Enhancing classroom dynamics: The impact of building self-esteem on classroom management and language learning

Abstract

[eng] Self-esteem is a significant part of one’s life which is often forgotten, particularly in high schools. It influences not only how one thinks of oneself, but also how one treats others and how one lets others treat himself or herself. Self-esteem, and in this way, one’s self-concept of who one is, should be addressed in high schools so that students learn the importance of valuing themselves and treating others with respect. This final thesis dissertation aims to examine how two interrelated concepts –self-esteem and self-concept– can be introduced to teenagers in the English classroom. The main objective is making students reflect on their socioemotional well-being while practising their English, using the foreign language in a context which aligns with their personal experience. This paper ultimately argues that working on students’ self-esteem in the classroom is an effective key strategy to improve classroom management, to increment motivation and participation, to reduce conflicts and disruptive behaviour and to foster greater production in the foreign language. After analysing the relationship between the self-concept, self-esteem and emotions, as well as their interaction in the classroom, a didactic proposal will be suggested to make students self-reflect on their progress and better assimilate the concepts examined here through the use of a portfolio