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By John V. Shindler, Ph. D.
Department of Curriculum and Instruction, California State
University, Los Angeles
Introduction
Over four decades of research has shown a clear relationship
between levels of self-esteem and academic achievement (Auer,
1992; Benham, 1993; Klein & Keller, 1990; Joseph,
1992; Rennie, 1991; Solley & Stagner,
1956). While this relationship may be well
documented, it has not been shown to have widely or
systematically informed practice. I propose that examining
self-esteem through the lens of two epistemological constructs
can provide the classroom teacher with a set of powerful tools
to promote self-esteem in his or her students. First, I
offer an operationalized definition of self-esteem. Utilizing
three well established behavioral correlates, locus of control,
belonging, and self-efficacy, the concept of self-esteem can be
treated in a very practical manner. Second, I propose that
self-esteem be examined as a manufactured construct. By
this I mean that we as teachers manufacture the self-esteem of
our students to a large extent by what we say, our daily
practice, and the way we assess, instruct, and manage our
classes. In other words, every one of our acts as a
teacher either promotes or detracts from our students’
self-esteem.
I would like to make a distinction here
between genuine self-esteem versus narcissism or
self-aggrandizement. Katz (1993) suggests that there is a
clear difference between the two. Genuine self-esteem has
little to do with the feelings reported by students. In
fact, feelings have very little to do with self-esteem at
all. Self-esteem could best be described as a set of
unconscious self-beliefs, formed over a lifetime, reflecting our
perceptions of our abilities, our lovability, and how we
attribute causality for the events in our lives. These
unconscious self-perceptions have been burned, often deeply,
into our very being and therefore can only be altered by
significant and repeated new experiences that recondition our
hearts and minds.
Promoting Self-esteem Through Practice
Given the research and theoretical support for approaching
self-esteem development within the framework of a three-factor
definition, the question then follows, "How can we instruct
in a manner that promotes high levels of
self-esteem?" The following section offers a brief
description of a few of the instructional strategies that have
been shown to promote self-esteem in each of the three areas.
Locus of Control
Instructional behaviors that promote an internal locus of
control are rooted in developing a clear understanding of cause
and effect. Students need to see that their achievement is
directly related to their behavior, especially their level of
effort. A requisite to seeing this relationship is
providing students with choices and expecting accountability for
those choices. The following is a list of practices that
have been found to promote students’ internal locus of
control.
1. Assess the process
and other student-owned behaviors. Students do not often
have control over their ability, but they do have 100% control
over the degree to which they apply themselves. When we
assess the process, we manufacture a success psychology.
2. Give students voice
and ownership of classroom rules and consequences.
Then when students break rules, follow through with
consistently applied consequences (while avoiding
punishments).
3. Create an environment free
of the need for excuses. Begin by never asking for them.
4. Teach problem-solving
skills, and cultivate an expectancy that, in your class,
students take responsibility for working through problems
individually or in groups.
5. Give choices,
and then expect accountability for those choices.
6. Use behavioral contracts
with students who need an education in cause and effect.
Belonging and Acceptance
The climate of the classroom can, on the one hand, create a
sense of hostility and fear, or, on the other hand, a sense of
comfort and support. "Gravity" leads students toward
what could be characterized as a "Lord of the Flies"
set of interaction patterns, characterized by the strong
oppressing the weak and the popular oppressing the
unpopular. The climate we create is no accident. It
is a product of the behaviors that we accept and model, how we
assess and manage, and our attitudes and values that inevitably
creates the "socially constructed reality" in our
classes. The following is a list of practices that have
been found to promote a sense of acceptance and belonging within
a class.
1. Use
cooperative structures where interdependence and
inter-reliance are unavoidable.
2. Use
assigned roles, assigned grouping, and rotation of
grouping in your cooperative work. Students need to work
with and rely on each member of the class, not just their
friends.
3. Do
not accept "put downs" in any form, especially
negative self-talk.
4.
Demand and model positive interactions and human respect
100% of the time.
5.
Competition is great for games, but never force students to
compete for "real" rewards (i.e., your love,
grades, status, privileges, or any tangible rewards).
6. Appreciate
differences and recognize the unique gifts of each
of your student.
7. Be
real, approachable, caring and a validator of feelings.
Sense of Self-Efficacy:
A sense of self-efficacy comes from evidence that confirms that
we have done something well. We cannot fool our students’
senses. No matter how much praise or how many speeches telling
them "they can do it," their unconscious will believe
only one source of information -- their experience. The
following is a list of some practices that promote a sense of
competence and self-efficacy in students.
1. Use
a clear system of feedback providing "knowledge of
their results." Students need to know specifically what
it is that they did well when they succeed and what they did
incorrectly when they are struggling to succeed.
2.
Assess what is most important. What you
assess on a daily basis defines your classroom concept of
"success." Complete the following sentence,
"If I could only assess _________ , I would have a better
class."
3. Assess
using a clear criterion referenced system. Give
students clear targets (i.e., purposeful outcomes) to shoot
for that stand still (i.e., rubrics) and relate to their
progress.
4. Have
high expectations for your students and catch them being
good. Do not accept low self-estimations, especially in
the areas of effort and process. All students are
capable of total effort, and total effort in the process leads
to excellent product outcomes.
5. Find ways to make the students the
teacher (i.e., peer tutoring, writing partners, leadership
of daily activities, jigsaw instruction, etc.).
Conclusion
We create a "socially constructed reality" in our
classes by what we do and say and what we instruct our students
to do and say. That reality has a profound influence on
our students. In the short-term, the fruits of creating a
psychology of success in students are often difficult to see,
but over time, practices that promote self- esteem will produce
more successful, hard working, risk taking, ambitious,
respectful, and self-directed students. Whether our goal
is educating mentally healthy and functional students or
students who perform well academically, we cannot afford not to
make self-esteem development a primary focus. Talented
people will not always succeed in life, but peop le with
genuinely high self-esteems will find ways to.
Reference: Internet Auer 1992. Then Title:
Instruction for self-esteem or www.calstatela.edu/faculty/jshindl/cm/Self-Esteem%20Article%2011.htm
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For more information about
research on self-esteem or the programs of the International
Council for Self-Esteem, contact Bob Reasoner at Esteem1@aol.com
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Self-Esteem: Issues and Answers--A Sourcebook
of Current Perspectives
By Michael Kernis Published by Psychology
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The most comprehensive and authoritative book
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knowledge regarding the nature of self-esteem and its role in
individual and interpersonal functioning. It should be required
reading for anyone who wishes to become an authority on the
subject. I'm sure it will be used in any college course on
self-esteem
The book is available
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