Moving through challenges

Despite your best efforts and intentions, some children may continue to struggle in the classroom setting. These students may benefit from repetition of instructions or purposeful pairing with other caring students. Promoting self esteem is an ongoing challenge for teachers. Many times, you are called on to be an advocate for these young children. You can try any number of strategies but sometimes a child is unable to attain success in the areas you are hoping for.

Often children will exhibit signs that they are having a difficult time maintaining a positive emotional well being. Some of those signs may include:

• The child does not want to sign up for any extra activities at school such as intramurals, choir, art club etc.
• The child consistently makes negative comments about their day.
• The child is very quick to blame others when there is conflict.
• The child lacks problem solving skills and always requests adult intervention even when the problem has a solution that is easily accessible.
• The child doesn’t seem to want to accept or listen to praise.
• The child makes negative comments about themselves.
• The child refuses to take risks and try something new, or even something simple such as participate in a class discussion.
• The child often makes self depreciating excuses such as: “I can’t”, “I’m not good at this”, “I hate this” “I don’t know how to” etc.
• The child says that no one likes him or her.
• The child has lost enthusiasm for going to school.
• The child is quick to become upset and cry rather than use his or her words to tell you about the problem.
• The child is not engaged in activities in your classroom.

Being aware of, paying attention to, and recognizing some of the above signs in children are the first steps to making a positive change. There are several resources available for teachers centred on positive self esteem in children. As a starting point take the opportunity to assist the child in addressing some of these issues and building positive self esteem by trying some of the following suggestions.

• Talk with the child and see if they can share with you what is bothering them. This will show them that they are noticed, that you care and that you want to help them.
• Boost their confidence by building on their skills. Host spontaneous recess time activities such as checkers tournaments or craft clubs and invite them personally by saying you need his or her expertise. Watch for opportunities where you can notice something positive and recognize their great efforts.
• Liaise with the guardians of the child and explain your observations. Together you can brainstorm ideas and suggestions as to meet the needs of the child
• If there is a club they are shy about joining or trying out for, buddy them up with a peer or an older student. Go with him or her to the practise/try out.
• Have the class start a positivity journal. Every day the students are asked to write about a positive experience they had. Set the student up with a partner or adult volunteer so the student has the option of talking or drawing instead of writing in his/her journal.
• Role play. Assist your students through some problem solving through skits in drama or readers’ theatre.
• Write the child notes of praise and put them in their agenda or daily organizer so that they receive the feedback but are not singled out in front of the rest of the class. Some students find the recognition embarrassing and this way they can share it with who they wish. Use a tracking sheet to make sure you include every student.
• Have a “No Put Downs” expectation in class. This includes put downs directed towards themselves.
• Teach some simple sign language to all the students. This way, if they are shy about speaking up, they can participate in discussions using signs such as yes, no, happy, sad, washroom, friend, please, thank you. This highlights equality and communicating in different ways.
• Have students complete mini projects presenting about a topic or activity they are interested in or enjoy. Build on that topic for the student who is struggling and incorporate their interest into the curriculum lessons. This is a great way to learn about the likes and dislikes of the students.
• Take the time to encourage the child to use his or her words when upset. “I’m ready to listen when you are ready to tell me what is wrong. We can find a solution together.”
• Connect with the teacher who taught the child in previous years. See if he or she can suggest positive ways to connect with the student.
• Create leadership opportunities in the classroom. Have that student be an ambassador for a special project.
• Liaise with administration and explain you are worried about the child. This allows staff to assist the child in a comprehensive and collaborative way.
• Liaise with the School Support Counsellor. Seek out direction or suggestions to help the child.

The child may need support beyond boosting their self esteem and emotional well being. Continue to seek extra help and advocate for the child while supporting him or her in the classroom.