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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.

Teacher’s Learning Secrets to Use at Home

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censorship picGetting 30+ children in a room, and keeping them quiet, engaged, and focused for any length of time is no easy task. As educators, we must show prowess in pedagogy and behavior management at any given moment. We know what it takes to manage, encourage, educate, and inspire children—after all, it is our job. However, it is not our job, alone. As parents, you help to shape your child’s educational experience and expectations. It’s a team effort, which is why I want to share some tried and true learning and behavior management strategies that can boost comprehension and cooperation at home.

“You don’t have to do anything that you don’t want to do.”

This statement will literally stun your child at first—as it should. Children are used to following rules and listening to directions. So, if you’re ever in the “But I don’t want to” battle over homework or studying, start with this statement: You do not have to do anything, but you must be ready to accept the consequences. When you explain to children that they have some autonomy in their own decision-making, they begin to comprehend independence and consequences more clearly.

When students ask me if they have to do something, I always respond like this: There is nothing in life that we have to do, necessarily. We do not have to show up to work every day. We do not have to brush our teeth. We do not have to tell the truth. But in every decision that we make, we must be prepared to face the consequences. So, the next time your child asks if she has to read for her book report, give her the honest truth—she does not have to read the book, but she will have to accept the consequences of neglecting the reading, i.e., failure, stress, lower GPA, etc. Your child will make the right decision when faced with the options and consequences.

Push reading of any sort or genre

I often get questions like, “What should my child be reading in her spare time?” or “How can I get him interested in a different genre?” Too often, parents want to steer a child’s reading interests, or discourage certain juvenile or fictional selections. The key to reading for pleasure is that it is pleasurable. Encourage more reading at home by allowing your child to select from any genre. When children have a genuine interest in a book, they’re more likely to retain the information. The same thing is true with engagement in the classroom. This is why teachers are constantly tasked with making lessons relevant to our students’ real lives. That said, encourage reading for pleasure by leaving the selection up to your child. After all, when kids are picking up a book instead of a remote control or smartphone, I consider that a win.

Master the follow-up question

The follow-up question is a great technique to prompt your child to expound upon a statement or idea. You can use a follow-up question for conversations beyond homework, as well. For instance, the ever-so-popular “How was your day?” question often elicits an unenthused response. Instead of settling with a blasé reply, follow-up with another question. Ask your child what exactly was “fine” about today? Prompt him to define the word “fine.” Ask how the day could have gone differently or inquire about what your child hoped would have happened today.

Of course, the follow-up question applies to academics, as well. Ask your child how he or she would describe the main character of an assigned novel. Then, follow-up with the “why” question. What happened in the story to bring him to this conclusion? Does he think that his opinion of this character will change as the story continues? These questions urge your child to elaborate and explain in detail. This practice, which teachers use frequently, demonstrates the importance of being able to not only answer appropriately, but to explain how one came to that conclusion.

These teacher’s “secrets” can be just as effective at home as at school. And when employed by both parents and teachers, these learning strategies encourage and enhance student autonomy and achievement.

Parent Involvement: How Much is Too Much?

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Involved parents are undoubtedly one of the main contributors to a student’s academic success. As much as students may not acknowledge it, you parents are very significant to your child’s education. We’ve seen the data–statistics, charts, and graphs about how absent or uninvolved parents result in academically low-achieving children. Of course, there are always exceptions to the rule–students with parents that are disinterested in their schoolwork can still manage to succeed by making academics a priority. Even so, the majority of teachers would attribute student success to a few key things. Parent involvement is one of those major things.

 

At times, however, the pendulum may swing too far. Overbearing parents that micromanage, handhold, and make excuses on behalf of the child can be as detrimental as the parents who are absent all together. This can be quite the fine line, especially for the major academic transition years when students are entering middle school or high school. Moreover, this is a difficult conversation for teachers and parents to have–no parent wants to be told to “back off.” And trust me, no teacher wants to be that messenger either! Below are a few tips on how to loosen the reins while still maintaining involvement in your child’s education.

 

Have a “my job/your job” conversation

 

One way to lay out the ground rules and expectations of your involvement during the school year is to simply discuss it at the start of the academic year. Talk with your child about when and why you will get involved with your child’s teachers. Under what circumstances should your child take the lead in handling a situation? When does it become necessary for parents to step in?

 

For example, your teenage child should not rely on you to email her teacher about an extension on a project–that is the student’s job. Furthermore, while teachers appreciate parental involvement, it is often a welcomed sign of maturity and autonomy when students take initiative to handle a situation with the teacher personally, as opposed to calling on mom or dad. Simply discussing what is and is not your job as the parent sends the message that your child should be in control of his or her academics.

 

Check-in on vs. Check-up on

 

Checking-in with your child is less invasive than checking-up on your child. You absolutely can and should contact your child’s teacher(s) about grades and behavior whenever necessary–the key word here being necessary. Checking-in implies that you are having a conversation with your child about how he or she can improve. Checking-up on your child implies that the conversation is taking place primarily between parent and teacher–not involving the child.

 

There are times when the parent and teacher should discuss matters in the absence of the student. But approaching your child first will shed more light on the situation before speaking to the teacher. Again, this is all about responsibility and independence. Parents and teachers can only take a child so far–at some point, it becomes the child’s responsibility.

 

Praise the initiative

 

Loosening the grip is difficult for both parent and child. Up until this point, the parent has been the caretaker, advocate, cheerleader, homework checker, and teacher-whisperer. As your child is gaining more independence with age, is becomes your job to encourage their self-sufficiency.

 

Talk to your child about when, why, and how to approach teachers and coaches for extra help. Explain the importance of asking questions in class, seeking help, and emailing teachers for clarity. This can be scary, especially for those “green” middle school years. In elementary school, students had a comfort level with the one teacher that instructs all content areas. Now, they have to learn a whole new set of faces, personalities, and procedures for the many classes. This can be downright intimidating, but remind your child of this: teachers are just people who want to see them succeed.

 

Encourage your child to build a relationship with teachers so that they’ll feel more comfortable seeking help when necessary. Acknowledge a job well-done when your child meets with or emails a teacher herself. Discuss the positive feeling that comes when your child shows responsibility and independence.

 

Too much of a good thing

 

Your child will always be your baby–there is no denying that. However, as difficult as it may be, parents must learn to pass responsibility on to the student at some point. Children who have been micromanaged and hand-held throughout their academic years will suffer later on. These students likely expect things to come easily to them because “mom and dad always took care of it.” These students may also lack social tact because they never had to speak for themselves. This constant academic “spoon feeding” will result in a student that is dependent on someone else to clean up messes and solve problems.

The time will come when mom and dad will (hopefully) not be able to contact the college professors about how their child can improve a grade. There are no parent-professor conferences to discuss extra-credit opportunities. Encouraging academic autonomy now will serve your child well through all levels of education–and beyond.

Parents Play an Important Role in the Anti-Bullying Movement

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No Name-Calling Week is a holiday that recognizes the importance of acceptance while taking anti-bullying measures in schools and having honest discussions about the severity of bullying.

As an educator, I am all too aware of the impact that name-calling and other bullying can have on an adolescent. However, as we all know, teens are not exactly forthcoming about their emotions. Parents especially may be left in the dark in terms of happenings at school and with peers. Moreover, the accessibility of technology and smartphones has made it even easier for adolescents to bully one another. Snapchat, instagram, vine, and other social media forums are often laden with unkind, sometimes downright harsh, remarks and comments.

Whether you personally experienced bullying as a teen or not, you likely know of someone who has been affected by bullying. It is important that parents understand just how serious this issue can be for a young person. Hormones, emotions, and peer pressures create a breeding ground for insecurity. Bullies often exploit these already-vulnerable teens, making life significantly harder in and out of school. While teens may be intent on guarding their private lives from their parents, it is vital that parents know the signs of a bully and a victim.

Signs that your teen may be a victim of bullying:

  • Unexplainable injuries, or an attempt to hide or make excuses for odd injuries
  • Lost or destroyed clothes, phones, tablets, jewelry, etc.
  • Complaining of frequent headaches or stomach aches; attempting to miss school suddenly
  • Changes in eating habits, like suddenly skipping meals or binge eating after school (often a sign that a child is avoiding lunch in the cafeteria)
  • Difficulty sleeping or frequent nightmares; oversleeping at any opportunity
  • Declining grades, loss of interest in schoolwork, sports, or other extracurriculars
  • Sudden loss of friends or avoidance of social situations; skipping plans or ignoring invitations from peers
  • Feelings of helplessness or decreased self esteem
  • Prolonged depressed mood or talks of suicide

Signs that your teen may be bullying others:

  • Frequently in trouble for fighting or verbally attacking others
  • Sudden change of peer group
  • Noticeable increase in aggressive behavior
  • Behavioral and/or academic trouble at school
  • Impulsive, irresponsible, or reckless behavior
  • Overly concerned with popularity and new peer groups

Of course, you know your child better than anyone–and you know their level of openness with you. It is okay to have open and honest conversations about school that focus on social topics, as opposed to simply asking only about academics. While autonomy is a major part of teen development, there are plenty of occasions when parents can and should get involved. Cases of bullying are certainly one of those instances.

For more information on how parents can discuss issues of bullying and school violence with teens, visit the link below.

http://www.violencepreventionworks.org/public/bullying_tips_for_parents.page

 

Turning Conflicts into Teachable Moments

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Any instance where 30 or more children or teens are working in one room can have the potential to ignite a conflict. An educator’s initial instinct may be to immediately extinguish the fire, which in some cases, is absolutely necessary. However, another approach to address conflict is to highlight and dissect the moment. Speaking through a conflict certainly involves tact; however, the practice will benefit future interactions in the classroom.

Address the issue headfirst: A surefire way to allow conflicts in the classroom to escalate is to sweep them under the rug. When students feel unheard or misunderstood, frustrations build. As uncomfortable as a discussion may seem, the conflict will not dissipate until it is brought to light.

Set the expectation: As the adult in the room, it is vital that the teacher creates a safe space for conflict resolution to take place. Students need validation and acknowledgment of their feelings and opinions. Educators must practice impartiality and fairness for all students involved. If students do not trust the situation, they will not open the door to allow honest conversations.

Encourage introspection: Ask students to identify exactly what emotions they are experiencing—there is a big difference between frustration and resentment. Motivate students to think about the root of the conflict. Oftentimes, conflicts arise out of misinterpreted messages. Ask students to speak honestly and directly about what they are thinking and experiencing.

Seek common ground: Frame the conversation around end goals and ask students what they would like to see as a result of this mediation. How are the students’ desires alike? How can the group compromise to ensure that everyone is heard? Highlight the fact that both students have similar feelings—just different opinions of the situation.

Curiosity kills the conflict: Effect change in students’ mindsets by encouraging everyone involved to remain curious and open-minded. Headstrong stubbornness will only help to facilitate the conflict; it’s fuel to the fire, so to speak. Keeping an open mind and truly listening to the other person allows barriers and egos to come down. When students are genuinely curious about the other person’s perspective, empathy, understanding, and resolutions will begin to smother the fiery conflict.

Conflict in the classroom is inevitable, but it doesn’t have to be an obstacle. Quite conversely, conflicts can be catalysts for learning opportunities and social and emotional growth. Embrace the teachable moments and know that every tough instance is an opportunity to advance our understanding of communication.

The Pros of Conflict-and How to Manage it Productively

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The Pros of Conflict—and How to Manage it Productively

After graduate school, one common question that I continued to encounter from one teaching interview to the next involved conflict resolution. Of course the wording varied, but the overall query went something like this: How would you handle two students that do not get along in your classroom?

My response may have been somewhat surprising, but the explanation behind the response is something that I continue to practice in my classroom regularly.

Q: How should you handle children that are having a conflict?

A: Put them together.

Now, of course, there are underlying details that correspond with this concise response—we cannot simply force friendships amongst reluctant children. But, as much as conflict is inevitable, so should be a resolution. What I try to teach my middle schoolers every day is this: life involves conflict. Life means working with people that you don’t necessarily enjoy. Conflict can simply be a difference of opinion—it doesn’t have to be a bad thing.

That said, conflict is not mediated by merely avoiding certain people. An important indicator of future success involves the ability to work with others. In any phase of the personal, social, educational, spiritual, or professional realm, we must always be capable of communicating, collaborating, and respecting others, no matter the situation.

Here are a few tried and true methods of teaching conflict resolution:

Put opposing students together

The key to this notion is simple—conflicts should not be swept under the rug. Ignoring a problem does nothing to resolve it. Instead, the negative feelings continue to fester and grow. At some point, the pressure will build to a volatile level. To avoid this, encourage students to confront conflicts as they arise. Create a safe space for students to practice healthy conversations with the help of an impartial mediator. The root of many conflicts is a misunderstanding. Often times, the best way to begin mediation is by clarifying the misunderstandings or calmly explaining each person’s interpretation of the conflict.

Encourage “I feel” talking points

When putting conflicts center stage, it’s important to demonstrate healthy communication. Have children focus on their own personal feelings, instead of what the other person is doing. Model conflict resolution by beginning with “I feel frustrated when…” This phrasing removes the tendency for people to place blame and find faults. “I feel” phrases also allow both parties to display vulnerability and practice empathy. Recognizing how and why someone feels a certain emotion opens the door for better understanding.

Facilitate collaboration on a common goal

Once students have calmly discussed the conflict or issue, encourage a working relationship amongst the students in the classroom. This does not mean that the two students will end up as “besties.” Strengthening a respectful working relationship teaches children several life lessons:

  • Students learn that cooperation is key when working with others.
  • Students learn to listen to one another in order to effectively collaborate.
  • Students see that others’ opinions are valuable—and sometimes more beneficial than their own.
  • Students begin to understand that problems are solved by communication and compromise.
  • When students share the weight and complete a task together, they unknowingly build trust and mutual respect in pairs or groups.

Conflict, while not encouraged, is inevitable. The earlier that children learn how to effectively communicate with others, the more success they will have in future collaborative efforts.  Conflict resolution can also be a very introspective process. Talking through an issue sheds light on one’s own personal biases, exposes alternate perspectives, and reveals our own “pet peeves” or “tipping points.” While conflict cannot be avoided, we must teach children how to productively utilize and learn from clashes with others.