ERIC Number: ED353532
Record Type: Non-Journal
Publication Date: 1992
Reference Count: N/A
Positive Risks, Challenges & Other Paths to Success: Using the 4 Conditions of Self-Esteem in Elementary and Middle Schools.
This book examines sources of disempowerment in classrooms and schools and suggests ways to deal with them. This book shows how to build children's feelings of competence, control and influence by understanding and increasing their self-esteem. Chapter 1 looks at the barriers to overcome in empowering children. It examines how numerous forces at work in the schools, many of the traditional, time-honored practices, actually disempower children and make it more difficult for them to succeed. Chapter 2 examines some of the principles that underlie success in school. The self-esteem model this book is based on is described in Chapter 3. This chapter provides a theoretical grounding in self-esteem principles that will enhance understanding of what follows. Chapter 4 examines the link between empowerment and self-esteem. Chapter 5 describes specific practices and strategies to build children's feelings of control and competence. Chapter 6 presents a number of teacher-tested classroom activities that enhance children's feelings of power. Chapter 7 deals with specific issues of standards and expectations and how these affect children's performance and belief in themselves. Finally, for administrators and school boards, Chapters 8 and 9 describe concrete ways in which administrative practices and school and district policies can empower teachers and children and support them in developing the capacity to take risks and accept challenges. The appendixes offer checklists and lists of techniques relating to building self-esteem. (ABL)
Descriptors: Elementary Education, Elementary School Students, Individual Power, Middle School Students, Middle Schools, Self Esteem, Success, Teaching Methods
ETR Associates, P.O. Box 1830, Santa Cruz, CA 95061-1830 (Title #557-H8, $19.95).
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Administrators; Policymakers; Practitioners
Authoring Institution: N/A