Self-esteem also is related to the affective domain. How students feel about themselves as learners and how schools help students develop self-confidence are important components in achievement. Because it is impossible to isolate the cognitive from the affective domain, the emotional climate in the school and classroom must be monitored on a consistent basis, using effective communication strategies and allowing for student and teacher reflection and metacognitive processes. In general, the entire environment needs to be supportive and marked by mutual respect and acceptance both within and beyond the classroom. When students feel good about themselves as learners, they are willing to take the risks and focus the attention necessary for further learning.
Students are more willing to tackle tasks if they believe they can be successful.
When students feel defeated or unable to learn in schools, the problems of teaching them become very difficult. That is why many reading programs insist on early intervention before students develop negative feelings about their own abilities and about their willingness to participate and take risks in school learning. All rights reserved. Disclaimer and copyright information.