scholarly journals Addressing Student Girevances

2020 ◽  
Vol 7 (1) ◽  
pp. 2141-2149
Author(s):  
Rudolf Weindra Sagala
Keyword(s):  
High Standard ◽  
Self Esteem ◽  
Teachers And Students

This topic is focused on student grievances. Every student has its own problems and pressures at school. SDA schools should have at least a proper education on educating teachers to show that they really care and train the students to love Jesus. They need fair judgment to help students boost their self-esteem. Students must felt that somebody looks after them when they are in trouble or in difficulties. In the school, they could have at least leaders or a committee to approach when students are in need emotionally, physically, mentally, and spiritually. Like in the book of Matthew chapter 18, there are only two things God has emphasized which are love and humbleness. These are the things we should inculcate and practice in our school. There’s a large need for cooperation and openness between teachers and students in school. Whereas non-Adventists could appreciate and realized that SDA schools are not only promoting a high standard of education but also preparing the students for heaven.

scholarly journals Psychological Problems and Challenge In EFL Speaking Classroom

2017 ◽  
Vol 10 (1) ◽  
pp. 29
Author(s):  
Win Listyaningrum Arifin
Keyword(s):  
Public Speaking ◽  
Self Esteem ◽  
Psychological Problems ◽  
Speech Anxiety ◽  
Classroom Activities ◽  
Self Confidence ◽  
Learning Attitudes ◽  
Poor Understanding ◽  
Teachers And Students ◽  
English Speaking

Psychological aspect regarding to learning attitudes plays in determining learning achievement. Psychological problems also involve not only to the students but also teacher. Less-confidence, speech anxiety, and low self-esteem are almost common problem in classroom, and occur on both teachers and students. Students who have low of self-confidence are often hardly able to control themselves for public speaking in the classroom, like, Governing his/ her behavior on that his/her peers think, lose belief on self, thinking that his/her friends dis-appraising, afraid of getting mistakes, etc. However, teachers which are low self-esteem and confidence also lose their performance and ability to manage their classroom optimally. Low self-esteem may caused by teacher’s poor understanding on subject matter. Both of psychological problems impact on dis-effectiveness of classroom activities. This paper takes accounts of some psychological problems of students and teachers in English speaking classroom, and some guidelines to overcome. At the last discus, this paper also provides some keys of how to make good classroom atmosphere.   

scholarly journals The Ramifications of Bullying in Lesotho Schools

2019 ◽  
Vol 1 (1) ◽  
pp. p30
Author(s):  
Teboli David Makafane
Keyword(s):  
High Schools ◽  
Self Esteem ◽  
Depth Information ◽  
Negative Consequences ◽  
Study Approach ◽  
Poor School Performance ◽  
Qualitative Research Design ◽  
Teachers And Students ◽  
Bullying In Schools

This paper is based on a bigger study undertaken in 2017. It focuses on the ramifications of bullying in Lesotho schools. A qualitative research design was adopted to probe for in-depth information about consequences of bullying in schools. The methodology employed was the case study approach in two high schools in the Roma Valley. The population of the study was all teachers and students in the two high schools in Roma valley, while the sample comprised six teachers and eight students, who were purposively selected.The study found out that bullying has negative consequences to all parties; perpetrators, victims and bystanders. The finding of the study revealed that bullying contributes to depression and low self-esteem, which can lead to poor school performance and suicidal tendencies amongst the victims and bystanders. The study therefore recommends that Lesotho government should come up with a policy to eliminate bullying in schools and establish programmes directed at teaching learners attitudes, knowledge and skills which they can use to circumvent bullying.

scholarly journals Perfectionism, Self-Esteem, and the Will to Win Among Adolescent Athletes: The Effects of the Level of Achievements and Gender

2021 ◽  
Vol 12 ◽  
Author(s):  
Md. Dilsad Ahmed ◽  
Walter King Yan Ho ◽  
Shaheen Begum ◽  
Guillermo Felipe López Sánchez
Keyword(s):  
Female Athletes ◽  
High Standard ◽  
Self Esteem ◽  
Male Athletes ◽  
Significant Difference ◽  
Need For Approval ◽  
The Will ◽  
And Gender ◽  
Concern Over Mistakes ◽  
Fit Index

This study examined the relationships between perfectionism, self-esteem, and the will to win and the effects of gender and the level of achievement on these variables. A total of 318 adolescents in the age group of 12–19 years (M = 16.10 ± 1.01) completed the self-esteem questionnaire, the will-to-win questionnaire, and the perfectionism inventory. Interstate level (ISL) athletes obtained higher scores than interdistrict level (IDL) athletes on the following variables: self-esteem, the will to win, and four of the eight dimensions of perfectionism (i.e., concern over mistakes, the need for approval, organization, and planfulness). Further, male athletes obtained higher self-esteem and perfectionism (i.e., the need for approval and rumination) scores than female athletes. Self-esteem, the will to win, and the dimensions of perfectionism were positively and significantly interrelated. However, one dimension, namely, perceived parental pressure, was unrelated to any factor except striving for excellence. Further, the will to win, concern over mistakes, high standard for others, and planfulness were unrelated to striving for excellence. The results of the discriminant analysis revealed that there was no significant difference between ISL and IDL athletes (variance explained = 9.480%). Finally, using path analysis showed that Model 3 (perfectionism self-esteem will-to-win) has provided good model fit such as Bentler's comparative fit index (CFI) (0.987), Tucker-Lewis index (TLI) (0.876), normed fit index (NFI) (0.973), and the root mean square error of approximation (RMSEA) (0.097).

scholarly journals Psychological Problems and Challenge In EFL Speaking Classroom

2017 ◽  
Vol 10 (1) ◽  
pp. 29
Author(s):  
Win Listyaningrum Arifin
Keyword(s):  
Public Speaking ◽  
Self Esteem ◽  
Psychological Problems ◽  
Speech Anxiety ◽  
Classroom Activities ◽  
Self Confidence ◽  
Learning Attitudes ◽  
Poor Understanding ◽  
Teachers And Students ◽  
English Speaking

Psychological aspect regarding to learning attitudes plays in determining learning achievement. Psychological problems also involve not only to the students but also teacher. Less-confidence, speech anxiety, and low self-esteem are almost common problem in classroom, and occur on both teachers and students. Students who have low of self-confidence are often hardly able to control themselves for public speaking in the classroom, like, Governing his/ her behavior on that his/her peers think, lose belief on self, thinking that his/her friends dis-appraising, afraid of getting mistakes, etc. However, teachers which are low self-esteem and confidence also lose their performance and ability to manage their classroom optimally. Low self-esteem may caused by teacher’s poor understanding on subject matter. Both of psychological problems impact on dis-effectiveness of classroom activities. This paper takes accounts of some psychological problems of students and teachers in English speaking classroom, and some guidelines to overcome. At the last discus, this paper also provides some keys of how to make good classroom atmosphere.   

Comparisons of Parents', Teachers', and Students' Perceptions of Self-Concept in Children from One-and Two-Parent Families

1989 ◽  
Vol 65 (1) ◽  
pp. 201-202 ◽  
Author(s):  
Therese Ensink ◽  
James L. Carroll
Keyword(s):  
Academic Achievement ◽  
Self Esteem ◽  
Single Parent ◽  
Intellectual Ability ◽  
Self Concept ◽  
Third Grade ◽  
Single Parent Families ◽  
Teachers And Students ◽  
Teachers And Parents

19 pairs of third grade children from intact and single-parent families matched for sex, intellectual ability, and academic achievement were administered a brief self-concept measure. Teachers and parents rated the students' self-concept on similar measures. There were no significant differences in scores between the groups; however, within each group the teachers and parents consistently overestimated students' self-esteem.

scholarly journals PENDIDIKAN KESEHATAN TENTANG KEBUTUHAN DASAR ABRAHAM MASLOW DI SMA YP MANTRA BANYUASIN

Khidmah ◽  
2020 ◽  
Vol 2 (2) ◽  
pp. 102-108
Author(s):  
Trilia Trilia ◽  
Dwi Rahma Purnama Sari
Keyword(s):  
Health Education ◽  
Basic Needs ◽  
Self Esteem ◽  
Abraham Maslow ◽  
Stunted Growth ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
Self Actualization ◽  
Education Needs ◽  
The Individual

Setiap manusia memiliki kebutuhan dasar yang memerlukan pemenuhan, remaja memiliki tingkah laku yang khas untuk memenuhi kebutuhan tersebut. Apabila ada kebutuhan yang tidak terpenuhi, maka akan menimbulkan berbagai bentuk penyimpangan tingkah laku bagi individu yang bersangkutan. sehingga apabila kebutuhan dasar tidak terpenuhi maka akan mengakibatkan timbulnya rasa tidak puas, menjadi frustasi dan terhambatnya pertumbuhan serta perkembangan sikap positif terhadap lingkungan dan diri siswa. Untuk itu perlu dilakukan berbagai upaya oleh semua pihak yang terkait, seperti orang tua, guru/sekolah untuk memenuhi kebutuhan remaja tersebut. Tujuan program ini : mengedukasi pemahaman guru dan siswa tentang Kebutuhan Dasar Abraham Maslow di Sekolah Menengah Atas Yayasan Pendidikan (SMA YP) Mantra Mariana Kecamatan Banyuasin I Propinsi Sumatera Selatan. Metode : yang digunakan dengan memberikan pendidikan kesehatan menggunakan metode penyuluhan. Kegiatan dilaksanakan pada bulan April 2019 dengan melibatkan 10 guru dan siswa kelas X sampai kelas XI yang berjumlah 38 siswa. Guru dan siswa diberikan pemahaman tentang 5 Tingkatan kebutuhan dasar Abraham Maslow yang wajib dilaksanakan di sekolah, meliputi pemenuhan kebutuhan fisiologis, rasa aman nyaman, kasih sayang dan penerimaan, harga diri dan pemenuhan kebutuhan aktualisasi diri. Hasil : Semua guru dan siswa mendapatkan pendidikan kesehatan kebutuhan dasar Abraham Maslow. Kesimpulan: Setelah dilakukan edukasi guru dan siswa memahami pentingnya pemenuhan kebutuhan dasar siswa selama berada di sekolah. Saran : diharapkan guru dan penyelenggara pendidikandapat memfasilitasi pemenuhan kebutuhan dasar siswa di sekolah.   Every human being has basic needs that require fulfillment, adolescents have unique behavior to meet those needs. If there are needs that are not met, then it will cause various forms of behavior deviation for the individual concerned. so that if basic needs are not met it will lead to the emergence of dissatisfaction, frustration and stunted growth and the development of positive attitudes towards the environment and students' self. Therefore it is necessary to do various efforts by all parties concerned, such as parents, teachers / schools to meet the needs of these adolescents. The purpose of this program: educating teachers and students' understanding of Abraham Maslow's Basic Needs in Mantra Mariana Foundation High School (SMA YP), Banyuasin I District, South Sumatra Province Method: used by providing health education using counseling methods. The activities will be held in April 2019, involving 10 teachers and students from grade X to grade XI with a total of 38 students. Teachers and students an understanding of the 5 basic levels of Abraham Maslow's basic needs that must be carried out at school includes the fulfillment of physiological needs, security, comfort, affection and acceptance, self-esteem and finally self-actualization needs.Results: All teachers and students get Abraham Maslow's basic health education needs. Conclusion: After educating the teacher and students understand the importance of meeting the basic needs of students while in school. Suggestion: It is hoped that teachers and education providers can facilitate the fulfillment of the basic needs of students at school.

scholarly journals Exploring gender differences in the EFL classroom

2011 ◽  
pp. 123 ◽  
Author(s):  
Norma Constanza Durán
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Video Recording ◽  
Classroom Interaction ◽  
Self Esteem ◽  
English Teacher ◽  
Exploratory Case Study ◽  
Teachers And Students

This article aims to describe a case study which explores teacher and students` conceptions about gender in an EFL setting and the way they are manifested in their discourse patterns. This exploratory case study was carried out with a group of eleventh grade students and an English teacher at Liceo de la Universidad Católica high school in Bogotá Colombia. The data collected included direct observation of classroom interaction, audio and video recording of the teacher and students` interactions and interviews on the teacher’s and students` discourse. The analysis of the data revealed that in fact there are imbalances in relation to boys` and girls` participation during interaction, made manifest by verbal and nonverbal attitudes. There is also sound evidence of girls’ low self esteem in response to the lack of value and respect granted to their opinions by their male peers. Stereotypes are part of teachers’ and students’ conceptions regarding gender and thus they are maintained to a great extent. The teacher’s attitude in the classroom with respect to boys and girls also appeared to show inequality that favoured boys. The girls showed evidence of awareness of the teacher’s conscious or unconscious indifference towards them, which seemed to affect their autonomy and confidence as English language learners.

scholarly journals Strategic Criticism in Second Language Class

2021 ◽  
Vol 9 (2) ◽  
pp. 21
Author(s):  
Wanchuan YU ◽  
Xian ZHANG
Keyword(s):  
Speech Acts ◽  
Self Esteem ◽  
Training School ◽  
Passive Voice ◽  
Self Confidence ◽  
English Class ◽  
Language Class ◽  
Teachers And Students ◽  
Teaching Efficiency ◽  
Pragmatic Skills

Criticism is one of the important speech acts in class. Some teachers' criticism may threaten students’ face and lower their self-confidence and motivation in L2 learning. “Green Criticism”, which is indirect and friendly, is suggested to establish a harmonious relationship between teachers and students as well as improving teaching efficiency. It can be presented in two forms: verbal criticism and non-verbal criticism: As to verbal criticism, appropriate words like appropriate person deixis, hedges and positive words should be carefully selected to protect students’ self-esteem. Besides, empathetic mood such as passive voice, subjunctive, rising tone and stroking can be utilized to lessen face-threatening acts. Other pragmatic skills including application of request and humor as well as violation of CP are also effective in solving problems occurring in class. As for non-verbal criticism, keeping silent, using eye contact, walking around, changing facial expression and employing gestures are techniques to solve problems in class effectively. Different problems occurring in an English class of 7th grade in a training school in Zhanjiang, Guangdong Province of China are used as examples to illustrate the strategies of criticism.

scholarly journals Fostering Students' Self-Esteem in Speaking by Extending Speaking Activities in Social Media

2019 ◽  
Vol 7 (1) ◽  
pp. 65
Author(s):  
Yosevina Rosdiana Su ◽  
Fatmawati Fatmawati
Keyword(s):  
Social Media ◽  
Foreign Language ◽  
Group Discussion ◽  
Self Esteem ◽  
English Department ◽  
Self Confidence ◽  
It Impacts ◽  
Teachers And Students ◽  
English Speaking

Speaking in foreign language involves both cognitive and psychological process which eventually bring it as the most challenging skill to learn. However, many learners do not have adequate opportunities to practice speaking unless in the classroom, thus, teachers and students needed to developed various extensive speaking activities including utilizing technological features such as social media. This study is aimed at describing the students' perceptions about extending speaking activities in social media and how it impacts on the improvement of their skill as well as their self-confidence in speaking. It was a case study involving 5 students of English Department in Universitas Katolik Indonesia Santu Paulus Ruteng, East Nusa Tenggara as the participants. The data were collected by observing the participants’ English-Speaking videos posted on Facebook and Focus Group Discussion. The observation sheet and the discussion guidelines were used as the instruments of data collection. To analyze the data, the researchers used Miles and Huberman’s procedures of data analysis, comprising: data reduction, data displaying, and conclusion drawing. This study revealed that extending the speaking activities in social media had positively enhanced the students’ speaking ability as well as their self-esteem in speaking.

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