Self-Esteem in Schools
A series of workshops which deal with the key issues relating to the promotion of self-esteem in schools is offered. There is much evidence to show that pupils with high self-esteem learn more readily and present far fewer behaviour problems and that teachers who use esteem raising strategies are giving their students an incalculable asset for their present and future lives. It is recognised that a high level of self-esteem is the jet fuel for our motivation and greatly increases the likelihood of success as well as being the foundation on which our sense of well-being and contentment depends.
1 Self-Esteem In the Classroom: Difficulties in both learning and behaviour are invariably caused by low self-esteem. In this workshop self-esteem will be defined, the causes of low self-esteem and its implications discussed and ways to assess students self-esteem explained. A diagnostic approach will be offered and an introduction to the Circle Time model will alert participants to an ideal way to help build and maintain the self-esteem of every member of the class. 2. Self-Esteem: A Whole School Policy: This workshop is intended for those who wish to take a proactive approach to good discipline and to foster excellent relationships in the school. Based on the notion that we are all likely to try harder when we perceive success to be within our reach, this workshop offers many simple strategies for encouraging growth, building cooperative goal structures and focusing on the positive aspects of performance. 3. Circles of Learning - Circle Time In Action: An experiential workshop designed to equip teachers with the knowledge and skills necessary to conduct Circle Times with their classes or cascade them in the staff room. Circle Time is now widely accepted as an excellent vehicle to use to promote values education and to open the doors for pupils of all ages to an understanding of their emotional lives. A whole range of activities will be introduced, suitable or adaptable for the whole age range 5 -18, which could also be used with benefit in tutorials or the 'odd five minutes'. 4.Teacher Self-Esteem and Staff Morale: Teachers with high self-esteem bring out the best in their students; they are certainly likely to have satisfying professional lives. Participants will be invited to explore ways to nourish their own self-esteem and personal resources and to experience a structured team building plan to promote staff morale, with many practical ideas to use in the staff room. Workshops 2, 3 and 4 are available in both one or two day formats. The latter need not be taken on consecutive days. Further details supplied on request.	Dancing on a Rainbow Hear how to do it on "Picture This"
Raising School Achievement: Raising Self-Esteem  A key factor in the debate on strategies for raising pupil achievement is self-esteem. All successful schools, regardless of age of pupils, size, buildings, catchment area, have one thing i n common - the enhancement of the self-esteem of their members. Self esteem is concerned not merely with pupils feeling good about themselves, but also about becoming positive, taking pride in themselves, their assets and accomplishments, and consequently developing a real sense of personal competence. Healthy self-esteem is based on both competence and self-respect and can be defined as having confidence in one's ability to deal with life's challenges and also feeling worthy of respect, achievement and happiness. Where this exists school achievement will certainly be high. An extensive study of the research on the relationship of self-esteem to academic achievement shows a positive association between achievement and indices of self-esteem; as the level of self esteem increases, so do achievement scores, and as self-esteem decreases, so does achievement. Not only is academic achievement affected; discipline problems and all the associated tensions and stresses diminish considerably as well. Everyone benefits. Professionals with high self-esteem are much more able to take on the extraordinary challenges that are associated with teaching and bring confidence, competence, high energy and performance to the role. Every opportunity must be taken to raise awareness of the need to enhance and nurture self esteem and that entails a concerted effort . Teachers must take responsibility for building trusting relationships, setting and consistently enforcing reasonable limits and rules, based on democratic procedures, and creating a positive and caring environment. If they do they will be rewarded by instilling in their students a sense of security, the key element for building self-esteem. Maslow said "Only a child who feels safe will grow forward healthily " Further strategies are called for to help to build the other four elements of self-esteem - a sense of identity, of belonging, of purpose and of competence. These strategies are best introduced in time set aside for this purpose. It is every bit as important as any other subject in the timetable, if not more so, and an investment in this approach rapidly pays dividends. The research concludes that self-esteem can be modified through direct instruction and that such instruction can lead to achievement gains. When the strategies are then put into practice throughout the rest of the school day, in every activity which takes place, the rewards are indeed great and soon become evident to everyone involved. This is because when self-esteem is high, the ability to be successful in learning, in human relationships and in all the productive and creative areas of life is unlimited. [ Home ] [ Bio ] [ See This Now ] [ Circle Time ] [ Magic Circles ] [ Keynotes & Seminars ] [ Publications & Resources ] [ Workshops for Teachers, Advisors & Educational Psychologists ] [ Workshops for Parents & Carers ] [ Book Reviews ] [ Workshops for Individuals, Groups and Organisations ] [ E-Mail Murray ] [ Links ]