Section 4: Investigating self-esteem
Key Focus Question: How can you use stories and other activities to develop and assess pupils’ self-esteem?
Keywords: self-esteem; relationships; group work; community activities; assessment; stories
By the end of this section, you will have:
- used different activities and ways of grouping pupils to develop self-esteem;
- developed your understanding of factors that can influence self-esteem;
- planned a community-based activity;
- used ways of assessing learning.
This section looks at how to introduce pupils to the nature of different relationships and to help them understand that these relationships can either support or undermine self-esteem. The impact of such relationships on pupils’ education can be significant. As a teacher, you have the responsibility to do your best to provide a supportive learning environment.
The ‘African Charter on the Rights and Welfare of the Child’ (page 2) states that:
‘In all actions concerning the child undertaken by any person or authority the best interests of the child shall be the primary consideration…
…Parties to the present Charter shall ensure, to the maximum extent possible, the survival, protection and development of the child’
This section raises, but in no way covers the complexities of the issues surrounding abusive relationships and inappropriate behaviour. It explores how these can affect pupils’ learning and self-esteem and provides you with a small insight into your roles and responsibilities and the need to seek help from other professionals when you are concerned
Finally, we discuss how you can encourage pupils to work together and help those who are having difficulty.
Resource 3: Asking children to agree rules
1. Using a story to discuss self-esteem