Enhancing Self-Esteem In Students Of Grade 9th Through Positive Feedback And Encouragement

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Enhancing Self-Esteem In Students Of Grade 9th Through Positive Feedback And Encouragement
Enhancing Self-Esteem In Students Of Grade 9th Through Positive Feedback And Encouragement

Enhancing Self-Esteem In Students Of Grade 9th Through Positive Feedback And Encouragement

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Theme: Promoting Children’s Well-being

Sub-theme: Self-esteem

Topic: Enhancing Self-Esteem In Students Of Grade 9th Through Positive Feedback And Encouragement

The overall background of the participants of the project; area / Area: (socio-economic status, occupation/profession – earning trends of majority of the parents, literacy rate, academic quality, and any other special trait of the community where the Area is situated).

Action research is an interactive inquiry process that balances problem solving actions implemented in a collaborative context with data-driven collaborative analysis or research to understand underlying causes enabling future predictions about personal and organizational change. This action research was conducted in Govt. High School Phalia, Mandi Bahauddin.

School & Participants Background:

The participants of the study were secondary (9th) grade children and their teachers who were enrolled in Govt. High School Phalia, Mandi Bahauddin. I selected secondary (9th) grade children and their teachers which are considered in total 32 members. In general, the structure of the school was huge and lovely. The school had a lovely playground and parking. Classes are better in condition. The environment of the school was great, better for learning, and secure for children.

Socio Economic Status:

Socioeconomic status is the social standing or class of an individual or group. It is often measured as a combination of education, income, and occupation.  Examinations of socioeconomic status often reveal inequities in access to resources, plus issues related to privilege, power, and control. Most of the people from this area are Govt. employees but some of them are shopkeepers or work in a private office. Most parents do not afford their children’s education due to their family expenses and their low income but some parents support their children at the higher level in well-reputed universities. But due to the lack of higher educational institutes and low income of their parents, more than 60% of children stop their education after intermediate. Overall the financial status of this area is good.

Occupation & Earning Trend:

Parents with Govt. jobs and small businessmen are in a better condition to help and support their children educationally, mentally, and profoundly. However, Parents with low income because of expenses and low salaries issues can’t give satisfactory to up-level their children education. The control of the Parents in this research from this area is

normal. A part of the Parents is not monetarily so good. The children who have Parents with government jobs are more verified and their family finds a sense of contentment moderately contrasted with the individuals who work in a private association. They are consistently in dissatisfaction. Due to the low earning trend of this area, the children face a lot of difficulties both at home and school, which block them from taking an interest completely in classroom exercises. At present, some parents drop their children at the different shops for learning work and for earning but today due to free education in Pakistan more than 80% of children go to school till then matriculation.

Literacy Rate:

In 2019, Mandi Bahauddin‟s literacy rate of 63% for females was noticeably lower than the 73% for males.

Q.1 Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.

Self-esteem is an exciting subject. When I see different children with the different mentality I notice that most children are strong in mentally but not strong physically so I decided to organized some Self-esteem activities for checking mentally skills in different children and after all, I choose this theme because Self-esteem that gives the world and life and everything in it meaning. Some points are described below after analyzing this theme & subtheme:

Self-esteem is the capacity to override an impulse in order to respond appropriately.  Self-esteem helps us manage positive feedback and encouragement. A positive feedback and encouragement conflict is feedback clash in ways that prevent action. People have much positive feedback and encouragement, most of which benefit themselves and society. Yet, Self-esteem can prevent us from engaging in motivated behaviors. People have positive feedback and encouragement to survive by eating, but they use Self-esteem to resist their temptation to eat unhealthy foods (or not to eat at all). Positive feedback and encouragement to reproduce through sexual intercourse must be overridden through the use of Self-esteem in order to follow standards for appropriate sexual behavior. And positive feedback and encouragement to harm transgressors are overridden through Self-esteem because forgiving others fosters individual, social and cultural well-being.

Self-esteem has three main parts:

  1. Monitoring involves keeping track of your thoughts, feelings, and actions. In one study, first-year female college students who weighed themselves every day, compared with those who did not, were buffered from the typical weight gain that accompanies the first year in college. The same is true when it comes to our money. Keeping track of how much we save and spend relates to having more
  2. Standards are guidelines that steer us toward desirable responses. Our standards originate from society and culture. Think of the speed limit sign that tells you how fast to drive or the laws that tell you to pay your Follow the rules, and you‟ll be fine. Break the rules, and there will be consequences. We also have personal standards that govern our behavior. If I have certain religious beliefs, I might think that it is inappropriate to eat certain foods, think certain thoughts or feel certain emotions.
  3. Strength refers to the energy we need to control our impulses. Numerous factors affect our Self-esteem strength, such as mental exhaustion and

Self-esteem hinges on all three ingredients working together. Without monitoring, you know what you need to do and have the energy to do it, but you struggle to accomplish much because you do not keep track of your progress. A world without standards is a recipe for chaos. And chronically depleted Self-esteem strength can leave people with the knowledge of what they should do without giving them the energy to do it. Like a three-legged stool, kick-off one Self-esteem ingredient and the odds are that your Self-esteem will topple over?

Q.2 What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?

After choosing this theme, I discussed this topic with my teachers, friends, and supervisor.

Discussion with Supervisor:

My supervisor pointed out that positive feedback and encouragement is essential for everyone, especially children. There are a lot of benefits gained from positive feedback and encouragement, including that it fosters a positive mood and releases the stress of the day. He said that Self-esteem improves life in three ways:

·       Individual well-being.

Self-esteem relates to better health. Physically, Self-esteem people sleep better, experience fewer physical sickness symptoms, and live longer lives. They also enjoy better mental health. Self-esteem relates to lower anxiety and depression. Behaviors that relate to mental health problems, such as substance use and suicide, are less common among Self-esteem people.

·       Relationships.

Beyond wealth or good looks, people want Self-esteem relationship partners. We want to spend our lives with people we can trust, who follow through on their promises and who will override their impulse to leave or lash out when things get tough. Self-esteem people are forgiving and react to conflict with benevolence rather than violence.

·       Societies.

Self-esteem helps societies flourish. Self-esteem people, compared to their less-controlled counterparts, earn more money. Not only do Self-esteem people enjoy greater wealth, but they also behave more generously. They override their selfish impulses and go out of their way to help others. On a broader level, societies that have clear-cut standards for appropriate behavior tend to function better than do societies in which people do as they please. Societies also benefit from monitoring how their citizens behave.

Discussion with Teacher:

My teacher told me that developing positive relationships with others is very important for Self-esteem. The benefits from time spent with friends and family is that they learn to share, compromise and listen, as well as develop conflict resolution skills. Fostering these relationships as a child will also help them maintain relationships in their adult life.

  • Children who rely on Positive feedback and encouragement are often secluded from real life
  • Using computers and other electronic devices can cause health hazards such as eye strain and other physical
  • The technologies required for full participation can be quite expensive and this can create a gap between the children who have access to the technologies and those who do not have

Discussion with Friends:

One of my friends pointed out this subtheme that People have much positive feedback and encouragement, most of which benefit themselves and society. Our positive feedback and encouragement to eat arise out a natural concern to ensure our own survival, whereas the positive feedback and encouragement for sexual intercourse arise out of natural concern to pass our genes to the next generation. Positive feedback and encouragement to seek affiliation and to protect ourselves and loved ones from harm also offer examples of basic, fundamental positive feedback and encouragement that promote individual and collective well-being. Self-esteem can prevent us from engaging in motivated behaviors. People have positive feedback and encouragement to survive by eating, but they use Self-esteem to resist their temptation to eat unhealthy foods.

I concluded that Positive feedback and encouragement is no longer seen as an optional extra; it is becoming an important concern of policymakers and economists. Indeed, the dramatic rise in the number of efforts to measure and monitor the position and lives of children‟ in recent years.

Q.3 What did you find about the problem in the existing literature (books/articles / websites)?

The positive feedback and encouragement theory, which is a theory of communication that models complex social interactions (among which likewise some Positive feedback and encouragement which are frequently utilized as illustrations), was later extended and formalized. Positive feedback and encouragement are categorized as collective and focused challenging Positive feedback and encouragement, in which students carry on as specialists who take after standards of the positive feedback and encouragement and move in turns. Positive feedback and encouragement theory is usually applied to depict conflicts or market dynamics. Inside positive feedback and encouragement theory, the supporting components of positive feedback and encouragement exist as guidelines, turns, cooperation, and rivalry, where winning, or fun, is demonstrated as a numerical result. Positive feedback and encouragement theory try to

clarify how playing (positive feedback and encouragement) functions and characterizes recreations as an intuitive procedure endeavoring toward a result. Because positive feedback and encouragement theory provide a phenomenal description of positive feedback and encouragement for example, what happens during the positive feedback and encouragement without investigating the meaning of the positive feedback and encouragement for example, why do we play, we will label its approach as a functional approach.

Self-esteem belongs to productive skills rather than perceptive ones. It produces a message to communicate. Spratt, Paleness, and Williams (2020) state that Self-esteem learning belongs to productive skills. She said that learning and Self-esteem, particularly, involve producing content rather than receiving it. The subjective aspects include things such as how the child is feeling about their life and how happy they are.  The objective aspects include factors that affect the child‟s feelings, for example, health, housing, poverty, social capital, and education. Despite a fairly extensive literature, comparisons between countries and communities are difficult as „the field of social child indication is fragmented and lacking a unifying taxonomy‟. Many different indicators have been identified. It means that Self-esteem learning will produce an output as an indicator that students have learned both those skills. It is clear that the output of learning skills can be oral conversation or drama. Meanwhile, the output of learning skills can be written stories, letters, or other text types. Another linguist, Hyland (2019), explains that Self-esteem is a way to share personal meanings. The people construct their own views on the topic.

Through being good role models for our children and developing positive thinking and behavior patterns in them we can help improve our Self-esteem, as well as teach them lifelong skills to maintain this into their adult life. They will share their views on a topic with each other then. A person‟s views may be different from other people‟s views. It depends on their belief. Therefore, when constructing their views (ideas), the people have to make them understandable and acceptable. Brown (2019) illustrates that Self-esteem is like swimming. When people want to be able to swim, they must have an instructor to show them basic ways or tricks to swim, although the instructor is only their parents or their friends (not professional Parents). After they get the basic ways to swim, they will

develop based on their own style. The more chance they get to swim, the more perfect they will be. Self-esteem is the last output after students learn separate acts continuously. Wallace (2019) states that Self-esteem is the final product after students learn several stages of Self-esteem separately before. Those stages are note-taking, identifying a central idea, outlining, drafting, and editing. It means that Self-esteem is a complex skill. It covers many sub-skills that have to be passed before producing a good piece of Self-esteem.

Self-esteem seems so complicated with its sub-skills, but it is actually can be learned with fun. Those skills are related to each other. In this case, I am going to focus on Self- esteem activities. Self-esteem is a content skill that is very important. Self-esteem is among the most important skills that foreign content students need to develop. It is the last stage in learning content after listening, learning, and listening. In other Self-esteem, I can say that Self-esteem is an indicator of whether students have gained all skills before or have not. Before the students have to learn, they should be able to listen, speak, and read. Self-esteem activities differ from other skills like learning and listening. Brown (2019) states that trends in teaching Self-esteem of ESL and other foreign content are integrated with teaching other skills, particularly listening and learning. Wajnryb (2020) recommends that learners should listen to their Self-esteem twice and that both readings should be, as far as possible, identical. The text is read at natural speed with short pauses between each sentence. Students are told not to learning anything the first time, „but allow the Self-esteem to wash over them‟ (2020). This is to allow students to get an overall feel for the passage. On the second listening, students should take down notes. At this stage, the teacher should suggest that learners focus on noticing and recording key content or information.

Self-esteem is an integrative strategy that was originally used for second content learners. The purpose of Self-esteem is to improve students’ knowledge of text structure and grammar & learning within an authentic context (Van Patten, Inclezan, Salazar, & Farley, 2020). As research indicates, self-esteem instruction focuses on grammar & learning and text structure within the context of use (Bromley, 2019). In this instructional strategy, students listen to a model of positive feedback and encouragement structure and deconstruct it collaboratively before it is recreated. The collaborative nature of Self-

esteem allows all learners, but especially second content learners and striving readers, to examine an exemplary narrative passage and discover how the author created it. When students are explicitly instructed in the study of genres and their textual differences, the quality of their Self-esteem improves (Calkins, 2019).

Q.4 What were the major variables/construct of your project? Give definitions / descriptions from literature.

Self-esteem:

In psychology, the term self-esteem is used to describe  a person’s overall  sense of self-worth or personal value. In other words, how much you appreciate and like yourself. It involves a variety of beliefs about yourself, such as the appraisal of your own appearance, beliefs, emotions, and behaviors.

Positive feedback and encouragement:

Positive feedback and encouragement are relative values that protect life and are respectful of the dual life value of self and others. The great positive feedback and encouragement, such as truth, freedom, charity, etc., have one thing in common. When they are functioning correctly, they are life protecting or life enhancing for all.

Wellbeing:

Well-being, wellbeing, or wellness is the condition of an individual or group. A higher level of well-being means that in some sense the individual’s or group’s condition is more positive

Learning:

Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences. The ability to learn is possessed by humans, animals, and some machines; there is also evidence for some kind of learning in certain plants.

Classroom:

A classroom or schoolroom is a learning space in which both children and adults learn. The classroom provides a space where learning can take place uninterrupted by outside distractions.

Secondary Students:

Secondary education is typically the first stage of formal education, coming after preschool and before secondary school. Secondary education takes place in secondary school, the secondary or first and middle school depending on the location.

Q.5 What did you want to achieve in this research project? Objective/purpose of the study:

The purpose of this action research will be find Enhancing self-esteem in students of grade 9th through positive feedback and encouragement at Govt. High School Phalia.

Objective of this research are:

  1. To carry out enhancing self-esteem in students of grade 9th through positive feedback and encouragement.
  2. To explore the use of positive feedback and encouragement on Self-esteem of students.
  3. To discover the effect of positive feedback and encouragement on promoting Self- esteem.

Research Question:

This study aims to make an action plan for the effecting of Self-esteem of secondary class students in Govt. High School Phalia, Mandi Bahauddin. Specifically it seeks to answer the following questions:

  • What is Enhancing self-esteem in students of grade 9th through positive feedback and encouragement?
  • How positive feedback and encouragement effect Children‟s Self-esteem?
  • To find out the effect of Teacher in developing Self-esteem at secondary level students through positive feedback and encouragement?

Q.6 Who were the participants in your project?

The targeted population was students enrolled in secondary of Govt. High School Phalia, Mandi Bahauddin. However, in this questionnaire, thirty-two (32) students, taking a related course, were selected in a Govt. High School Phalia, Mandi Bahauddin as a sample while considering the research control and validity of this study. This sample included students of the two major medium (English Medium and Urdu Medium).

These participants might generally represent the students in secondary class. The Self-esteem were developed on the basis of a series of research regarding Self-esteem

identification and improvement for secondary class students. This curriculum purported  to enhance students’ Self-esteem and depositions through speculating about academic learning and life issue discussion.

Q.7 How did you try to solve the problem? Method of the study:

The procedure of this research was involved on an activity research to discover and tackle the issue. The social wonder under investigation was the Enhancing self- esteem in students of grade 9th through positive feedback and encouragement of secondary class level. Survey, interviews, field notes and perceptions were utilized to gather the information expected to give the data knowledge important to respond to the research questions.

Data Collection:

The term survey is normally used on the other hand with audit. It is ordinary and straightforward strategy for data amassing, in actuality, look at. Moreover, it is snappiest, most affordable, private method for social affair data from respondents. The data was accumulated through efficient research gadget. So in such sort inspects, it is indispensable during progress of estimation gadget for quality data to recollect all points of view. Emotional/Quantitative system was used to get critical and cautious information. Information was assembled through survey including simply close completed request in regard to investigate goals. The close by completed overview was made for data gathering.

Sampling:

The entire group from which a sample is chosen is known as the population and we choose the students of Govt. High School Phalia, Mandi Bahauddin. It was quite convenient for me, being a resident of Govt. High School Phalia, Mandi Bahauddin to accumulate quality data from chosen city and Area. Sample is smaller representation of large data. Generally, it consists of all the observation that represents the whole population. The number of observation included in a sample is called size of sample. The students of Govt. High School Phalia, Mandi Bahauddin and their teacher were selected for this class based action research.

Ethical Consideration:

From the inception of this research I was extremely particular to carry out an ethical inquiry and therefore gave serious thought to all ethical aspects this study would entail. As teacher-researchers, my secondary class responsibility was to my students. An action  research  is  considered  „ethical‟  if  research  design,  interpretation  and  practical development produced by it have been negotiated with all parties directly concerned with the situation under research.

Permission to conduct the study was first sought from the principal and Area governing body. Permission was sought from Area head. Permission was granted by the Education Department for this study to take place at the Area where I was teaching. The rights of the participants (secondary class students) were spelled out clearly i.e.  they could refuse to be audio recorded and they could demand to see any notes or recordings.

Q.8 What kind of instrument was used to collect the data? How was the instrument developed?

Research Instrument:

Questionnaire was used to collect the data needed to provide the information insight necessary to answer the research questions. In this technique a number of questions were designed according to requirement and relevancy of researcher being conducted. The questionnaire was prepared to attain study objectives.

Quantitative research

Quantitative research is explaining phenomena by collecting numerical data that are analyzed using performing based methods (in particular statistics)‟. Quantitative data contains closed ended information such as that found on attitude behavior and performance instruments .In this study the children have been given a questionnaire to find out Enhancing self-esteem in students of grade 9th through positive feedback and encouragement and this questionnaire has been derived and analyzed in terms of numerical data. This is why the research falls under quantitative category.

Questionnaire

A questionnaire is a research instrument consisting of a series of questions for the purpose of gathering information from respondent‟s statistical society. Usually a questionnaire consists of a number of questions that the respondent has to answer in a set format .A distinction made between open ended and closed ended questions .an open

ended question ask the respondent to formulate his own answer, whereas a closed ended question has the respondent pick an answer from given number of options.

Questionnaire is:

Statements Option
Self-esteem through positive feedback and encouragement motivate them in learning. Strongly Agree
Agree
Disagree
Strongly Disagree
Self-esteem through positive feedback and encouragement helping them to learning in different knowledge. Strongly Agree
Agree
Disagree
Strongly Disagree
Self-esteem through positive feedback and encouragement making them able to learning in different content. Strongly Agree
Agree
Disagree
Strongly Disagree
The use of positive feedback and encouragement for Self-esteem is understandable. Strongly Agree
Agree
Disagree
Strongly Disagree
Can choice effect on Self-esteem. Strongly Agree
Agree
Disagree
Strongly Disagree
Can you use the positive feedback and encouragement activities in your study? Strongly Agree
Agree
Disagree
Strongly Disagree
Children positive feedback and encouragement

effects the life of student.

Strongly Agree
Agree

 

Disagree
Strongly Disagree

 

Q.9 What were the findings and conclusions?

I  used  scale  questionnaires  to  get  students‟  responses  towards  the  use  for  the improvement of Self-esteem. The results are shown below (Table). Total students in this questionnaire were 32.

Table: The Questionnaire Results on the Implementation of Self-esteem

Statements Option Students‟ Choice
Self-esteem through positive feedback and encouragement motivate them in learning. Strongly Agree 5 15.62%
Agree 22 68.75%
Disagree 5 15.62%
Strongly Disagree 0 0%
Self-esteem through positive feedback and encouragement helping them to learning in different knowledge. Strongly Agree 8 25%
Agree 24 75%
Disagree 0 0%
Strongly Disagree 0 0%
Self-esteem through positive feedback and encouragement making them able to learning in different content. Strongly Agree 7 21.88%
Agree 23 71.88%
Disagree 2 6.25%
Strongly Disagree 0 0%
The use of positive feedback and encouragement for Self-esteem is understandable. Strongly Agree 2 6.25%
Agree 25 78.12%
Disagree 5 15.62%
Strongly Disagree 0 0%
Can choice effect on Self-esteem. Strongly Agree 6 18.75%
Agree 20 62.5%
Disagree 6 18.75%
Strongly Disagree 0 0%
Can you use the positive feedback and Strongly Agree 2 6.25%

 

encouragement activities in your study? Agree 26 81.25%
Disagree 4 12.5%
Strongly Disagree 0 0%
Children positive feedback and encouragement effects the life of student. Strongly Agree 2 6.25%
Agree 23 71.88%
Disagree 7 21.88%
Strongly Disagree 0 0%

 

The first statement, “Self-esteem through positive feedback and encouragement motivate them in learning”. This statement was used to know whether the Self-esteem improved  students‟  Self-esteem to  learning.  There  were  32  respondents  who  gave  their opinion. It showed that 15.62 % of the students were very motivated to learning using Self-esteem. It showed that 68.75% of the students were motivated to learning using Self- esteem. The second statement is “Self-esteem through positive feedback and encouragement helping them to learning”. So, about 25 % of the students were really helped by the use of positive feedback and encouragement to help them Self-esteem. It showed that 75 % of the students were helped by positive feedback and encouragement to learning in different content.

The third statement shows that there were 21.88 % of the students who thought that they were able to learning by using the positive feedback and encouragement. There were 71.88 % of the students could learning through positive feedback and encouragement. The next statement concluded that 6.25 % of the students could clearly understand with the steps used in Self-esteem. So, 78.12 % of the students agreed that the steps in Self-esteem through positive feedback and encouragement were understandable for them.

The next statement shows that more than 80 % of the students could get the Self- esteem from online lesson that would be used as the basic for them to develop and learning the lesson. The sixth statement will show there were still 4 students who were  not able to develop their Self-esteem. The last statement showed so, there were more than 70 % of the students agreed that Self-esteem in Self-esteem were fun.

Discussion:

From the result above, it can be seen that more than 50 % of the students responded that Self-esteem through positive feedback and encouragement motivated them in learning. The use of Self-esteem was effective to motivate the students, helping them to learning lesson in different content. After positive feedback and encouragement using Self-esteem, more than 70 % of the students were able to learning lesson in different content. It also shows that Self-esteem are understandable and fun for them.

They could follow the steps in Self-esteem periods. More than 50 % of the students were able to get the key Self-esteem when they used Self-esteem. Then, they were able to develop the key Self-esteem into a lesson. Self-esteem also helped the students to understand the generic structure of texts. The result of this research revealed the improvements contributed by the implementation of the Self-esteem periods in the teaching and learning process of Self-esteem in secondary class of Govt. High School Phalia, Mandi Bahauddin. First, Self-esteem could improve students‟ Self-esteem.

It was able to engage the students‟ attention and interests during the teaching and learning process of Self-esteem. Besides, Self-esteem could provide the students with illustrations and ideas in their minds. Second, the improvement could also be seen in the teaching and learning process. Self-esteem could be combined with other media such as pictures or video that could create various fun learning Self-esteem so it decreased students‟ boredom during their learning process in the classroom. The students became more confident to learning and active in the classroom Self-esteem. Third, since the students  were  motivated  and  the  Self-esteem  class  ran  well,  the  students‟  Self-esteem were also improved.

Q.10 Summary of the Project.

This action research was conducted in Govt. High School Phalia, Mandi Bahauddin. The participants of study were secondary (9th) grade children and their teachers who were enrolled in Govt. High School Phalia, Mandi Bahauddin. I selected secondary (9th) grade children and their teachers which are considered in total 32 members.

Objective of this research are:

  1. To carry out Enhancing self-esteem in students of grade 9th through positive feedback and encouragement.
  2. To explore the use of positive feedback and encouragement on Self-esteem of
  3. To discover the effect of positive feedback and encouragement on promoting Self- esteem.

Questionnaire was used to collect the data needed to provide the information insight necessary to answer the research questions. In this technique a number of questions were designed according to requirement and relevancy of researcher being conducted. The questionnaire was prepared to attain study objectives.

The first statement, “Self-esteem through positive feedback and encouragement motivate them in learning”. This statement was used to know whether the Self-esteem improved  students‟  learning.  There  were  32  respondents  who  gave  their  opinion.  It showed that 15.62 % of the students were very motivated to learning using Self-esteem. It showed that 68.75% of the students were motivated to learning using Self-esteem.

The second statement is “Self-esteem through positive feedback and encouragement helping them to learning”. So, about 25 % of the students were really helped by the use of Self-esteem to help them Self-esteem. It showed that 75 % of the students were helped by Self-esteem to learning in different content. The third statement shows that there were

21.88 % of the students who thought that they were able to learning by using the Self- esteem. There were 71.88 % of the students could learning through positive feedback and encouragement.

It  was  able  to  engage  the  students‟  attention  and  interests  during  the  teaching  and learning process of Self-esteem. Besides, Self-esteem could provide the students with illustrations and ideas in their minds. Second, the improvement could also be seen in the teaching and learning process. Self-esteem could be combined with other media such as pictures or video that could create various fun learning Self-esteem so it decreased students‟ boredom during their learning process in the classroom. The students became more confident to learning and active in the classroom Self-esteem. Third, since the students  were  motivated  and  the  Self-esteem  class  ran  well,  the  students‟  Self-esteem were also improved.

Q.11 How do you feel about this practice? What have you learnt?

I am feeling very satisfied and glad after my research. It was quite interesting and Conflict management experience. Now I am confident after this research. Now I am able to do these all sorts of such tasks.im feeling myself as confident, glad and learnt person. I learnt a lot of new things which I never learnt in my previous life. For example when I talked with senior Parents and expert people I learnt a lot of skills of writing. When i taught the children then me counsel dictionary and great writers, businessmen and novels

.These all things increased my Conflict management also showed them video lesson of some expert and creative writers to teach them. It also helped me to learn new things. This practice also improved my writing skills too.

I also learnt how to write effectively and accurately I have improved my English grimmer. My work has been improved. I learnt new methods of improving writing. I learnt how to write stories in appropriate way. Overall it helped me to develop new writing skills, new way of teaching writing skills. So I am glad to say that it was unforgettable experience of my life. First of all most of us numb the uncomfortable emotions, but unknowingly when we do this research we can also end up numbing our other emotions like joy, peace, happiness, and pleasure. We can‟t fully have one without the other.

The first step is always awareness, because once we have awareness we can start to do something about it. Awareness alone won‟t help us stop using Conflict management. Awareness after the fact is what I‟m talking about here. Starting anything new and trying to create a habit out of it takes work and time. This is one of the reasons I love researching and attending classes as it‟s basically a scheduled time in the day, where I have no other distractions, to just be in my routine and notice how I‟m feeling. That being said I rarely make it to a class once a week these days, so I do have to find simple and quick ways to connect.

Enhancing Self-Esteem In Students Of Grade 9th Through Positive Feedback And Encouragement

Q.12 What has it added to your professional skills as a teacher?

It added a lot of new skills in my teaching. It improved my way of teaching. For example when I talked with senior Parents and expert people I learnt a lot of skills of Self-esteem. When i taught the students then I counsel dictionary and great learnings, businessmen and novels .These all things increased my learning .I also showed them video lesson of some expert and creative learnings to teach them. It also enhanced my knowledge. This practice

also improved my Self-esteem too. I also learnt how to learning effectively and accurately. I have learnt how to deal in society.im become confident after this practice. Now I can speak at any forum.

Professional Development:

In this modern, digital age, Parents need to be flexible and be able to adapt to whatever is thrown their way. New technologies are developed every day that can change the way students learn, and the way Parents teach. Likewise, administrators are changing and updating expectations and learning standards. Being able to adapt is a skill that every modern teacher must have. If it‟s being able to adapt to the way students learn, the behavior their classroom exhibits, or their lesson plans, it is a definitely a trait that is a must-have.

Patience

This is likely the single most important skill. Kids these days are stubborn, and many lack the inherent respect for authority that we were taught at a young age. Spending a single day in a room full of raucous teenagers is enough to send any human being to the Looney bin, which is why every good teacher needs patience in order to find a way to work with his students and earn their respect.

Adaptability

Different kids learn in different ways, and some lessons need unique teaching tools. Good Parents know how to adapt their lesson plan to their students, so that all the kids learn optimally. This trait can take some experience and practice in a classroom setting, so give it time.

Imagination

Whether you teach high Area chemistry or kindergarten, nothing is a more effective tool than using your imagination to create new and positive feedback and encouragement ways for your students to learn. You may be inspired by the work of another teacher, mentor or a TV commercial – it doesn’t matter. All that matters is that you take the initiative to find new ways for your kids to learn the material.

Teamwork

Parents could have a hard time without a wide variety of support staff around them. If you feel alone, your Area principal, administrative staff, parent-teacher committee, and more are often available to provide you help. By working as a team, you may have an easier time increasing your students’ ability to learn and have fun.

Risk-Taking

Sometimes to get the big reward, you may need to take a risk. Being a teacher is about finding a way to get kids to learn, and sometimes these new learning methods can be risky. Stick to it and you’ll soon find that others are following your teaching example.

Enhancing Self-Esteem In Students Of Grade 9th Through Positive Feedback And Encouragement

Q.13 List the works you cited in your project (follow the APA manual – 6th Edition).

  • Bromley, (2019). Best Practices in Teaching Self-esteem. In L. Gambrel, ed., L.
  1. Morrow, ed., & M. Pressley (Eds.), Best practices in literacy instruction (pp. 243– 264). New York: Guilford.
  • Brown, Douglas. (2019). Teaching by Principles: An Interactive Approach to Content Pedagogy. 2nd Ed. San Francisco: Longman.
  • Calkins, (2019). The Art of Teaching Self-esteem. Portsmouth, NH: Heinemann.
  • Hyland, (2019). Second Content Self-esteem. New York: Cambridge University Press.
  • Van Patten, B., Inclezan, D., Salazar, H., & Farley, (2020). Processing instruction and Dictogloss: A study on object pronouns and word order in Spanish. Foreign Content Annals, 42, 557–576.
  • Wajnryb, Ruth (2020). Grammer & learning Self-esteem. New York: Oxford University Press
  • Wallace, Trudy (2019). Teaching Learning, Listening and Self-esteem International Academy of Education (Educational Practices Series 1-14).
  • Williams, Melanie (2020). The TKT Course. Cambridge: Cambridge University Press.

Enhancing Self-Esteem In Students Of Grade 9th Through Positive Feedback And Encouragement

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