Virtual Teacher

Help your child write a list of five-to-ten positive things about himself or herself. When the list is ready, have the child practice by saying the list softly a number of times. Discuss events or times when the child can use the list (e.g. when coping with angry feelings or when teased). Have the child complete an Inventory of Strengths where she lists her positive qualities, skills, and efforts. Questions to answer can be: What are my strengths? When do my strengths help me? Where do my strengths help me? Do I use my strengths? When do I use my strengths? Where do I use my strengths? How do I use my strengths? Use the child’s answers to customize a set of positive self-statements that she can use to reinforce her self-confidence and to stay motivated. Help the child develop a set of positive statements that he can use to cope with troublesome events. The child can use these self-statements individually; several self-statements combined, or coupled with other beha...

Our encouraging words should aim at building children’s self-confidence. Children need to understand that it is okay to make mistakes; trial and error are part of the learning process, and that is how we all master new and challenging skills. Teachers and parents can encourage children to remain optimistic and positive in their ability to learn new skills or to improve current skills. When the child makes a mistake, simply shifting his/her focus from failure (problem-oriented) to hopefulness (solution-oriented) can do wonders in improving the child’s attitude and self-confidence. We can help children see academic errors and mistakes as both external to them ―not as a personality trait that defines who they are― and controllable , that is, something that the child can improve through effort and using learning or coping strategies. We help children focus on effort when we consistently notice and appreciate the child’s effort. Teachers and parents also encourage children when we help...