terlebih DOS self-esteem?

hi

Semakin banyak kita mempelajari ilmu-ilmu berkaitan dengan self developement, kita akan sampai satu titik pemahaman bahawa...segala tindak tanduk kita, cara kita berkelakuan dan cara kita berfikir adalah sangat sesuai dengan anjuran agama, iaitu BERSEDERHANA.

Begitu juga saya rasakan apabila masuk dalam isu self esteem dalam diri sesorang. Antara anak-anak yang ada masalah low self-esteem, jelas kelihatan wataknya yang sangat berbeza...malu, tak berkeyakinan, rasa diri kekurangan, rasa diri tak sebaik orang lain....juga cabaran untuk kita menanganinya. Bayangkan pula jika anak berkelakuan sebaliknya, dalam makna terlebih dos self-esteem, kelakuan dia akan bertentangan dengan masalah yang pertama tadi....dia jadi kurang malu, terlalu berkeyakinan, rasa superior berbanding orang lain dan sentiasa ingatkan pengesahan dalam bentuk apa sekalipun. Kedua-duanya adalah kecendurungan yang ekstrem dan tidak selari dalam penbentukkan diri manusia..Jadi apa peranan kita sebagai mak ayah:...

http://www2.scholastic.com/browse/article.jsp?id=3747692

A Classroom Full of VIPs

Of course, you are working with children who have already been raised in a self-esteem world. They may think that they deserve recognition regardless of how they perform, and believe they should be considered first. Kids who act out don’t have poor self-esteem, says Twenge. Instead, they often think that they’re the most important person in the room and that everyone else is getting in their way.
    When a child is disruptive, you need to figure out why the child is acting that way and work with them to fix it. William Ricks, a teacher in Sussex, Virginia, asks his students to walk with him in the hall to talk with them about their behavior. “I try to find the root of their attitude,” says Reid, “and then I talk to them about humility.” Addressing students’ needs is crucial for behavior and academics. Once students’ “social and emotional needs are met,” says Bernstein, “they will be more likely to work harder.”
    Focusing on praise and avoiding riticism makes everybody feel good. But children who have high self-esteem may become rude and uncooperative when they’re criticized. Still, “don’t try to
protect students from failure,” says Jennifer Crocker, Claude M. Steele Collegiate Professor of Psychology at the University of Michigan. Instead, when we make failure a learning experience and not a threat, the student’s self-esteem isn’t on the line, and they’re more open to taking constructive criticism.
    Young children are naturally narcissistic, and teaching them self-esteem keeps them focused on themselves, instead of thinking about others. “Narcissism separates you from other people,” says Twenge, while true “self-esteem brings you into connection with other people.” In the long term, narcissism has been linked with aggression and poor relationships, while connecting children to other people has a positive affect on behavior. And, says Crocker, children learn more when they’re supportive of others.
    More important than self-esteem, says Weissbourd, is a child’s maturity, or the ability to be aware of other people, coordinate other people’s needs with their own, and regulate intense feelings. By rewarding our students’ social successes, such as helping their peers, being good community members, and listening, we increase their genuine self-esteem and improve their behavior. Allowing children to help around the classroom, says Brooks, increases their “realistic self-esteem [because children are] making a positive difference in the life of someone else.”
    Walsh has worked with students who have inflated egos and no sense of responsibility or respect. Too much self-esteem, he says, “creates a sense of entitlement. I’m not saying that children don’t need reinforcement, but you have to make sure that you develop a realistic, practical, and consistent behavior plan.” When we focus on building students’ self-control, sense of belonging, and competence, we create more self-esteem than we do if we dole out constant praise. “Genuine self-esteem,” says Shindler, is “a set of unconscious self-beliefs, formed over a lifetime, reflecting our perceptions and abilities, our ability to love, and how we attribute causality for the events in our lives.”