2. Cogito ergo sum – “I think, therefore I am” René Descartes ‘Father of Modern Philosophy’ Principles of Philosophy, 1644 Cogito ergo sum – “I think, therefore I am” René Descartes ‘Father of Modern Philosophy’ Principles of Philosophy, 1644

3. Self-concept may be defined as the totality of a complex, organized, and dynamic system of learned beliefs, attitudes and opinions that each person holds to be true about his or her personal existence. Self-concept may be defined as the totality of a complex, organized, and dynamic system of learned beliefs, attitudes and opinions that each person holds to be true about his or her personal existence. Self-concept is how we think about and evaluate ourselves. To be aware of oneself is to have a concept of oneself. Self-concept is how we think about and evaluate ourselves. To be aware of oneself is to have a concept of oneself.

4. SELF-CONCEPT and SELF-ESTEEM are not interchangeable terms SELF-CONCEPT and SELF-ESTEEM are not interchangeable terms SELF-ESTEEM is a separate component of SELF-CONCEPT SELF-ESTEEM is a separate component of SELF-CONCEPT SELF-CONCEPT  ideas about yourself such as how you regard yourself “I am good at math.” SELF-ESTEEM  how you evaluate yourself “I feel good about how I do my math.”

6. Some say during early childhood between ages 3 to 5. Some say during early childhood between ages 3 to 5. Some say age 7 or 8 when parents, teachers, and peers begin commenting on the child’s academic abilities. Some say age 7 or 8 when parents, teachers, and peers begin commenting on the child’s academic abilities. But it is agreed that a person’s academic self evolves and develops as they age.

7. transition from elementary and junior high, high school, etc. transition from elementary and junior high, high school, etc. puberty may also impact self-concepts. puberty may also impact self-concepts. because of the fewer differences between because of the fewer differences between elementary and junior high, it is presumed that self-concepts should remain stable.

8. Researchers have hypothesized that academic self-concept declines in junior high because of: more emphasis on social comparison more emphasis on social comparison and competition stricter grading standards stricter grading standards more teacher control more teacher control less personal attention from teachers less personal attention from teachers disruptions in social networks disruptions in social networks Researchers have hypothesized that academic self-concept declines in junior high because of: more emphasis on social comparison more emphasis on social comparison and competition stricter grading standards stricter grading standards more teacher control more teacher control less personal attention from teachers less personal attention from teachers disruptions in social networks disruptions in social networks

9. To raise a student’s self-concepts, increasing student’s academic skills is more effective—than working the reverse. It is assumed that aggressive students have low self-concepts and use aggression to elevate their self. However this is not the case, many aggressive students express adequate, if not inflated, self-concepts. It is assumed that aggressive students have low self-concepts and use aggression to elevate their self. However this is not the case, many aggressive students express adequate, if not inflated, self-concepts.

10. Schoolchildren who are exposed to dance, music, theater, and the visual arts appear to better master reading, writing, and math than those who simply focus on the basic curriculum. Schoolchildren who are exposed to dance, music, theater, and the visual arts appear to better master reading, writing, and math than those who simply focus on the basic curriculum.

11. visual arts instruction < reading readiness visual arts instruction < reading readiness dramatic enactment < conflict resolution skills dramatic enactment < conflict resolution skills traditional dance < nonverbal reasoning traditional dance < nonverbal reasoning learning piano < mathematics proficiency learning piano < mathematics proficiency With a consistent art program students are more apt to succeed in other academic areas, in addition to developing needed social skills. With a consistent art program students are more apt to succeed in other academic areas, in addition to developing needed social skills.

12. The challenge is to reframe and refocus on the right strategies to foster students’ sense of competence and self-worth. The challenge is to reframe and refocus on the right strategies to foster students’ sense of competence and self-worth. Use classroom interventions like peer tutoring and cooperative learning. Use classroom interventions like peer tutoring and cooperative learning. Minimize feelings of low self-concepts by reducing social comparison cues in the classroom. Minimize feelings of low self-concepts by reducing social comparison cues in the classroom. Change students’ point of reference when they judge their abilities. Change students’ point of reference when they judge their abilities. Encourage students to focus on how much they have improved over time vs. focusing on how their peers are doing. Encourage students to focus on how much they have improved over time vs. focusing on how their peers are doing.

13. Make grades private, not public; do not post grades or Make grades private, not public; do not post grades or “best work”. Allow students to improve grades by redoing work. Allow students to improve grades by redoing work. Avoid grading that allows only a few students to achieve Avoid grading that allows only a few students to achieve high grades. Avoid use of ability groups for instruction; make group membership flexible; allow students to transfer from groups. Avoid use of ability groups for instruction; make group membership flexible; allow students to transfer from groups. Provide individualized tasks at which all students can be successful. Provide individualized tasks at which all students can be successful. Reduce emphasis on competition against other students; emphasize improvement over the student's prior performance. Reduce emphasis on competition against other students; emphasize improvement over the student's prior performance. Lessen the social comparison cues

14. Poorer self-concepts may negatively influence choices and outcomes. Positive self-concepts may lead to higher educational and career aspirations. aspirations.

15. Eye Spy-The Matrix The object of the game is to click on the smiling face as quickly as possible. If you click on a face and the screen does not flip to another set of faces the game is not broken, it is just that you have not found the correct smiling face. Keep on clicking through the screens there is an end with a timed score. http://selfesteemgames.mcgill.ca/games/sematrix.htm http://selfesteemgames.mcgill.ca/games/sematrix.htm Grow Your Chi I promise you will laugh, it’s not easy to catch the correct clouds! http://selfesteemgames.mcgill.ca/games/chigame.htm http://selfesteemgames.mcgill.ca/games/chigame.htm Wham! http://selfesteemgames.mcgill.ca/games/wam.htmhttp://selfesteemgames.mcgill.ca/games/wam.htm Eye Spy-The Matrix The object of the game is to click on the smiling face as quickly as possible. If you click on a face and the screen does not flip to another set of faces the game is not broken, it is just that you have not found the correct smiling face. Keep on clicking through the screens there is an end with a timed score. http://selfesteemgames.mcgill.ca/games/sematrix.htm http://selfesteemgames.mcgill.ca/games/sematrix.htm Grow Your Chi I promise you will laugh, it’s not easy to catch the correct clouds! http://selfesteemgames.mcgill.ca/games/chigame.htm http://selfesteemgames.mcgill.ca/games/chigame.htm Wham! http://selfesteemgames.mcgill.ca/games/wam.htmhttp://selfesteemgames.mcgill.ca/games/wam.htm Interactive self-esteem games and they work!