`` I Can 't ! ``

One of my goals in life is to become a third grade teacher. Teaching is something I always dreamed of being as a little girl. For this reason, case study number two is most relevant to my area of interest or work. Having the opportunity to be a leader in a child’s life guided them to a lifelong learning experience and using what I had been educated with to help all students achieve. The barriers preventing the individual from fully participating in work, school and/or society are being physically or mentally

Whenever a child makes a negative remark about him/her self, I try to encourage to rephrase it to a positive one, so that he/she can form the habit of being positive about him/her self. Again, ‘praise’ is preferable to ‘negative’ remarks

I was a productive woman, and I wanted people to see it in me. I wanted them to see it in the way I walked. I wanted them to see it in the way I talked. I wanted them to see it in the way I worked late every night to make my patients, and the world, a healthier, better place. Most importantly, though, my productivity was expressed in the way that I raised my boy. I wanted Eugene to be as perfect as I was, and I worked my hardest to keep all distractions from him. Still, he always managed to slide his face into the pages of his books every chance he got. I didn’t see the point in it. He had the top marks out of everyone in his class, so what was the point in reading books that didn’t improve his grades? I didn’t

P., & Pas, E. T. (2011). A Statewide Scale Up of Positive Behavioral Interventions and Supports: A Description of the Development of Systems of Support and Analysis of Adoption and Implementation. In School Psychology Review (pp. 530-548). National Association of School Psychologists.

In thinking about the way I was raised, I feel like I was very “lucky” so to speak. Both my Mother and Father always encouraged me and gave me multiple opportunities to succeed. My philosophy for guiding my student’s positive behaviors starts at the front door of my classroom. I can honestly say I set the “tone” for my classroom. I meet my students with a smile, a song, and a “good morning”…”today is a beautiful day!”. I lean down to their level and compliment them on any good thing I can find. For example, “You smile is just what I needed to see today” or “My favorite color is red and you are wearing a red shirt!”. Every child will have a bad day, just like every adult has a bad day occasionally. It is my job to see the bright side of the situation and help him or her find something

Jim’s see himself as not ever going to get A’s this can be from low self-esteem. He does not have faith in himself that he could do it with the right amount of help and studying. He also self-doubts his ability to do better, he believes his parent’s expectations are unrealistic due to not having faith in himself. Jim has himself so convinced that no matter how much he studies it won’t ever be enough, this could be due to his father. “People elevate our self-concept when they admire our strengths and accomplishments and accept our weaknesses and problems without discounting us” (Wood, 2012, pg 43).

Every student in every school, belongs to a different household, with a different family, and different ways of living their lives. Not every student falls under one same reason as to why they fail in school. And what each of these researchers are doing, is giving an entire article over one reason they think is good enough, but the truth is, a researcher is not capable of writing an article over one single reason and believe they have solved the mystery. There is no “general idea” as to why. Teachers, principals and researchers categorize every failing student as unsuccessful, but it is that same reason that drives those same students towards where they are headed. I’ve seen this in my younger brother who is a sophomore. He started failing from the minute my stepfather starting shooting him down for his “C” grades in Junior High. That lessened my brother’s potential and lessened his idea of being successful. After every school meeting, every detention, every phone call; He gave up. All this attention he was receiving, he didn’t want it, nor did he need it to succeed. There’s a difference between wanting to help a student, and simply wasting time on one. What these teachers, principals, and my stepfather did, was waste their time and my brother’s. Because in the end, he didn’t care to change. Especially with continuous judgment, categorizing and comparisons to other children or family members. In the article, “Kewauna’s Ambition”,

Many parents push their children to improve in order to succeed in life. The most common reason would be pride, so that when the child improves, the child and the parent benefits. Usually, the child learns and grows; but, sometimes the wrong approach is taken and the child either gives up or completely shuts down. A similar situation is shown in The Scarlet Ibis by James Hurst. Although pride can be the greatest motivator, it can easily turn into an unhealthy obsession with deadly consequences.

Descriptive praise also comments on what the child has done wrong. Although this may appear to decrease a child’s self-esteem and confidence, in reality it allows them to reflect upon their mistakes, pushing themselves further in order to be appreciated. Without recognition a child feels the need to work towards the incomplete task in order to receive praise, encouraging themselves eventually increasing self-confidence after being praised. Gradually children will become aware of the expectations that are expected of them, comprehending that they have the ability to achieve great heights when they are determined. This motivation allows children to approach situations in the future with a positive attitude as they will take on any task with the mindset to complete it to the best of their ability allowing for success. Certain words of encouragement such as “you're not complaining about the food” or “you tasted the peas. That was brave” can influence a child’s behavior positively. This form of communication is not only a way for parents to motivate them, but also a way for them to realize on their own the various expectations parents have for children; thus better understanding their view on situations. As children are constantly praised for the same things they feel the need to go above and beyond what is expected of them portraying to both themselves and parents that they are aware of expectations. Once children are aware of

When John is in trouble at school for speaking his thoughts about a teacher aloud and he is suspended, Stan, his guardian at that point in time, proclaims, “You will never, ever, ever, screw up in school again, you little turd.” Stan then "whaps" John on the head for the fourth time that day and John avows, “Yes sir.” (215). By abusing John for speaking his mind, Stan is discouraging John for ever saying anything, in fear he will be battered once again. This behavior is doing nothing to affect John’s personality positively and these actions have caused John’s confidence to

The positive effects of adult support for children can be witnessed as children gain confidence and show an increased level of self-esteem. These positive effects are reinforced when encouraged and given praise for their achievements from teachers, parents, carers, and other adults.

Traumatic experiences may negatively impact one emotionally. Neglect and lack of support from one’s care taker can take a toll on one’s mental health. In the film, Jennifer is struggling internally because her father refuses to establish a relationship with her. He chooses to see the worst in her, which leads her to feel isolated. She is unable to feel joy about her accomplishments because she does not have her father’s approval. The Principal at her school encourages Jennifer to believe in herself and value her accomplishments. She empathizes with Jennifer and confides in her about her own father’s disapproval. This helps Jennifer feel like she is not alone and that it’s possible to move on without the support of one’s parent. The reassuring words of her Principal instill Jennifer with a sense of pride, instead of her usual feelings of disappointment and worthlessness. This indicates that lack of positive reaffirmation is impacting her development. This impacts her cognitive development. She is experiencing negative feelings and self-doubt due to the lack of support from a parent figure. There is another significant event

Because of my experience with school, I’ve become extremely self-motivated. I have always strived to be the best I can be. This also means that I tend to drag myself down whenever I feel as though I’ve failed. Praise from others would help relive this dejection for a little while, but only succeeded in reaffirming the lofty standards I held myself to.

The environment a child lives in and the desire of being socially accepted can determine a child’s choice of dealing with a problem unaccompanied or to seek help. The anxiety of being socially rejected can be detrimental to their socioemotional development so the examination of whether help is necessary involves the skill of self-regulation. Self-regulation occurs in all situations where “the individual actively seeks feedback from an encounter with the environment and uses it to make adjustments to his or her current and future performance” (Newman, 2008,

Although many critics within the academic world will oppose by saying that character and self-esteem are taught through academia, I firmly reject that stance as a child’s first point of contact in terms of socialization is at home, with one’s family and community. This means that a child is first taught, at home, the character traits that will help him excel regardless of the impact school has on him.