Activity Overview
Our self esteem develops as we grow and changes as we get older and we take on new roles. Self esteem also affects our relationships with others. Positive or high self esteem (if we like who we are) will make us value ourselves and others. Negative or low self esteem (if we don’t like ourselves) will make us withdrawn, and we may treat ourselves and others poorly. In this activity, students will illustrate the effects of positive and negative self esteem on decisions they may make. Students will be asked to understand how self esteem impacts the outcomes of their decisions.
At a young age, our self esteem may impact our decisions. If we value and believe in ourselves, we will be more likely to take risks and be more outgoing. Life is all about going out on a limb while weighing the consequences over the rewards. If we lack the confidence to take on the risk, we may never challenge ourselves or others. Staying stagnant isn’t what we want our youth doing. Have students create a storyboard where they are faced with a decision and how self esteem may impact the outcome.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Show the impact of self esteem by creating a comparison storyboard.
- Click "Start Assignment".
- Label the left column, Low Self Esteem, and the label the right column, High Self Esteem.
- Label each row with common decisions students face throughout their school year.
- In the cells in the left-hand column, depict an outcome of the decision when someone has low self esteem.
- In the cells in the right-hand column, depict an outcome of the same decision when someone has high self esteem
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Structure | Six cells were used with three cells showing positive self-esteem/outcomes and three cells showing negative self-esteem/outcomes. The titles used made it easy for the reader to understand the purpose and flow of the storyboard. | The cells where not in a chart formation with a title showing the outcomes and the situation. Six cells were used with three cells showing positive self-esteem/outcomes and three cells showing negative self-esteem/outcomes. | The cells where not in a in a chart formation and contained fewer than six total cells. |
| Positive Outcomes | Three or more cells clearly depicted positive outcomes using appropriate scenes, characters, and text. The student was able to convey the message that high self-esteem could lead to positive outcomes. | Two cells clearly depicted positive outcomes using appropriate scenes, characters, and text. The student was able to convey the message that high self-esteem could lead to positive outcomes. | The student was unable to convey the main message that high self-esteem could lead to positive outcomes. |
| Negative Outcomes | Three or more cells clearly depicted positive outcomes using appropriate scenes, characters, and text. The student was able to convey the message that low self-esteem could lead to negative outcomes. | Two cells clearly depicted positive outcomes using appropriate scenes, characters, and text. The student was able to convey the message that low self-esteem could lead to negative outcomes. | The student was unable to convey the message that high low self-esteem could lead to negative outcomes. |
| Use of Conventions | There are few to no grammar or spelling mistakes. | There are some grammar or spelling mistakes but understanding of refusal is clear. | There are too many grammar or spelling mistakes creating an unclear understanding of content. |
Activity Overview
Our self esteem develops as we grow and changes as we get older and we take on new roles. Self esteem also affects our relationships with others. Positive or high self esteem (if we like who we are) will make us value ourselves and others. Negative or low self esteem (if we don’t like ourselves) will make us withdrawn, and we may treat ourselves and others poorly. In this activity, students will illustrate the effects of positive and negative self esteem on decisions they may make. Students will be asked to understand how self esteem impacts the outcomes of their decisions.
At a young age, our self esteem may impact our decisions. If we value and believe in ourselves, we will be more likely to take risks and be more outgoing. Life is all about going out on a limb while weighing the consequences over the rewards. If we lack the confidence to take on the risk, we may never challenge ourselves or others. Staying stagnant isn’t what we want our youth doing. Have students create a storyboard where they are faced with a decision and how self esteem may impact the outcome.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Show the impact of self esteem by creating a comparison storyboard.
- Click "Start Assignment".
- Label the left column, Low Self Esteem, and the label the right column, High Self Esteem.
- Label each row with common decisions students face throughout their school year.
- In the cells in the left-hand column, depict an outcome of the decision when someone has low self esteem.
- In the cells in the right-hand column, depict an outcome of the same decision when someone has high self esteem
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Structure | Six cells were used with three cells showing positive self-esteem/outcomes and three cells showing negative self-esteem/outcomes. The titles used made it easy for the reader to understand the purpose and flow of the storyboard. | The cells where not in a chart formation with a title showing the outcomes and the situation. Six cells were used with three cells showing positive self-esteem/outcomes and three cells showing negative self-esteem/outcomes. | The cells where not in a in a chart formation and contained fewer than six total cells. |
| Positive Outcomes | Three or more cells clearly depicted positive outcomes using appropriate scenes, characters, and text. The student was able to convey the message that high self-esteem could lead to positive outcomes. | Two cells clearly depicted positive outcomes using appropriate scenes, characters, and text. The student was able to convey the message that high self-esteem could lead to positive outcomes. | The student was unable to convey the main message that high self-esteem could lead to positive outcomes. |
| Negative Outcomes | Three or more cells clearly depicted positive outcomes using appropriate scenes, characters, and text. The student was able to convey the message that low self-esteem could lead to negative outcomes. | Two cells clearly depicted positive outcomes using appropriate scenes, characters, and text. The student was able to convey the message that low self-esteem could lead to negative outcomes. | The student was unable to convey the message that high low self-esteem could lead to negative outcomes. |
| Use of Conventions | There are few to no grammar or spelling mistakes. | There are some grammar or spelling mistakes but understanding of refusal is clear. | There are too many grammar or spelling mistakes creating an unclear understanding of content. |
How Tos about Consequences of Poor vs. Positive Self Esteem
Boost Student Self Esteem with Simple Daily Affirmations
Affirmations are positive statements that help students build confidence and self-worth. Starting the day with them can set a positive tone and encourage students to believe in themselves.
Introduce daily affirmations during morning meetings
Kick off each day by leading the class in a short affirmation session. This creates a welcoming, supportive environment from the start.
Model and explain the purpose of affirmations
Share your own affirmation and explain how it can boost self esteem. Modeling shows students it's normal and valuable to speak kindly about themselves.
Encourage students to choose or create their own affirmations
Let students pick statements that resonate with them, like “I am a good friend” or “I can handle challenges.” Personalizing makes affirmations more meaningful and effective.
Display affirmations in the classroom for daily reference
Post a rotating set of student-chosen affirmations on a wall or bulletin board. This visual reminder keeps positive self-talk top of mind all day.
Reflect on changes in student confidence over time
Invite students to share how affirmations have helped them feel braver or try new things. This reinforces the power of positive self esteem and encourages ongoing practice.
Frequently Asked Questions about Consequences of Poor vs. Positive Self Esteem
What is the difference between positive and negative self esteem for students?
Positive self esteem helps students value themselves and others, making them more confident and outgoing. Negative self esteem can cause students to withdraw, avoid challenges, and treat themselves or others poorly, impacting their relationships and decisions.
How does self esteem impact student decision-making?
Self esteem influences how students approach risks and challenges. Those with high self esteem are more likely to take healthy risks and try new things, while low self esteem can lead to avoidance, missed opportunities, and less growth.
What are some classroom activities to teach the effects of self esteem?
One effective activity is creating a comparison storyboard where students illustrate outcomes of choices based on low vs. high self esteem. This helps them visualize how self esteem shapes decisions and consequences in real-life scenarios.
Why is it important for students to understand self esteem in middle and high school?
Understanding self esteem helps students navigate new roles, build healthy relationships, and make positive decisions during a critical developmental period. It supports emotional growth and academic success.
What are common signs of low self esteem in students?
Signs of low self esteem include withdrawal from peers, reluctance to participate, negative self-talk, avoiding challenges, and treating themselves or others poorly. Teachers can look for these behaviors to offer support.
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