Semantic Map of Student Needs

In This Context

Self-esteem is how an individual perceives or regards him or herself. Self-regard influences the ability to interact and relate with others in the class environment. (Branden, 1994)

Self-acceptance refers to the acceptance of the self in spite of any shortcomings.

Assertiveness refers to the practice of being self-assured and confident without being forceful or aggressive.

Purposeful refers to the state of being driven, having a goal, and being determined to see it through.

Personal Integrity is having a set of guiding principles or morals and adhering to them.

Self-responsibility refers to the act of holding oneself accountable for their actions.                                                                                                             

Conscious refers to being aware of the one’s surrounding and their actions in relation to that environment.

 Hardiness is the ability to endure difficult or stressful conditions or challenges.

Commitment refers to being committed to a course of action.

Control refers to exercising restraint or direction over others and specifically students.

Challenge refers to the act of setting for oneself targets and actively acting towards achieving them

Consistency refers to there being a general pattern or agreement in the behavior of an individual

Resilience is an individual’s ability to properly adjust to stressful conditions and remain effectively unchanged by them.

Realistic Plans refers to setting in place the proper methods towards achieving one’s targets

Positive Self-Identity refers to holding oneself in high regard or having recognition on one’s social value.

Communication and Problem Solving refers to the ability to relay across any issues one might be having, and actively working towards their resolution.

Self-Control refers to the ability to control one’s emotions, desires and behavior.

Discipline refers to the adherence to a set of rules or standards.

Positive Presence refers to the act of exercising authority over a domain. In the classroom situation, this reduces the possibility of students misbehaving. (Nakamura, 2000)

Model Behavior is the ability to act in a manner consistent with expectations and in line with what one teaches.

Low-Profile Intervention refers to correction of unwanted behavior in such a way that whoever is being corrected does not feel embarrassed or singled out.

Communication refers to the exchange of news or information and usually serves to connect people.

Positive Attitude refers to having a good outlook or optimism about something.

Model Behavior refers to acting in a manner consistent with what one professes or what is expected of him. In the communication context, having model behavior translates to greater credibility and trust as students learn from observation. (Nakamura, 2000)

Listening is paying attention to and acting on what one is told.

Motivation refers to inspiring within another party a desire or willingness to do something.

Realistic Performance Goals refers to setting up achievable goals.

Constructive-Criticism refers to passing along corrections that are informative and aim to help a student improve upon or correct the said behavior. (Jones, Jones & Jones, 2000)

Autonomy refers to allowing the class a certain degree of independence in their learning, as this encourages exploration and results in greater understanding of the subject at hand. (Jones, Jones & Jones, 2000)

References

Branden, N. (1994). The six pillars of self-esteem. New York, N.Y.: Bantam.

Jones, F., Jones, P., & Jones, J. (2000). Tools for teaching. Santa Cruz, Calif.: F.H. Jones & Associates.

Nakamura, R. (2000). Healthy classroom management. Belmont, Calif.: Wadsworth.