Page 137 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 137
the student’s academic self-concept and its link with esl
between the student as a person and their achievement/mistake/behaviour
by explaining this difference to the student.
Example 2: A student (3rd grade of primary school) was very slow
in doing the multiplication table and made 10 mistakes in 20
equations.
Criticism addressed to the behaviour: Your results with the multi-
plication table today show you solved half the equations correctly
and the time you needed for solving was slower than yesterday.
Criticism addressed to the child as a person: You are slow and inac-
curate in multiplying. (unsuitable for academic self-concept)
To help the student understand the difference between them as a per-
son and their result in multiplying, the teacher should explain even further.
Criticism addressed to the behaviour with an explanation: I noticed
that your results with the multiplication table today show you solved half
the equations correctly and the time you needed for solving was slower
than yesterday. I know you can multiply and I believe if you put more ef-
fort into it tomorrow you can solve 15 equations correctly and improve your
solving time.
The same rules also apply when communicating to a student criti-
cism of their inappropriate behaviour that does not include their academ-
ic performance. In this case, the teacher’s feedback does not impact the stu-
dent’s academic self-concept but still has an impact on the student’s general
self-concept (e.g. the “relational” self-concept – the student’s conception of
their own relational competencies).
Example 3: A 12-year-old girl responds rudely to a schoolmate
Criticism addressed to the behaviour: Your response was rude.
Criticism addressed to the child as a person: You were rude. (un-
suitable for self-concept)
If the teacher wants to pinpoint the difference between the person and
the mistake/behaviour, they will explain the difference to the student.
Criticism addressed to the behaviour with an explanation: From my
perspective, your response to your schoolmate was a bit rude. Usually, we
use more polite ways in communication. I believe you are a polite girl and
I trust that next time you will be able to find a more polite answer for your
schoolmate.
137
between the student as a person and their achievement/mistake/behaviour
by explaining this difference to the student.
Example 2: A student (3rd grade of primary school) was very slow
in doing the multiplication table and made 10 mistakes in 20
equations.
Criticism addressed to the behaviour: Your results with the multi-
plication table today show you solved half the equations correctly
and the time you needed for solving was slower than yesterday.
Criticism addressed to the child as a person: You are slow and inac-
curate in multiplying. (unsuitable for academic self-concept)
To help the student understand the difference between them as a per-
son and their result in multiplying, the teacher should explain even further.
Criticism addressed to the behaviour with an explanation: I noticed
that your results with the multiplication table today show you solved half
the equations correctly and the time you needed for solving was slower
than yesterday. I know you can multiply and I believe if you put more ef-
fort into it tomorrow you can solve 15 equations correctly and improve your
solving time.
The same rules also apply when communicating to a student criti-
cism of their inappropriate behaviour that does not include their academ-
ic performance. In this case, the teacher’s feedback does not impact the stu-
dent’s academic self-concept but still has an impact on the student’s general
self-concept (e.g. the “relational” self-concept – the student’s conception of
their own relational competencies).
Example 3: A 12-year-old girl responds rudely to a schoolmate
Criticism addressed to the behaviour: Your response was rude.
Criticism addressed to the child as a person: You were rude. (un-
suitable for self-concept)
If the teacher wants to pinpoint the difference between the person and
the mistake/behaviour, they will explain the difference to the student.
Criticism addressed to the behaviour with an explanation: From my
perspective, your response to your schoolmate was a bit rude. Usually, we
use more polite ways in communication. I believe you are a polite girl and
I trust that next time you will be able to find a more polite answer for your
schoolmate.
137
