A Quote by Edith Pearlman
In the late 1950s, self-esteem hadn't yet been invented. High schools saw their sole mission as preparing students thoroughly for academic work.
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In many countries, schools are preparing students to participate in a democratic environment; yet schools themselves tend to be extremely autocratic, with all high-level decisions being made by adults.
Sure, the job of high school teachers is not to tear down students' self-esteem. But it's certainly not to inflate students' sense of self-worth with a bunch of unearned compliments and half-truths.
Self esteem is not the same as being self centered, self absorbed or selfish. Self esteem is also not complacency or overconfidence, both of which and set us up for failure. Self esteem is a strong motivator to work hard. Self esteem is related to mental health and happiness.
It is a mistake to look at someone who is self assertive and say, "It's easy for her, she has good self-esteem." One of the ways you build self-esteem is by being self-assertive when it is not easy to do so. There are always times when self-assertiven ess requires courage, no matter how high your self-esteem.
It's all about self-esteem now. Build the kids' self-esteem, make them feel good about themselves. If everybody grows up with high self-esteem, who's gonna dance in our strip-clubs?
I think high self-esteem is overrated. A little low self-esteem is actually quite good. Maybe you're not the best, so you should work a little harder.
If you're self-compassionate, you'll tend to have higher self-esteem than if you're endlessly self-critical. And like high self-esteem - self-compassion is associated with significantly less anxiety and depression, as well as more happiness, optimism, and positive emotions.
Perhaps self-esteem is just the sum of self-love and self-confidence. People with high self-esteem know they deserve a good life and that they can get almost everything they focus on!
While the most disadvantaged students - most often poor students of color - receive the most considerable academic benefits from attending diverse schools, research demonstrates that young people in general, regardless of their background, experience profound benefits from attending integrated schools.
I wish all high schools could offer students the outside activities that were available at the old Harrison High on Chicago's West Side in the late '20s. They enabled me to become part of a school newspaper, drama group, football team and student government.
Where we see self esteem, we see self acceptance. High self esteem individual tend to avoid falling into an adversarial relationship with themselves.
Grosvenor and Burke suggest that continually, though silently, a school building tells students who they are and how they should think about the world. It can help to manufacture rote obedience or independent activity; it can create high self-confidence or low self-esteem.
Perhaps the most extraordinary popular delusion about violence of the past quarter-century is that it is caused by low self-esteem. That theory has been endorsed by dozens of prominent experts, has inspired school programs designed to get kids to feel better about themselves, and in the late 1980s led the California legislature to form a Task Force to Promote Self-Esteem. Yet Baumeister has shown that the theory could not be more spectacularly, hilariously, achingly wrong. Violence is a problem not of too little self-esteem but of too much, particularly when it is unearned.
The first time I saw Douglas Sirk was in college. I didn't encounter him on the late, late, late show like a lot of people; people a little older than me, maybe. But I saw him already as someone to take special note of in an academic context in college. I was immediately in a state of visual splendor.
Public education for some time has been heavily focused on what curricula we believe will be helpful to students. Life-Enriching Education is based on the premise that the relationship between teachers and students, the relationships of students with one another, and the relationships of students to what they are learning are equally important in preparing students for the future.
Schools serving disadvantaged students need more time to help these students catch up and gain the core academic skills they will need to succeed in our economy and society.
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