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About This Book
As educators we are in the business of helping to develop human beings. Effective teachers have always been concerned about their students and their welfare. Teachers who convey a sense of caring to their students have been known to be more effective. But we must do more than be concerned. We must also provide children with experiences that enable them to better understand themselves, realize what choices and options are available to them, engage in satisfying social relationships, and take responsibility for their lives. Is it possible to address such needs without compromising academic integrity? Mounting evidence suggests that it is. Many schools recently identified as "effective schools" attribute their success to an emphasis on self-esteem and school climate (Purkey & Aspey, 1988; Thomas, 1991).
More and more schools are finding that focusing on self-esteem enhances the learning environment, reduces peer conflicts, and creates a more desirable teaching situation. Ann Weaver, Director of the School Climate Office of the State Department of Education in California, reports that 94 percent of California schools have adopted planned programs to develop the self-esteem of their students. Most schools selected as Distinguished Schools have also developed programs to enhance the self-esteem of staff as well. The experience of the Moreland School District described later in this chapter illustrates the impact that such a focus can have. To my knowledge, no school district that has made a serious effort to enhance self-esteem has ever experienced a decline in academic achievement.
Topics : Student behavior
Table Of Content
Preface
Chapter 1: Introduction to Self-esteem
Chapter 2: Description of the Building Self-esteem Program
Chapter 3: The Importance of Self-esteem in Teachers
Chapter 4: A Sense of Security Teacher's Self-evaluation: Establishing a Sense of Security
Chapter 5: A Sense of Identity Teacher's Self-evaluation: Establishing a Sense of Identity
Chapter 6: A Sense of Belonging Teacher's Self-evaluation: Establishing a Sense of Belonging
Chapter 7: A Sense of Purpose Teacher's Self-evaluation: Establishing a Sense of Purpose
Chapter 8: A Sense of Competence Teacher's Self-evaluation: Establishing a Sense of Competence
Chapter 9: Student Self-esteem: A Cyclic Process
References
Bibliography
About the Author
About the Authors
Robert W. Reasoner:
Robert Reasoner has had 50 years of experience in education, serving as teacher, principal and school district superintendent. He is known throughout the world as a pioneer and authority in the field of self-esteem. He founded the California Center for Self-Esteem and has served as president of both the National Association for Self-Esteem and the International Council for Self-Esteem, He has written several books and articles for parents and educators and has served as a consultant and trainer in more than twenty different countries. He is the author of the curriculum Building Self-Esteem: A Comprehensive Program for Schools, a program now used widely throughout the world. He was honored by both the Senate and State Assembly of California and was selected as National Educator of the Year in 1992 by the National Association for Self-Esteem and is listed in Who’s Who in American Education.
FormatsList PriceQtyPrinted BookSAR 45.00Add to Cart
ISBN: 9960928527
Author: Robert W. Reasoner & Gail S. Dusa
Publisher: Educational Book House
Size: 17*24cm
Pages number: 97
