146. What motivational methods can be used to develop problem-solving, teamwork and self-confidence?

Self-confidence is a concept related to the basic concepts in positive self esteem and positive self image. (Please, visit my Web Sites where you will find extensive information on the development of positive self-image and positive self esteem). Thus, the teaching of the behaviors that define self-confidence along with the label "self-confidence," is very similar to the teaching of the behaviors that define all positive words, such as "responsible," "cooperative," "studious," etc., along with the corresponding verbal labels. (See my Web Sites).

Teaching self-confidence, like teaching responsibility, cooperation, effective study habits, etc., requires the identification of what a person does, THE ACTIONS or acts, or performances, or behaviors of a person who is "self-confident," or "responsible," etc. At the same time, the verbal label for these actions, "You are self-confident," or "You are cooperative," etc., must be provided since the ESL student must develop the language of self esteem and positive self image which includes at least 3,000 positive words.

Teamwork requires verbal interactions and, thus, role playing is a very effective method of developing teamwork skills. Problem solving also requires extensive language development, concept development and high order thinking skills. Problem solving requires perception of the problems to be solved, of the resources and the tools to solve the problem. Thus, teachers need to provide extensive MODELING of problem solving behaviors, of the language to be used in problem solving, and of the thinking process required in problem solving.

 

 


For more in-depth information, classroom demonstrations, and "coaching" of new and/or experienced teachers, Dr. CARMEN SANCHEZ SADEK offers:

1. Cognitive - Academic Language and Vocabulary Development
2. Cross Cultural Diversity - Multicultural Strategies
3. Effective Instruction for English Learners (L.E.P. students) Parts 1, 2, 3, 4
4. Promoting Academic Success in Language Minority Students
5. Cognitive - Academic Language and Vocabulary Development
6. Oral Language / Literacy Skills / Higher Order Thinking Skills
7. 50/50 Dual Language Programs: design, planning and implementation
8. The Structure of English / The Structure of Spanish
9. Transition: Introduction to English Reading

Web Site Programs for Teachers: Numbers 1, 5, 7, 8, and 9.
Web Site Programs for
Paraprofessionals: Number 3.
Web Site Programs for
New Teachers:
Enhanced Cultural Sensitivity - The Challenge of Students Diversity
Identifying / Responding to Students' Language Needs
Phonemic Awareness: Teaching English phonics to L.E.P. students
Relationship Between Reading, Writing and Spelling
Improving Reading Performance -- Building Oral Language Skills)

Write and e-mail any additional questions you may have, and Dr. CARMEN SANCHEZ SADEK will establish with you, your school or district a Technical Assistance Service Contract. Dr. CARMEN SANCHEZ SADEK will answer all your questions promptly and to your satisfaction.

 

For information and credentials please click on the link below or contact directly:

CARMEN SANCHEZ SADEK, Ph.D.

Educational Consultant, Program Evaluator

National Board for Professional Teaching Standards, Certification (12/2006)

3113 Malcolm Avenue, Los Angeles, California 90034-3406

Phone and Fax: (310) 474-5605

E-mail:  csssadek@gte.net