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Case: Desire to Build Self-Esteem Chill rookie was what I was told recently. To finish my degree in secondary education, I was assigned to an inner city school for my internship. I collected some information about the school, and found most of the students are African American and Hispanic and come from low SES backgrounds. When I went to meet with my supervising teacher, I asked questions to find out more about the student population. A lot of them come from environments where they have to deal with high crime rate. The drop-out rate is at unacceptable levels. I believe that a teacher should always work to build self-esteem in his/her students. Higher self-esteem will bring higher success. As a young African American female student teacher, I thought I can reach my students and build their self-esteem. I learned through my research that to build self-esteem, I needed to encourage my students to talk to me about their problems openly, hold group meetings to discuss solutions to problems, listen to and acknowledge student feelings, and be a good role model. From the very first day I started using these strategies. Students were at first reluctant to open up, but after I shared some of the problems I faced in my life and how I used those issues to build a better life for myself they were more willing. Students started sharing some serious issues such as losing a sibling to gang violence, having to face drug dealers every day, experiencing sexual abuse, and being subject to racism and discrimination on a daily basis. I was glad that students opened up to me, but my supervising teacher was not happy at all with these practices. The school principal and my supervising teacher had a meeting with me to discuss my practices. They insisted that my practices would not bring any results other than students feeling sorry for themselves, and making excuses for their poor school performance. I tried to explain my reasoning to them, but ultimately they asked me to stop self-esteem practices. I do not want to stop. I will have another meeting with my supervising teacher and principal to explain why I do what I do and how my group sharing is supposed to help. What should I tell them? Do you think my practices are useful? Do you think I should stop or continue? Solution: (Rates are posted for this solution!) I WOULD NOT STOP! I think it is so important to connect with students in any way possible, especially those that are struggling outside of school. I think it's a shame to have a supervising teacher and principal not see the positive affects of a good teacher as a role model. It may completely backfire, but I would tell them that you are going to continue your practices unless the STUDENTS feel it is not beneficial. It is, afterall, the STUDENTS' best interest the principal, supervising teacher, and you should have in mind. |
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