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Latoya Positive non-verbal communication: 

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Latoya Positive non-verbal communication: 

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https://youtu.be/VWdMiVM-CCw

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Positive non-verbal  Communication:

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Creating a supportive learning environment for students: there are a number of factors that contributes to creating and maintaining a supportive learning environment for students, such as:

-The environment is conducive for learning ( ensuring structure, and safety)
- There is deep subject knowledge (the material that is being taught is current and Mentor/teacher can offer support to students)
-
(Nursing Times, 2017). https://www.nursingtimes.net/creating-supportive-environments-for-students/5063204.article

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Motivation:
'the desire to do things...it's the crucial element in setting and attaining goals' (Psychology Today, 2017). https://www.psychologytoday.com/basics/motivation

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Ground rules (especially about respect and participation in activities during the lesson)
Group work (example yesterday I had a group of 24 students, I put them in groups, they had to make a poster on what they can change or improve to the college, then present it to the whole group in teams in persuading why their opinion is best) Most said no apart from a group of who said they had no problem in speaking at the front, mixed and matched the group again and the girls who didn't have a problem presenting were in different groups not together, but they still didn't feel confident enough to come up and present. Therefore, I i decided to have a middle ground, if they don't want to present at the front of the class room, they can do from their table, however if from table every member of the team had to say what they had contributed. At first they didn't like it, but as they started there was no stopping them :)) by the end of the session each and everyone had participated even I was going to skip a debating activity which I had planned as we were coming close to the end of the session, it was the group themselves asking if I could please do the activity with them even if they run over 5 min (who am I to say no when they were being so productive and to such an improvement in one lesson was a reward) I thought that was very useful and very productive session as well as got the learners to bond, come out of their corner where they were hiding within themselves (low self-esteem) and also gave the high self-esteem the more confident and loud individuals responsibility and sense of appreciation to use their skills positively by sharing with the others.

(By the way, its 5 am I writing this! and sharing good practice with you all) you better appreciate my true story telling haha

Jokes aside, on my reflection on that session, yes I planned ahead on how I wanted to run the activities and the session, but I changed it slightly and went with the feel of the group and how I thought I would get most out of them, by agreeing to do something they preferred and in return for them all to participate, by rearranging the groups after they had already been put together at the start, and by continuously praising everyone in each point they said, bringing them together as a unit, clapping and applauding every time one group finished.
Next time they will present!
The end...

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Using positive nonverbal communication.
Body language (eye contact, face the person you are speaking to, tone of voice, arms and hands open and less movements etc... please check below for more positive indicators of nonverbal communication...(education.com)

https://gb.education.com/reference/article/positive-indicators-nonverbal-communication/

According to skills you need/helping you develop life skills - understanding nonverbal communication skills is very important firs. I would also say because we work or trying to get into work which includes a large diversity in every class room with students, offices we work in and people we encounter.... nonverbal signs and gestures are important because what might mean to someone it may not mean to others (cultural meanings) please refer to website below....

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When we talk about 'communication', we often mean 'what we say': the words that we use. However, interpersonal communication is much more than the explicit meaning of words, and the information or message that they convey. It also includes implicit messages, whether intentional or not, which are expressed through non-verbal behaviours.

Non-verbal communication includes facial expressions, the tone and pitch of the voice, gestures displayed through body language (kinesics) and the physical distance between the communicators (proxemics).

These non-verbal signals can give clues and additional information and meaning over and above spoken (verbal) communication. Indeed, some estimates suggest that around 70 to 80% of communication is non-verbal!

Using Non-Verbal Communication

Non-verbal communication helps people to:

Reinforce or modify what is said in words.

For example, people may nod their heads vigorously when saying "Yes" to emphasise that they agree with the other person. A shrug of the shoulders and a sad expression when saying "I'm fine, thanks" may actually imply that things are not really fine at all!

Convey information about their emotional state.

Your facial expression, your tone of voice, and your body language can often tell people exactly how you feel, even if you have hardly said a word. Consider how often you have said to someone,
"Are you OK? You look a bit down."
We know how people feel from their non-verbal communication.

Define or reinforce the relationship between people.

If you have ever watched a couple sitting talking, you may have noticed that they tend to 'mirror' each other's body language. They hold their hands in similar positions, they smile at the same time, and they turn to face each other more fully. These movements reinforce their relationship: they build on their rapport, and help them to feel more connected.

Provide feedback to the other person.

Smiles and nods tell someone that you are listening and that you agree with what they are saying. Movement and hand gestures may indicate that you wish to speak. These subtle signals give information gently but clearly.

Regulate the flow of communication

There are a number of signals that we use to tell people that we have finished speaking, or that we wish to speak. An emphatic nod, and firm closing of the lips indicates that we have nothing more to say, for example. Making eye contact with the chair of a meeting and nodding slightly will indicate that you wish to speak.

Learning the Language

Many popular books on non-verbal communication present the topic as if it were a language that can be learned, the implication being that if the meaning of every nod, eye movement, and gesture were known, the real feelings and intentions of a person would be understood.

This, of course, is absolutely true.

Unfortunately interpreting non-verbal communication is not that simple.

As our Interpersonal Communication page, non-verbal communication is not a language with a fixed meaning. It is influenced and driven by the context in which it occurs. This includes both the place and the people concerned, as well as the culture.

For example, a nod of the head between colleagues in a committee meeting may mean something very different from when the same action is used to acknowledge someone across a crowded room, and again when two people are having a social conversation.

Non-verbal communication may also be both conscious and unconscious. Facial expressions are particularly hard to control, because we cannot see ourselves to know what we are doing. We may, therefore complicate communication by trying to convey one message consciously, while in fact conveying quite another unconsciously.

Interpersonal communication is further complicated because it is usually not possible to interpret a gesture or expression accurately on its own. Non-verbal communication consists of a complete package of expressions, hand and eye movements, postures, and gestures which should be interpreted along with speech (verbal communication).

Non-Verbal Communication in Writing

Over the years, many people have argued that written words also contain non-verbal communication. Your handwriting can give clues about how you were feeling when you wrote a note, for example, and nowadays, your choice of font and colour also says something about you.

However, it is now generally agreed that these forms of non-verbal communication are pretty unreliable indicators of character. They convey far less information than the non-verbal communication that is part of face-to-face interactions.

The Cultural Context

The good news is that most of us learn to interpret non-verbal communication as we grow up and develop. It is a normal part of how we communicate with other people, and most of us both use it and interpret it quite unconsciously.

This can make it harder to interpret consciously. However, if you stop thinking about it, you will probably find that you have a very good idea of what someone meant.
The bad news is that non-verbal communication can be very culture-specific.
Examples of culture-specific non-verbal communication

1. The popular stereotype of Italians, involving big gestures, lots of hand-waving, and plenty of loud and excited shouting, may be a stereotype, but it exists for a reason. In the Italian culture, excitement is shown a lot more obviously than in the UK, for example. Non-verbal communication tends to be a lot more obvious. This can make it much harder for Italians to interpret non-verbal communication in the UK or USA, where it is more subtle. However, even in Italy, there are geographical variations.

2. The thumbs-up gesture, which generally signals approval in English-speaking countries, is considered offensive in other countries, including apparently Greece, Italy and some parts of the Middle East.

3. Making a circle with your thumb and forefinger like this means OK in Western cultures. It is used in particular by divers in this way. In Japan, however, it is reputedly the sign for money, and in Arabic countries, it is a threat.

It's worth being careful how you use gestures and body language!

For more about this, see our pages on Intercultural Communication and Intercultural Awareness.

The Importance of Non-verbal Communication

It is essential to remember that non-verbal cues can be as important, or in some cases even more important, than what we say.

Non-verbal communication can have a great impact on the listener and the outcome of the communication.

Warning!

People tend to have much less conscious control over their non-verbal messages than of what they're actually saying.

This is partly because non-verbal communication is much more emotional in nature, and therefore much more instinctive.
If there is a mismatch between the two, therefore, you should probably trust the non-verbal messages, rather than the words used.
A lack of non-verbal message may also be a signal of sorts, suggesting that the speaker is carefully controlling their body language, and may be trying to hide their true emotions.

Types of Non-Verbal Communication

There are many different types of non-verbal communication. They include:

Body movements (kinesics), for example, hand gestures or nodding or shaking the head, which are often the easiest element of non-verbal communication to control;

Posture, or how you stand or sit, whether your arms are crossed, and so on;

Eye contact, where the amount of eye contact often determines the level of trust and trustworthiness;

Para-language, or aspects of the voice apart from speech, such as pitch, tone, and speed of speaking;

Closeness or personal space (proxemics), which determines the level of intimacy, and which varies very much by culture;

Facial expressions, including smiling, frowning and blinking, which are very hard to control consciously. Interestingly, the broad facial expressions that show strong emotions, such as fear, anger, and happiness, are the same throughout the world; and

Physiological changes, for example, you may sweat or blink more when you are nervous, and your heart rate is also likely to increase. These are almost impossible to control consciously and are therefore a very important indicator of mental state.

There is more about all of these types of non-verbal communication on our pages on Body Language and Face and Voice.

Further Reading from Skills You Need
Our Communication Skills eBooks
Learn more about the key communication skills you need to be a more effective communicator.

Our eBooks are ideal for anyone who wants to learn about or develop their interpersonal skills and are full of easy-to-follow, practical information.

In Conclusion...

Non-verbal communication is an extremely complex yet integral part of overall communication skills. However, people are often totally unaware of their non-verbal behaviour.

A basic awareness of non-verbal communication strategies, over and above what is actually said, can help to improve interaction with others. Knowledge of these signs can be used to encourage people to talk about their concerns and can lead to a greater shared understanding, which is, after all, the purpose of communication.

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When we talk about 'communication', we often mean 'what we say': the words that we use. However, interpersonal communication is much more than the explicit meaning of words, and the information or message that they convey. It also includes implicit messages, whether intentional or not, which are expressed through non-verbal behaviours.

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High Self Esteem - PositiveMotivatedCreativeWilling to give opinionsTrust own judgementLow Self Esteem - NegativeDoubtfulDoesn't contributeSelf criticalHypersensitivity to mistakes﻿

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High Self Esteem - PositiveMotivatedCreativeWilling to give opinionsTrust own judgementLow Self Esteem - NegativeDoubtfulDoesn't contributeSelf criticalHypersensitivity to mistakes﻿

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High Self Esteem - PositiveMotivatedCreativeWilling to give opinionsTrust own judgementLow Self Esteem - NegativeDoubtfulDoesn't contributeSelf criticalHypersensitivity to mistakes﻿

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High Self Esteem - PositiveMotivatedCreativeWilling to give opinionsTrust own judgementLow Self Esteem - NegativeDoubtfulDoesn't contributeSelf criticalHypersensitivity to mistakes﻿

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Clare Brazil

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HELLO CHARLOTTE

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Community
Be a leader! Get involved!

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Encourage your students to comment and give their opinions on each others work

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High self-esteem learers - possitive, happy, smiling, energetic, always putting their hands up and answerinf even when their name is not called.

Low self-esteem learners - quiet, sit at the back of the class, being demotivative, saying things like, "i am not good at anything" no self belief. Socially withdrawn, low social skills, usually sit alone....

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High Self Esteem:

Team work

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Low Self Esteem

High self esteem-
May feel like.......

Feeling good about yourself
Feeling attractive!
Feeling happy!
Feeling well
I can do this!
Im better than the person next to me
I am strong
I am funny
I am approachable
I am smart

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How to create a community.

Empathy

Honesty

Motivation

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Latoya Brown
Building a strong classroom community.
Building a strong classroom community involves,
- peer teaching/learning, encouraging discussions amongst peers sharing ideas, experiences and information researched.
-group activities

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What do you do to build a strong classroom:
Encourage positive relationships between

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Examples of indiwith high self esteem

- Completing tasks quickly
- Opinionated
- Energetic
- Want to be involved
- Confident
- Thrive on being the centre of attention
- Sociable
- Believe in themselves

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Establish ground rules

Present and discuss work to one another

Model respectful and positive behaviour

Organise group work activities with mixed groups

Encourage peer groups of individuals with similar areas of specialism

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I put name cards out each week, so everyone has a chance to talk/work with new people. hopefully they learn from each other and share different experiences.

I am using class Dojo - introducing competition and a point system.

I am doing more practical stuff, so students have to share resources and present things to the class.

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Community building

- Ice Breakers!
- Common Ground
- Build Respect (don't expect it )
- Praise your students
- Healthy competition! (use dojo or split class into teams)
-  Share experiences
- Group tasks
- Encourage the students to take pride in their individual and group efforts
- Re-arrange seating each week to mix up cliques

In my previous job an important aspect of building community was the social events, so an idea could possibly be to give the students five minutes social time to just relax at the end of a session, and inActivities such as two truths and a lie, people bingo etc etc.

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To build a strong classroom community it is important for students to interact and socialize together in groups, helping  them build close relationships and trust.

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Praise your students

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Self efficacy and Motivation

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Positive Learning Environment -

Kindness
Being interested
Ground rules
Differentiation
Constructive Feedback

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Motivation

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Classroom App... timer, random selector, red and green cards

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Positive non-verbal communication

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To create a positive learning environment a teacher must be kind and compassionate towards students.

As an educator you take on certain ethical tasks to make sure all students are happy and enjoying their education.

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Motivation

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Shia LaBeouf "Just Do It" Motivational Speech (Original Video by LaBeouf, Rönkkö & Turner)

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Briony: Article on motivation

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Creating a supportive learning environment:

*Ground rules
*Establish trust
*Ensure individual needs are met
*Physical environment (heat, layout, length of sessions etc)
*Welcoming/friendly
*Health & Safety
*Differentiation
*Positive affirmation
*Listening
*Reflection and evaluation
*Feedback

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Self Esteem: confidence in your self.
Self efficacy:one's belief in one ability to do something and to succeed.
Motivation:reasons for acting in a positive way.

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Motivation:

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Conor McGregor "Doubt Motivates Me" | MOTIVATIONAL Video | Mayweather vs McGregor | 2017

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Motivational video based on Conor McGregors rise to becoming a 2 weight world champion in the UFC and his upcoming fight with Floyd Mayweather. Music: https://www.youtube.com/watch?v=1CMC3dM8m18 https://www.youtube.com/watch?v=4OYcxt0FK1o NCM Epic Music Ender Guney Footage: https://www.youtube.com/channel/UC789h3eqw0H1HqGmIsI26OA I do not personally own any of the footage or music.

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Ways to create a supportive learning environment for students:

http://www.tandfonline.com/doi/abs/10.1080/01626620.1996.10462828
Link to article on vygotsky's theory of social learning, and how to create a supportive environment

Feedback, both group and individual

Encouraging free speech when appropriate (group tasks)

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Community is a group of people in same environment who have similar interests in common.

Self Esteem is confidence in one's own worth or abilities.

Self Efficacy is commonly defined as the belief in one's capabilities to achieve a goal or an outcome. Students with a strong sense of efficacy are more likely to challenge themselves with difficult tasks and be intrinsically motivated. Self-efficacy beliefs determine how people feel, think, motivate themselves and behave

https://www.uky.edu/~eushe2/Bandura/BanEncy.html
http://www.apa.org/pi/aids/resources/education/self-efficacy.aspx

Motivation: Activation to action. Level of motivation is reflected in choice of courses of action, and in the intensity and persistence of effort

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The Power of Self-Efficacy

There is an old and frequently told story of a track coach who wanted to teach his team to run faster. No matter what the coach did, no one seemed able to beat his or her best time. One night, unbeknownst to the team, the coach moved the finish line, effectively making the track 10 feet longer. The next day, the runners clocked slower times than they usually did (because the track was now 10 feet longer).

Discouraged, because they knew they could do better, the runners practiced and practiced until they could again achieve their old times. At this point, the coach let them in on the secret that he had moved the finish line and informed them that they were now running faster. The coach demonstrated that, when the runners thought they couldn't go any faster, they didn't, and when they knew they could do better, they did. The coach proved the power of self-efficacy.

Bandura's Self-Efficacy

Psychologist Albert Bandura defined self-efficacy as an individual's belief that he or she will be able to accomplish a specific task. He believed that an essential component to accomplishing something is our confidence that we can. Bandura referred to self-efficacy as the mind's self-regulatory function; it tells us when to try and when to stop. If you do not believe something is possible, you are less likely to attempt the task and more likely to give up early if you do.

Self-efficacy drives your motivation; just as you have different degrees of motivation depending on the task, so also do you have different levels of self-efficacy. You may have high self-efficacy when it comes to your job because you have done it for a long time. You may have low self-efficacy in regards to school because you struggled to make passing grades. The level of self-efficacy you have when you begin a task has a great deal to do with whether you will successfully complete it.

The Four Sources

It's a logical assumption that, if completing an activity is related to our belief that we can accomplish the task, then increasing our self-efficacy should enable us to be more successful at finishing the things we attempt. This begs the question, 'Where does self-efficacy come from?' If we can understand where self-efficacy comes from, then we can take steps to increase it.

According to Bandura, self-efficacy is a constantly evolving process from childhood to old age. Self-efficacy increases as an individual becomes more confident that he or she can accomplish a task. Some tasks, such as academic achievement or athletic ability, tend to reinforce self-efficacy when you are a child. Other activities, such as musical intelligence or public-speaking ability, tend to reinforce self-efficacy as you grow into adulthood.

Bandura claimed that there were four sources for self-efficacy:

To improve your self-efficacy, it is necessary to address one or more of these sources.

Bandura believed that the best way to develop self-efficacy toward a particular task was through mastery of the subject. Success leads toward additional successes, and failure can cast doubt on the outcome of future attempts. When you succeed at something, you are more likely to attempt it again.

Knowing that a task is doable is key to successfully completing it. Most people are unlikely to undertake activities they believe are impossible. Bandura wrote that seeing others similar to yourself succeed reinforces the belief that you can also accomplish the same task.

Receiving positive feedback from others is a great way to build self-efficacy. When someone tells you that you've done a good job, you are likely to remember the praise and repeat the activity in the future. Bandura also taught that receiving negative feedback has a greater effect on lowering self-efficacy than receiving positive feedback has on raising it.

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self-efficacy: definition & theory - video & lesson transcript | study.com

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Self-Efficacy: Definition & Theory - Video & Lesson Transcript | Study.com

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There is an old and frequently told story of a track coach who wanted to teach his team to run faster. No matter what the coach did, no one seemed able to beat his or her best time. One night, unbeknownst to the team, the coach moved the finish line, effectively making the track 10 feet longer.

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Adebanke Adefowora Community:  A group of people who has something in common

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Adebanke Adefowora Community:  A group of people who has something in common

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Self Esteem

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Community
https://www.pinterest.co.uk/search/pins/?q=community&rs=typed&term_meta[]=community%7Ctyped

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A group of people living in the same  geographical area sharing a common ethos, interest and passion.
Self Esteem is the ability to present one's self and be heartd in a group.
Self Efficacy is believing in what you do regardless of what people may say.
Motivation is encouraging some one to go an extra mile, creating confidence and being unique.

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group of people living in a similar environment
self regard, value and confidence
believe ouselves to achieve or ability to reach the target
the drive, ability to cary on

POSSITIVE OUTLOOK
OPEN TO LEARN NEW THINGS
PARTICIPATING IN DISCUSSIONS
DO NOT MIND SITTING IN THE FIRST ROW
ARE ABLE TO PRESENT AN ARGUMENT
LOW SELF ESTEEM:

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Published: 2008-11-08

Self-efficacy, or confidence as it is commonly known, is one of the most enabling psychology models to have been adopted into positive psychology. It is the optimistic self-belief in our competence or chances of successfully accomplishing a task and producing a favourable outcome.

Self-efficacy is certainly worth having because as Henry Ford famously put it, whether you believe you can or you can't, you are right. And Gandhi perfectly understood the pivotal role that self-belief plays in our lives:

Your beliefs become your thoughts. Your thoughts become your words. Your words become your actions. Your actions become your habits. Your habits become your values. Your values become your destiny.

Self-efficacy plays a major part in determining our chances for success; in fact some psychologists rate self-efficacy above talent in the recipe for success. We need to pay special attention to self-efficacy when setting goals to make sure that our efficacy beliefs are in line with our aims and not working against them.

So where does self-efficacy come from and how can you get more of it? The originator of the theory, Albert Bandura names four sources of efficacy beliefs.

1. Mastery Experiences

The first and foremost source of self-efficacy is through mastery experiences. However nothing is more powerful than having a direct experience of mastery to increase self-efficacy. Having a success, for example in mastering a task or controlling an environment, will build self- belief in that area whereas a failure will undermine that efficacy belief. To have a resilient sense of self-efficacy requires experience in overcoming obstacles through effort and perseverance.

2. Vicarious Experiences

The second source of self-efficacy comes from our observation of people around us, especially people we consider as role models. Seeing people similar to ourselves succeed by their sustained effort raises our beliefs that we too possess the capabilities to master the activities needed for success in that area.

3. Verbal Persuasion

Influential people in our lives such as parents, teachers, managers or coaches can strengthen our beliefs that we have what it takes to succeed. Being persuaded that we possess the capabilities to master certain activities means that we are more likely to put in the effort and sustain it when problems arise.

4. Emotional & Physiological States

The state you're in will influence how you judge your self-efficacy. Depression, for example, can dampen confidence in our capabilities. Stress reactions or tension are interpreted as signs of vulnerability to poor performance whereas positive emotions can boost our confidence in our skills.

5. Imaginal Experiences

Psychologist James Maddux has suggested a fifth route to self-efficacy through "imaginal experiences", the art of visualising yourself behaving effectively or successfully in a given situation.

Further Reading
Bandura, A. (1997). Self-efficacy. The exercise of control. New York:
W.H.Freeman and Company.Emory University, Division of Educational Studies, Information on Self-Efficacy: A Community of Scholars.
http://www.des.emory.edu/mfp/self-efficacy.htmlMaddux, J.E. (2005). Self-efficacy: The power of believing you can. In C.R
Snyder & S.J. Lopez, (Eds.), Handbook of positive psychology (pp. 227-287). New York: Oxford University Press.

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What is Self-Efficacy? Bandura's 4 Sources of Efficacy Beliefs

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Published: 2008-11-08 Self-efficacy, or confidence as it is commonly known, is one of the most enabling psychology models to have been adopted into positive psychology. It is the optimistic self-belief in our competence or chances of successfully accomplishing a task and producing a favourable outcome.

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Community- A collection of people who build a strong bond.

Self Esteem- An emotional judgement of oneself

Self-Efficacy- Someone who is reliant on themselves

Motivation -

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Community - a group of individuals that share common resources, values and interests.

Self esteem - is used to describe one's self confidence.

Self efficacy - one's self belief on their ability to complete a tasks or challenges.

Motivation - ability to uplift oneself or others to accomplish a task or challenge themselves.

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Community - Everyone being included and accepted as one.
Self-esteem - Different levels in which you value yourself.
Motivation - Having the strength to carry on.

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Community - a cohesive group

Self esteem - feeling positive about oneself

Self efficacy - awareness of abilities and limitations

Motivation - the inspiration to achieve something

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self esteem is being confidence.
Motivations something makes you do thing better.
community; is sense of belonging
self efficacy
1-create sense of belonging
2-build relationship
3-be positive
4- set clear expectation
5- stay relevant

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Community: a group of individuals coming together collectively to achieve one goal. They share similar interest, and have similar  characteristics.

Self Efficacy: 'It is the optimistic self-belief in our competence or chances of successfully accomplishing a task and producing a favourable outcome' (Positive Psychology, 2017. http://positivepsychology.org.uk/self-efficacy-definition-bandura-meaning/)
Self Esteem:

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Community - group of people or an area having common interests.
Self Esteem - individuals and how they are feeling about themselves. it can be low self-esteem or high self-esteem.

Self Efficancy - getting things done and believing that you can do it.

Creating supportive learning environment.
Ground rules
Personalised learning style
Differentiating
Class room arrangements.

Motivation - Just do it!
Possitive feedback, body language, welcoming, open.

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Community- Usually a large group of individuals who have similar interests and things in common. For example, living in the same area, having the same hobby. They will often communicate on a regular basis.

Self-esteem- The ability to have self-belief in your own abilities. This can be either positive or negative. If you have high self-esteem you may find it easier to complete day to day tasks. Whereas, those with low self-esteem may find it harder due to over analysing or having negative thoughts about themselves.

Self efficacy- This may be in terms of the amount of effort you put into tasks. How you find situations and challenges.

Motivation- The desire to do well in life. The ability to strive to achieve. To grow in all aspects. Just do it!

Positive Non-Verbal Communication

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Community - A group of people who are connected through a common interest, values or circumstance.
Self Esteem - the value that an individual places on themselves
Self Efficacy - The motivation that a person has, and the individual drive to achieve a target or goal.
Motivation - The drive an individual has to complete a task

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Clare Brazil
Community- a group working together towards common goals, that shares ideas and supports each other.
Self Esteem - feeling good about yourself and that you can succeed.

Self Efficacy - Albert Bandura has defined self-efficacy as one's belief in one's ability to suceed in specific situations or accomplish a task.

Positive Nonverbal communication - body language - smiling, open gestures, being active within the room.

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Share examples of high self esteem and low self esteem that you may witness with learners ...

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Share examples of high self esteem and low self esteem that you may witness with learners ...

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What do you do it your classroom to build self-esteem and self-efficacy?

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Share your own definitions of the following:

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Share your own definitions of the following:

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Community

Self Esteem

Self efficacy

Motivation

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What do you do it your classroom to build a strong classroom community?

# data[].attributes.subject
What do you do it your classroom to build a strong classroom community?

# data[].attributes.headline
What are some ways to create a supportive learning environment for
your students:

# data[].attributes.subject
What are some ways to create a supportive learning environment for
your students: