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Delores Hopper
The problem of low self-esteem and confidence may be approached using the humanistic school of thought. One of the core values of humanistic education is that academic achievement and healthy development are dependent on having good views of yourself and others[1]. Inviting school success and value clarification are two methods to increase a student’s esteem and confidence.[2]
[1] The ActArt of Teaching.
[2] The ActArt of Teaching.
As a teacher, I would encourage my students by praising their efforts and work. I would also create an environment which would facilitate creativity and learning. I would send positive notes home to parents in hope that the parent would call attention to the fact their child is succeeding.
Delia Spicer
The Humanistic School of Thought addresses the issue of self-esteem and student success.
Theorists believe that as a student's positive feeling about themselves increase, their posibility for academic success increases.
Act of Teaching, CH. 4, pg 94-95
I would treat the students with respect and build up their confidence.

As the teacher, I would group the students in pairs and have them use a combination of reciprocal teaching and scaffolding. The pairs of students would question each others. During the activities each student would have an opportunity to play the role of peer educator. I would walk around the room and assess students’ progress. This would give me an opportunity to model the scaffolding techniques. “When learners need help or guidance, wise teachers provides such things as better direction and better explanation, (see Chapter 11), or use additional learning resources.”
Delores Hopper
meaningful words.
[1]
[1] The ArtAct of Teaching.
[2] The ArtAct of Teaching. by sentence.

Delores Hopper
The problem of low self-esteem and confidence may be approached using the humanistic school of thought. One of the core values of humanistic education is that academic achievement and healthy development are dependent on having good views of yourself and others[1]. Inviting school success and value clarification are two methods to increase a student’s esteem and confidence.[2]
[1] The ArtAct of Teaching.
[2] The ArtAct of Teaching. is succeeding.

Since handwriting is dependent on a student’s fine motor skills and coordination, the physical development of the student can play a role in the quality of the student’s work. “Fine motor development is essential as students learn to hold and manipulate small objects, a precursor to learning to write[[#_ftn1|[1]]]”. Therefore, a student who is lacking in the ability to internally process the information used to make neat pen strokes may exhibit poor penmanship.
Handwriting, like reading comprehension and multiplication, is a skill that requires time and practice to be mastered. Practicing this skill can increase the likelihood that it becomes part of the student’s long term memory[[#_ftn1|[2]]]. Seeing other work that uses handwriting format may increase the skill's importance and build the student's confidence in using the skill. Realistically, the only time a student may see handwriting is in the classroom, during writing time. Books, web pages, subtitles generally use print type.
[[#_ftnref1|[1]]] (Child[[#_ftnref1|[1]]Child Development, Learning pg. 32, ¶5)
[[#_ftnref1|[2]]] (The Art¶5.
[[#_ftnref1|[2]]The Act of Teaching, Spotlight on Research.)Research.
I think modeling good handwriting skills is important for all students, regardless of the grade or subect taught. Students with inadequate fine motor skills and coordination need to spend more time on the quality of their work, rather than the quantity. These students can be given more time to finish their work or less work than the other students. These students can also be given supplemental handwriting practice sheets.
Some students, however, rush through their work in order to move on to the next task, especially if that task is more desirable than writing. Teachers can remind their students that handwriting skills are being graded and may also choose to have students redo their work. This should only be the case if a teacher knows the student is not turning in his or her best work.

pg 98 para. 1
As a teacher, I need to understand Mary. She is a good student the only problem is that she is shy. Therefore, I would learn her interests and slowly and patiently put her in situations where she has to communicate with others. First, I would put her in a good group of students where I know they would respect her, here I would observe if she progresses. It will also be important for me to praise her when she does participate in class.
Delia Spicer
As the Humanistic School of Thought suggests, students may be more successful in school the higher their self-esteem.
The Humanistic approach also believes that a student's basic needs such as security must be addressed for their success.
The Humanistic School of Thought incorporates the idea of Values Clarification where teachers communicate to their students that they are positive and "of value" individuals
Lastly, the Behavioral School of Thought incorporates intrinsic rewards in the Operant Conditioning learning methodology
"The Act of Teaching" (TAT)
Ch 4, pg 94-95 Beliefs of the Humanistic School
TAT, Ch 4, Pg 95, Values Clarification
TAT, Ch 4, Pg 97. Operant Conditioning
In Mary's case, she might be shy because of a self-esteem or confidence issue. As the Humanistic approach suggests, I would do things to build up her confidence. I might tutor her and give her verbal rewards and incentives as she becomes more comfortable with speaking. Then after she has reached a certain comfort level, I would have her in a small group and demonstrate her verbal skills to the other student or students. Again, she would be rewarded for her effort. I would then begin to call on her in class and reward her for her effort until she is completely comfortable with speaking in class.

Being able to process information into first, middle, and last is part of a student’s cognitive development. According to Linda Hammond et al, “As students progress cognitively, they move beyond one-to-one correspondence to manipulating multiple variables in more complicated ways, looking for patterns, and thinking abstractly.”[1] Students need to understand what is happening in the scenario so that the concept is not abstract. Reciprocal and authentic teaching can increase the success of cognitive processing and student learning.[2]
[1] Child Development. Learning as We Grow. Pg. 36.
[2] The ArtAct of Teaching.
I would give my students scenarios that they could relate to. For example, we could look at a seed, a young plant and a big, mature plant. We could discuss the three items and students could predict the order of a plant’s growth. If the students do not respond correctly, tomorrow’s lesson may include only two variables, first and last. We could then build up to three variables, according to student success.

[1] Child Development. Learning as We Grow. Pg. 36.
[2] The Art of Teaching. Ch. 4, pg. 91, 92. ¶4, 2.
student success.

4) TAT, Ch 4, pg 97, paragraph 2 (Operant Conditioning)
To help the students learn the concept I would use items that they can more easily related to, such as using a model train. As you make the train move, the students can learn that the "first" car moves the train forward, the "middle" car is half-way between the other cars. This can be demonstrated by separating the cars and showing that there are as many in on each side of the middle car. The caboose of the train can be shown to be a "last" car. As the students begin to understand the concept reinforce their understandng by saying something positive to each of them such as "way to go Johnny", "that's right Jose." The carry to the concept to another real world areas, such as families and siblings. Illustrate how the ages of their brothers and/or sisters relate to the concept. You can use a guided excercise breaking them into small groups and having them each tell the others in the group about their siblings.Then have the group members determine who in their families is first, middle, last. As one group, take some the family examples and have the students raise their hands or communicate in some way what order the sibling are. Relate that back to the concept. As necessary, use more examples that the students can related to. As you see that students have gotten an understanding of the concept, reinforce the learning then have them look at other examples and "tell" you which is first, middle and last. Reward them again verbally for their success. Follow-up for the next few days and periodically to ensure that the concept goes into their long-term memory. [1, 2, 3, 4]
Delores Hopper
Being able to process information into first, middle, and last is part of a student’s cognitive development. According to Linda Hammond et al, “As students progress cognitively, they move beyond one-to-one correspondence to manipulating multiple variables in more complicated ways, looking for patterns, and thinking abstractly.”[1] Students need to understand what is happening in the scenario so that the concept is not abstract. Reciprocal and authentic teaching can increase the success of cognitive processing and student learning.[2]
[1] Child Development. Learning as We Grow. Pg. 36.
[2] The Art of Teaching. Ch. 4, pg. 91, 92. ¶4, 2.
I would give my students scenarios that they could relate to. For example, we could look at a seed, a young plant and a big, mature plant. We could discuss the three items and students could predict the order of a plant’s growth. If the students do not respond correctly, tomorrow’s lesson may include only two variables, first and last. We could then build up to three variables, according to student success.

Pg. 94 para. 2
As a teacher I would not be as negative as this teacher. These students probobably pick up on her negative assumptions. I would be very positive and try to engage them into the classroom by giving them real world ideas of what is being learned. Also, getting to know our students' interests, and having them learn about us as teachers and as persons may bring them closer. connecting with students is essential to get positive feedback from them. Moreover, the classroom environment should not be tense and stressful rather fun, comfortable, and promote a sense of respect and acceptance.
Delores Hopper
The problem of low self-esteem and confidence may be approached using the humanistic school of thought. One of the core values of humanistic education is that academic achievement and healthy development are dependent on having good views of yourself and others[1]. Inviting school success and value clarification are two methods to increase a student’s esteem and confidence.[2]
[1] The Art of Teaching. Ch. 4, pg. 94, ¶7.
[2] The Art of Teaching. Ch. 4, pg. 95, ¶3-4.
As a teacher, I would encourage my students by praising their efforts and work. I would also create an environment which would facilitate creativity and learning. I would send positive notes home to parents in hope that the parent would call attention to the fact their child is succeeding.