Nama :Rio Ronald

NIM : 063.09.063
1. How to build a self esteem?

A self esteem is a mentality pace that have contol to ourselves. This is a example
how to make the self confidence better \or self estemm :

Negative Work Environment

Beware of "dog eat dog" environments where everyone else is fighting just to get ahead.
This is where non-appreciative people usually thrive. No one will be grateful for your
contributions even if you miss lunch and dinner, and stay up late. Most of the time you
work too much without getting help from people concerned. Stay out of this; it will ruin
your self esteem.

Other People's Behavior

Bulldozers, brown nosers, gossipmongers, whiners, backstabbers, controllers, naggers,
complainers, patronizers -- all these types of people will pose bad vibes for your self
esteem, as well as to your self improvement scheme.

Changing Environment
Change challenges our paradigms. It tests our flexibility and adaptability, and alters the
way we think. Change will make life difficult for awhile and may cause stress, but it
will help us find ways to improve ourselves.

Negative World View

Don't wrap yourself up with all the negativity of the world. In building self esteem, we
must learn how to make the best out of the worst situations.

Determination Theory
Your behavioral traits are said to be a mixed end product of your inherited traits
(genetics), your upbringing, and your environmental surroundings such as your spouse,
the company you work for, the economy, and/or your circle of friends. But remember
that you have your own identity. If your father is a failure, it doesn't mean you have to
be a failure too. Learn from other people's mistakes.

Sometimes, you may want to wonder if some people are born leaders or positive
thinkers. NO. Being positive and staying positive is a choice. Building self esteem and
drawing lines for self improvement is a choice, not a rule or a talent.

Building self esteem will eventually lead to self improvement if we start to become
responsible for who we are, what we have, and what we do. I'ts like a flame that should
gradually spread like a brush fire from inside and out. When we develop self esteem, we
take control of our mission, values and discipline. Self esteem brings about self
improvement, true assessment, and determination.

So how do you start putting up the building blocks of self esteem? Be positive. Be
contented and happy. Be appreciative. Never miss an opportunity to compliment
someone. A positive way of living will help you build self esteem, your starter guide to
self improvement
2. How To build a self effifacy?

 Use moderately- difficult tasks

If the task is too easy will be boring or embarrassing and may communicate
the feeling that the teacher doubts their abilities; a too-difficult task will re-
enforce low self-efficacy. The target for difficulty is slightly above the
students' current ability level.
Use peer models
Students can learn by watching a peer succeed at a task. Peers may be drawn
from groups as defined by gender, ethnicity, social circles, interests,
achievement level, clothing, or age.

Teach specific learning strategies

Give students a concrete plan of attack for working on an assignment, rather
than simply turning them loose. This may apply to overall study skills, such
as preparing for an exam, or to a specific assignment or project.

Capitalize on students' interests

Tie the course material or concepts to student interests such as sports, pop
culture, movies or technology.

Allow students to make their own choices

Set up some areas of the course that allow students to make their own
decisions, such as with flexible grading, assignment options or self-
determined due dates.

Encourage students to try

Give them consistent, credible and specific encouragement, such as, "You can
do this. We've set up an outline for how to write a lab report and a schedule
for what to do each week - now follow the plan and you will be successful."

Give frequent, focused feedback

Giving praise and encouragement is very important, however it must be
credible. Use praise when earned and avoid hyperbole. When giving feedback
on student performance, compare to past performances by the same student,
don't make comparisons between students.
Encourage accurate attributions
Help students understand that they don't fail because they're dumb, they fail
because they didn't follow instructions, they didn't spend enough time on the
task, or they didn't follow through on the learning strategy

Give frequent, focused feedback

Giving praise and encouragement is very important, however it must be
credible. Use praise when earned and avoid hyperbole. When giving feedback
on student performance, compare to past performances by the same student,
don't make comparisons between students.

Encourage accurate attributions

Help students understand that they don't fail because they're dumb, they fail
because they didn't follow instructions, they didn't spend enough time on the
task, or they didn't follow through on the learning strategy

Use moderately- difficult tasks

If the task is too easy will be boring or embarrassing and may communicate
the feeling that the teacher doubts their abilities; a too-difficult task will re-
enforce low self-efficacy. The target for difficulty is slightly above the
students' current ability level.

Use peer models

Students can learn by watching a peer succeed at a task. Peers may be drawn
from groups as defined by gender, ethnicity, social circles, interests,
achievement level, clothing, or age.

Teach specific learning strategies

Give students a concrete plan of attack for working on an assignment, rather
than simply turning them loose. This may apply to overall study skills, such
as preparing for an exam, or to a specific assignment or project.

Capitalize on students' interests

Tie the course material or concepts to student interests such as sports, pop
culture, movies or technology.
Allow students to make their own choices
Set up some areas of the course that allow students to make their own
decisions, such as with flexible grading, assignment options or self-
determined due dates.

Encourage students to try

Give them consistent, credible and specific encouragement, such as, "You can
do this. We've set up an outline for how to write a lab report and a schedule
for what to do each week - now follow the plan and you will be successful."

Give frequent, focused feedback

Giving praise and encouragement is very important, however it must be
credible. Use praise when earned and avoid hyperbole. When giving feedback
on student performance, compare to past performances by the same student,
don't make comparisons between students.

Encourage accurate attributions

Help students understand that they don't fail because they're dumb, they fail
because they didn't follow instructions, they didn't spend enough time on the
task, or they didn't follow through on the learning strategy
Use moderately- difficult tasks
If the task is too easy will be boring or embarrassing and may communicate
the feeling that the teacher doubts their abilities; a too-difficult task will re-
enforce low self-efficacy. The target for difficulty is slightly above the
students' current ability level.

Use peer models

Students can learn by watching a peer succeed at a task. Peers may be drawn
from groups as defined by gender, ethnicity, social circles, interests,
achievement level, clothing, or age.

Teach specific learning strategies

Give students a concrete plan of attack for working on an assignment, rather
than simply turning them loose. This may apply to overall study skills, such
as preparing for an exam, or to a specific assignment or project.
Capitalize on students' interests
Tie the course material or concepts to student interests such as sports, pop
culture, movies or technology.

Allow students to make their own choices

Set up some areas of the course that allow students to make their own
decisions, such as with flexible grading, assignment options or self-
determined due dates.

Encourage students to try

Give them consistent, credible and specific encouragement, such as, "You can
do this. We've set up an outline for how to write a lab report and a schedule
for what to do each week - now follow the plan and you will be successful."

Give frequent, focused feedback

Giving praise and encouragement is very important, however it must be
credible. Use praise when earned and avoid hyperbole. When giving feedback
on student performance, compare to past performances by the same student,
don't make comparisons between students.
Encourage accurate attributions
Help students understand that they don't fail because they're dumb, they fail
because they didn't follow instructions, they didn't spend enough time on the
task, or they didn't follow through on the learning strategy

Use moderately- difficult tasks

If the task is too easy will be boring or embarrassing and may communicate
the feeling that the teacher doubts their abilities; a too-difficult task will re-
enforce low self-efficacy. The target for difficulty is slightly above the
students' current ability level.

Use peer models

Students can learn by watching a peer succeed at a task. Peers may be drawn
from groups as defined by gender, ethnicity, social circles, interests,
achievement level, clothing, or age.

Teach specific learning strategies

Give students a concrete plan of attack for working on an assignment, rather
than simply turning them loose. This may apply to overall study skills, such
as preparing for an exam, or to a specific assignment or project.

Capitalize on students' interests

Tie the course material or concepts to student interests such as sports, pop
culture, movies or technology.

Allow students to make their own choices

Set up some areas of the course that allow students to make their own
decisions, such as with flexible grading, assignment options or self-
determined due dates.

Encourage students to try

Give them consistent, credible and specific encouragement, such as, "You can
do this. We've set up an outline for how to write a lab report and a schedule
for what to do each week - now follow the plan and you will be successful."

3. How to do self monitoring ?

Self-monitoring is proven to be effective in supporting behavioural change. It

increases our hopefulness and confidence in being able to change as well as makes us
more aware of the situations where bad habits easily take over – which increases our
feeling of being in control. The process of regular self-monitoring increases self-
awareness.

The best way to do self monitoring is to have a great awareness for ourself. Our
body limit and capacity , our feeling , our emotion , etc. Start from the daily routine and
have a positive think for ourself , that can boost up our awareness for enviroment , or
for ourself.