Self-Esteem for Educators
Course DescriptionSelf-Esteem For Educators is the first program ever designed to assist teachers in integrating self-esteem principles and methods into curriculum content areas.
This course was written in collaboration with members of the National Council for Self-esteem, by Ken Miller, author of the highly successful Teacher Effectiveness Training curriculum.
The purpose of Self-esteem For Educators is for teachers to increase content area learning of students by first learning and applying a model for enhancing self-esteem and then integrating that model into the curriculum they are currently teaching.
In Self-esteem For Educators, teachers learn specific techniques and skills for assessing and improving their own self-concepts, then collaboratively develop strategies and lesson plans to incorporate these concepts into their daily activities with students.
- Develop an operational definition of self-esteem
- Apply Maslow's theory of human need
- Compare and contrast Maslow's theory and Branden's definition of self esteem
- Compare and contrast intention and self-esteem
- Assess individual strengths and weaknesses
- Assess the impact of strengths and weaknesses on teaching and learning
- Distinguish between cognition and emotion
- Create a lesson plan relating to self esteem
- Compare techniques for effective communication
- Evaluate the outcomes of practicing effective listening
- Evaluate the relationship between negative communication and self-esteem
- Practice effective self-disclosure and analyze the results
- Use self-disclosure to acknowledge and motivate students
- Assess the role of nurturance in the enhancement of self-esteem
- Hypothesize key sources of support and nurturance
- Evaluate personal relationships
- Assess the quality of relationship networks, personally and for students in the classroom
- Create specific intentions for improving the quality of networks and relationships
- Implement and judge strategies for maintaining self-esteem
- Create strategies for maintaining student self-esteem
- Design and apply a new model for integrating self-esteem into instruction
Curriculum Design & Time RequirementsSelf-esteem For Educators utilizes a four-step experiential learning model called SIPA. In addition, there are instructor presentations, discussions, role-plays, exercises, demonstrations and written assignments. Homework assignments require participants to do outside reading and preparation of class reports, audio tape projects and specific one-to-one and group self-esteem interactions on the job or at home.
Self-esteem For Educators is a 3 credit graduate level or forty-five hour professional development course taught on weekends or over five full days.
Course MaterialsThe required text for this course is Enhancing Self-esteem by Diane Frey, Ph.D. and Jesse Carlock, Ph.D., 3rd Edition. In addition to the course text, students will receive supplemental material.
Session OutlineSession 1: Assessing Personal Styles
- Purpose Statement
- Self-esteem Introductions
- Course Objectives and Session Outline
- Forward and Preface to Enhancing Self-esteem
- The Name Game
- Goals and Expectations
- Self-esteem Is...
Session 2: Identity-Phase I
- Self-esteem Norms
- Maslow's Hierarchy of Needs and Self-esteem
- Four Phases of Intervention: A Developmental Model of Self-esteem
- Who Are You, Really?
- Self-esteem Materials Assignment
- The Importance of Self-esteem for Content Area Learning
Session 3: Strengths & Weaknesses Phase II
- Opening: What I Was Like in High School
- Homework Discussion: Chapter 3
- Phase II-Strengths and Weaknesses
- Characteristics of Healthy Adults
- Story Exchange
- Typical Self-Talk
- Resistance to Change
Session 4: Communication
- Affirmations and Visualizations
- Communication and Self-esteem
- Hidden Messages and Self-esteem
- Criteria for Self-esteem Communication
- Experiencing Negative Communication
- A Model for Effective Communication
- Feelings Versus Thoughts
- Self-esteem Dyads
- Listening to a Student: Role Play
Session 5: Forgiveness & Anger
- Listening to Another
- Wish List
- Asking for What You Want Dyads
- Satir's Communication Stances
- Exploring Issues of Anger
- Homework and Study Time
Session 6: Feedback
- Observing What Is
- Giving Positive Feedback
- Taking Positive Feedback
- Practicing Visualizations and Affirmations
Session 7: Nurturance - Phase III
- Homework Review
- Nurturance-Phase III
- Assessing Your Relationship Network
- Helping Students Think
- Significant Others
- Life Stories
Session 8: Instruction
- Speech: My Three Best Traits
- Recalling a Nurturer
- Content Area Criteria Brainstorm
- Content Area Curriculum Review
- Content Area Lesson Plan Design
Session 9: Content Area
- Opening: Something I Noticed About You
- Lesson Plan Presentations
- What Teachers Can D
- Ideas for Improving Content Area Instruction
- Final Exam Preparation
- Telling Jokes
Session 10: Maintenance - Phase IV
- Final Exam
- Presentations on Audio Programs and Book Reports
- Self-esteem Action Plan
- The "Real" Final Exam
- Overview of Self-esteem for Educators: Part II
GradingTo receive a "B" in the course:
- Attendance: No more than two hours of class time can be missed.
- Participation: Participate in all class activities, small group work and structured exercises.
- Assignments: Read the following pages in the text:
- Chapters 1 & 2, pages 3-86
- Chapter 3, pages 87-144
- Chapter 6, pages 251-286
To receive an "A" in the course:
- Complete all of the above requirements.
- In addition, choose one of your behaviors that may not serve you well, one that relates to your self-esteem; examine it to determine its disadvantages for you. Make your intention to change the hindering behavior for one week; and write about the results (maximum of two pages).
Example: You consistently avoid confrontation. Examine this behavior and determine whether this serves you well in the area of self-esteem enhancement. Make it your intention to confront and get your needs met for one week and write about the same. How did it effect your self-esteem, etc.
|1.||Attend all class sessions for the requisite number of hours (45) and actively participate in all class activities.|
|2.||Assignments as noted in the Grading section above.|