How to Get the Self-Esteem Engine Back on Track
There have been many articles, books, and news reports written on the subject of self-esteem. Some of what has been written supports the notion that it is equally important to build the esteem levels of our students as it is to build academic achievement scores. Others bemoan the fact that schools are being asked to include self-esteem building curricula in their list of daily to-do’s. Research has shown that there is a direct correlation between self-esteem and learning potential: an increase in self-esteem leads to an increase in learning potential. Regardless of where self-esteem is built and maintained, we need it to become and remain productive.
If we define self-esteem as “to regard oneself with respect or admiration,” we can identify someone being “in esteem” when they are exhibiting the strengths of their particular temperament. When those strengths move to an extreme, we identify that person as being “out of esteem.” Knowing a child’s (or adult’s) color spectrum and the indicators that he or she may be out-of-esteem are the first steps in getting the esteem train moving in the right direction.
Strengths (In Esteem)
Blue:
- Attentive
- Patient
- Genuine
- Sensitive
- Emotional
Gold:
- Stable
- Responsible
- Dependable
- Practical
- Order
Green:
- Curious
- Independent
- Inventive
- Fair
- Confident
Orange:
- Flexible
- Fun-Loving
- Optimistic
- Energetic
- Competitive
Liabilities (Out of Esteem)
Blue:
- Withdrawn
- Overly Sensitive
- Overindulgent
- Scatterbrained
- Submissive
Gold:
- Judgmental
- Obsessive
- Compulsive
- Disorganized
- Demanding
Green:
- Arrogant
- Sarcastic
- Apathetic
- Cynical
- Non-compliant
Orange:
- Aggressive
- Defiant
- Rude
- Intimidating
- Disobedient
We know that it is vital to have self-esteem. We even know what behaviors indicate a problem with self-esteem. What then can we do with all of this information? We can take the steps necessary to keep those in esteem where they are and to build up those who are out of esteem. We need EVERYONE to accentuate the positive in themselves and others.
I think I can
Getting the Self-Esteem Engine Back on Track
People who think they can, can. People with this attitude and outlook are able to grow and move forward in ways not possible for those with low self-esteem or no self-esteem. These children and adults are those who have learned that when they rise to a challenge or meet an expectation they are given encouragement to continue.
For Greens, encouragement might be to provide more time for independent study. You might encourage a Blue by thanking them for working so hard. Providing the chance to be the leader for part of a project may encourage Oranges. Golds like to be recognized for their achievements. Whatever the encouragement, it works best when it is within the values of temperament.
The byproduct of encouragement is confidence. Those of us who are provided consistent encouragement develop the confidence needed to put forth more effort.
I know I can
People who put forth effort find that typically accomplishment follows. When their successful efforts are rewarded, they experience the personal satisfaction that comes from a job well done. These are the engines that move “I think I can” to “I know I can.”
I will
It has been said, “nothing succeeds like success.” In the process of building self-esteem, these are important words to remember. When a child or adult has had the experience of feeling true satisfaction, the journey to experience it again is on. Once learners know they can do something, they will provide their own encouragement and the self-esteem engine will move the person down the track to success and happiness.