Motivating students with low selfsteem
How can you motivate students with very low self-steem
The first time I used a similar technique was right out of college teaching junior high general music...a class that many students (and some faculty) questioned in terms of relevance. I have since used this technique in Student Success and Career Development classes (classes that students also seem unable/unwilling to see the benefit in), because I have found that self-esteem issues seem to be at the root of incomplete work or work that is turned in late. Self-esteem is a vital part of "selling" yourself to an employer. Many students appear to have heard a lot of negatives in their short lives, which stick far longer than the positives, eventually coming to believe the negatives (which show up in lack of motivation to succeed, even in the most elementary tasks) are valid and the positives can be brushed off.
Sometimes it's a simple matter of offering a positive about that individual from my own perspective to start a conversation...and asking a lot of follow-up questions. Whether we are always aware or not, when people show an interest in us and see something special or unique about us, the process of seeing ourselves in a more positive light has begun. When we pay attention, we pay a compliment.
Self-esteem is a vital part of learning and eventually "selling" yourself to an employer. When students begin to consider the concept of trying to "sell damaged goods," they may see a connection to success based on their own feelings of self-worth.
Hi Garry,
Wow, what a great story. This has to be a great "ah-ha" moment for both the student and yourself. Think where that student came from and where he is now. I know he is going to be successful due to his increased abilities as well as his self-confidence.
Gary
Thank you so much for sharing. This, to me, is what teaching is all about, reaching out and touching students, especially those who need our social support. Parents and other adults do not realize how much their insensitive words can affect their children. I'm glad for teachers like you and so many others that go beyond their subject matter.
Students with learning disabilities can at times be very challenging, but very rewarding if the student can be turned from the "dark side", so to speak. Case in point, one of my student was required to have the test read to him due to poor reading/comprehensive abilities. This of course was his own belief in himself and not reality by what I was seeing the student able to do. I passed out the first class test and he gave me a puzzled look asking, aren't you going to read the test to me? My respond was yes I can but lets try something new. You take the test by yourself and if you can't past the test then we will redo the test and I will read it to you. He surprised himself by getting 80% on the test. I asked him if he wanted to retake the test again and have me read it to him. His answer was no. The next test we did the very same thing and he received 90% this time. The next six test in the class he maxed them out with 100%. After he moved on the the next class I checked up on him with his instructor. He didn't bring up the point that he had a reading problem with the new instructor and had been doing very well with his class and lab work. At his graduation he told me that his father had always told him that he would never mount to anything and he being young belived it. I once heard that a kind word can overcome many sorrows. As an educator/teacher I've always believed that a students emotional/mental understanding of themselves is just important as the subject matter being taught. If we can just save one, we have done our job!
Hi Charles,
Way to start a class! I am sure this approach generates much discussion and gets your students to thinking about success they have had in the past and will have in the future. Thanks for sharing this strategy with the participants.
Gary
One thing I do in one of the classes I teach is to have students list at least 20 things at which they have succeeded in their lives. At first students view this as difficult, because we humans tend to focus on the negative rather than the positive. But, after some coaxing, and reminding them that simple things like learning the a,b,c's, learning to walk, ride a bike, etc., are successes, they begin to open up and realize that there have been some significant successes along the way. Most can come up with more than 20.
Hi Rosa,
Its been my experience that to motivate someone with low self esteem you have to show them they can do, and show show with confidence that what they can do is valuable. Something as simple as rotating a set of tires is a marketable skill thatemployers will pay for and by default, now they are worth more by being able to do this.
Hi Philip,
You make a good point about being professional. If our students can grasp that concept they will be on their way to achieving their career goal(s).
Gary
I tell my students that the main difference between themselves and professionals is that the professional has put in years practicing the skills of the trade, and that the class offers them the opportunity to develop those skills.
Hi Vic,
Sharing of personal experiences and struggles helps to make life "real" for many students. They can see that you have been successful in spite of life challenges and they can be as well. Your influence will help to inspire them.
Gary
DR MEERS
I MYSELF HAD LIFE STUGGLES AND TELL THE
STUDENTS THAT PUTTING YOUR BEST FOOT FORWARD
WILL HAVE REWARDS IN THE FUTURE AND GIVING UP
IS NOT A OPTION
OFFERING HELP TO THOSE WHO NEED IT BEYOND
YOUR ABILITY (CONSULING) IS WHEN THEY SEE
THERE IS HELP OUT THERE FOR THEM
THANKS
VIC CANCEL
Hi JoJo,
Good question that is commonly asked by instructors. Seems every class has one of these. Step one is to have a private conversation with this student and explain how the course is going to operate and that you cannot have him/her causing disruption in the class. This is often all it takes. If not step two is to assign that student certain duties that keep them engaged while the class is going on. For example, I will assign such a student to be the recorder for the class lecture. I ask that person to summarize the key points of the lecture. He/she cannot talk during the lecture and/or discussion they can only take notes. I then ask them to share what they have recorded at the end of class. I limit them to a few minutes, say 3-4 to keep them contained.
I ask several other students to do this as well during the course so the disruptive student does not see themselves set apart. This strategy works very well in most all cases. Step three if nothing else works is to move them out of the class because I will not let that one student ruin the class for all of the others. In all of my teaching years I have had only two students that I have had to do this with because the first two steps resolve the problem.
Gary
How would you handle a student with the "driven" personality that admissions talks about. The student who is pushy, loud and tends to think they know it all already. This type of student can be very disruptive to a class.
Hi Bruce,
Well said. Sounds like you are working hard to make your students keep forward in their focus, rather than dealing with things that will tear them down.
Good Job.
Gary
One technique I like to use is to have the student explain to me areas they do not believe they are strong in such as test taking. I then ask them to start telling themselves they are a good test taker instead of a poor one. I like to work on them being positive about themselves and say it out loud. I believe you make bigger what you focus on and if you focus on the negative it becomes more so. If you begin hearing positives about yourself slowly you begin to believe it.
I agree with what John said.
Hi Heidi,
You offer a number of very good strategies for helping to keep students in school. By engaging them in discussion, conversation and personal attention you are establishing rapport that is essential for this group of students. In addition, you are right on with the rest of the class.
Thanks.
Gary
Hi Craig,
You make a number of very good points about how to engage the student that has low self-esteem and may be on the cusp of dropping out. The personal attention you are providing will help to keep that student from making making a decision that will shape their lives in a negative way.
Keep up the good work.
Gary
I treat all students like the adult professional and model that behavior in the classroom. I expect nothing less from them and they all know this. I am observant in class and can usually pick out student(s) with low self esteem or in need of motivation. I give them roles in class like my office manager, or a mentor to other students. I meet with each of them individually and identify areas of needed growth, etc. Then, I follow up in a few weeks regarding their progress.
