Structuring the Emotional Environment “ It is the teacher’s responsibility to value each and every one of the students in their class, so that each student feels special and important.” (Groundwater-Smith et al, 1998, p. 95)
A) Increasing a students self-esteem will result in increased achievement.
B) Increasing a students achievement will result in increased self-esteem.
Self-esteem: The Research Shows Increased self-esteem does not result in increased achievement. (Baumeister, Campbell, Krueger, & Vohs, 2005, p. 84) (Craven, Marsh & Burnett, 2003) (Hattie, 1992)
Group 1: What causes good and bad grades? "I can be proud of myself." "I can do this." "I am better than most of the other people in this school." "I am satisfied with myself." Students who did not improve were thinking: "I'm ashamed of myself." "I don't deserve to be in college." "I'm worthless." BOTTOM LINE: Hold your head--and your self-esteem--high.
Group 2: What causes good and bad grades? "I need to work harder." "I can learn this material if l apply myself." "I can control what happens to me in this class." "I have what it takes to do this." Students who did not improve were thinking: "It's not my fault." "This test was too hard." "I'm not good at this." BOTTOM LINE: Take personal control of your performance.
By the end of the course, the average grade for students in the first group dropped below 50 percent -- a failing grade. The average for students in the second group was 62 percent -- a D minus, which is poor but still passing.
“ 6 percent of Korean eighth-graders surveyed expressed confidence in their math skills, compared with 39 percent of U.S. eighth-graders. But a respected international math assessment showed Koreans scoring far ahead of their peers in the United States, raising questions about the importance of self-esteem.” (washingtonpost.com, 2006)
Be the Teacher In order to establish a positive emotional environment in your classroom you must first arrange the room in a manner that will facilitate your long term goals. The physical space is the groundwork for the type of classroom you run. The Information: You are the teacher of a year 8 class. The class is relatively small being comprised of 12 students. Within the class you are aware of students with the following circumstances: Student A - ADHD tendencies, constantly seeking attention and going off task in class. Student B - Identified as having RD, 3 years behind class. Involved in peer-assistance program. Student C - Physical disability and is confined to a wheelchair. Top performing student. Student D - Diagnosed Asperger’s. Only likes to sit next to student B. Student E - Extremely shy, does not like to work in groups, exhibits poor task management skills. The Task: You have three options for your classroom arrangement: rows, groups or u-shape. Decide which arrangement would best suit this class. Discuss your reasoning as a group.
Thank you one and all. Good luck on your assignment next week!