E – Exemplify service to the teaching profession.
E2 – Exemplify collaboration within the school. Teacher candidates participate collaboratively and professionally in school activities and using appropriate and respectful verbal and written communication.
It is essential that teachers understand that their interpersonal relationships and communication within the school not only creates a model of social behavior for their students but also does not go unnoticed. When recognizing the impacts of observation on education, it is clear that students witness and observe many social behaviors within the school that impact their education. A teacher can foster student self-esteem by modeling the appropriate behavior they expect of their students and also by having positive interactions with colleagues, parents, and students to foster trust and respect in the classroom. Rogers (n.d.) states, “…in general, positive human relations are related to positive human behaviors” (para. 2).
There are a variety of methods to promote high self-efficacy and self-esteem within the classroom but the essential groundwork should be set by establishing trust and understanding with students. If research shows that modeled behavior is not only observed but also replicated by students, it is essential that teachers exhibit the behavior that they wish their students to portray (Joyce, Weil, & Calhoun, 2015). Joyce, Weil, & Calhoun (2015) promote the concept of developing richer states of growth, stating, “We want to grow as people and also to help our students develop richer orientation for growth. These are closely connected, for our primary influence on our students is what we model as people” (p. 310). By establishing a school society of respectful, happy, problem solving, solution based, and a comprehensive team of adults, we are building a foundational model of intercommunication that our students will observe and respect. If we expect students to exhibit appropriate behavior in order to function healthily and happily in a society, we as adults must create this society within the school.
Many situations may arise in the school that could have potential negative interactions if not handled with care and tact. A parent may be upset that their student received a poor grade on an assessment, another teacher may be frustrated by some changes in school policy making their job more difficult, students may interact negatively toward each other or a staff member in the school, a person within the school may be seriously ill, injured, or worse; these moments are guaranteed to arise on any day within any school year. Instead of reacting to these moments in a negative way, these moments are in fact excellent scenarios to promote self-esteem, citizenship, and positivity within the school. Educators can utilize these situations as teaching moments by speaking with students, designing lessons to educate about these situations, and setting goals for more positive outcomes from difficulties within the school. Furthermore, teachers can use these moments to positively interact and share positive approaches with other staff members. Students will recognize these interactions when learning that life will throw some frustrating situations their way. What a better way to promote high self-esteem than by modeling how to handle life’s challenges in positive and healthy interactions with others.
Joyce, B., Weil, M., & Calhoun, E. (2015). Models of teaching (9th ed.). Boston: Pearson Education, Inc.
Rogers, Carl (n.d.). Teacher effects research on student self-concept.
Scheuerman, R. (2014). Session 8: Albert Bandura and social-cognitive learning. Personal Collection of (Scheuerman, R.), Seattle Pacific University, Seattle, WA. Podcast retrieved from https://bbweb-prod.spu.edu/bbcswebdav/pid-1034398-dt-content-rid-2097073_1/courses/EDU6526_27922201452/SIS%20Session%208%20Podcast.mp3