A child's self-concept may be the most important determinant in his learning experience. Children have not been exposed to enough situations in which they become aware of their own feelings and to environments which encourage positive interactions with others. The purpose of this study was to develop some tools for creating environments conducive to developing a positive self-concept. The emphasis is on tying affective instructional objectives and objective assessment to an instructional sequence for improving the self-esteem of pupils in grades 3-5, particularly in schools undergoing much change. Results include 77 pages of activities and classroom management suggestions matched to 15 affective objectives. Thirty-two classes participated in this effort on an experimental basis for 3 months. Three hundred and fifty students were pre-post assessed on the Bentley-Yeatts "I feel . . . Me feel" self-appraisal after assessment items and expectations levels had been identified for each of the objectives. While the limited instructional effort produced no startling changes in the self-esteem of the experimental students, research yielded valuable data on affective trends of children ages 5-9. In addition, ways were identified to insure a better fit between the objectives and the "I feel . . . Me feel" measure. (Author)