The unintended results of the Self-Esteem Movement are: Apathy/Passivity, Desensitisation and Dependence.
How are you seeing the impact of the Self-Esteem Movement expressed in the students you are engaging with?
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I find analysing the psychology of each generation both fascinating and confusing. Firstly Plato observation of adolesents was no difference our observation of GenY. How true that everything changes yet nothing changes, i.e. adolescents are adolescents despite environmental factors. Also the catch 22 of trying to boost self esteem in our youngsters causing lower (or extrinsic-fuelled self esteem in them) Go figure!
The need to succeed at the first attempt and the barrier that some students have, in acceptance of feedback to improve are substantial challenges. To build skills up without simplifying things too much is the balancing act.
I went to a good workshop recently where slight changes in the language we use for student feedback can help, i.e. don’t say “well done!” (which is extrinsic praise from you the teacher), rather say “you should be proud of your work” (which makes the praise more intrinsically based (if that makes sense).
Perfect. I really think that there should be more teacher training to teach these methods of communication. Words hold so much power.
I agree Brian, the trick is to play out just enough rope to support but not hinder. Some kids are very happy to sit within a comfort zone, especially at school. During the recent issues, I saw kids who were normally exactly what we would describe as “slackers” and “couldn’t be bothered” pushing me to let them out of the school a few minutes early as they were needed at Coles for a 6 hour shift after school. They knew they were needed and were not letting anybody down, even as some shifts were difficult with customer abuse. It was very reaffirming to see.
I found this to be a very accurate description of what is a very obvious change are now experiencing with our younger generations. In particular, the dominance of a fixed mindset which is supported by the general behaviour that is characterised by each individual requiring a sense of approval and the increase in apathy or disinterest in activities that previous generations would have actively engaged in.
I agree, the lack of self-approval and self-motivation is worrying on many levels. We seem to have generated a child-like dependency in young people which might account for the trend for young adults staying home longer. We need to stop praising and creating structures and boundaries that allow young people to succeed by standing on their own two feet.
I agree Tony. Students shouldn’t have a mentality of being spoon-fed all the time. They need to develop a mind-set of self discovery and being okay with failure sometimes.
I am still amazed at how students aren’t interested in doing activities that, when I was a student, I saw as a highlight, for example sports, swimming/athletics carnivals, outside activities (maths and science).
There is definitely a lot of apathy and disinterest by many of our younger generation in comparison to previous generations. Lessons need to be engaging to create an interest and in turn have students be motivated and show manners as opposed to refusing to engage or complete work with more effort.
I have found that most students find working on their own challenging and that they require more positive feedback and praise. Resilience seems to me is something they are lacking. Instead of facing a challenge they just shut down and won’t do anything. Asking for help from some students is another thing they struggle with. It’s like they are too scared to show that they do not know something or understand it.
Shutting down, refusing to do work whether it be independently or in groups is a problem. Many show a lack of engagement. Others just don’t want to show what they do know for fear of standing out, seeming like a ‘know it all’, or answering incorrectly.
Michael was spot on when he described the impact of the self esteem era on learning abilities of our students. They have become increasingly dependent upon others for external validation and responsibility for their learning. I have found that Year 9 in particular are often apathetic to learning opportunities and are often minimalistic in their efforts to achieve regardless of the task at hand.
I agree he really nailed it when talking about the impact of the self esteem on students learning abilities. Students are becoming so dependent on others. What happens when they live school?
I completely agree with you Carolyn and I’m sure we both share the frustration in constantly trying to find new ways to engage our students that culturally are apathetic to engage in learning tasks. I guess it makes it all worth while when we get our wins.
I have noticed that many students, especially in stage 5, really struggle to push themselves in tasks that require them to engage in higher-order thinking. If the task is at all challenging, they tend to shut down and make no attempt at all. Some students need to be spoon fed throughout the entire learning process, not knowing how to think for themselves.
That said, there are also students on the complete other side that are excellent thinkers and continue to push themselves in all tasks.
That is true not all the students are the same and that is something that needs to be considered. It is the same with some students work really well individually were others do not work well individually.
I agree, there are some students that have a growth mindset that enjoy learning and push themselves to achieve all challenges given to them. The worry is that the number of these students is decreasing and the number of students with a fixed mindset is increasing.
Thinking of one particular student, the Self-Esteem Movement is certainly holding him back. He believes that he is ever so clever and no-one else knows the answers so they must be dumb!
Diana it is not just one student but many. Students arrive to class on time and expect that they receive a merit award for just turning up. On rare occasions especially when completing practical lessons students may extend themselves but proportions of students who do this are declining. more and more students are refusing to go into the classroom they do not have friends or feel they cannot do the work.
He hits the nail on the head with the constant need of our students seeking recognition for many minor incidences of success or completion of tasks. It makes me wonder how much acknowledgement or ‘pats on the back’ are adequate to provide a sense for students that they are in an adequate learning environment.
I’m finding students who are not resilient and always need someone else to make them feel better. Sense of loving oneself is often viewed as being snobby or up themselves so rather than feel good about themselves they’d rather be too humble and lack confidence. This is especially true in the Performing Arts. Some of the best performers view themselves as incredible and their performances usually are while the ones that need external validation are usually too shy to put their best foot forward.
Resilience is definitely a widespread problem with the current generation. No coping skills and seemingly happy without them.
I completely agree with you Leanne and particularly in performing arts, the dominance of a fixed mindset opposed to a growth mindset would have obvious effect on student engagement. I know learning a musical instrument can be one of the most challenging, time consuming and enjoyable activities; however, with the fixed mindset mentality that is prevailing, it is unfortunate that not as many appear to be prepared to spend so much time on learning instruments as previous generations have and consequently the population of musicians who are prepared to master their instrument is declining. On a positive spin, with technology advancing so rapidly, a new era of musicians are evolving and this would be exciting to be part of as a music teacher.
I agree with you Leanne. Many students think its “not cool” to be good at stuff and I have noticed that in Stage 5. When you do give them praise on their talents, they shy away and effort starts to diminish. Then you get the students who pipe and say, “well you said hers was good what about mine??” Ummmmmm…….say nothing….
Many students give up very very quickly on practical music tasks that require regular practise based on lack of success in the first couple of attempts. There is also a sense of talent and skill level that they have or have been told they possess which they do not have and haven’t earned.
True that!!
And this is in a subject which I would assume students see as one of the more interesting subjects to do.
I see this in my subject as well where students readily give up if they don’t succeed the first time and they don’t look for other alternatives or refinements of what they were doing so that they can do better. They have the skills and knowledge but they are happy with quick fixes as the solutions to tasks.
Or you get the comment, this is dumb why do we have to learn this especially when completing the coding component of the mandatory technology course. They dont try.
Some students are not even trying to attempt questions on worksheets, as they are afraid of failure. While other students want you to check every answer straight away before progressing to the next question.
I have also seen this in some students I have taught, especially in stage 4, as they are coming into highschool, many are afraid of failure. I think also in stage 4, some schools begin to stream classes based on grades, which may influence this behaviour in some way? Them perhaps not wanting to be put in the lower classes because they haven’t the capacity, but instead being in there because they don’t care (or want it to seem that way).
Apathy is very evident in many of our students. In my classrooms it presents most commonly as a lack of inquisitiveness and curiosity about how the world is and how students feel it ought to be. However, this is one of the many places I find joy in this profession. Turning that view.
I like the sentiment at the end of your comment. It is a good challenge finding activities that will interest students and engage the.
Self esteem is really evident when a student is presented with a worksheet that he/she perceives as too hard, even though it is well within their capability. They will not attempt the questions because they might get it wrong. Even with a lot of praise that you can do it, the child won’t put any thinking time into the question. They will allow you to answer for them, as long as the results are ticked and not crosses for wrong answers.
I see more students with special needs acknowledging their abilities, strengths and achievements with pride and self belief. The Self-Esteem movement has had a highly positive impact on the special education sector, encouraging inclusivity and personal expression from all students. However, many of my students have the apathetic attitude where a great deal of extrinsic motivation through praise is required. As a support unit staff member I know very well that their social and emotional need for external validation makes it tough for them to take risks and challenge themselves. It enjoy the challenge of teaching my students to grow out of this fixed mindset, when historically many have been victim to quite low expectations of achievement from external sources. Luckily our society and education systems have changed from the ‘children are to be seen not heard’ mentality, to every student has a right to learn and every student has something positive to offer.
I have found that many students within the classroom prefer “Teacher Directed” lessons. I find many students seem to “Shut down” or refuse to attempt the work if it is “Student Centered or Self-Directed” where they have to work independently and think for themselves. Many students especially with the wide range of learning styles and abilities within the classroom need constant advice and guidance during the lesson.
Students seem to thrive off praise, feedback and positive reinforcement.
I am finding the same problems with my classes. Even when I give them a worksheet and tell them that I do not expect them to know the answers, as it is only to see what they already know before starting the topic, they stress out.
I have seen this too. You spend hours preparing a wonderful self- centred or directed lesson with lots of props etc to discover that some kids – usually the ones you are most trying to reach, are resistant to having a go and trying something new or applying what they already know in a different way. These students often require a lot of encouragement and constant feedback to become involved.
I notice that most students find working on their own a challenge. They want you to essentially ‘hold their hand’ with each step and often want praise for getting it correct. They can often switch off if they get it wrong, which is sad. I think this comes from the fear of failing. They would rather give up and not do work if you are unable to assist them. On the other hand, if they get it right, they want everyone to know about their achievement.
Agree! This is what i find in the classroom all the time. I find many students seem to “Shut down” or refuse to attempt the work if it is “Student Centered or Self-Directed” where they have to work independently and think for themselves.
I agree with your thoughts Rochelle. Their sense of failing is preventing them from attempting at all. They will only attempt work if there is not too much effort required.
Students of today do seem to require a lot of praise and feedback for most things. There are of course exceptions to the rule but a fair proportion seem to seek that instant feedback in class (and I’m assuming they would definitely look for this in social media too).
Working recently in the Special ED Unit,a lot of our pupils will shut down if they perceive an activity to hard to do.But at the same time a given lot of positive reinforcement when they have achieved something big or small,puts a smile on their face.I find in the behavioral unit you spend a lot of time,wasting time,managing their disinterest in learning ,so they have a fixed mindset and don’t care. Whereas the pupils in the other 2 support classes do seem respond well to positive responses from their teachers, other students and are keen to do their best, but a lot depends on what happens in their daily life before and after school.
I agree with your response Noelene but I think it also depends on attitude to learning from their home environments and outside of school friendships and activities.
I see ‘fear of failure’ holding students back in creative tasks. For some students, rather than generating ideas or inventing solutions they ‘check out’. This can be a real hurdle to overcome in the creative classroom.
Good point Bri! Students do seem to fear joining in class discussions or to give an answer as they fear getting it wrong (majority of students).
I notice the checking out from students as well. It seems to be the approach they go to when they are not wanting to fail.
Agree! The fear of getting an answer or question wrong seems to prevent some students from participating or completing set work…. I also have found that there is a “Stigma” within some groups, cohorts, years that actually attempting work, trying hard, being studious is seen as “Uncool” which has also impacted the ability of some students
Students often are not intrinsically motivated to achieve.I have often heard the words ” its too hard” and “where am I going to need this”.Parents also seem to be looking for an excuse for their childs failings.
Yes, It is interesting to hear the students apathy reflected from their carers also.
Learning for learning’s sake seems to be lost on many of our students. I think the reason’s why we teach so many things that students feel are irrelevant is often shrouded in mystery. Sometimes pulling back the curtain and showing how the wizard does their tricks is important.
I’ve recently had a student tell me that their parents said that “they’re never going to need this”. What gen is that?
For some students, if it’s too hard, they will not even try. If you hand them a piece of paper with text on it, ‘What’s this?”, read it and you will hopefully understand what it is about. Very apathetic to anything that doesn’t involve their own little bubble that they live in. Need to be spoon fed everything. What’s the point of trying. A student doesn’t attend school but progresses to the next year level. I think the school system also plays a role in the attitudes of some students.
Yes Tim, unfortunately so many students will expect you to explain any written instruction without them also having to read it themselves.
Yes its hard to stay motivated as a teacher when often the only response from students is “Why do we have to do this! When am I ever going to need this”.It really depends on how good you are at engaging students to maintain their interest,but it can be tiring and frustrating to say the least.But you all seem to be doing your best.There seems to be little consequences for not trying for pupils.
Yes Noelene I agree. From what I can see, the child is happy with what they collect from Centrelink because it appears to be a lot of money in their eyes. Why work for money when you get it anyway? They don’t realise that it’s not a lot of money to sustain a home and family.
Being spoon fed is a great way to explain how students can be. I find that instead of explaining it once to a class, you have to repeat it individually to each students. Its like they feel they miss out if you do not personally explain it to them.
I have seen it in many of the parents and students attitude towards learning that it is actually right to just give up without needing to try. It seems to them that this is an acceptable way to proceed in life. If you ask them to work independently, without an example to feed off and display what is the supposed right way they are not prepared to have a go, even after being assured that we will be exploring all suggestions and working together to find the best way to solve a problem. They simply do not wish to have a go in case they may be judged.
Yes, Ian. That judgemental, competitive element is of real detriment. Most students would prefer to sit silent and not engage in case of their input having critical response. fear, shame and embarrassment of being ‘wrong’ seem to dominate their whole person. Where has the communal sharing of knowledge or problem solving gone?
To sell that it is OK to make a mistake is becoming a harder job. Especially when listening skills to instructions have more barriers.
Students can be hesitant to work independently, without one on one feedback and constant advice/ guidance. Students are constantly seeking validation about whether what they’re doing is correct, despite being given very explicit instructions and content delivery. I also find that students don’t always accept and learn from their mistakes. The Self-Esteem movement has created learners that are dependent and apathetic towards improving and being the best versions of themselves.
Well said Kodi! That is quite true with many students needing more and more advice on how to complete a task. A lot too seem to be content with their efforts and don’t see the point of trying to improve.
Good point, the constant feedback loop can hinder their ability to be self monitoring. It is interesting because they know no different but to have that external input from us, but they need to develop it themselves and be satisfied with their own judgements of success. Is social media to blame?! All this need for external validation?
The biggest issue I see in Mathematics is that students are not willing to learn from their mistakes. Going through an assessment task and explaining common errors or looking at what could have improved a response holds no value to students. All they see is that they were wrong and they have no desire to learn from their mistakes and improve.
This is totally correct.They cannot see the bigger picture as they lack perseverance.Instant gratification from technology rubs off on their learning ability’
I disagree here mark because I think that they should be made to relearn the concept before moving on because the following year is going to be building upon those skills learnt earlier. It sets them up to fail if they don’t have a good grounding on the basics before attempting new work. It means they are just processing through another year.
Students are afraid of making a mistake. They are often too afraid to work independently, they need to be told what to write. They are also simply apathetic. Many of them are unconcerned by how they spend their time, they don’t care about the results they achieve. Also, many students can take constructive feedback as criticism, and simply stop trying.
Its crazy that students forget that they go to school to learn and make mistakes in the process and not just demonstrate what they expect they should already know.
As a parent I raised my children in the 80’s and I can see the struggles they have now as adults to challenge themselves and move forward without constant praise. As a teacher I think we really need to make students life long learners and push for a growth mindset, so they can move forward in an ever changing world. Feedback that is the key both positive and negative.
As special Ed teachers we are very aware of the emotional and academic needs of our students as our setting enables us to have close contact with students from year 7 through to year 12. It is also common in this setting that some, (but not all) are apathetic about their education and will shut down if something is perceived to be new and challenging. Anxiety and avoidance to start any work that they feel they cant do is very common. Feedback is usually not well received as it is seen as a criticism.
Hi all the staff in the Special Ed unit do a wonderful job with students with a varied array of difficulties .The activities mainly engage the students well and I am constantly surprised at how much most of them can achieve in a lesson and do love positive feedback.
In my limited time in the profession, I have experienced students that have presented the results of this movement. I have heard students state comments such as how is this relevant to my life, when am I ever going to use this or is this important. In terms of apathy, students tend to take on what they immediately see as relevant and shut out what they perceive as unnecessary or fail to see the greater lessons from any learning experience. I have also seen students that have a level of potential they fail to see, they fail to push for and eventually settle for what is attainable. I have had students constantly asking for assistance on multiple occasions about a question where the techniques they discovered in solving that question could be applied to like questions. I understand that my time in the profession has been short but I also see the high level of dependence as a result of the self-esteem movement. I hope that as someone closely linked to this current and emerging generation, I can be a role model that provides students with more of a growth mindset.
I will be agreeing with the majority here. Many students don’t read instructions or information carefully and would prefer you to tell them what to do. Many would also happily write some notes if it means they don’t have to think. There has been a shift in the number of students engaging in lessons unless you tell them the answer, they don’t want to get it wrong but also don’t want to put the effort in to know the answers. I always put it down to the access to technology and social media (which I am sure has played a role) which is a way the students get instant answers and feedback but it is not necessarily the cause of their apathy.
I agree Ruby. Technology and social media have created a filter in students that have shown high levels of dependence and resulted in the many examples you have talked about. Social media and Technology has given our students answers and feedback and students are constantly relying on that information to inform everything they do.
Hi Ruby,
Yes, the social media may not be the cause of the apathy, but is a way for them to get positive reinforcement from peers whilst avoiding stretching themselves.
Absolutely agree Ruby, I do believe that social media has created this constant need for validation and dependence among students. Students heavily rely on social media platforms for validation, as well as other forms of technology for instant answers, which takes thought and action out of learning and thinking. This seems to have created apathy towards some students truly extending themselves and actually reaching their full potential.
Having to think about a problem or task requires effort and stamina. Social media gives students instant satisfaction without having to put much effort in.
Hi I totally agree with what you say.Only students that see themselves with are future will do the work and love to achieve. Access to technology has its place in learning but its difficult when their only interest is who has liked them on their FB page.
I think many students are concerned with their image and how their peers may perceive them. Generalising here but many students don’t seem to want to appear as if they are actually trying in front of their peers and are happy to sit back and have things done for them. Better to not try at all and fail than to make an effort and get it wrong and look like a idiot….. I find even with senior students, they are happy to copy information off the board but as soon as they have to write a written response and think for them self many become unmotivated or need to be lead throughout the response.
Yes, As a slightly younger person who went through school recently that is very much the case. If you were seen as trying you were labelled a “tryhard” and often ridiculed, this applies to both sporting and academic. The only time you were allowed to ‘try hard’ was during an actual competition or assessment task (and not even then a lot of the time). In all other instances of doing your best you would be ostracised.
I think the student of today is not aware of the amount of work at school and home they need to do.Peer group pressure is geared towards failure not success.
In my limited experience with students in the classroom I have seen the self-esteem movement manifest itself in a variety of ways. Generally speaking, some students lack the intrinsic motivation to learn. Students require constant attention to complete work and request external rewards (lollies, CPR) for completing simple tasks. In addition, students are unwilling to attempt work that is slightly harder than usual and often wait to be given an answer rather than try to figure it out. I have found that students want immediate feedback and praise for good work but dislike/ignore constructive feedback which will help them improve.
Yes i agree with this. I could not have put it better myself. How do we help the students want to do the work, especial;y when it is more challenging. We cannot simply say this is what you will be asked to do in the HSC, this does not seem to have any weight to many students.
I am in the same boat Trent. In my short time, I have also seen the many examples of dependent behaviour that you talk about. I also agree that students are filtering what they want and what they think is important and ignoring the bigger and seemingly complicated lesson in any learning experience. I hope that I can eventually push students toward becoming open-minded learners.
I agree with your comments, they want immediate positive feedback about all aspects of their existence. They simply will not put themselves in a position where they might actually graded or judged.
You’re right. Unfortunately we also don’t have the time or space to let students sit with a difficult task until they attempt it out of boredom.
In my experience students are often hesitant or fearful of trying to complete or sometimes even attempt more challenging tasks. They often have the desire to have information handed to them rather than seek information themselves (self directed learning). It is also noticeable that the number of students experiencing mental health issues such as anxiety is increasing in relation to assessment based activities, more specifically examination. As a year adviser i find i am dealing with students who are disinterested in education and learning because they find it either too difficult or they seem to have no apparent internal motivation learn new skill. Having said this i have noticed more of a reduction in competitiveness in students but a greater increase in apathy. In my experience those students who are internally motivated tend to demonstrate a greater competitiveness with their peers but more in a way of pushing themselves or each other to be better.
I highly resonate with what you’re saying, Toby. I’ve only been in this profession for 4 years, but in that time I have increasingly noticed the level of students who are ‘fearful’ of actually attempting challenging tasks that require higher order, critical and creative thinking. It is mind blowing at the amount of students who expect answers to be handed to them, rather than the student actually thinking for themselves even when they are asked to think of something anecdotally and totally personal to their experiences. I agree that there has been a loss of motivation for students extending themselves and an increase in anxiety related to assessment based outcomes.
As a secondary teacher I am definitely seeing the impact of the Self-Esteem Movement. In classrooms where students may have been raised in an environment of constant praise they in turn have developed a sense of apathy, ‘what I’m being asked to do is too hard so either give me the answer or I won’t do it’. They have no to very little intrinsic motivation. They have no idea that the world is going to be competitive and stressful and no-one just hands you a great life – you actually have to work for it. I can see first hand that some students are passive learners, happy to be spoon fed the information. I can see that this really is a flawed premise that no-one can give another human being self esteem.
I see a lot of students who are willing to pay out on others, but when the tables turn, they want someone else to stand in to help them win. This link towards there ability and willingness to learn – instead of trying, they would rather do poorly and get someone else to argue for the reasons why they are struggling, rather than owning their behaviour.
A lot of blame shifting occurs too. It is never their fault – and someone else can always be found to blame as for why something isn’t going their way.
I totally agree, there is always some reason as to why things go wrong and it has nothing to do with their attitude or effort directed towards a given situation. It is never their fault.
Agree. There’s a lot of ‘Bush lawyers’ within schools. Will stand united against the teacher/school work but are happy to let bullying of their peers happen. They can never accept responsibility for their actions.
The impact of the “Self-Esteem Movement” in students I am engaging with is having a negative impact on their learning. It appears many students lack intrinsic motivation to grow as a learner. They often question the relevance of the learning outcomes and find it difficult to work for a sustained period of time. They employ an “is that enough” attitude. I have sensed a real fear of failure among the youth in our modern classroom. This self-esteem movement certainly doesn’t apply to all of the students that I engage with on a day-to-day basis. However, those students who are employing a growth mindset are often discouraged by their own peers for doing so.
100% agree with you Jimmy – that “is that enough” attitude fuels everything in their lives and it will be interesting to see how the next generation is.
Some junior students are unmotivated to even attempt work they think they cannot do, or don’t see the relevance of in their lives. They are very sensitive to constructive criticism, often taking it as a negative and give up. Some students don’t have a go at any activity so don’t give themselves a chance to learn. There are some who have a go at everything and are looking for feedback and do try to improve. Other learners do the absolute basics and get upset when the feedback asks for more detail. The desire for ‘best’ is lacking.
Couldn’t agree more – they are happy to achieve the bare minimal results. It is a shame to see.
yes Jenny it seems as though we tiptoe around going ‘no sorry not good enough!’
There is a lack of perseverance and self direction in many students, but definitely not all! Even though work has been presented that conforms to ‘individual learning ability’, many students do not even bother reading the instructions of how to complete the task, let alone doing the task to the best of their ability. They need constant feedback for each question or work component. Whether this is due to apathy or that they don’t wish to fail at something, I’m not sure. It is very interesting to see the results from those students working from home in our current climate. Some have embraced the challenge and have done far more than they needed to, whereas others haven’t even logged onto their work. Then there are those students who are in constant contact with us as they need guidance and validation before they start each part of the work.
I agree! Read the instructions, then you can comment on whether you can do it!
Gail, I agree that it may be very interesting to see the results of online learning. Who really does have the independence to try and learn without us being there.
I have also experienced students not reading the instructions, it is incredibly frustrating. I am keen to see if the time learning online will have a positive effect on students in this regard.
Yes Gail. I have had many revision lessons reminding the students to read all questions and instructions very carefully. I find many students just want to rush through and not write a response (takes too much effort) to the best of their ability.
I completely agree, this online learning experience has shown me that students heavily rely on educators to constantly ‘spell out’ instructions for them with simple tasks. Which in hind-sight, the need to constantly repeat instructions in face-to-face learning was evident before online learning was introduced.
It is a shame that we are not really seeing what the students are attempting from this current situation. If they have attempted the work or not, especially stage 5, & why or why not.
Students have become lazy and disinterested. They fail to see the relevance of what we are teaching. They want instant feedback and it must be positive or they sulk. They expect to always get good comments on their work and if they don’t they disengage. They disengage if the work is not ‘their passion’. They are reluctant to do work that requires any hint of independence or using their brains to think. The apathy and disinterest has the largest impact, especially with the increase of having a tool of instant interest and gratification in their pockets (phones).
I agree Zoe. That phone is a real problem as it derails engagement and learning in the classroom. It presents a means of immediate relationship acceptance without any effort or true commitment. Some of them obviously have a ‘passion’ but have not been able to express it or follow it if it means work and perseverance. Media of all types just reinforces this belief. It is very sad to see capable students reach for such low standards.
Hi Zoe,
I agree with you in some ways – more specifically many students lack of ability to deal with constructive feedback. However I do feel that our education of students needs to change to embrace the significant evolution of the world around them (as alluded to in session one of teaching for tomorrow). I don’t have the answers on this but I will be looking to find some strategies that work more effectively.
Hi Zoe I agree also. Toby its not just the students that lack the ability to deal with constructive feedback and i think society in general has become so reliant on the ‘quick fix’ or ‘just look it up on Google’ to get immediate responses. They find it hard to problem solve if a task is not easily achievable.
Hi Toby,
Yes I agree, educators need to embrace technology as it will be extremely significant for the future employment of our students.
Many students are largely unmotivated to even attempt work they think they cannot do, or may only attempt it when you are sat next to them, helping guide them. Their desire for instantaneous feedback is palpable, however they are still sensitive to criticism even when it is positive. This is a huge barrier to the growth mindset, as students aren’t even giving themselves the chance to see if they are capable of doing it let alone capable of learning how to do it, making it very hard for teachers to try and crack that barrier.
I agree – if you are not holding their hand, leading them step-by-step through work that has already been made easier then they are exceedingly reluctant to even attempt work. Students have become harder and harder to motivate.
I agree. Many do not even read the instructions or the question before claiming the work is too hard or they don’t know what to do. However, there are some who take every opportunity to have work checked and to improve to maximise their learning.
A lot of students see constructive feedback or any type of feedback as negative, even when it is positive. They feel they are being criticized and have not the work well enough. Many students do not even look at the feedback if it is written, I guess they see it as they are not good enough and scared or frightened of the consequences. I see feedback as being something positive and how students can earn those extra marks.
Many students do not have the confidence, application or self belief to try new tasks/activities and wait for the teacher to do it for them, as they believe they will not succeed at new concepts.
I agree with you here Kathy, the inability to take on criticism is really holding a lot of students back, and even shutting many students out. Had we the time and resources, we could be building usable, scalable scaffolds to help draw these students out of this mindset, however it seems like a mammoth task in amongst all the other factors contributing to the situation/culture. While we seem to know where it starts (in society), it will be a challenge to find where it ends.
The biggest impact of the Self-Esteem Movement that I recognise is the inability of students to take on board any kind of feedback that they are provided with. These students have been sheltered from any criticism or adverse consequences in the home setting, in the aim of protecting their self-esteem. This carries over and has major implications in the classroom, as these students cannot cope with constructive criticism. In relation to this, a large proportion of students possess a fixed mindset, in particular the characteristic of ‘performance is identity’. In a classroom setting, a large proportion of students are reluctant to share thoughts, ideas and opinions with the class as they fear that what they share will not be good enough or 100% correct, so they opt to not even have an attempt at all.
I agree – for a recent assessment task I had students send me their drafts for feedback. One student actually called me out for my feedback in front of the class, implying that my feedback was mean. They even took affront at my reply that all feedback was intended for improvement. On the flip side, for this same assignment some students sent me as many as 4 drafts for feedback – a good example of both the ‘performance as identity’ and the dependence of external validation. I think we need to use more self-assessment tools.
I know I am going against the norm here, but recently, and I am only talking about the last few years, with the provision of constructive feedback (including identifying areas of success and areas to work upon), I feel students are developing a greater growth mindset. I also believe for us as educators to expect our students to have a growth mindset, we also, as their teachers, need to demonstrate a growth mindset also,
The challenges of the last month, with the movement to home learning has required a massive shift in how both student and educator view the delivery of education. On the whole, I think that the fact it has been so quickly embraced by both parties demonstrates that their is a shift in how challenges are now accepted and dealt with by our students.
This is a great take Rae, I’m glad to read some positivity here. It is certainly one thing to know, talk about and have a growth mindset, but it is an entirely different thing to impart it to students. Life lessons are the hardest to teach, and the whole system needs to come together to work towards that goal. More time, more resources, more meaningful collaboration are sure to help.
I agree Rae. I have had the majority of my students embrace the challenge of home on-line learning, often doing far more than expected but I wonder if part of this enthusiasm also depended on the instantaneous feedback they were receiving as I tried to keep up with their submissions in real time! I was exhausted but it seemed to build further motivation. I hope I can sustain their energy and engagement when we return to our face to face modality.
My observations are that there are a greater number of students who are less likely to pursue the challenges we set. By this I define challenges as learning activities whether they be PBL tasks, thought experiments, physical tasks (PE teacher) and formal assessments. While it is important to adapt learning for “21st century learners” and to provide bells and whistle to engage and sustain, it is also imperative that intrinsic forces drive an individuals pursuits, whatever their motive/s.
As the need to be ‘liked’ (social media style) and the thirst for instantaneous gratification is soaked up (electronic devices and social media) individuals obviously become over sensitised to their own self-worth. I feel that both economic forces and basic human physiology, to things we like (addiction), has plunged current generations into a situation where thoughts for future growth and prosperity and a link to the past, are super-seeded by our 24/7 connection to sensationalism of ‘our-world events’ which, with all social media, is self-absorbing and for most nurtures a sense of narcissism.
For me, a major disservice of the so-called “Self-Esteem Movement” has been to provide apparently well-meaning interventions with little regard to the down-side risk. As a result, specifically linking to social media and electronic devices, we as a society have negated the impact of this brain candy on self-esteem. As parents and educators we are responsible for the impact of this on the well-being of young people. We should be more critical of how, when and why we use technology. We should spend time looking at ways we can use it to enhance self-esteem as well as future-proofing young people for what lay ahead, this would be of great benefit.
The uptake of technology and the pandering to the wants of young people, for me, is one of the main factors we see:
– more apathy to the the rigours of life,
– a desensitisation to the normalcy or ‘real-life’ and
– why people depend on social media for unrealistic and diseased states of gratification.
I have made it clear that my view on the Self-Esteem Movement has been one of greater apathy, dependance and desensitisation in young people and have linked this to the advent of social media and technology. How we use of such resources is amplified by how we as humans interact with these environmental stressors. The Self-Esteem Movement, that is, our societal approach to saying “yes” and “no” to young people has been the method for the amplification of apathy, dependance, desensitisation, narcissism, etc, etc…… Of course, on the flip side, there is alway creativity and advancement in all fields of human endeavour. 🙂
Exactly what was going though my head.
I feel this has been something which we as a profession have been dealing with for a considerable amount of time. Too often I see/hear students give up without trying or say instantly they are unsure of what to do, without trying. They have become significantly passive in their learning, lack self direction and do not realise that making mistakes is learning.
In my particular context, I frequently see the results of students who have been exposed to an environment where constant attempts to reinforce self esteem have led to an individual who requires that instant satisfaction/gratification of trying and being recognised for such actions. As a profession we need to concentrate and shift our focus toward effort and application and providing direction/feedback for such characteristics.
Hi Andrew,
I totally agree with your views on effort and application. Focusing on effort and application are traits that are not as valued these days due to the rise of automation and technology. I also think your idea on direction is crucial as effort and application is important but, it we still must use these resources in an effective and efficient manner. Reflection and analysis will allow for this. Other characteristics we should nurture are creativity, innovation and the curiosity to be enterprising.
An increasing number of students see constructive feedback (or any feedback for that matter) as a negative. They think that it is saying that they have not completed the work well enough. They see it as they lack self worth and some students will not even check feedback, usually out of fear. My response always focuses on the idea that feedback is about helping to improve and find that ‘one more mark’, especially with senior students. Students will sometimes not want to attempt a new concept as they believe it is too difficult or they will not succeed.
I think that feedback is important, especially constructive feedback. I also feel that how that feedback is delivered can impact upon how students act upon it. In primary school, providing 2 stars and a wish feedback (2 areas they have done well and one area for improvement) has been well received and I have observed students accept this readily.
I also believe that is so important that we instil in our students that not all feedback is negative, and that we are only providing this feedback for their own benefit. It is important that we encourage our students to move out of this fixed mindset and into more of a growth mindset, so that feedback is taken on board and therefore achievement is enhanced.
I think we are very much seeing the results of the self esteem movement, and the need for constant praise and not seeing constructive feedback as an opportunity for growth.
I so agree. Constructive feedback is so important for students. Yes praise is important too, however, this needs to be measured at times.
I am in complete agreeance here Erin, I believe that there is a time and a place for praise. If we use it too often it starts to become meaningless. If only students knew that we were providing this constructive feedback for their benefit and to get the most out of them and not doing it to be the monsters they sometimes think we are.
Hi Erin, I agree. Students need to be taught the importance of feedback and how to employ a growth mindset when failing.
I also agree with you Erin,
In my experience it isn’t until late year 11 that is start to see students improving their ability to receive constructive feedback and upon reflection this is most likely a result of me continually driving the importance of them being self directed and to review feedback.
I agree also Erin that the kids see any feedback as negative. Constructive feedback is meant to build on knowledge and capabilities so there is improvement in the future.
The unintended results of the self-esteem movement are multifaceted in a classroom setting. When students aren’t able to grasp new skills or ideas, the fixed mindset kicks in and is either presented in the way of ‘I can not do this’ or ‘I’m bored’ in a display of apathy or passivity towards their learning. The concept of ‘stretching’ or immediate mastery of skills not equaling learning is incomprehensible.
Wholeheartedly agree Jess, these students need to be exposed to the lives of Michael Jordan and Tony Hawke to name a few. Both credit their infamy to their mistakes or errors made in their rise to stardom in the respective sporting arenas.
Students unwillingness to challenge themselves for fear of failure, immediately and unknowingly removes them from the learning process and any responsibility.
Hi Jess,
I agree with your statement. It is a concern I think as teachers we are all challenged with. We have been told to be engaging to make learning fun and interesting, and we do. However, we still have to navigate young people through failure and hard work. As Andrew has mentioned we have examples of famous people working through failure, I think these are good role models. However, I think these ideas should be seen and modelled closer to home. For example, us as teachers and parent. A cultural shift is maybe needed???
I fully agree here. Students need to be shown that it is OK not to be first or succeed and you can make mistakes or errors. Many students are unwilling to challenge themselves for fear of failure and because of this refuse to engage in the work/activity, thus taking no responsibility for their learning.
I agree. I have also seen students give up at tasks that are well within their ability because they have not been able to complete it the first time. Students seem to lack some resilience.
I work in the field of Special Education, so i feel my answers maybe a bit skew-whiff. The fact that there are a lot more students with diagnosed mental health conditions though would make me believe that his is an unintended result of the self-esteem movement. I see in my classrooms students that are not willing to try things that they are unsure of. They are much happier doing work that they know that they can comfortably achieve. The whole notion that learning does feel uncomfortable is foreign to them. They are not independent learners.
Absolutely agree! I feel that we as teachers sometimes jump the gun to adjust the learning opportunities for engagements sake and we end up perpetuating the external validation for a fixed mindset.
I love your comment on not knowing that learning is uncomfortable and that feeling is a sign that you are getting better!
I agree, that risk taking is a huge challenge for today’s learners. They are much more comfortable with the idea of only doing what they know they can achieve. It does provide us, as educators, with the greater challenge of then setting tasks that enable students to attempt a new task, and if they do not achieve to the level they may have initially wanted, that they feel confident to ‘have another go’.
Hi Leeanne, I agree that students are learning new concepts feels foreign and often uncomfortable to our current students. I find the best responses for learning occur when I can take my students from a concept they a familiar with to then apply it to the unfamiliar. Sometimes finding the level of familiarity is the hardest part across a room of 30 students who are all at different intellectual levels.
I also agree. I work in Special Ed where emotional needs are becoming so common place and the students will say they cannot attempt the work because it makes them anxious. Many will not even open a book or start a task if the concept is new or challenging. Better to avoid and act out than to accept feedback or help. This sounds very negative but it is a sad reality for many MC students or students with emotional or behavioral difficulties.
I believe the biggest impact of the self-esteem movement is how it has not helped students be prepared for their working life. This is being manifested in many ways, eg, lack of engagement and enjoyment of work, difficulty in socialising with others, disconnectedness from reality. lack of care about the quality of work and the biggest of all increasing mental health issues in young people.
Hi Kerry-lea, yes mental health issues present in young people definitely is a concern. Lots of schools in my area promote the “fixed mindset versus growth mindset” which is great. I notice schools are also focusing on character strengths that are important and discussing those with students. Then they can realise that these are transferable skills that they will need when they enter into the work force. I agree with you, I observe the same things in classes and am concerned and as an educator am keen on ideas to how we can create a shift.
Isn’t it funny that with the rise and increased reliance of automation and personal devices, that there is seemingly an increase in issues around mental health. I realise that this may purely be anecdotal in that we now have more knowledge of the area, there’s increased awareness etc. Still it would be difficult to dismiss a connect between these different factors.
When teaching a new concept, if the students don’t understand it, they tend to switch off rather than trying to grasp the new concept.
Hi Peter, yes i see this too. They don’t seem to understand that learning does feel uncomfortable, but when you have grasped the concept that it is an achievement. Like Michael said they will avoid risks and challenges, and often appear disinterested rather than admit that it is challenging for them.
It is the whole ‘fight,flight,freeze’ scenario in regards to their learning isn’t it? Toilet breaks, arguing, giving up, becoming distracted etc. are all coping responses to facing challenging learning opportunities. Anything to avoid the feeling of failure.
I think this is spot on, it is hard so easier to disengage or blame something.
This is so correct. Students do not wish to take the risk and learn a new concept. They often worry about what others will think of them. But that moment when they do take the risk and then understand the new concept is the highlight of my day.
So Correct. For them it is much easier ti disengage, get on their phones, blame someone else, anything except trying to learn. However for those few who do engage, their sense of achievement on mastering something new is rewarding and a great sense of achievement to both themselves and me.
Someone will do it for me right?