1. Topic-
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| Explore the concept of self-esteem |
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2. Content-
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high self-esteem
Definition: A realistic, honest, and healthy view of oneself.
Context: Even though Mary was not good at soccer, she enjoyed playing
it very much, and did not let her inadequacies affect herhigh self-esteem.
low self-esteem
Definition: An overall pessimistic and negative view of oneself.
Context: Carolyn was always devastated if she received criticism at
school because she had verylow self-esteem.
personal inventory
Definition: A tool used to determine an individual's strengths, weaknesses,
likes and dislikes.
Context: After taking apersonal inventory, Jake realized he loved
music and got so much pleasure from playing the guitar that he didn't
care if he wasn't the best in the band.
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3. Goals: Aims/Outcomes-
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Students will do the following:
1. Analyze their personal strengths and weaknesses
2. Consider the role self-esteem plays in a healthy life |
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4. Materials and Aids-
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he class will need the following:
- paper and pencils
- newsprint and markers
- construction paper and colored pencils
- old magazines
- scissors and glue
- computer with Internet access (optional but very helpful) |
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5. Procedures/Methods-
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A. Introduction-
Ask students to define the term self-esteem. Write their ideas on
a sheet of newsprint. Help students understand that self-esteem refers
to how we understand and value ourselves.
People with high self-esteem are realistic about their strengths and
weaknesses and are able to set goals and work toward them with optimism
and humor. They also feel competent in areas they consider important
and do not take other people's negative impressions of them too seriously.
People with low self-esteem have a hard time honestly evaluating their
strengths and weaknesses and often have an unrealistic, overall negative
impression of themselves. They take other people's opinions of their
strengths and weaknesses more seriously than they should. Also, they
do not feel competent in areas they consider important. People with
low self-esteem tend to be pessimistic.
For more information about research on self-esteem, visit the following
Web sites:
National Association for Self Esteem
The Self Esteem Institute
Tell students that an important first step in building self-esteem
is taking a realistic look at their strengths and weaknesses and likes
and dislikes. This helps them know what goals are realistic to pursue,
what aspects of their personality and lifestyle to seek to improve,
and how to identify their weaknesses without worrying about how others
perceive them. Tell students that self-knowledge helps lay the foundation
for high self-esteem. |
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B. Development-
Then tell students they are going to complete a personal inventory
during this lesson to help them achieve better self-understanding.
Tell students to follow the directions, filling in blanks or checking
the answers that apply to them. You may copy the inventory for students,
read it out loud, or write it on a piece of newsprint and post it
in the classroom.
Personal Inventory
School Subjects
I like ______________.
I do not like ________________.
I am good at __________________.
I am not good at _______________.
I am good at this subject, but I do not like it: ____________.
I am not good at this subject, but I like it: _______________.
Activities
I like __________________.
I do not like ________________.
I am good at _________________.
I am not good at _________________.
I am good at this activity, but I do not like it: _________.
I am not good at this activity, but I like it: ____________.
I prefer being involved in individual activities _____ or group activities
___. (Check one.)
Relationships with Friends and Adults (Check the statements that apply
to you.)
I am generally well liked: ____________.
I am generally not well liked: ___________.
I have a group of friends: ________.
I prefer having one or two friends: _______.
I am a leader: ___________.
I am a follower: _________.
I prefer people who like the same things I like: ___________.
I prefer people who like different things: _____________.
I have the support of significant adults in my life: __________________.
I have the support of a group of peers: ______________________.
Food Preferences
I like to eat ____________.
I do not like to eat __________.
I do ____ do not _____ eat a balanced diet. (Check one.)
Relaxing
I relax by __________.
I like relaxing alone _____ or with other people ____. (Check one.)
After this activity, I always feel calm and peaceful. _______________.
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C. Practice-
| Give students ample time (it should not take more than 10 or 15
minutes) in class to complete the inventory. Then ask students to
take the information they learned about themselves and create a drawing,
collage, or short essay that illustrates who they are. Make available
paper, art supplies, and magazines to cut up. Give students about
20 minutes to complete their projects. |
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E. Checking for understanding-
During the next class period, ask for student volunteers to share
their artwork or essays, and their personal reflections, with the
class.
5. Ask students what they learned about themselves? How can they apply
this information to their lives? How does it affect the goals they
set for themselves? Tell them that understanding their own strengths,
weaknesses, and preferences is essential in boosting their self-esteem. |
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F. Closure-
| Conclude the lesson by asking students what role they think self-esteem
plays in leading a healthful life. If students feel good about themselves,
do they think they will make good decisions about friends; diet; exercise;
sex and abstinence; dangerous habits such as drugs, smoking, and drinking;
and overall work habits? Why do they think this is so? Help students
understand that if they feel good about themselves, they will want
to take care of themselves. |
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7. Evaluation-
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1.Use the following three-point rubric to evaluate students' involvement
in class discussions, their attitude toward completing a personal
inventory, and the quality of their projects:
Three points: was highly engaged in class discussions; demonstrated
positive attitude toward completing the personal inventory; created
a realistic project highlighting the results of the inventory.
Two points: was moderately engaged during class discussions; demonstrated
mostly positive attitude toward completing the personal inventory;
created a project that highlighted some key points from the inventory.
One point: was not engaged during class discussions; demonstrated
negative attitude toward completing the personal inventory; was not
able to produce a project highlighting the results of the inventory.
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