Self Esteem and Culture in a Learning Environment

Learning process functions in a dynamic but systematic process that is greatly influenced by the main objective, sub objectives, and the environment in which learners are subjected to in the process of knowledge acquisition. According to Slavin (2006):

Students differ. They differ in performance; level, learning rate, and learning style. They differ in ethnicity, culture, social class, and home language. They differ in gender. Some have disabilities, and some are gifted or talented in one or more areas. These and other differences can have important implications for instruction, curriculum, and school policies and practice. (p. 98)

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Thus, the educator should be attached to the lesson objective and learn from the students especially on cultural differences and language in order to create a friendly and inclusive environment.

Reflectively, the conceptual idea of this treatise is an in-depth analysis of the aspects of social environment and objective and their influence on quality of learning, self-evaluation, goal setting, decision making, and inclusive education as means of building confidence and self esteem among learners irrespective of cultural background (Slavin, 2006). In addition, the treatise describes practical approaches employed by instructor to build confidence in a class of learners from diverse backgrounds.

In the elementary class video, the instructor is keen on approaches used in affirming confidence among learners. Since this class consist of relatively young population from diverse background, the teacher adopts inclusive methodology and encourage total participation by assigning duty to the seemingly minority group.

Notably, inclusion of bright color in the learning process is apparent to attract attention of the young learners who prefer practicality as opposed to theorizing of the objective. Besides, it is apparent that the instructor is aware of the level and cultural diversity of the class and uses simple sentences in presenting new ideas and appealing for participation by assigning duties.

Observation and Description

a.) Group Characteristics

As observed in the elementary class video, the class is of medium size consisting of learners in elementary level of learning. Apparently, the class is balanced in terms of gender and draws learners form different background such as Latino, Pilipino and main stream American culture. The course resonates on the facets of active participation education in which every learner is expected to present a practical approach in translating theory into actuality. This lesson involves use of papers of different colors. Each learner is given four papers; three white and one green.

b.) As observed in the video, the tone of the instructor uses simple language and stresses on emphasis for every statement uttered. Through repeated use of the phrase “okay”, the tone appeals rather than command the learner on instructional methods. Since the class consists of different culture, the instructor uses a neutral accent with slight incorporation of Latino pronunciation and slow pace of speech so as to include the slow learner and special needs student.

2. Analysis, Explanation, and Reasoning

a.) Confidence building

The observed teacher is keen on the intensity of grammar used in imparting knowledge in a diversely cultured class. In order to build confidence and affirm positive self esteem, the instructor pronounces instructions slowly and repeatedly.

Reflectively, this approach is essential in creating a tension free learning environment as slow learners are given equal opportunity to grasp concepts at minimal level of strain. In addition, the observed teacher is keen on diversity of her class and applies inclusive instructional methods (Slavin, 2006).

To achieve this, she concentrates on making every student participate directly and actively. Moreover, in distribution of materials, the instructor allows a learner to issue materials, which in itself, is a means of creating an environment of confidence in others. In order to ensure that the learner is up to instructor’s goals, she is keen on following up progress of the learner. Thus, pleasure and self elegancy created promotes invention and participation as the learner develop sense of appreciation for attention given.

b.) The level of Engagement

As observed in the video, the level of student engagement can be described as interactive. Reflectively, the learner is involved in lesson activities and is expected to have creative input at the end of the lesson (Slavin, 2006). The engagement is noted in resource materials distribution and gauge on level attentiveness as the instructor confirms from the learner his/her progress with a previous assignment before proceeding to the next.

3. Connection to Effective Teaching Practices

As observed in the video, the main teaching strategy adopted by the instructor is participatory learning. This strategy is inclusive of the need for active participation by the learner who is encouraged and motivated to optimally function actively in class activities without fear of developing inferiority complex problem.

In a relatively diverse class such as one in the video, fear and low self esteem is a common occurrence especially when the minority or special needs learner has to cope with his/her normal counterparts. Subsequently, limited space for activating positive self esteem may result into lack of confidence and diminished courage to practice inquisitive learning.

Fortunately, the instructor is aware of this and is successful in applying inclusive participatory approach in imparting knowledge. As a matter of fact, the learner is given an opportunity to contribute and special attention to gauge progress. Before proceeding to the next concept, the instructor ensures that the learner is at par with lesson objective.

Characteristic of a class room environment with learners of diverse background, inclusive education offers the best alternative in active learning process. Since participatory learning triggers creativity and inquisition, interaction with peers create a comfortable room for boosting self esteem irrespective of physical or cultural variations which may exist.

As the learner interacts with peers, confidence in expression and self ingenuity naturally surface. The key aim of a lesson objective is ensuring that the learner is in a position to accurately and practically apply acquired knowledge within accepted facets of interpretation. In this scenario, this aspect is inspired by the instructor who acts as a guide and a learner of cultures at the same time.

In the process of learning from the student, the instructor creates room for free expression and flexibility to accept diversity as strength. Generally, use of interactive and inclusive strategies offers comprehensive approach in understanding acculturation and impact of the same on learning as a process and a system.

In the process of internalizing competency, secondary aspects of inclusive learning through direct participation facilitates formal and informal establishment of a risk-free classroom environment as involvement functions on equitable treatment. In addition, at macro level, inclusive learning process reinforces positivity in self expression, interaction and presentation of set goals, evaluation criteria, and personal reflection without feeling neglected.


a.) Effectiveness of Strategies Applied

Reflectively, the instructor has successfully applied inclusive participatory approach as an education strategy. Despite divergence in acculturation, the learner is active and participates fully among peers. Besides, the instructor has created a free learning environment where the learner is empowered to respond without feeling inferior.

For instance, before proceeding to next concept, the learner is given ample time to interpret the previous one. Since the objective of this lesson is to understand cultural diversity and creation of self esteem, the success is measured by active participation and self expression by the learner who is attentive across the lesson.

As a matter of fact, the learner is keen and follows up instructions issued by the instructor to the latter as shown in the video. Use of bright colors for elementary level in participatory learning boost interest, maintain attention, and facilitate concentration as noted.

The process of evaluation is as a result of informed perception of the ideal learning environment and prior experience as guided by lesson planning rubric. As a teacher, the basis of lesson planning and execution is due to the need for inclusive interactive learning process and simplification of concepts in line with the level of learning.

In order to comprehensively interpret the concepts presented in the video, the analysis operated on the assumption of personal involvement. Therefore, prior knowledge of instructional delivery methods and techniques of maintaining maximum concentration informed the above analysis.

Conclusively, knowledge imparting strategies should operate within reliable and suitable epoch in order to create free learning environment, instill confidence in the learner, and improve quality of output in line with objectives of a lesson. Irrespective of academic level, inclusive participatory instructional methods is essential.


Slavin, R. E. (2006). Educational psychology: Theory and practice. Boston: Pearson Education.