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Copy of Middle School Self- Esteem

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kyra celestin

on 4 December 2013

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Transcript of Copy of Middle School Self- Esteem

Self-Esteem Lesson Plan For Middle School

Group Members
Kyra Celestin
Brittaney Miller
Nicole Rodgers
Annette Daley
Jane Ssemanda
References
Students will self assess how they feel about their personal strengths and qualities.

Be able to describe and share how they can help others to enhance self- esteem.

Share positive experiences they have personally displayed.

To get students to share and express their feelings about their self- esteem and to build a class sense of community.

Description of the Lesson Plan
Objective
Pre & Post-Test: Rosenberg's Self-Esteem Scale
Mission: To know and acknowledge your feelings towards self-esteem, confidence, and self-image.

1. I feel that I am a person of worth, at least on an equal plane with others.
2. I feel that I have a number of good qualities
3. All in all, I am inclined to feel that I am a failure.
4. I am able to do things as well as most other people.
5. I feel I do not have much to be proud of.
6. I take a positive attitude toward myself.
7. On the whole, I am satisfied with myself.
8. I wish I could have more respect for myself.
9. I feel useless at times.
10. At times I think I am no good at all


ASCA Standard Met
A.3. Academic, Career/College/Post-Secondary Access and Personal/Social Counseling Plans
Standard A.3. derives from the ASCA National Model – Foundation
Foundation: ASCA Content Standard for Student Academic, Career and Personal/Social Development
A.3.a. states – provide students with a comprehensive school counseling program that parallels the ASCA National Model with emphasis on working jointly with all students to develop personal/social, academic and career goals.

Rationale
Students in middle school are going through so many changes that many have low self-esteem. They depend more on their friends than their family. It's important for them to understand that they each have wonderful and unique qualities that make them special. The way we feel about ourselves has a huge affect on the way we treat ourselves and others, and on the kinds of choices we make. 
Self-esteem refers to how you feel about yourself as a person and how much you value yourself.

Materials
Journal notebooks
Paper
Pencil
Dictionaries
"Positive Experiences" Worksheet
"My Strengths & Qualities" Worksheet

Become aware of how their level of self-esteem affects their lives

See the relationship between self-esteem and the kinds of choices they make

Learn ways and how to set goals to enhance their self-esteem

Become aware of the things that they and other people do that either enhances or undermines self-esteem.

See the relationship between body image and self-esteem

Activity #2: Positive Experiences
Mission: To help clients increase positive thoughts by encouraging them to focus on their own positive experiences. This tool is used to aid in self-exploration, self-esteem, or as an icebreaker for a group.

Step 1: Distribute the Positive Experiences worksheet to each student.
Step 2: Provide a brief overview of the mission of the worksheet as well as the meanings of each word. After providing an explanation, ask the student’s if there are any questions. Inform students they will work independently in silence to complete the worksheet.
Step 3: Allow students 20 minutes to complete the worksheet. If students are not finished completing the worksheet, extend the time of the activity. Emphasize the importance of silence.
Step 4: Provide 30 minutes for the group to share their positive experiences
Step 5: Provide ample time for students to share their positive experiences, as well as emotions and thoughts brought upon from completing the activity.

Your best friend is crying because someone told her she was overweight. What suggestions would you give your friend ?
List 3
Students Will...
Warm Up !
Pair into groups of 3-4

Define the term self- esteem and write down a definition that everyone in the group agrees on.

After sufficient time, groups will read their definitions aloud. Teacher will need to make sure everyone has a clear understanding of the meaning of self- esteem.

In the same groups, make a list of reasons why a teenager might have low self- esteem and what could be done to enhance self- esteem.

After sufficient time, groups will share their ideas.

Activity #1: My Strengths and Qualities
Mission:
To help students recognize their positive qualities and strengths by identifying their skills, compliments they have received, challenges they have overcome, and what they like about their appearance. This worksheet is used to strengthen self-esteem.

Step 1: Distribute the My Strengths and Qualities worksheet to each student.
Step 2: Provide a brief overview of the mission of the worksheet. After providing an explanation, ask the student’s if there are any questions. Inform students they will work independently in silence to complete the worksheet.
Step 3: Allow students 20 minutes to complete the worksheet. If students are not finished completing the worksheet, extend the time of the activity. Emphasize the importance of silence.
Step 4: Provide 30 minutes for the group to share their strengths & qualities
Step 5: Provide ample time for students to share their strengths & qualities, as well as emotions and thoughts brought upon from completing the activity.

This lesson will require small groups as well as students working individually. They will only need pens, and journals. They will also need dictionaries which will be provided to them. Students will conduct the lesson and activities in the classroom for the entire duration of the class period. The lesson will be designed for middle school students grades 6th through 8th.

Differentiation for Learning
Student Assessment
Students will be provided a pre-test and post-test based on Likart Scale.
1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree

After completion of post-test, the difference in ratings from the pre-test and post test will be formulated in a bar chart. The graph will depict any increase, decrease, or neutral assessment.

For items 1, 2, 4, 6, and 7: Strongly agree = 3
Agree = 2
Disagree = 1
Strongly disagree = 0

For items 3, 5, 8, 9, and 10 (which are reversed in valence): Strongly agree = 0
Agree = 1
Disagree = 2
Strongly disagree = 3

The scale ranges from 0-30. Scores between 15 and 25 are within normal range; scores below 15 suggest low self-esteem.



ASCA Standard Met (Con't)
A:A3.2 Demonstrate the ability to work independently, as well as the
ability to work cooperatively with other students

PS:A1.1 Develop positive attitude toward self as a unique and worthy person

PS:A1.10 Identify personal strengths and assets

PS:B1.4 Develop effective coping skills for dealing with problems

PS:C1.5 Differentiate between situations requiring peer support and
situations requiring adult professional help

PS:C1.9 Learn how to cope with peer pressure

"SMART" Goals
1. Rosenberg Self-Esteem Scale. Retrieved from http://www.wwnorton.com/college/psych/psychsci/media/rosenberg.htm
2. Therapist Aid: My strengths and qualities. Retrieved from http://www.therapistaid.com/therapy-worksheets/selfesteem children .
3. Therapist Aid: Positive experiences. Retrieved from http://www.therapistaid.com/therapy-worksheets/selfesteem/children
4. (2011, September). Supporting students with learning disabilities: a guide for teachers. Retrieved from http://www.bced.gov.bc.ca/specialed/docs/learning_disabilities_guide.pdf
5. American School Counselor Association (2004). ASCA National Standards for Students. Alexandria, VA: Author
6. Blair, S. (n.d.). Retrieved from http://www.scholastic.com/teachers/lesson-plan/self-esteem-middle-school
7. (2011, September). Supporting students with learning disabilities: a guide for teachers.
Retrieved from http://www.bced.gov.bc.ca/specialed/docs/learning_disabilities_guide.pdf









Specific
Students will identify their personal strengths and qualities. Each participant will feel elevated in knowing their self worth therefore developing positive attitudes toward self as a unique and worthy person.


Measurable
The students will become aware of how self esteem affects their lives and will increase their self- esteem everyday via a one week Lesson Plan.


Achievable/Attainable
After creating a list of qualities, strengths, and positive experiences, students will be able to speak positively about themselves and be aware of how their level of self-esteem affects their day to day interactions with other people.


Realistic
Each day students will gain more insight about the qualities and strengths they obtain through activities, group work, and guided readings.


Time bound
Students will have one week to learn as much as possible about self- esteem and self- worth.


Differentiation learning describes a set of principles that enable an instructor to meet the broad range of students’ readiness, interests, abilities, talents, and skills within the classroom while engaging all learners. It is important for the instructors to know the key principles needed to instructing individuals with disabilities. Three of these principles are core knowledge, formal assessment and modifying the instructions.

Core Knowledge: Focus on a specific subject area, the key concepts, skills and principles required for the student to know. Example: Objectives

Formal Assessment: Assessing the student own readiness, interests, abilities, talents and skills. Then focusing on how the student will learn best.

Modifying Instructions: Modifying the material to best fit the student’s needs. Example: use of audio visual, extra time on the assignment, break allotments, and change in the text level material

Differentiation Based on Learning, Speech, and/or Emotional Disabilities
Students with learning disabilities

While instructing to the students with learning disabilities it is important to work based on their strengths, while making some simple accommodations in the planning, instructions and assignments. Some examples of this for this activity may be:
- Allow plenty of time to practice and for completion
- Use peer tutors to help
- Underline important directions and key words
- Give immediate feedback and lots of encouragement
- Keep directions simple use visual and manipulative materials
- Watch for fatigue and boredom

Students with special physical/ emotional or behavioral needs

Some students may need differentiation or individual attention because of special needs related to specific physical, emotional or behavioral challenges.
As an instructor it is important to seek assistance out resources and advice from others who have knowledge able this field. Some examples for this activity may be to:
- Seek out help from someone from the special education team
- Write out the instructions
- Work based on the students IEP plan and 504 plan
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