4 Content Review Motivating and Guiding School-Age Children and Adolescents (EDUC - 3303 - 1) Instructor(s): Robin Sachs Yvonne Abron Walden University September 17, 2017 1.Based on the information in the article by Terri Apter, summarize how, when, and why self-doubt typically develops in young people. Then describe one "wrong" way to build self-esteem and one "right" way, explaining why for each. Self-doubt can begin within childhood experiences, which may include issues with attachment. Positive interactions with teachers can result in a form of security attachment. Giving the child a feeling that they can rely on them. When the child reaches tween years they start to come into their own. They begin to experience life and the ups and downs that come with life. As children reach tween years they are attempting to be more grown up. We as adults should make sure the tween knows there success in life depends on them and the work they put out to be successful in life. The wrong way to promote self-esteem is by not teaching the child that they are somebody. You have to help build self-esteem by giving compliments not by calling them dumb and they will never be nothing in life. If I child continues to hear negative things it will in term believe them. And feel like what’s the point of going to school. The right way to promote self-esteem would be giving the child choices, let them know no one is perfect among other things. Always let the child know they can achieve any goal if they work hard and stay persistent. 2.In the "The Strive of It" and "Joy in School" Kathleen Cushman and Steven Wolk each discuss how to motivate students by allowing them to choose their own pursuits. How do the strategies presented in these articles relate to the ideas of the Circle of Courage, as described by Martin Brokenleg and Tim McDonald? Explain at least two specific ways that ideas presented in one or both of these articles fulfill some or all of the values of the Circle of Courage. As talked about in the articles Independence becomes a main form of the child developing who they are. A sense of belonging getting joy out of learning and being around others and interacting in a learning environment. The mastery would be taking on a new project and being the one best at the task at hand. If a task looks fun and interesting the child will jump aboard the learning experience. Generosity will close the circle by giving back to other students what the child has learned outside school. Making the task at hand seem more worth completing. For example in the article “The Strive of It” by Kathleen Chusman it talks about children taking a trip to Washington D.C. Students interview embassies and nongovernment organization later to have a discussion with other students on questions to be answered. This allows the children to have a sense of belonging, as well as the generosity to share with others allowing them to grow and master the task that has been sit for them.

1. 4
Content Review
Motivating and Guiding School-Age Children and Adolescents
(EDUC - 3303 - 1)
Instructor(s): Robin Sachs
Yvonne Abron
Walden University
September 17, 2017
1.Based on the information in the article by Terri Apter,
summarize how, when, and why self-doubt typically develops in
young people. Then describe one "wrong" way to build self-
esteem and one "right" way, explaining why for each.
Self-doubt can begin within childhood experiences, which may
include issues with attachment. Positive interactions with
teachers can result in a form of security attachment. Giving the
child a feeling that they can rely on them. When the child
reaches tween years they start to come into their own. They
begin to experience life and the ups and downs that come with
life. As children reach tween years they are attempting to be
more grown up. We as adults should make sure the tween knows
there success in life depends on them and the work they put out
to be successful in life.

2. The wrong way to promote self-esteem is by not teaching the
child that they are somebody. You have to help build self-
esteem by giving compliments not by calling them dumb and
they will never be nothing in life. If I child continues to hear
negative things it will in term believe them. And feel like
what’s the point of going to school. The right way to promote
self-esteem would be giving the child choices, let them know no
one is perfect among other things. Always let the child know
they can achieve any goal if they work hard and stay persistent.
2.In the "The Strive of It" and "Joy in School" Kathleen
Cushman and Steven Wolk each discuss how to motivate
students by allowing them to choose their own pursuits. How do
the strategies presented in these articles relate to the ideas of
the Circle of Courage, as described by Martin Brokenleg and
Tim McDonald? Explain at least two specific ways that ideas
presented in one or both of these articles fulfill some or all of
the values of the Circle of Courage.
As talked about in the articles Independence becomes a main
form of the child developing who they are. A sense of belonging
getting joy out of learning and being around others and
interacting in a learning environment. The mastery would be
taking on a new project and being the one best at the task at
hand. If a task looks fun and interesting the child will jump
aboard the learning experience. Generosity will close the circle
by giving back to other students what the child has learned
outside school. Making the task at hand seem more worth
completing.
For example in the article “The Strive of It” by Kathleen
Chusman it talks about children taking a trip to Washington
D.C. Students interview embassies and nongovernment
organization later to have a discussion with other students on
questions to be answered. This allows the children to have a
sense of belonging, as well as the generosity to share with
others allowing them to grow and master the task that has been
sit for them. The independence was gained when they were able

3. to talk to such important people. Finding out what they do and
how it’s done,
3.Describe at least three ways that the emotional climate of a
group or classroom setting can affect a child's or adolescent's
motivation, explaining why and including a specific example for
each.
The students participation is vital to their achievement
students that want to learn and put forth an effort are more
motivated to learn and gather information. For example, a child
always raising their hand to answer a question they have found
the joy in learning and a want to succeed in life. The
interactions influence developmental outcomes. The classroom
is the meeting point for the student and teacher creating the
classroom emotional climate.
Children that are less responsive tend to have behavioral issues
and act out in class. And are less likely to go on to a higher
learning after completing high school. They will be disengaged
and see no point in going any further. For example, these types
of children will find school boring. Susan comes to school with
the hope of one day becoming a doctor. Bobby comes and
doesn’t know what he wants out of life. The children have been
raised in two different settings one in which encouraged Susan
to strive and achieve something in life were as Bobby had little
to no motivation. He was never told he too could be somebody.
Classrooms with a negative emotional climate are ones teachers
and students share little emotional connection. Teachers in this
sitting don’t design there lesson plan around the student.
Motivating them or even care if they are getting anything out
the learning. For example, the Classroom emotional Climate and
Academic Achievement go hand and hand but the teacher has to
set the pace. If the teacher does nothing to motivate and help
guide there self-determination who will. They need direction
and guidance to want better, do better and strive for excellence.
References:
Tileston, D. W. (2010). What every teacher should know about

4. student motivation (2nd ed.). Thousand Oaks, CA: Corwin