Self-awareness and self-esteem in teaching and learning

How self-esteem is connected to learning

If students have good self-esteem, they learn better (Toivakka & Maasola 2011). This seems logical. If people have good self-esteem, they feel that they are capable of learning, and more importantly they are capable to utilize the things they have learned. This leads to curiosity, motivation and feelings of self-confidence. 

Self-esteem is something that develops when we are with others. People observe others, compare themselves with others and learn how they are similar or different to others (Wenger 1998, Hakkarainen, Honka & Lipponen 2004). The signals we receive from others shape the way we see ourselves, what is expected from us and how worthy we feel we are (Lonka 2014a, Isokorpi 2008). Identity and self-esteem are further shaped by ideal self, which is the image we wish to achieve. 

The picture below represents the different elements shaping the student’s self-esteem. The other students give feedback on how the student performs. The feedback can be verbal or gestures etc. The teacher facilitates learning also provides feedback as well. home and society as a whole connect student with many other groups that shape his/her self-esteem.

Why do teachers need self-awareness

Teachers need self-awareness skills in order to regulate their own reactions and manage the defence mechanisms in difficult situations. Lonka (2014b) writes about different types of self-regulation. In addition to self-regulation, people can also co-regulate each other, and communities can regulate themselves by socially shared regulation. As Isokorpi (2008) writes, it is important to recognize own presumptions, values, emotions, needs and defence mechanisms.  

The teachers should acknowledge their own personalities, because the information helps them to understand why they react in the way they do (Toivakka & Maasola (2011). For a teacher it is good to understand that there are different personalities that react differently to situations and challenges. Good place to start is to do some personality tests. See more about “Personality tests and self-reflecting teaching abilities”. 

It is important that schools teach students to be capable citizens in the future. This means developing their self-esteem, capabilities, agency and identity (Lonka (2014c). 

Ps. Orvokki: See also related blogpost about “Personality tests and self-reflecting teaching abilities”

• Hakkarainen, Kai & Lonka, Kirsti & Lipponen, Lasse (2004): ”Tutkiva oppiminen: Järki, tunteet ja kulttuuri oppimisen sytyttäjinä”, Wsoy, 2004.
• Isokorpi, Tia (2008): ”Napit vastakkain”- Ristiriidat, rajat ja ratkaisut”, PS-kustannus
• Lonka, Kirsi (2014a): ”Oivaltava oppiminen”, Otava kirjapaino, p. 92-94
• Lonka, Kirsi (2014b): ”Oivaltava oppiminen”, Otava kirjapaino, p. 78-79
• Lonka, Kirsi (2014c): ”Oivaltava oppiminen”, Otava kirjapaino, p. 71-105
• Toivakka, Sari ja Maasola, Miina (2011): ” Itsetunto kohdalleen! Harjoituksia itsetuntemuksen ja vuorovaikutustaitojen oppimisen”, PS-kustannus, Jyväskylä
• Wenger, E. "Communities of practise learning as a social system Systems Thinker June." (1998).