Increasing Children’s Academic Self Esteem

When students learn about subjects they are familiar with, it allows the content area being taught to become meaningful. As mentioned in Chapter 6, on page 149, motivation to read can come because they are interested in the content. When students are interested in the content they are reading, their needs are being met, and they will be well prepared for a successful literacy experience.

he most fundamental responsibility of schools is teaching students to read. Indeed, the future success of all students hinges upon their ability to become proficient readers. Recent scientific studies have allowed us to understand more than ever before how literacy develops, why some children have difficulty, and what constitutes best instructional practice. Scientists now estimate that fully 95 percent of all children can be taught to read. Yet, in spite of all our knowledge, statistics reveal an alarming prevalence of struggling and poor readers that is not limited to any one segment of society:

Many students who struggle with reading ask why should we read, what is the point? The point is that being able to read opens you up a whole new world of knowledge and imagination. But to have that new world opened up you need to be able to comprehend what you are reading. The primary goal of reading is to determine the meaning of

Assessment: I will observe student behavior during their discussion and during the creation of their self-portrait. Also, I will assess students’ ability to come up with 10 positive

In the article, “Changes in Self Esteem During Middle School Year”, it gives information about self esteem, and what effects it, which insinuates that self esteem is a recurring problem in middle schools. “...ethnicity, social class, gender, and social contexts can lead to changes in self esteem,” says the author. This quote shows that many factors influence changes in self esteem. These factors include dating, although it isn’t mentioned. Dating violence can strongly influence a person’s self esteem. “Gender can also effect changes in self esteem during the adolescent years. Girls consistently experience sharper declines than boys in self esteem.” This quote goes into greater detail about how gender can influence self esteem. Sometimes this

To assist students to “read with purpose and anticipation,” Vacca et al. (2014, p. 173) suggests, in their book Content Area Reading: Literacy and Learning Across the Curriculum, that teachers need to “create an instructional context” that activates their students’ “prior knowledge” and helps them to become interested in a lesson. Throughout chapter six, “Activating Prior Knowledge and Interest,” Vacca et al. (2014, pp. 172-173) explain instructional strategies that can lead students to “read with purpose and anticipation.” This chapter presents the reader with a plethora of instructional strategies and means for applying them, along with example for real educators. As I journeyed through this chapter, I discovered many instructional strategies,

For this assignment, I chose the article Motivating Students to Read in the Content Classroom: Six Evidence-Based Principles by William Brozo and Sutton Flynt. This article first talks about how a survey of motivation to read showed a large majority of fourth graders say reading was not their favorite activity and they did not like to read frequently. The authors proposed six ways to get children more involved in reading, starting with elevating their self-efficiency. Students who possess high, school-related self-efficiency outperform their less-engaged peers. Teachers can create conditions for students that are associated with increased perceptions of competence and the student will consequently sustain an effort to be successful. The next point made in this article is to engage interest in new learning. Basically this means to generate interest in new content, making students more likely to put forth necessary efforts to read and learn the new material. “This realization should lead teachers to incorporate a variety of instructional practices that embrace multiple forms of literacy, multiple sources of information, and student choice

Gaining education enhances a respectful life for an individual to live respectfully in the society. In this modern era, every individual needs to be educated. Education is one of the ways where people can know about the history of their country and also about the latest technologies. In the essay “Grades and self-Esteem”, the author Randy Moore, argues about self-esteem in students and their grades. He also claims that teachers should be genuine in giving grades to their students rather than focusing on their self-esteem. I agree with the author’s view regarding the grading system and disagree with the Moore, regarding building self-esteem in students.

Children and young people self-esteem can be built by goals and target through completion and reaching a goal. When these happen, they begin to have the sense of achievement and success. This can have a positive effect on their self-esteem and also motivate the children and young people to work hard. Achievements and success can also be celebrated if necessary. However importantly, the goals should be challenging but realistic and achievable for child or young person. It is argued that children should be given significant opportunity to express their views and input their ideas in goal setting. But then, a professionals including the parents must guide to make realistic. The goals and target must be inspiring and require hard work as well.

In today’s’ society, success is often measured by academic and professional achievement. Higher education provides more opportunity and freedom. Statistics verify that generally, the more highly educated have higher earnings and there is a significant difference between wages earned by employees with College degrees and those without. Higher education is often perceived as a means to a ‘better life’ .Though many recognize the benefits of higher education, the rate at which students leave in their first year of College is still very high. Students leave their first year of College for

In Public School, social interactions and encounters are definitely on a more frequent day to day basis than homeschools are. Parents many times are very worried about exposure, which is absolutely understandable. The activities and engagements of this present world are frightening and we should be troubled about them. However, one might argue that exposure is good, healthy even for children because in that they can learn how to interact with all types of people. They can be exposed to different situations every day and how to handle the different personalities of people, along with the conflicts some may experience. I do believe that the public school system can aid in boosting a child 's self-esteem and self-confidence. An example of social activities such as: sports, outings, clubs and just the normal day-to-day basis interaction with friends can aid in endorsing their self-esteem.

Picture this: A teenage girl strolls into the bathroom mascara in hand, ready to fix her messed up eyelashes that had gotten worn out after the first three hours of the day. Mascara can either be a girl's best friend by helping them feel like they look better with only a little bit or their worst enemy by making girls feel like they need to constantly apply more to their eyelashes, and add other makeup to more features of their face, to look beautiful. The more often these girls apply mascara, it is as if a balloon filled with negative thoughts about their appearance, is being pulled closer to them and they don’t know what to do with those thoughts. These girls with low self-esteem continue to check the mirror and apply more makeup. These actions keep pulling the balloon closer and closer to them. Once the balloon draws so close to them, BAM! It is as if the balloon pops and all of the negative thoughts about their appearance become stronger than ever.

The failure of students being able to read and comprehend what they are reading is a great concern for most schools. When students enter the fifth grade and are not on grade level, they are already behind their classmates. Teachers are then responsible for remediating the students to get them on grade level. Unfortunately, these same students are unable to keep up with on grade level standards teachers are required to teach, because they lack the skills needed. These students will continue to struggle throughout their education because they will not be able to catch up to their grade level. Many educators have realized there is a gap between fluency and comprehension. Because of this realization, special instruction such as guided reading and remedial teaching has been implemented.

Good reading habits are the key to the success of all the lessons at school. Reading is an individual effort that is sensitive to information needs and the development of science. Reading is an activity that involves physical, mind, and emotion. Therefore, reading habits among students become indispensable in learning activities. The role of students in building reading habits is necessary. Students are required to have awareness in reading

In this information–driven age, preparing students to read a variety of texts with complete understanding should likely be one of our educational system’s highest priorities. Understanding is more than just the ability to produce information on demand (knowledge) or the ability to perform learned routines (skills). “Understanding is the ability to think and act flexibly with what one knows.” (Active Learning Practice for Schools, n. d.) A review of the literature in the area of reading comprehension of elementary-age students shows two principle areas of focus. There is a body of literature that examines the development of proficient vs. struggling comprehenders and another body of literature that compares methodologies for teaching