Self-Concept

I'm not held back because of what I can't do. I'm held back because of what I'm afraid I can't do. More often, I am held back because of my fear that I might fail, and as a result, I might not like myself. That's called lack of self-esteem.

Our self-concept rules our lives. It sometimes works as a wonderful encourager and sometimes as a tyrannical dictator, controlling almost our every move we make. It talks to us constantly, "You can do it. Go for it!" Or, "Not me, I could never do that."

Our self-concept lives at the subconscious level of thinking over which we have little control. It grew there when we were little children and continues to grow and change with every new experience. The subconscious mind stores every experience just like a computer.

Computers have no ability to decide right from wrong, fact from fiction. Everything stored in the computer later comes out as fact. In computerland this is known as "garbage in, garbage out."

Our subconscious mind does the same thing. It cannot tell the difference between things we vividly imagine and things that really happen. As a result, everything that is stored comes out as fact, even when the original source is imagination or misunderstanding.

A youngster's mind is especially receptive to what is going on in his or her world. The self-concept computer is not firmly set. Therefore, children are easily influenced by the messages they think they hear from their parents and teachers. We can help children store positive or negative messages. We do the best job of this, not through our words, but through our actions.

Parents and teachers who constantly encourage children to decide between two alternative teach children to think for themselves. They send powerful messages that imply, "You are so smart that I can allow you to think for yourself." This action also implies, "I can trust you to know what is good for you."

Wise parents usually suggest two choices in a manner that allow them to be happy with either choice. An example of this is: "Our car will be leaving for town in 20 minutes. Are you going to wear your coat or carry it? It's your choice."

Some parents give orders, such as, "Your wear your coat or else!" This sends a "you're dumb" message. After a period of time these parents discover using too many orders has caused their child's low self-concept.

A child's self-concept is the sum total of all the "your smart" messages he or she hears minus all the "you're dumb" messages. Hopefully, our actions send more positive messages than negative ones.

ESU 10 is teaming up with Kearney Public Schools to provide Instructional Theory Into Practice (ITIP). Experience a teaching model, developed by Madeline Hunter, based on the principle that teaching is a series of decisions made by the teacher.  The basic ITIP course is designed to increase teachers’ knowledge of classroom practices concerning the effective and efficient use of instructional time.  

This course will provide information the teacher needs to consider when making decisions about the content to teach, the way to teach it, how to check to see if it has been learned, and techniques to use to help students remember. The class will address motivation and strategies to increase the rate and degree of learning. This class translates the theory of instruction into classroom practice.

When:     June 8th-12th, June 15th-19th (for the 2 credits)
Time:      8:30-11:30 a.m.
Location: Kearney High School

ITIP will be offered as a workshop or for college credits:

Option 1:  Register for 2 graduate credit hours through UNK. Cost is graduate tuition and fees.  Register with ESU 10 on ODIE AND register with UNK. (You must be admitted to UNK, then enroll in
TE 817P-80, call # 10695). Confirm course registration with Dr. Carol Renner and/or Eileen Dennis.
**You may add a 3rd graduate credit hour through UNK, by enrolling in TE899-84 Special Topics: ITIP, which will fall under the July Summer session.

Option 2:  Register for the workshop with ESU 10 on ODIE. Confirm workshop registration with Dr. Carol Renner and/or Eileen Dennis – workshop fee ($90) paid by KPS.


Registration Deadline:  May 22, 2009.   Please register early!
NOTE:  A decision will be made to offer or cancel the class based on enrollment as of this date.  

ESU 10 currently has a limit in place of 10 Megabytes for email attachments. The same 10 Megabyte restriction also applies for attachments when sending from Webmail.

These limits were put in place for two main reasons:

• Email servers get overloaded when trying to send large files
• Server storage space

If a 10 megabyte file is sent to 100 people on our system, that file is essentially using up 1000 megabytes (1GB) of storage space.

We realize that email is a very convenient method of sending information back and forth and we don't want to hinder that transfer of information. However, in order to send large files back and forth, we recommend uploading them to a web page or using a website like www.sendthisfile.com. The sendthisfile.com website allows you to upload large files and then emails the recipient a link to download the file.

Sr. Margaret Proskovec will present a full day workshop at ESU 10 for Art Educators on June 9, 2009.  She has been Assistant Curator of Education for Docents and School Programs at Joslyn Art Museum, Project Coordinator for Prairie Visions, and helped develop the Nebraska Visual & Performing Arts Frameworks. 

Topic 1:  Multiple Connections:  Math + Art 9:00am-12:00pm
A PowerPoint presentation explores concepts from across the Math curriculum as visualized in artworks from a broad range of historical periods and styles.  The 1-hour presentation is followed by a 1-hour work session to draft integrated instructional plans for math and/or art.
   
Topic 2:  Visualizing Perspective 1:00pm-3:00pm
This art making session explores ways artists create the illusion of 3-dimensional space on a 2-dimensional surface.  Beginning with analysis of Joslyn Art Museum's painting of Abelard & Heloise Surprised by the Abbot Fulbert and visualizations in the immediate setting, concepts include:
    1.  Overlapping
    2.  Diminishing size
    3.  Diminishing clarity
    4.  Foreshortening
    5.  Linear Perspective and Point of Convergence
Drawing exercises will develop skills in rendering planes and cubes in 1-point perspective.  Participants will need rulers, pencils, and colored pencils or markers.

It is just another day in education: a day that brings a feeling of uneasiness or frustration. As you sit frustrated, you wonder why you chose a career in education and if you can muster up the energy to return to your role the following day. This frustrating day lingers longer and always leaves you in a bit of a tailspin.

You have most likely encountered at least one of these days in the world of education - days of frustration in which you questioned your career path, feeling exhausted to the point
you believed you could not return. Yet, something churned within you: a small fire you had nearly forgotten. You found your way back to school, your classroom, your career, with every piece of
gumption inside of you; and you remembered what inspired your career decision long ago: your passion for educating young minds. 
    
You are a chosen one.  In your early years of learning, there was an educator who impacted your thinking, your self-confidence, and your soul. You may not have realized the significance this individual played in your life until you became an adult or an educator, but along the path you experienced a teacher who cared about who you were and believed immensely in your capability.  
    
It was that individual who helped shape who you are today, whose compassion continues to give you strength on the most intense days, grounds your thinking, and unknowingly picks you up and dusts you off so you can continue on in your journey.
     
Nearly all of you reading this are embracing memories of the person that inspired you, yet none of those persons probably know their impact upon you. Have you considered sharing what you gained as a result of their teaching? Does this individual know the inspiration he or she was to you? 
     
Well, it is nearing summer, and though school is almost out, I have a homework assignment for you: reach out to the educator you remembered today. Find a way to let this individual
know how much he or she is appreciated and what you treasure about his or her efforts. Write a letter, send an email, make a phone call, or go visit this person and thank him or her for inspiring you to become an educator. 
     
However you communicate your thanks, praise the individual for helping you choose a career path in education, for helping you out of your tailspin, for making the frustrated days seem briefer, for giving you the energy to return to your classroom, for lessening the feelings of uneasiness and frustration on difficult days. For day after day, frustrating as your days as an educator might be, you continue to pick yourself up and return to your classroom. And for your passion and perseverance, someone, somewhere deserves a “thank you.”
     
Enjoy your time for learning, growing, and expanding your talents this summer, but don’t forget about your homework assignment. It’s due August 15, 2009.