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Connecting Instructional Principles to Self-Esteem

Connecting Instructional Principles to Self-Esteem THE INSTRUCTOR AS PRACTITIONER CONNECTING INSTRUCTIONAL PRINCIPLES TO SELF-ESTEEM Michael W. Oalbratth he adult education literature contains model or mentor and allow them to contribute to their a plethora of principles about effective learning and growth. instructional and educational encoun- Because instructors frequently selve as models or ters. However, little emphasis is directed mentors for adult leamen, some principles of good towad the concept of self-esteem and its connection to instruction are connected to this first condition. good instruction. To assist practitioners in diverse educa- PrinClpIe # I: In order for self tstaem and ding arui menlortng rehhmhp to gmw, instrmbrs mu! tional setting, more attention to this issue is wmted. beaulhenticandcredibl. Self-esteem is defined as confidence or satisfaction in In an instructional role, authenticity means allowing oneself. From our experiences we know that the adult aspects of yourself to be known. Learners must be permit- learner often enters the educational experience with many doubts and fern. As instructors, we have the obligation ted to see you as a real flesh-and-blood human being who is not afraid to meal emotions and admit frailties and opportunity to enhance the adult learner’s self- and failures. Credibility means presenting yourself in a http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Adult Learning SAGE

Connecting Instructional Principles to Self-Esteem

Galbraith, Michael W.
Adult Learning , Volume 5 (3): 8 – Jan 1, 1994
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Publisher
SAGE
Copyright
© 1994 American Association for Adult and Continuing Education
ISSN
1045-1595
eISSN
2162-4070
DOI
10.1177/104515959400500312
Publisher site
See Article on Publisher Site

Abstract

THE INSTRUCTOR AS PRACTITIONER CONNECTING INSTRUCTIONAL PRINCIPLES TO SELF-ESTEEM Michael W. Oalbratth he adult education literature contains model or mentor and allow them to contribute to their a plethora of principles about effective learning and growth. instructional and educational encoun- Because instructors frequently selve as models or ters. However, little emphasis is directed mentors for adult leamen, some principles of good towad the concept of self-esteem and its connection to instruction are connected to this first condition. good instruction. To assist practitioners in diverse educa- PrinClpIe # I: In order for self tstaem and ding arui menlortng rehhmhp to gmw, instrmbrs mu! tional setting, more attention to this issue is wmted. beaulhenticandcredibl. Self-esteem is defined as confidence or satisfaction in In an instructional role, authenticity means allowing oneself. From our experiences we know that the adult aspects of yourself to be known. Learners must be permit- learner often enters the educational experience with many doubts and fern. As instructors, we have the obligation ted to see you as a real flesh-and-blood human being who is not afraid to meal emotions and admit frailties and opportunity to enhance the adult learner’s self- and failures. Credibility means presenting yourself in a

Journal

Adult Learning – SAGE

Published: Jan 1, 1994

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