To instill a sense of belief within students, we created a rubric together before we started making our
space projects. This encouraged the students to establish clear and well defined learning goals and
articulate evaluative criteria that enabled students to grade their work while having ownership to their
learning. The students were more connected to their learning outcomes as well.
Once the space projects were completed the students were given the opportunity to self-assess and
evaluate their projects. This lead to them spending time reflecting on their own work. This also
encouraged students to reflect on which learning strategies worked for them and in turn helped develop
self-efficacy for future performance. This helped me as a teacher interpret how the students rated and
evaluated their effort and work and together helped us set goals for the future. I think this process
helped the students develop a sense of belief in themselves as individuals and as learners.
As you read, what are-



your gut reactions to the various topics
the big ideas presented
the implications for these big ideas in your work
any nagging questions about the topics
And the time came when the risk to remain tight in
the bud
was more painful than the risk it took to blossom."
Anais Nin.
Prior to reading the Midgely, Arunkumar & Uradn article or knowing what “self-handicapping” was, I had
observed these behaviors in one of my fourth grade students as a major hindrance to her success. She had
very low self-esteem. She did not get started with work, ask questions or present herself as a ready learner,
out of an intense fear of failure. If she didn’t try; she couldn’t fail. While seconding my own assumptions,
the article helps me to analyze that her reason for doing so was because she could maintain self-protection,
or the validity in her mind that she is capable and able but she had extraneous reasons to blame, rather
than her own ability or disability. The following quote defines her to a T: “Low self-esteem individuals used
handicapping strategies in order to protect their image when they perceived there was a likelihood of poor
performance.” While my original concerns were her academic shortcomings, I realized that my priority in
working with her was changing her “behaviors as a learner,” as her attitude influenced her performance in a
negative cyclical way. I realize now that I (and the RTI process enacted) was directed at undoing her “selfhandicapping” prior to even addressing her academic needs.
At the end of the article, the authors write, “If some forms of disengagement are actually purposeful and
driven by the need to appear able and worthy to others, then it will be very important to try to understand
the conditions that ameliorate or exacerbate the use of handicapping strategies.” In the case of the student
I mentioned above, her self-handicapping and self deprecation was clear and observable. My interest then
(and now) lied in how to ameliorate these handicapping strategies. The strategy that I employed was to
have her self-monitor her “learning behaviors” on a star chart. We would have a conference at the end of
each school day and she would reflect on her performance in terms of attitude, effort and engagement.
Ultimately, I knew she did want to succeed. It took her active role in developing the “learning behavior”
criteria to buy into it and that she understood that her role would positively impact her performance. I think
her self-handicapping was an unconscious method of self preservation and she had not analyzed the effects
of her behaviors, or the possible effects of undoing the behaviors. The Alderman text suggests that indeed,
my role as her teacher was to assist her to become a self-regulated learner.
The girl I speak of was identified at the end of the RTI process as needing special education
services. It is no wonder that she has used coping strategies if it has taken until the end of 4th grade to get
her the special education services she needs. As I read Chapter 1 of the Alderman text, I identified with the
statement, “Many of these students, such as students with learning disabilities, have a long history of
failure. A major motivational problem for these students is their belief that they cannot learn, and this is
compounded by a lack of effective learning strategies.” As her teacher, I tried my hardest to address her low
self-confidence and lack of motivation. But I am left questioning if she has taken on effective learning
strategies.
The video was compelling because it demonstrates the role of technology in student’s developing
effective learning strategies. I wonder how her motivation may have been different with more technological
options in the classroom and if she would have had more opportunities to experience success. I am
especially curious of the positive benefits to special education students in a general ed classroom because
next year I will be teaching the cluster of special education 4th graders. For example, the use of recorded
books or playing a computer game to support an academic skill may have better met her modality of
learning.
Technology in the classroom supports the ubiquitous technological environment that children are
accustomed to in their homes and daily lives. It allows for students to be actively engaged in their learning
in cross-curricular ways because it provides interesting, modern and relevant support through the myriad
resources available to support instruction. Putting this power to learn in students hands could increase their
buy-in and desire to learn, when they are able to see an immediate application of their learning as well as
see a connection to real-world experts in the field. It also allows diversification of assessment methods, as
students will be able to demonstrate understandings in multiple ways. This would allow special ed students,
and all students, to experience success in alternative modes. Perhaps this is just the adjustment to my
instructional strategy that would support student’s development of effective learning strategies and foster
optimum motivation.
After watching the video on education in the 21st Century, it forces us to rethink education and what we
are doing in the classroom to motivate our students. The video focuses on new technology and how
children can be interactive and learn by doing, instead of the traditional skill and drill. The article about
self handicapping explained how students are self handicapping their academic performance, and the
study research self handicapping strategies and ego oriented goals. Every child and young adult wants to
fit in and students self handicap when they know they lack academic ability. They don't want to fail, but in
the school system today and rigorous testing of students and state standards stress ability and when the
students know they lack ability is when they begin to think negatively about their own education. At the
end of article it stresses, "If some forms of disengagement are actually purposeful and driven by the need to
appear able and worthy to others, then it will be very important to try to understand the conditions that ameliorate or
exacerbate the use of handicapping strategies. This knowledge could have important implications for school reform "
(pg. 432). This is an important factor when analyzing students motivation or lack of, but we as educators
can learn from there motivation. All students learn differently and have multiple intelligences (i.e. musical,
logic, auditory, visual)and the 21st century students are asking for a change. We are labeling children "at
risk" and "failing", but we are only grading them based on standards of skill and drill. Stated in Motivation
for Achievement,"school reform in most states has focused on raising standards through mandatory high
stakes tests." This skill and drill approach with high stakes might not motivate all students and the
students it doesn't those are the ones who are failing. If we make more socially connected and interactive
curriculum instead of just a pencil and paper approach we are opening up a pathway for children to be
motivated using tools that this generation of technology is giving us. Teachers can learn new ways to
introduce reading, writing, math, and science. But for us to teach the children how to use technology as
an educational tool we need to educate ourselves.
After watching the video on
Teachers can learn new ways to introduce reading, writing, math, and science. But for us to teach the
children how to use technology as an educational tool we need to educate ourselves.

21st Century: Watch the following video on YouTube:
http://www.youtube.com/watch?v=_A-ZVCjfWf8 and then respond to the following
question: What is compelling about this video and, in light of the readings for this week,
what should we learn from it?
ENGAGE ME
The video was persuasive as it demonstrates the role of technology in student’s developing effective
learning strategies. I wonder how her motivation may have been different with more technological options in
the classroom and if she would have had more opportunities to experience success. I am especially curious
of the positive benefits to special education students in a general ed classroom because next year I will be
teaching the cluster of special education 4th graders. For example, the use of recorded books or playing a
computer game to support an academic skill may have better met her modality of learning.
Technology in the classroom supports the ubiquitous technological environment that children are
accustomed to in their homes and daily lives. It allows for students to be actively engaged in their learning
in cross-curricular ways because it provides interesting, modern and relevant support through the myriad
resources available to support instruction. Putting this power to learn in students hands could increase their
buy-in and desire to learn, when they are able to see an immediate application of their learning as well as
see a connection to real-world experts in the field. It also allows diversification of assessment methods, as
students will be able to demonstrate understandings in multiple ways. This would allow special ed students,
and all students, to experience success in alternative modes. Perhaps this is just the adjustment to my
instructional strategy that would support student’s development of effective learning strategies and foster
optimum motivation.
Motivation
Concepts of Ability and Motivation
1.
Because everyone has already done plenty of reading about the concepts of ability
and motivation, our group decided to connect the main ideas of our discussion topic to a
video titled, Will Smith View of Success - Pursuit of Happiness Clip Wisdom, which can be
accessed here: http://www.youtube.com/watch?v=QT9u89IpFVw.
2.
We have created a short outline to accompany the video, so you can reference the
key points, along with a few ideas to think about how it relates to our readings.
3.
We included a fun article called Student Self-Assessment: The Key to Stronger
Student Motivation and Higher Achievement which discusses why students who experience
success with moderately difficult and challenging tasks will attribute their success to ability
and effort rather than to external attributions such as luck or help from other students. It
also relates to this weeks topic of self-systems.
4.
At the end there is a list of questions to consider, which relate the Will Smith video to
the major concepts in the assigned reading for this week.
Will Smith View of Success - Pursuit of Happiness Clip Wisdom Notes:
Shares His Wisdom on Life
•
Love living- it’s infectious and something that you can’t fake.
•
Greatness exists in all of us.
•
Know who you are, what you believe in, and that’s all you need
to know.
Yes I Can
•
Where we are doesn’t matter, we have the ability to become
something better.
•
There’s No Short Cut to Success
•
The separation between skill and talent is one of the biggest
misconceptions in the human race.
Skill takes practice and work ethic.
•
Talent is natural but will fail you if you’re not skilled.
•
Don’t ever let someone tell you that you can’t do something that
you believe in.
Lay One Brick at a Time
•
At 3:10 into the video, Will tells a story about building a brick
wall. He says that instead of setting out to build a wall you should start with
one brick at a time. How could you use this idea to help students attack
challenging problems?
Focus on Making a Difference
•
If you’re going to be here, there is a necessity to make a
difference.
•
Make every group that you come in contact with better.
•
To make your life better, you must make other’s lives better.
•
What are some ways that you can increase the self-efficacy in
your student’s or other people’s lives, so that you can help make them have a
better outlook on their struggles (p. 74, in Alderman talks about development
of self-efficacy)?
•
Do you agree with Will’s statement that your life will become
better by making other’s better?
Represent an Idea
•
You can create whatever you want.
•
Possibilities are out there and you can really use them to your
advantage.
You Have to Believe
•
The first step, before anyone else in the world believes in your
pursuit, you must believe in it.
•
Relating to self-efficacy, what are your reactions to the quote:
“He who says he can and he who says he can’t are both usually right”
~Confucius
·
e.g – do you think that self-efficacy is more powerful than actual ability?
•
The Aldermen text states: “When students believe they can
succeed in a task or subject, they’re more likely to undertake it and their value
for it increases” (p. 67). Can you relate this to a situation in your life or that
you saw in your classroom/workplace?
Nothing is Unrealistic
•
Being unrealistic stretches the imagination and uncovers
possibilities.
Our Thoughts are Physical
•
Our thoughts, our feelings, our dreams, our ideas are all
physical in our universe.
•
When we commit ourselves to something the universe will bend
around what we want.
•
Making a choice has power.
•
Don’t leave yourself in the hands of fate.
You Really Gotta Focus
•
It is hard to work on multiple things at once.
•
Your focus should be on your dream.
Attack Your Fears
•
Don’t be scared to do something.
Be Willing to Die for the Truth
•
You can’t be scared to die for the truth.
•
The truth is the only thing that is ever going to be constant.
Protect Your Dreams
•
Don’t ever let someone tell you that you can’t do something.
•
You have to dream.
•
You have to protect it when people say you can’t do something.
•
If you want something, get it. PEROID!
•
If someone has a dream, but they have already failed at
accomplishing their goal of attaining this dream multiple times, what sources of
self-efficacy judgments might hinder their motivation to keep trying (Alderman,
p. 71-74)?
Questions to Consider:
1)
Talent vs. Skill—How does Will define the terms in relation to ability vs.
effort? Which one does he think is more important?
2)
Think about the definition of self efficacy?-- In what ways does he explain the
capability to accomplish a specific task?
In Will’s talk on self- efficacy he talks about his experience building a brick wall. He says
that every task one does each and every day one should strive to give in his best and make
sure that every day he makes every effort to work as perfectly as one can. This belief i
one’s capabilities motivates people to learn quickly and in turn prepares them for success.
As a teacher I understand how very important it is for students to come to the classroom
everyday knowing their abilities and trying their best every single day. In my readings from
Motivation for Achievement, Alderman list a few strategies that we could employ to develop,
encourage and strengthen self-efficacy is to establish attainable goals and feedback from
time to time, rewards and self-instruction for verbalization of strategies, participant
modeling.
3)
He brings up choice rather than affect? --In light of the readings what is the affect
(Failure avoidance strategies)
In Will’s talk about choice rather than affect, Will talks about making a choice and just
deciding what you want to be, who you want to be and how you want to achieve a goal. He
says once your mind is set and you make that decision for yourself the universe will act in
accordance with you. In the light of the readings of failure avoidance strategies are used by
students to protect themselves from the perception of others. But once these children are
empowered to make a choice to give in their best no matter what and to achieve their goals
there is no telling what they may be surprised they would accomplish! But the struggle and
frustration that teacher’s face is to motivate these students to try hard and develop their
self-esteem so as to overcome their failure –avoidance strategies!
4)
"All successful people believe something different can happen"? --Explain self
worth and goals (learning and performance)
The way that a person distinguishes himself and his abilities can have a major influence on
his enthusiasm to take positive action, make healthy choices, reach goals and believe
something different can happen!
One of the biggest faltering blocks to accomplishment is a lack of self-worth. Once a person
has learned to accept himself, not only would he be able to set goals but also achieve them
which will in turn increase his self-worth. People with high self-worth have reliability,
accountability, are proud of what they have accomplished, are able to handle criticism, and
are not afraid to take risks. Taking risk is a quality that teacher’s can help instill in students
in the classroom, where students are not afraid to take risk and learn from their mistakes,
this will in turn prove to be a valuable learning tool that will motivate students to higher
performance.
5)
What does Will state that is related to teaching students in a classroom?--The
contextual influence Alderman pg.90, 95.
I think Will’s message is for teachers, parents and care providers to instill into children the
fact that they can achieve whatever they set their minds and hearts to doing. He mentions
that no child should be told that you can’t do or achieve something. We should encourage
children to dream above and beyond and have them believe in themselves, in their dream
and protect it. In relation with the readings from Alderman, she mentions that it is
important for teachers to be aware of the beliefs and behaviors of students that suggest
clues to a performance or a learning goal. Thus it is important for a teacher to know her
classroom well so as to make sure that the goals she sets would help foster learning and
student’s motivation.
6)
What do you think of the article?
I loved the article and totally agree with empowering students to take ownership of their
own learning by having them set their own goals. Clear and well defined learning targets
coupled with choices from a well established pre-determined learning activity would be ideal
for the different types of learners in the classroom. However even though this seems like
the most ideal situation, the fact and reality is that all of this would require a lot more time
and preparation on the part of the teacher. The best feature of this article was the
reflection piece as I feel that reflection is the most important tool of learning and
understanding. In my classroom I had the children reflect and score themselves based on a
rubric. This helped them think and develop a deeper understanding. Based on their scores
they made future goals for themselves which I thought was a really was a really insightful
process.
Children cannot be fooled by empty praise and condescending
encouragement. They may have to accept artificial bolstering of their selfesteem in lieu of something better, but what I call their accruing ego identity
gains real strength only from wholehearted and consistent recognition of real
accomplishment, that is, achievement that has meaning in their culture."
(Erik Erikson)
I feel pretty strongly about providing students with the opportunities to assess themselves. I found the
article powerful in that it states that by students setting their own goals, it improves understanding and
allows them to develop more strategies for learning. (p. 48) The notions of self-evaluation and multiple
strategies for learning are two of the key concepts that arose in Dr. Meek's class when we were discussing
novices versus experts. Experts (in any field) are able to see the multiple pathways that will cause you to
arrive at the same big picture goal. This is what self-evaluation forces students to think about. Instead of
looking at if they came up with the right answer, they are developing the higher level meta-cognitive
thinking that is apparent in expert thinking.
These are the skills we should be giving our students. I just don't know how that fits into our fast-paced,
data-driven culture. I the testing could be altered so that students are asked to explain the reasoning
behind their answers and applauded for their thought process that takes place.
Thanks for pointing me to that article and for facilitating this week,
the connection between this article and the experts and novices work we discussed as well. I wanted to
comment on your statement that we should be giving these skills to students, but you are not sure how it
fits into our fast-paced environment. That is really an important idea that is given attention to in the
learning and transfer chapter of How People Learn. In it, they discuss how important it is to give students
time to learn new subject matter. In our education system, we seem to jump from one topic to the next,
without ever giving students time to think over, process, and apply the knowledge to something that might
help them truly grasp the concepts. Although the authors give an extreme example of chess players
needing 50,000 to 100,000 hours to reach expertise, we only give students a few moments...maybe a an
hour or so at the most, to practice a skill that we expect them to demonstrate an understanding. It's very
difficult for teachers to balance a need for students to understand the knowledge with getting through a
standardized curriculum in one school year. Enjoy your night!
People really want to do well and receive rewards and recognition for the work that they
do. We've each created an image of the person we wish to be (or sometimes don't want to
be), but someone who believes in himself can conquer the world. It's not who you are that
holds you back, it's who you think you're not. But how much do we need to experience in
order to recognize success or defeat? I often blame the universe for my short comings, but
then I'm not taking responsibility for my actions and laying my own bricks. It's so easy to
feel good about something I've accomplished, but if I receive a negative comment or
critique, I feel like I got knocked down. You're right that if we start early enough and
encourage students to lay strong foundations in believing in themselves and recognizing
that the choices they make will influence that paths that they take, then they'll be able to
overcome the hurdles along way.
I’m glad you really liked the article. I wanted to find one that related to self-efficacy and
self-evaluation in order to continue talking about student self-assessment. It's something
I've been trying to develop for two years now and I hope I can establish a starting point this
year.
Hello everyone
First off, I loved this video! Someone like Will Smith radiates charisma, self-confidence and light. I
once had a friend embroider me a patch of a lighthouse, saying I was a beam of light, which I considered a
pretty awesome compliment. Will is like that, without all the fluff and theory (I am getting so weary of
theory) he simply states the truth as he sees it, eloquently and directly. I am writing a cover letter today
and this clip got me psyched to do it. It made me feel empowered and ready to pounce on my desires! This
concept of manifestation is a powerful one, I have not read The Secret, but I gather that the main premise
aligns with what Will was saying. My best friend is a guru at this, she honestly believes that the universe will
provide and take care of her, and it does. Is it that easy? You have to believe for it to work, it is almost
religious in that way, Will quotes his grandmother saying that he have a "spiritual responsibility" to better
the world, what a concept?! My main struggle with this is (as Will states) first off, before anything, you have
to have a concrete goal in mind, and that part is never easy for me.
1)
Talent vs. Skill—How does Will define the terms in relation to ability vs. effort? Which one does he
think is more important?
He makes a very poignant statement when he says "Everyone has talent, but not
everyone has skill" and that "skill is developed by beating your craft" sounds
violent, his passion, and that is the point. He is vehement in his beliefs, and that is
what makes them so magical. I love that in the younger grades kids if you ask a
room of K,1st, or 2nd graders how many of them are artists,
scientists,mathematicians, etc...the whole room is peppered with enthusiastic
hands. As they age, this diminishes, and that is our job to counter. Kids naturally
start by believing that they are capable of anything, and it is beautiful way of
thinking. My class set me straight this year when they said I was an artist, although
I have never taken an art class, it is something I love and who was I to try and
deny that power? I embraced the label, and started doing more art. It really is all
about focus and the time spent honing whatever it is you deem sacred and
important. The Outliers says that anyone who is a true master in their field has
worked 10,000 hours at it, and goes on to cite many famous achievers. My main
problem is narrowing down the scope of desires to be that focused.
2)
Think about the definition of self efficacy?-- In what ways does he explain the capability to accomplish
a specific task?
Will wants us to believe in the power of our thoughts as being physical, as if the
universe is water and will move to accommodate our desires (what a lovely image
that creates in my mind), and advocates for laying one brick at a time, but in doing
so to spend a lot of effort and focus on that one tiny step to make sure it is laid in
the best more perfect way possible, then the wall will follow. He has very high
expectations, but at the same time details how much work ( even using adjectives
like obsessive and willing to die for) this process entails. I also like the idea about
there is no reason for plan B, it only detracts from plan A. This sort of tunnel vision
is not easy to acquire, but when you do, it's potency is undeniable.
3)
He brings up choice rather than affect? --In light of the readings what is the affect (Failure avoidance
strategies)
Will says he is motivated by fear of fear, which I love, it is very knight in armour
facing a dragon. He also says that as soon as you limit yourself to being realistic,
you are committing yourself to a life of mediocrity. He discusses the power of
making a choice, and the ways that is made spatial and bends, commands, and
then demands the universe to comply. He calls is redemptive power, the making of
a choice. While this is guru like thinking, I think students can get it if they start
early enough, and have tasks with attainable goals. It also depends on how you
define failure, and how you access that in terms of language and communication
with kids.
4)
"All successful people believe something different can happen"? --Explain self worth and goals (learning
and performance)
Without goals were are stagnant, rocks in the stream, succumbing to inertia, just
waiting for the elements and time to take their toll on us. When people have goals
that they can taste and feel in a visceral and relevant sense then they become
empowered to raise the proverbial hurdle and the scope and range of their goals
become larger, brighter. I think that self-worth is directly related to the attainment
of goals, be they small or large, and that is why people who are given everything
end up depressed and empty searching for purpose and shopping their lives away.
If you never have to work for anything, nothing has value. I like to think of it as like
sweat equity. I have done a lot of serious work and remodeling on my home and I
will be damned if I don't turn a profit and see the gains of my labor. In terms of
something "different" happening I think that is key, as to be successful you have to
be able to be somewhat of a visionary, to be able to see the forest not just the
trees, which is not always easy. Learning is directly related to performance as
when kids are truly learning they will perform at higher levels.
5)
What does Will state that is related to teaching students in a classroom?--The contextual influence
Alderman pg.90, 95.
(I have this on my kindle and it doesn't have traditional page numbers....so forgive
me if I am off on this one)
I think mainly that thoughts have power, have physical thrust, and that you must
protect your dreams. It seems to be to be a question of attitude, and also of the
importance of modeling in the classroom, modeling hard work and optimism, and
being passionate about the idea that we can all succeed if we really, truly, want it
and are ready to work towards that goal.
6)
What do you think of the article?
I loved it! It argued the points I attempted to in last week's thread so wonderfully
and so much better than I could have. I really do believe in the power of selfmonitoring, self-reflection, and the metacognitive benefits of making the child
instrumental in their own learning, as a part of each process and product, to
encourage ownership of effort and particulars is to encourage such growth, and lay
the foundation for a future whose only limitations are the ceilings of each individuals
imagination.
First of all, AWESOME Job Joseph or would you rather be called Joe? Anyways great outline and awesome
video it actually really touched me and made me think about my own life and "pursuit of happiness!"
Laying one Brick at a Time:
By using one brick at a time you can use this concept to tell students that its ok to start small. For instance
in language arts, you can't just write a story right from the start. Students must lay their first brick which
would be a story map and then from there they are able to build their story/wall.
Focusing on making a difference:
What students think they can do is a good indication of successful achievement. THe more students learn
and develop the stronger their self efficacy will be. I believe that a huge way to strengthen self efficacy is by
encouraging students and providing feedback. We need to emphasize the rationale of why some strategies
students use are successful and why some fail. If students receive feedback that is meaningful and detailed
they will be more motivated to perform well. Furthermore, I believe it is important to provide students with
challenging and attainable tasks. Successful experience is the most important source of fostering self
efficacy. Treat others the way you want to be treated is a huge principle I believe in. I agree with Will Smith
that making others life better will give you self fulfillment.. "Pay it Forward."
You Have to Believe:
I think that believing in yourself in turn motivates you and creates an increase in self-efficacy which goes
hand in hand with actual ability. Ability happens when you believe in yourself. When one is able to believe in
themselves they are more likely to take on a new task. I had a student who struggled with fractions but
once she was introduced to manipulatives to help her understand the concept of fractions she was more
motivated and believed in herself regarding other math problems. Her self efficacy increased with her ability
to succeed and understand fractions. I believe that I can run a marathon because I am a runner and have
ran half marathons, my ability to train and actually run have increased my motivation to actually run a
marathon.
Greatness:
Will Smith states that greatness is in everyone and that you have to believe in it. The first step is that you
have to believe in it and believe you are able to create. I think this is so true! Believing in yourself and
having a positive attitude and overall positive energy surround you is critical to self efficacy and success.
Everyday we wake up and make a choice to start the day with a positive or negative attitude. To believe we
will succeed in our day and whatever lies ahead we must wake up with that positive attitude and create
greatness. Self efficacy is our judgement of confidence . As teachers we will know right away which students
lack confidence and need our help to build it which will in turn build their own self efficacy.
I think it is important as teachers to know our students and the knowledge that they have that way we can
make them more confident in learning. Maybe give an interest survey at the beginning of the school year to
what success and failures that the student has already experienced? When we know our students then we
can tailor our instruction based on their knowledge and build their self efficacy.
From the time a child enters school to the time they graduate, we need to enhance their
confidence in believing in themselves and continuing when times get tough. And if we can
develop resiliency to challenging tasks, then all our students will be able to attain their
goals. Quoting Van Gogh, "if you hear a voice within you say "you cannot paint," then by all
means paint, and that voice will be silenced." One way to do this is to develop their
competency in academic and social skills. Additionally, when we show it, tell it, make them
feel it, they'll run marathons like you. :) You inspire students in a far greater way than just
believing in yourself by practicing what you preach. You set goals to be in superb physical
shape, work out almost daily, eat healthy food, and push yourself to give just a little more.
There are many ways to help students feel successful in school and instilling a belief in self
is probably the most powerful.