to-do lists shows that you understand and care about their emotional well-being. Time management is a great skill that comes with practice as children mature. However, sometimes we need to be mindful of the age-group and help students to taper back.

Don’t skip the reward.

No matter the age, students need to know that their hard work and stressful efforts have paid off. Whether large or small successes, it is important to pause at those achievements that didn’t come easily. Reward students with praise when you’ve recognized great effort and perseverance. Skipping the opportunity to praise a job well-done leaves students wondering if they’ve worked hard enough. We all know what it feels like to persist through stressful situations—recognition after the fact never hurts.

 

It’s Not Always What it Seems: Anxiety in the Classroom

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Anxiety is something that educators are seeing more and more of in our children. With countless theories on the causes of this rising diagnosis, one thing is for sure—anxiety affects every child differently. Because anxiety is such a complex condition that is unique to each person, the symptoms vary from child to child. In fact, the symptoms may even vary from situation to situation. For instance, a child with anxiety may display different symptoms in different situations throughout the day.  Anxiety may manifest itself differently from classroom to classroom simply because of the environment or different stressors present.

Because anxiety presents itself in many different ways, it is often hard to initially see or understand, especially in the classroom. With this knowledge, it is important that teachers take a closer look at different behaviors and tendencies. For instance, a child with anxiety may present different behaviors depending on comfort level.

Here are a few signs to look for in children who may be suffering from anxiety:

Eye Contact

A child with anxiety may be resistant to making eye contact, especially during one-on-one conversations. It is important for educators to be mindful that the lack of eye contact is not a defiant or dismissive behavior. Instead, direct eye contact may be intimidating or anxiety-producing because the child feels uncomfortable with the direct attention. This can often be closely related to a more specific form of anxiety called social anxiety disorder. Children who suffer with social anxiety disorder exhibit symptoms of anxiety when they feel that all eyes are on them. Especially in social situations, such as in a classroom, a child may be reluctant to participate, work with others, or even answer one-on-one questions because of the discomfort.

Inattentiveness

Similarly, a child with anxiety may appear aloof, inattentive, or “checked out” during classroom instruction. Again, this may be an anxiety disorder rearing its head. A child with generalized anxiety disorder is often consumed with worries, fears, or concerns about an aspect of his or her life. When children fixate on a concern or worry, they are likely unable to concentrate in the classroom. This is very different from a student that is simply bored or disinterested. Furthermore, the constant fixation and worrying often continues at home, making it difficult for children to refocus or “power down.” The GAD symptoms will often result in insomnia or restlessness.

Irritability

Sometimes due to the insomnia, students with anxiety may exhibit irritability at school, as well. Of course, when sleep is regularly disrupted by anxiety, a child may appear to be more fatigued or ill-tempered. This type of behavior is different from a child who is simply choosing to disrupt or defy. When anxiety takes over, the irritability is simply an outlet for the frustration and stress.

With this in mind, it is important for teachers to identify behavioral concerns that are separate from the anxiety disorder. Often times, taking a little breather or moment to get a drink of water will be enough to allow the student to reset and alleviate the stress.

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.