Presentation on theme: "“Helping Everyone Learn To Succeed”"— Presentation transcript:
1“Helping Everyone Learn To Succeed” www.successfeelosophy.com Helping Our Children Learn To Succeed By Understanding & Overcoming Low Self Esteem“Helping Everyone Learn To Succeed”
2What do children need to learn to succeed? REFLECTION TIME“Learning” in the 21st Centuryis to be very different fromthat in the 20th century,and the parent in thisvideo clip agrees with this. But what do YOU think our children need to learn in order to succeed in adult life?Key Stage 3 Strategy
3What do children need to learn to succeed in the 20th Century? 100 years ago achieving academic success inexams was thoughtto be key to overcoming difficulties and being successful.Reflected in both the UK and France
4What do children need to learn to succeed in the 20th Century? 1902 Education Act in the UK introduced national secondary schools –’the intention was to preserve as much as possible the traditional grammar- and public-school emphasis and spirit’English, History, Geography, Foreign Language, Science and Mathematics all became compulsory.Inspectors introduced to maintain standards
5What do children need to learn to succeed in the 20th Century? 1900 Alfred Binet a gifted psychologist, was asked by the French Ministry of Education to discover the ‘dull and defective children’Binet posed many questions to youngsters of different ages which he believed predicted success or difficulties in school, the first ‘intelligence test’.
6This video clip reflects these 20th Century What do children need to learn to succeed in the 20th Century?This video clip reflects these 20th Centurypriorities to learningand education for children.
7What do our children need to learn to succeed? However, in the 21st century there is a large range of ‘difficulties’ experienced by virtually all young people.The news each day, demonstrates they have NOT learnt to succeedKey Stage 3 Strategy
8Why are our kids killing each other? 9th October 2007Why are our kids killing each other?BOOZED up kids are drinking themselves to an early grave.Suddenly we find ourselves in living in a country where our children are murdering each other.Rizwan Darber - the 51st youngster this year to die by the knife or gun –was stabbed to death by a gang of teenage muggers because he refused to hand over his mobile.
9Saturday 5th July 2008Ben wrote to Brown: Stop this culture of violence among youth By SARA NATHANTRAGIC Ben Kinsella begged Gordon Brown to wipe out the scourge of knife crime just weeks before he became a victim.The 16-year-old student — stabbed to death during a night out with pals last week — wrote a letter to the Prime Minister on the subject as part of his English GCSE coursework. It starts with the words:“Youth violence hits deadly peak. When will it stop?”Ben then goes on to make it clear that being brought up yards from the crime-ridden Market Estate in Islington, North London — where he was to lose his life — had a massive effect on him. He wrote:Since January this year 78 teens have been violently attacked and killed. In a recent survey of the borough of Islington 85 per cent of teens from 14 to 18 admit they’ve assaulted someone with a group of people.
10Third of girls 'have self-harmed' Friday, 25th April 2008Third of girls 'have self-harmed'A third of UK girls aged 11 to 19have tried to harm themselves,a survey for a mentalhealthcare provider suggests.More than half of the 800 young people said they knew someone who had self-harmed - either through cutting, burning or punching themselves. The main reason given was feeling depressed, with the results among boys being slightly lower at 22%.The survey showed that 73% of young people who self-harmed admitted to cutting, 48% to punching themselves, 14% to burning and 10% to self-poisoning. Of those who admitted to self-harm, 43% said they did it because they were depressed, 17% because they were angry, 10% because of relationship problems and 10% because they were stressed.
11In 2006 Self Harm UK reported - 1 in 15 young people in Britain have harmed themselves, there are probably two young people in every secondary school classroom who have done it at some time.Most young people who harm themselves are aged between 11 and 25. The age at which most people start is 12, some children as young as 7 have been known to do it.Young people start self-harming to cope with their problems and feelings, but it very soon creates other serious problems It can set up an addictive pattern of behaviour, from which it can be very hard to break free.Probably ‘the tip of the iceberg’ because self-harm is often hidden
12BOOZED up kids are drinking themselves to an early grave. 9 children a day are admitted to hospital in England for binge drinking3,322 children, last year, aged admitted for alcohol-related problems.
13Child obesity alert plan pondered Monday 22nd October 2007Child obesity alert plan ponderedParents in England may bewarned if their children arefound to be overweight,under Government proposals.Between a quarter and a third of children are thought to be overweight, and doctors fear there will be an epidemic of poor health related to obesity in coming decades.An obese person dies on average nine years earlier than somebody of normal weight, while a very obese person's life is cut short by an average of 13 years.
14A million children now suffer from mental health problems Wednesday, 20th JuneA million children now suffer from mental health problemsMore than a million children have mentalHealth problems, a doubling of the numberin a generation, devastating researchreveals an epidemic of disorders rangingfrom depression, anxiety and anorexia to violent delinquency has struck one in ten youngsters.The children's charity, NCH, called for urgent action to prevent mental health problems wrecking the prospects of a generation.Alex Sykes suffered from depression and rejection as a child
15Suicide spate 'masks' wider worry Thursday 7th February 2008Suicide spate 'masks' wider worryThe MP for Bridgend has said the recent spate of suicides in her constituency masked a high level of suicides across the whole of Wales.SUSPECTED SUICIDESDale Crole, 18, died Porthcawl, 5 Jan David Dilling, 19, died Pyle, 18 FebThomas Davies, 20, died Pyle, 25 Feb Anthony Martin, 19, died Cefn Glas, 26 AprAlan Price, 21, died Maesteg Apr James Knight, 26, died Cefn Cribbwr, 17 MayLeigh Jenkins, 22, died Maesteg, 3 June Zachary Barnes, 17, died Brackla, 11 AugJason Williams, 21, died Cornelly, 23 AugAndrew O'Neill, 20, died 19 SeptLiam Clarke, 20, died Bridgend, 27 DecGareth Morgan, 27, died Bridgend, 5 Jan 2008Natasha Randall, 17, died Blaengarw, 17 Jan 2008Angie Fuller, 19, died Nantymoel, 4 Feb 2008 –
16Teen male suicides hit 'crisis' levels Suicide is the most common cause of death in men aged under 35 (Men’s Health Forum, 2002)Teen male suicides hit 'crisis' levelsSuicide among the teenage male population has reached "crisis" point with a 72% increase in reported cases over 20 years.Health psychologist Dr Rory O'Connor believes the growing suicide rate reflects the urgent need for society to address the wider underlying issues.He said: "We place higher expectations on our young people and we are not training our young people with the skills needed in a changing society.Fifteen to 19 is a very vulnerable age and it is everyone's responsibility to help them.”
17UK is accused of failing children Wednesday, 14th February 2007UK is accused of failing childrenUnicef says the study is thefirstof its kind for childwell-being. The UK has beenaccused of failing itschildren, as it comes bottom of a leaguetable for child well-being across 21 industrialised countries.The Unicef report looked at 40 indicators including poverty, peer and family relationships and health.
18UK ranked low on youth wellbeing Monday, 20th April 2009UK ranked low on youth wellbeingA table of young people's wellbeing in 29 European states - the EU plus Norway and Iceland - has ranked Britain 24th.The Netherlands was top while only Romania, Bulgaria, Latvia, Lithuania and Malta came lower than the UK.The table, about youngsters aged up to 19, was compiled by York University researchers for the Child Poverty Action Group using mostly 2006 data.1 Netherlands 2 Sweden 3 Norway 4 Iceland 5 Finland 6 Denmark 7 Slovenia 8 Germany 9 Ireland 10 Luxembourg 11 Austria 12 Cyprus 13 Spain 14 Belgium15 France 16 Czech Republic 17 Slovakia 18 Estonia 19 Italy 20 Poland 21 Portugal 22 Hungary 23 Greece 24 United Kingdom 25 Romania 26 Bulgaria 27 Latvia 28 Lithuania 29 Malta
19Depression looms as global crisis Wednesday, 2nd September 2009Depression looms as global crisisThe World Health Organization predicts that within 20 years more people will be affected by depression than any other health problem.According to the WHO, depression will be the biggest health burden on society both economically and sociologically.About half of mental disorders begin before the age of 14Around 20% of the world's children and adolescents are estimated to have mental disorders or problems Source: WHO
20Ministers target depression in government policy shift Monday, 7th December 2009Ministers target depression in government policy shiftDepression or anxiety affectsone in six people at some pointSchools, employers and GPs allHave more of a role to play inmental-health care in the UK, ministers say.The new 10-year strategy calls for more emphasis on prevention and early intervention.Mental illness accounts for a greater burden of disease than any other condition.A fifth of early deaths are related to mental health problems, compared to under a sixth for both heart disease and cancer.
21‘UK is accused of failing children’ ‘Doubt and depression burden teenage girls’according to a poll commissioned by the magazine ‘Bliss’.Thursday February 24, The GuardianThe vast majority of teenage girls in Britain suffer depression and self-doubt,90% say they have felt depressed,42% feel low regularly, and6% think "life is not worth living".84% felt burdened with too much homework and coursework at school,65% thought there was too much pressure to succeed academically.Most admitted crying over their homework.Appearance brought the heaviest burden,94% saying there was too much pressure to look good.
22Growing up in the 21stCentury This video clip gives an insight into the problems of ‘growing up in the 21st century’
24“Well Being”"a state of well-being in which the individual realizes his or her own abilities, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to his or her community”.(The World Health Organisation)
25Growing Up in the 21st Century- ‘When I was 12’ 1Colour T.V.2Portable T.V.s3Video recorder4DVD player5Stereo player6Cassette recorder7CD player8Automatic washing machine9Tumble dryer10Electric Toaster11Electric kettle12Electric blender13Refrigerator14Freezer15Microwave16Dishwasher17Electric iron18Electric vacuum cleaner19Shower20Electric hairdryer21Central heating22Double glazing23Duvets24Computer25Video games2627Internet28Satellite T.V.29Remote controls30Digital watches31Electronic calculator32House telephone33Mobile telephone34Family car35Holidays abroad36Cash machines37Credit cards38Large supermarkets39Shopping malls40Leisure/fitness centres41Mcdonalds/KFC/Pizza Hut44Designer (‘label’) clothes45Video shops46Contact lenses47Weekly Live football on TV48Father ‘out of work’49Mother ‘in work’50Meals in front of the T.V.51Allowance (‘money for nothing’)52‘Lifts to school’
26Success in the 21st Century REFLECTION TIMEWhat do you think are the skills or qualities (competencies) that employers believe are most needed in employees in the 21st Century?
27Success in the 21st Century In 1990 (almost 20 years ago!) the Creative Education Foundation survey taken of the future skills requirements of the Fortune 500 list of the world’s top companies produced the following – in order of importance1 Teamwork2 Problem-solving3 Interpersonal skills4 Oral communication5 Listening6 Personal development7 Creative thinking8 LeadershipGoal setting(motivation)10 WritingOrganisationaldevelopmentComputation(IT)13 Reading
28“the broader skills, they will need for this future world.” 2005 National Employers Skills Survey- the Learning Skills CouncilSkills Lacking - in order of importance1 TeamworkCustomer-handlingskillsTechnical & Practical4 Oral communication5 Problem-solving skillsWrittencommunication7 Management skills8 General IT user skills9 Literacy skills10 Numeracyskills
29Graduates 'need work experience' Thursday 26th March 2009Graduates 'need work experience'The head of the CBI, Richard Lambert says students must get skills and first-hand experience of work while still at university.EMPLOYABILITY SKILLSSelf-managementTeam workingBusiness and customer awarenessProblem solvingCommunication & literacyApplication of numeracyApplication of information technology
30“the broader skills, they will need for this future world.” ‘In the 2004 Enterprise survey of 20,000 employers in the UK, employers were most worried about lack of skills such as customer handling, problem solving and teamworking.In fact, research has shown that social and emotional skills had more correlation with success in the labour market than cognitive skills, IQ and formal qualifications’ (Cunha et al., 2005).
31Early Years Foundation Stage From birth to 5 years old An integrated approach to care and education to ensure a consistent approach to care, learning and development to focus upon key skills.Cognitive SkillsReasoning, Evaluation, Creativity, Enquiry, Problem solving, Information processing2. Communication SkillsConcentration, Attention Span, Visual (reading, writing, body language), Non-visual (speaking, listening)3. Social and Emotional SkillsSelf awareness EmpathyManaging feelings Social skillsMotivation
32“the broader skills, they will need for this future world.” THIS VIDEO SHOWS ONE OF THE SKILLS - “MANAGING FEELINGS” NEEDED TO SUCCEED
33Learning The Skills We Need To Succeed REFLECTION TIME1.Consider how this book“A Wonderful Life?” couldbe used to help youngpeople learn to succeed?2.What can you suggest that you and other adults could/should do to help children learn to succeed?Key Stage 3 Strategy
34Skills To Learn Effectively Skills We Need To Succeed In the 21st century life is very complex and continually changingOnly Successful Learners will adapt to these new life conditionsCognitive skillsIf we are to succeed we have to learn to make good decisions with long term positive consequences.Analytical thinking –detect the key information for our decision.Conceptual thinking-understand and relate this information to overcome our difficultiesMotivationTo learn we must experience setbacks and we need to learn to stay hopeful despite these setbacks so that we become RESILIENT, otherwise we avoid attempting to overcome our difficultiesCommunication skillsWe need to learn to improve our:Concentration and increase ourAttention span to receive information.Verbal skills (speaking, listening, reading, writing) andNon-verbal skills (visual gestures, body language, touch) to understand and convey informationEmpathyWe are dependent on others to help us survive, and we need to learn to become sensitive to others emotions, and appreciate others‘ feelings in order to overcome our difficultiesSkills We Need To SucceedManaging feelingsWe are born unable to control our impulses, to learn how to manage our emotions and ‘delay gratification’ is essential for our successSocial skillsOur need for attachment with others means we have a desire to be popular, so we need to learn to deal effectively with others.Learning to avoid following other people’s poor decisions to become an effective leader.Self-awarenessLearning to understand our emotions and discover our strengths and weaknesses is vital in both developing self- esteem and success
35School underachievement Poor learning of the 8 Skills Criminal behaviourHomelessAntisocial behaviourSchool exclusionSubstance abuseSchool underachievementFamily disruptionAlcohol abuseSchool truancyPoor learning of the 8 SkillsSpendaholics(huge debts)SmokingGamblingDepressionHigh risk (extreme)activitiessuicideTeenage pregnanciesS.T.D.s(Promiscuity)Self-harm
36LEARNING THE SKILLS WE NEED TO SUCCEED So why haven’t our children learnt these skills and how can we help them develop these key skills?Learning skills takes time, this video clip may help to understand how this occurs.
37Learning The Skills We Need To Succeed The Learning PyramidTrying to learn using this often presents many ‘barriers’Effective Learning requires a great deal of this
38What is required to achieve success at this? Learning The Skills We Need To SucceedWhat is required to achieve success at this?Fold your arms across your chestStudy which hand is ‘on top’Fold your arms ‘the other way round’Put your arms out straight in front of youQUICKLY fold your arms ‘the other way round’
39LEARNING THE SKILLS WE NEED TO SUCCEED REFLECTION TIMEWhat activities do you think caused you to develop the skills you needed to succeed?Attempting the activity ‘Growing Up Learning To Succeed ’ may help with this question!
40Rearing Children In Captivity Monday 4th June 2007Rearing Children In CaptivityWalking to schoolWhat has happened in the last 30 yearsor so? The risk of abduction remains tiny.In 1970, 80% of primary school-agechildren made the journey from home toschool on their own.We are rearing our children in captivity – their habitat shrinking almost daily.In 1970 the average nine-year-old girl would have been free to wander 840 metres from her front door.By 1997 it was 280 metres.Now the limit appears to have come down to the front doorstep.
41The Incapable Generation (page 2) “Freedom’s Orphans” Raising Youth In A Changing World – IPPR Research (Nov 2006)The Incapable Generation (page 2)‘many young people today are left simply incapable of succeeding in the current socio-economic climate.’‘in just over a decade, personal and social skills or “capabilities” became times more important in determining relative life chances’
42so helping our children grow up successfully has Helping children learn to succeed‘The skills we need to succeed in the 21st century are unlikely to be learnt by chance,so helping our children grow up successfully hasprobably become the most difficult and important job of our lives!’
43Helping children learn to succeed Show repeatedly (model) what you want them to learnChildren learn by copying, especially in their early years, and their behaviour will reflect what they’ve learnt.2.Demonstrate an enthusiasm for learning and don’t do too much for them –Children are born keen to learn, they just need to be encouraged continually.
44Helping children learn to succeed 3. Play and talk to them as much as possible –Children are motivated to learn by interacting with people.4. Try to read, do puzzles and challenges with them –Children need to learn to concentrate and solve problems, but they are not born able to do them.
45Helping children learn to succeed 5. Try to avoid ‘giving in to your children’ –Children need to learn to ‘appreciate what they need’ and not ‘expect what they want’.6. Try to praise their EFFORT as much as possible –Children will learn that resilience and persistence are essential to success, not the ‘short term rewards’.
46Helping children learn to succeed 7. Talk frequently about your feelings openly and honestly –Children need to learn to become aware of their emotions and to empathise with others for effective relationships.8. Encourage discussions that help them reflect on their actions and the consequences of them –Children need to learn to manage their emotions and understand the consequences of their actions in order to make good decisions.
47Helping children learn to succeed 9. Try to avoid giving them ‘lots of things’, especially expensive ones –Children need to learn to value ‘learning skills more’ and ‘things less’ to avoid depression and poor mental health.10. Help them develop accurate self –assessment –Children need to learn to become experts in identifying their strengths and weaknesses in the skills they need to succeed to avoid having low self esteem.
48Success = Overcoming Difficulties Analysing SuccessAnalysing SuccessWhat do you consider to be your greatest success so far – WHY?Some Olympic competitors did NOT feel successful, despite winning Silver or Bronze medals – WHY?Many big lottery winners do NOT feel successful – WHY?Would you feel you have succeeded if you ran the marathon (26+ miles) ina)2 hours, b)4½hours, c)24 hours5 )What do you think determines how successful you feel?Success = Overcoming Difficulties“The greater the difficulty overcome,the greater feeling of success”Key Stage 3 Strategy
49Learning The Skills We Need To Succeed Cognitive-‘Understanding how we learn’REFLECTION TIMEStudy this videoclip carefully anddiscuss what isrequired forlearning to occur.
50Learning The Skills We Need To Succeed MOTIVATIONUnless we are keen to learn, we will lack the determination to overcome the difficulties that will occur.CONCENTRATIONIf we do not focus on the task, our brain cannot receive or store the information needed.ENVIRONMENTDistractions can cause concentration to become too difficult to allow us to learn,ATTAINABLETASKSUnless the task to be learnt is broken down into small steps (‘bitesize chunks’) they are too difficult to grasp (‘too large to digest’).FEELING SUCCESSIf we do not feel we are making progress it becomes too difficult to keep motivated.REFLECTION TIMEConsider how these learning requirements could be applied to learning “the skills we need to succeed”
51Learning The Skills We Need To Succeed MOTIVATIONWe are motivated to ‘belong and feel attached’, and we need to have people who can regularly teach and model them for us.CONCENTRATION (REFLECTION)The teaching and modelling by these people needs to occur when we are capable of receiving and storing it (capable of able to learning it).We must reflect (think deeply) about it.ENVIRONMENTThese skills can be difficult to learn and take a long time to develop, and an environment that allows us to reflect is essential, which means avoiding distractions.ATTAINABLETASKSThe tasks require communication (interaction) with people so that emotions are felt and reflected upon. Traditionally games, hobbies, challenges, and team activities would help to cause learning of them.FEELING SUCCESSWe now know that ‘encouragement’ is essential for learning and maintain motivation. Criticism that is constructive can help (assessment for learning) so people providing positive feedback are essential.
52Skills To Learn Effectively Skills We Need To Succeed In the 21st century life is very complex and continually changingOnly Successful Learners will adapt to these new life conditionsCognitive skillsIf we are to succeed we have to learn to make good decisions with long term positive consequences.Analytical thinking –detect the key information for our decision.Conceptual thinking-understand and relate this information to overcome our difficultiesMotivationTo learn we must experience setbacks and we need to learn to stay hopeful despite these setbacks so that we become RESILIENT, otherwise we avoid attempting to overcome our difficultiesCommunication skillsWe need to learn to improve our:Concentration and increase ourAttention span to receive information.Verbal skills (speaking, listening, reading, writing) andNon-verbal skills (visual gestures, body language, touch) to understand and convey informationEmpathyWe are dependent on others to help us survive, and we need to learn to become sensitive to others emotions, and appreciate others‘ feelings in order to overcome our difficultiesSkills We Need To SucceedManaging feelingsWe are born unable to control our impulses, to learn how to manage our emotions and ‘delay gratification’ is essential for our successSocial skillsOur need for attachment with others means we have a desire to be popular, so we need to learn to deal effectively with others.Learning to avoid following other people’s poor decisions to become an effective leader.Self-awarenessLearning to understand our emotions and discover our strengths and weaknesses is vital in both developing self- esteem and success
53Self Esteem – What is it? Self Esteem is now a frequently used term, but notclearly understood.Consider this video clip and discuss what you think ‘Self Esteem’ means.
54Self Esteem – What is it?The word 'esteem' comes from a Latin word which means 'to estimate'.Self-esteem is how you estimate yourself.In psychology self-esteem reflects a person’s overall self-appraisal of their own worth.Self-esteem encompasses both beliefs and emotionsPsychologists usually regard self-esteem as a characteristic (symptom) of our personalitybut short-term variations occur.
55National Association for Self-Esteem www.self-esteem-nase.org Self Esteem – What is it?"The experience of being capable of meeting life's challenges and being worthy of happiness."or“Their belief that they are capable of overcoming difficulties in their lives to achieve happiness.”National Association for Self-Esteemthis means it is very dependent on 3 of the skillsSelf-awareness – HOW one consciously thinks about oneself as one considers the discrepancy between one’s ideal self, the person one wishes to be, and the perceived self or the realistic appraisal of how one sees oneself.Managing Feelings – HOW one refers to the feelings or emotions that one has when considering that discrepancy.Motivation - HOW assertive, resilient, decisive and respectful we are of others.
56Analysing Self Esteem REFLECTION TIME “Their belief that they are capable of overcoming difficulties in their lives to achieve happiness.”“CAPABILITY” depends on the skills we need to succeed BUTWhat do you think“BELIEFS” depend upon?Consider this video clip, thendiscuss and decide youranswer to this question.
57REFLECTION TIMEConsider the profiles of the ‘skills we need to succeed’ (success criteria), discuss and decide:How useful is it?How could you do it, effectively?Why has it not been occurring?
58MASLOW’S HIERACHY What motivates us - ‘our wants and needs’ Stimulation, challenge and opportunities to use diverse talentsMASLOW’S HIERACHYWhat motivates us-‘our wants and needs’Feel individually valuedSense of belonging; Social interaction; Feel known and cared about as individualsFeel safe and securePhysical needs met; food, water, oxygen, warmth
59Analysing Self Esteem- VALUES REFLECTION TIMEMaslow’s Hierarchy helps to identify that for most people in our society, the key areas of motivation are: FEELINGSafe and secureA sense of belonging, known and caredabout as individuals - Social acceptanceValued as an individual Self esteemOur ‘beliefs’ are based upon our values. Consider this video clip and attempt the ‘What do you value most’ activity and discuss your responses.
60What do we value most? Which 3 of these do you want most? You wont have the rest. I would most like to:Achieve many difficult tasksHave an attractive face (& hair)3 Have a good physique (body)4 Wear fashionable clothes Have many famous friends6 Be a TV celebrity7 Have many exhilarating events8 Have great sporting skills Have great musical skills Have brilliant dancing skills11 Have great ‘drama’ skills12 Be academically very intelligent13 Be very funny and witty14 Have excellent practical skills15 Have great artistic skills16 Be able to make sacrifices tohelp others17 Have good social skills18 Be open, honest and fair19 Not have to rely on others20 Be resilient, cope with setbacks21 Have a very well paid job22 Have a job of high status23 Have a very enjoyable job24 Be considered very sexy25 Have a reliable partner26 Have a sense of purpose27 Be a very good fighter28 Be prepared to take a lot of risks
61What do we value most?Which 3 of these do you think a typical adolescent would want most?Achieve many difficult tasksHave an attractive face (& hair)3 Have a good physique (body)4 Wear fashionable clothes Have many famous friends6 Be a TV celebrity7 Have many exhilarating events8 Have great sporting skills Have great musical skills Have brilliant dancing skills11 Have great ‘drama’ skills12 Be academically very intelligent13 Be very funny and witty14 Have excellent practical skills15 Have great artistic skills16 Be able to make sacrifices tohelp others17 Have good social skills18 Be open, honest and fair19 Not have to rely on others20 Be resilient, cope with setbacks21 Have a very well paid job22 Have a job of high status23 Have a very enjoyable job24 Be considered very sexy25 Have a reliable partner26 Have a sense of purpose27 Be a very good fighter28 Be prepared to take a lot of risks
62Learning The Skills We Need To Succeed REFLECTION TIMEStudy thisvideo clip verycarefully and try to explain WHY these boys may have developed so differently?
63Self Esteem - Locus of Control’ “During the last 25 years, one of theMost widely researched personalityvariables has been locus of control,the generalized expectancy ofreinforcement as either internal orexternal to the self (Strickland, 1989).Internal locus of control is the expectation that reinforcement is the result of one's own effort, ability, characteristics, or behaviour;External locus of control is the expectation that reinforcement is the result of chance, fate, luck, or powerful others.”
64Self Esteem-Locus of Control The importance of locus of control in understanding human behavior is more clearly understood in its extreme form.Imagine a classroom of students with ‘external locus of control’. These students would expect that the teacher's praise, their classmates' friendship, and their grades have nothing to do with any effort or ability on their part. It is only by luck or chance that they have been successful, or unsuccessful. And if that is the case, why bother expending any effort?On the other hand, imagine a classroom of students with ‘internal locus of control’, who believe that through their own efforts and behaviors they could bring about the desired ends.Two very different classrooms, not because of intelligence, socioeconomic status, sex, or any of the other common ways we identify differences in people, but because of perceived locus of control.
65Self Esteem - Mindsets Fixed Mindset – Believe That their talents and abilities are fixed traits.They have a certain amount, nothing can change it.They must keep proving their talents and abilities, hiding deficiencies, reacting defensively to errors or setbacks.Deficiencies and mistakes imply a lack of talent or ability. People in this mindset will actually pass up important opportunities to learn and grow if there is a risk of unmasking weaknessesGrowth mindset – BelieveThat their talents and abilities can be developed through passion, education, and persistence.Looking smart or grooming their image is not very important.In commitment to learning and taking informed risksIn learning from the results and people help them to grow.In looking frankly at their deficiencies, seeking to remedy them.
66Self Esteem - Mindsets Growth mindset – Believe That their talents and abilities can be developed through passion, education, and persistence.Looking smart or grooming their image is not very important.In commitment to learning and taking informed risksIn learning from the results and people help them to grow.In looking frankly at their deficiencies, seeking to remedy them.Research shows that most great business leaders have had this mindset, because building and maintaining excellent organizations in the face of constant change requires it.REFLECTION TIMEConsider this information and video clip.How do you think ‘Mindsets’ are developed?
67People with low self esteem believe - Their life is the result of chance, fate, luck, or othersThat their talents and abilities are fixed traits.They have a certain amount, nothing can change it.They must keep proving their talents and abilities.They must keep hiding deficiencies, reacting defensively or aggressively to errors or setbacks.Deficiencies and mistakes imply a lack of talent or ability.They should refuse to learn and grow if weaknesses may be exposed.In this next video clip, 14 year old Nicola displays behaviour, characteristics, or symptoms reflecting her low self esteem. Try to identify as many as you can.
68Common Symptoms of Low Self Esteem Focus on trying to prove themselves or impress others “SHOWING OFF”Tend to use others for their own gain. –“BULLYING or SLAGGING OFF”May act with arrogance and contempt towards others – ”BULLYING or PUT DOWNS”Doubt their worth and acceptability- ”BOVVERED”Reluctant to take risks to expose themselves to failure – “WASTE OF TIME” or “CAN’T DO IT”Frequently blame others for their shortcomings rather than take responsibility for their actions -“NOT MY FAULT” or “IT WASN’T ME”(National Association for Self-Esteem)Common Symptoms of Low Self Esteem
69Common Symptoms of Low Self Esteem While watching this video of Rhianna, consider her development ofeach of these skills and whyshe may be like this.Self-awareness –The accuracy of the appraisal of oneself.Managing Feelings –The control of our reactions to our emotionsMotivation -Our assertiveness, resilience, respect for self and others, determination and decisiveness.
70Learning the skills needed to succeed REFLECTION TIMEThis video clip shows2 girls called Charlotte,discuss what you thinkmay be the most likelycauses of the differences in their skill developmentie. attitude and behaviour
71Analysing Self–esteem - Causes Effective Use of Praise can help develop these skillsSelf-awareness – The accuracy of the appraisal of oneself.Managing Feelings – The control of our reactions to our emotionsMotivation - Our assertiveness, resilience, respect for self and others, determination and decisiveness.REFLECTION TIMEConsider the MOTHER in this video clip.What are your opinions on her comments about her daughter, Soya.What sort of praise do you consider Soya may have needed throughout her life from her parents that may have been effective?
72Measuring Self–esteem REFLECTION TIMETry to get as many people as possible to attempt both the self evaluations entitled‘Assessing Your Self Esteem’ (one focuses on positive traits the other negatives).What are your comments?
73Assessing Your Self Esteem 1 Read each statement and tick it if you feel it tends to apply to you1.When I make mistakes I tend to either feel embarrassed, blame others if possible and claim ‘I don’t make mistakes’ and desperately hope no one spotted it.When I look at myself in the mirror, I tend to see someone who is not very good at overcoming difficulties.When I try to solve problems I tend to spend a lot of time and effort looking for who or what I think caused the situation and who to complain about.If my views are different from those of others, I am likely to keep quiet or agree to avoid embarrassment.When I think about the main aims in my life, I tend not to know what I should be doing or even where to start.When I make a commitment to myself to change and improve I tend to fail to stick to it and return to my ‘old ways’.When I talk to myself, I tend to be very critical and negative, putting myself down and beating myself up emotionally.When other people comment on my actions I tend to think they are saying something negative about me and take it very personally, or get defensive and often respond with a negative reaction to them.I tend to gossip/talk about other people and readily discuss their faults.10 I will always try to tell people what I’ve done or let them know my strengths.11 Unless I feel I am very good at something I am unlikely to attempt it.
74Analysing Self–esteem - Causes Effective development of these skillsSelf-awareness – The accuracy of the appraisal of oneself.Managing Feelings – The control of our reactions to our emotionsMotivation - Our assertiveness, resilience, respect for self and others, determination and decisiveness.REFLECTION TIMEConsider the development of these 3 skills fo Dana, an 8 year old anorexic, in this video clip.How do you think they’ve contributed to her problem?How do you think her family may have contributed to her problem (and her skill development)?
75THE 5 LEARNING REQUIREMENTS MOTIVATIONSkills take a lot of time to learn and unless there is motivation to learn them, it will not occur. Key drivers are “SENSE OF BELONGING & FEELING VALUED” + ROLE MODELSCONCENTRATIONTo Learn new skills intense focus on them is essential initially, so the neuron pathways in the brain can be formed. REFLECTION (think deeply) ON THE OUTCOMES AND FEELINGSENVIRONMENTDistractions can cause concentration to become too difficult to allow us to learn.SUPPORTIVE CLIMATE FOR LEARNINGATTAINABLETASKSSkills are learnt in small steps each one must not be too difficult to achieve (‘too large to digest’). This will require HOURS OF PRACTICEFEELING SUCCESSThe difficulty and length of time this takes means making progress is slow and it becomes essential to keep motivated. It is essential to have EFFECTIVE USE OF PRAISE
76Collaborative Action Inquiry “TEACHING OTHERS”This basically encouraging a team/group discussion to attempt to answer key questions. This provides young people with an opportunity to develop skills inCOGNITION,COMMUNICATION,SELF-AWARENESS,MANAGING EMOTIONS andMOTIVATION.Key Stage 3 Strategy
77Solution Focus Approach Basically the enquiry focuses on the successes already achieved to discover how this can be applied to overcome difficulties. This provides young people with ‘ROLE MODELS’ and opportunities to develop skills inCOGNITION,SELF-AWARENESS,MANAGING EMOTIONS andMOTIVATION.
78VIDEOSTUDYBasically the learning uses collaborative action inquiry to focus on observing examples in video clips. This provides young people with a focus for discussion which does NOT THREATEN their self esteem and opportunities to develop skills inCOGNITION,SELF-AWARENESS,MANAGING EMOTIONS andMOTIVATION.
79Effective Use of Praise “Praise, the chief weapon in their armoury, is a powerful tool. Used correctly it can help students become adults who delight in intellectual challenge, understand the value of effort, and are able to deal with setbacks.Praise can help students make the most of the gifts they have. But if praise is not handled properly, it can become a negative force, a kind of drug that, rather than strengthening students, makes them passive and dependent on the opinion of others .What teachers—and parents— need is a framework that enables them to use praise wisely and well.”Professor Carol Dweck
80LEARNING THE SKILLS WE NEED TO SUCCEED IN THE 21ST CENTURY REFLECTION TIMEWhat skills do you think our young people believe they need to become good employees in the 21st century?How would you attempt to help Lee overcome his difficulties as reflected in this video clip?
81Self Esteem and ‘Behaviour’ REFLECTION TIMEThe terms ‘Behaviour’ and ‘Good Behaviour’ are frequently used. What do you think they actually mean?
82Self Esteem and ‘Behaviour’ 'The actions or reactions of a person or animal in response to external or internal stimuli.‘‘Good behaviour’ is a ‘social construct’depends on the perception of groups of peopledeveloping it requires effective teaching and a lot of practice
83Self Esteem and ‘Behaviour’ ‘Good behaviour is a social construct’REFLECTION TIMEBehaviour is aReflection of theskills we’ve learnt”Example:At what age andWould YOU consider it O.K. tohave tattoos and studs like this?What are your reasons?
84‘AN ENCOURAGED CHILD HAS NO NEED TO MISBEHAVE’ Goal Child's BeliefAttention "I count (belong) only when I'm being noticed or getting special service.”"I'm only important when I'm keeping you busy with me."Power "I belong only when I'm boss or in control, or proving no one can boss me.""You can't make me."Revenge "I don't think I belong so I'll hurt others as I feel hurt." "I can't be liked or loved."(Assumed)Inadequacy "I don't believe I can belong, so I'll convince others not to expect anything of me.""I am helpless and unable; it's no use trying because I won't do it right."
85Learning The Skills We Need To Succeed REFLECTION TIMEStudy this ‘Little Angels video clip.What do you think the parents are teaching their child – Matthew?Which are the ways that they are increasing conflict and creating problems?
86How to increase conflict and create problems Threaten the childView the conflict as a contestHandle in front of an audienceUse threatening gestures and body languageGive the child no room for manoeuvreRaise your voice and sound angryDeliver unrealistic ultimatums that cannot be implemented
87Learning The Skills We Need To Succeed REFLECTION TIMEIn the next video clipAre the parents using a more effective use of praise?2. Are they applying the 5 learning requirements?
88Reducing conflict and developing skills Label the behaviour not the childAvoid threatening gestures and body languageGive the child a choice, but not an ultimatumAvoid dealing with the conflict in front of an audienceStay calm (at least on the outside) but don’t try to soothe the child as this can make them even more angryGive the child time to complyExplain clearly what you wantShow empathyUse humour to defuse the situation