DEVELOPMENTAL STANDARDS PAPER

Developmental Standards

Hillary Lechlitner
Education Psychology 251, Section 001
Evelyn Waite
20 February 2013

DEVELOPMENTAL STANDARDS PAPER

Developmental Standards Paper
"The teacher understands how children learn and develop, and can provide learning
opportunities that support their intellectual, social and personal development" ~ InTASC2

The purpose of this paper is to demonstrate my comprehension of self-esteem and

how I plan to use what I have learned in my future classroom. It displays how self-esteem
issues impact the learning environment and my thoughts on how to exploit the
information I have gathered to stimulate social, personal, and intellectual development.
Furthermore, it also conveys my understanding of numerous developmental standards as
they correlate with self-esteem in adolescents and how to correctly handle issues related
to this topic.
Self-esteem is a prominent concern with adolescents as they deal with a sense of
personal worth and ability that is fundamental to an individuals identity (Lindsay,
Docrell, & Palikara 2010). It has also been proven that self-esteem is largely associated
with successful academic ability (Bolduc & de Man 2000). Students who might be held
back for academic reasons are highly at risk for a low self-esteem. Then, the likely
partner that couples with educational aptitude, popularity is proven to affect adolescents
self-esteem and feeling of worth as well (de Bruyn 2005). The way self-esteem is formed
and impacts students also largely depends on gender. (Quatman 2001). Students who
experience discrimination in schools because of their ethnicity, generally possess a lower
self-esteem (Hughes, Rivas-Drake, West-Bey, & Witherspoon, 2009). Although this sense
of worth may seem like a small factor in an adolescents life, it can be very powerful
depending on how it influences them.

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Learning Disabilities
Students with certain learning disabilities such as dyslexia, ADHD, autism, or
specific language impairment (SLI), in comparison to peers who contain scholastic and
social competence, appear more likely to develop low self-esteem (Lindsay, Docrell, &
Palikara, 2010). Students with these learning disabilities also tend to develop shyness,
which in turn leads to lower self-esteem and lower self-worth. If children discover their
learning disability at a young age, their self-esteem will increase with age; however, if a
student does not uncover their learning disability until high school he or she will suffer
through the epidemic of a long-standing negative self-esteem (Bolduc & de Man 2000).
When taking time to examine learning disabilities, gender must also be considered in the
evaluation. Females generally report a lower self-esteem than those males with equally
significant learning disabilities. (Lindsay, Docrell & Palikara 2010). Females indicated
lower levels of self-esteem because of their own self-perception and feeling of global
self-worth. Mens self-esteem with learning disabilities was higher than females because
men felt or feel more global self-worth (Lindsay, Dockrell & Palikara 2010). Adolescents
with learning disabilities also struggle more with the transition between different schools,
thus reporting an additional decrease in self-esteem (Bolduc & de Man 2000).
As an educator it is imperative that I am aware of the various learning disabilities
that my students may have and the different ways to handle them as an instructor. I will
not allow any type of demeaning or negative remarks from students to other students in
my classroom; this will ensure a safe learning environment for all students (SS5.1).
Consequences will occur for any students who participate in such behavior allowing all
students to know I will not tolerate such actions. I will not grant students with learning

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disabilities any special privileges for which they do not academically qualify; however, I
will be willing to help them by setting up personal appointments or explain certain
lessons further that may have been confusing to those students (SS 2.3). Furthermore,
students will be encouraged and I will present them with their improvement to help boost
their self-esteem. Using numerous teaching styles will also help me to reach those
students to allow those improvements. I will take extra steps by asking individuals in the
students lives about how I can help the student; what they know might work and what
they know is not effective (SS2.8).
Popularity
The adolescent period is greatly impacted by a sense of belonging from peers and
the way in which they view one another. The popularity status of adolescents appears to
be heavily associated with self-esteem (de Bruyn 2005). Popularity in adolescents is
characterized by either sociometric popularity or consensual popularity. Sociometric
popularity is correlated to cooperative behavior and being perceived as popular from
others. Consensual popularity is connected to fashion and not being seen as boring.
Sociometric popularity is linked more with males and how their self-esteem ranges while
consensual popularity is connected more with females and their sense of self-esteem.
Self-esteem in adolescents was affected more by approval and disapproval from
classmates, in general, rather than close friends; in addition, likability is linked with selfesteem. Basically, popular children with numerous friends have a high self-esteem (de
Bruyn 2005).
As an educator of teenagers in the secondary level it is critical that I understand
the different types of popularity and how it is linked to self-esteem. Students with a

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smaller amount of friends are more likely to struggle with self-esteem; so, it will be
essential that I talk to all students during class and choose different individuals
throughout class to answer questions, allowing them to be heard so that they know their
voice and opinion is important. Since students with a low self-esteem generally do not
have a sundry of friends, I will incorporate different group or classroom activities and
projects in order for students to get to know various people in class and for all to be
involved; to combat loneliness or isolation further, I will pick their groups for them in
order for no one to feel left out (SS5.5, 2.1). Although group activities will be enacted, I
will also encourage students to create their own opinions on different topics as a way to
boost self-esteem by making them confident in their own beliefs. Furthermore, I will ask
student to reflect upon their work and think of ways or ideas to improve and grow as a
learner (SS2.5). Creating a learning environment with support and encouragement with
healthy interactions between all students is one way I can help manage adolescents selfesteem. I will also allow students to visit me before or after school hours with problems
they have encountered and help them address those challenges and how they can improve
them (SS1.3). When improvements occur I will make a conscious effort to congratulate
the student individually.
Gender
Gender has always played a significant role in self-esteem during
adolescence. When measuring self-esteem, researchers use eight
different domains where adolescents self-esteem is created (Quatman
2001). The eight domains consist of personal security, home/parents,
peer popularity, academic competence, attractiveness, personal

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mastery, psychological permeability, and athletic competence. When
measuring self-esteem, boys outperformed girls in six of the eight
categories; in fact, boys exude a higher global self-esteem overall.
Further results found boys to have a higher self-esteem in math and
sports, while girls exceeded boys in self-esteem with reading, music,
and English. During adolescence, the pubertal changes are more
stressful for girls than boys (Fortin, Marcotte, Papillon, & Potvin, 2002).
The changes for the boys are more likely to increase their self-esteem,
while females see their change in body image as negative, resulting in
a lower self-esteem. To add to those stresses, studies also showed that
family strengths, or how a family can cope with problems, had the
strongest effect on self-esteem in adolescents. Both parents caring is
positively associated with a high self-esteem for girls (Quatman 2001;
SS 1.1).
As a future educator of high school students, it is necessary that I
am aware of the how self-esteem differs depending on gender.
Knowing that girls generally have a lower self-esteem, I will keep a
better eye on them throughout class to observe how they interact with
their classmates and/or how they are treated. My students will be
informed that there will be severe consequences if any rude remarks
are said to other students in my classroom. I will also incorporate
different ways of teaching lessons in order to reach both the females
and males, considering that the two genders generally learn differently.

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Students will be required multiple times throughout the semester or
trimester to create projects, papers, or activities of original work. For
example, I will provide them with the criteria necessary (vocabulary
words, grammar, creativity, etc.), but they will be responsible for
creating the project or paper in the best way that suits them (SS 2.6).
Throughout the projects I will always be available for them to ask
questions and offer helpful strategies; but in the end, I will expect them
to form individual approaches and solutions on their own. If I see a
student struggling academically, I will be very encouraging of their
efforts towards success (SS 5.2). When incorporating review games or
other group activities, I will equally assign males and female captains
or leaders of the team to allow both genders to feel significant and
somewhat powerful to help boost self-esteem. Another aspect of the
classroom that will be key in supporting a healthy self-esteem for both
males and females in my classroom is my awareness of my own
compliments to students. Compliments can be very helpful to enhance
both genders self-esteem. Keeping in mind, of course, it can also be
detrimental to the students not receiving the compliment and may
strongly decrease their self-esteem. As an adult educator I must be
selective and careful with my word choice and not favor any group of
students.
Ethnicity

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Self-esteem influences behavior and decisions; furthermore, it
greatly relates to social identity with different races (Hughes, RivasDrake, West-Bey, & Witherspoon, 2009). Throughout schools, members
of a stigmatized group and students who experience discrimination in
school almost always possess a lower self-esteem. When discrimination
occurs, schools are the primary arena where ethnic and racial
stereotypes manifest. Schools are also where adolescents develop and
enact their racial and ethnic identities. This can shape those
adolescents of minority race, in both identities and self-esteem. For an
adolescent in school, being discriminated against can become
extremely distracting, and it can influence his or her academic
motivations. Studies have also proven that as one grows older, ethnic
minorities decrease in self-esteem. In one study and example, white
students reported to have higher academic efficacy than did their
African American peers. One factor that enhances self-esteem in
different ethnicities was when the parents emphasize cultural pride
and knowledge of ones cultural heritage (Hughes, Rivas-Drake, WestBey, & Witherspoon, 2009).
Students need to have a learning environment where they can
feel safe and accepted no matter their race. I will treat all students
equally and not create any assumptions of students because of his or
her race. As I stated earlier, insulting or stereotypical comments will
never be tolerated in my classroom. As an educator, it is imperative

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that I am aware of the diversity and different backgrounds students
come from in my classes. As a way for all of my students to feel
welcome, I will have them all fill out a sheet in the beginning of the
year with information about themselves including unique cultural
traditions (SS 1.4). By filling out these information sheets, it will also
help me create new learning experiences for all students; as well as
connect lessons due to their prior knowledge or experiences (SS 2.4). I
may also incorporate a project in the beginning of the year for students
to present a little bit about their own culture and traditions as a way for
all ethnicities to be proud of their culture and heritage and to increase
self-esteem; this may also shed light on the development of each of my
students and how they learn best (SS 5.3).
Depression
With the enormous amounts of change and transitions
throughout adolescence, depression can slowly begin to play a role in
an adolescents life and alter his or her self-esteem. Adolescents that
have depressive symptoms, usually end up greatly associated those
symptoms with a negative self-esteem (Fortin, Marcotte, Papillon, &
Potvin, 2002). Depressive students have a much higher risk of school
dropout and suicidal behaviors. Adolescents dealing with depression
have shorter friendships, appear less popular among peers, and may
present learning difficulties, resulting in a decrease in self-esteem.
When measuring depression, girls are more depressed than boys

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during adolescence; furthermore, girls show signs of depression
sooner. Boys with depression may also be affected negatively when
dealing with body image and self-esteem during the change to high
school. The transition to high school can also lead to depressive
symptoms in females as the change can be much more difficult and
stressful for them. The change in expectations from teachers to be
more independent and less one-on-one time can present problems for
depressed students. Teachers must also be aware of bullying amongst
students with depression and how negatively their self-esteem is
disturbed. Adolescents who are depressed have a more negative self
body image, self-esteem, and a higher number of negative stressful life
events. Adolescents with depression often feel alone and contain an
extremely low feeling of self-worth (Fortin, Marcotte, Papillon, & Potvin,
2002).
As an educator, it is essential that I am aware of how stressful
the transition from middle school to high school can be for adolescents,
especially for those with depressive tendencies. With this in mind, I will
need to keep an eye on my younger students with possible depression
(SS 1.2). I will attempt to ease the stress of transitioning with my
younger students by conversing with parents and collaborating with
other educators in the school to form an idea of what works best for
each student. With high dropout rates and suicidal behaviors being
prevalent in students with depression, I will make sure my classroom is

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a safe learning environment where all students feel welcome by never
allowing condescending remarks from students. Since bullying can only
negatively impact students with depression, I will take steps in
preventing any type of bullying behavior in my classroom.
Furthermore, students will be expected to talk to each other and treat
one another with respect at all times (SS 5.1). With self-esteem being
low for students with depression, it is important that I am always
willing to listen to students problems or difficulties in class;
furthermore, I will be willing to help anyone of them find solutions to
those problems together, allowing them to know they are not alone.
Additionally, since loneliness is a key factor in depression and decrease
in self-esteem, I will choose groups for the students in order for no
student to feel forgotten. As an educator I will not be able to prevent
all instances of loneliness for a student with depression; however, I can
try to make my classroom a welcoming place for all to help increase
students self-esteem.
Reflection
With the completion of this assignment, I was able to expand my
understanding of InTASC 2, specifically in relation to self-esteem. I have
demonstrated my knowledge of self-esteem by discussing numerous
ways of incorporating this understanding into my teaching styles and
how those will be impacted. By distinguishing how learning for
adolescents is impacted along with understanding the learning

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environment and each student will help me become more successful as
a future educator.
As an educator, it is essential to never stop learning. I must
always be willing to broaden my knowledge, specifically with the
adolescent period. While reading articles on depression and how girls
tend to show depressive symptoms first, I realized need to become
more aware of exactly what depressive symptoms look like for
adolescents. I would like to improve my understanding of students with
depression and learn effective ways to help stimulate learning for
them. Some ways in which I could improve my knowledge of
depression would be to either enroll in some type of health class that
explains more thoroughly depression and its symptoms. While at Ball
State, I would like to attend any type of seminars or lecture about
depression that may be offered.
Another area on which I would like to improve my knowledge
base and study further before and after becoming an educator would
be the relationship between the teacher and parents. Specifically with
parents, I am extremely interested in the effects of the parents to their
students when dealing with ethnicity and their culture. Seeing from
research how important it is for students to be proud of their ethnic
culture and heritage, I want to learn more about various cultures and
ethnicities. With learning further about different traditions, I will also
ask for parents input and help from them to learn about their childs

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heritage. I plan on involving parents often throughout the year by
setting up various conferences and using them in hopes to understand
my students further.
A final area of study I would like to strengthen my understanding
of as an educator is the presence of learning disabilities and how they
can influence a students self-esteem. I want to increase my knowledge
of the numerous learning disabilities that can possibly show up in
adolescent children. Although I will be informed by the school of which
students may have certain learning disabilities, I want to make sure I
am well prepared with how to successfully create a learning
environment that suites them best. I will reach out to more
experienced educators and pursue courses that discuss the numerous
types of learning disabilities and how to properly manage them
effectively. I never want to settle on being a decent teacher; my
objective is to strive to be the best educator I can be for my students
and make a difference in their lives.

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References
Bolduc, J. C. (2000). Alternative learning program and self-esteem in early adolescence.
North American Journal of Psychology, 2(2), 323-326.
De Bruyn, E. H. (2005). Interpersonal behavior, peer popularity and self-esteem in early
adolescence. Social Development, 14(4), 555-573.
Dockrell, J., Lindsay, G, Palikara, O. (2010). Self-esteem of adolescents with specific
language impairment as they move from compulsory education. International
Journal of Language and Communication Disorders, 45(5), 561-571.
Fortin, L., Marcotte, D., Papillon, M., Potvin, P. (2002). Gender differences in depressive
symptoms during adolescence: role of gender-typed characteristics, self-esteem,
body image, stressful life events, and pubertal status. Journal of Emotional and
Behavioral Disorders, 10(1), 29-42.
Hughes, D., Rivas-Drake, D., West-Bey, N., Witherspoon, D. (2009). Received ethnicracial socialization messages and youths academic and behavioral outcomes:
examining the mediating role of ethnic identity and self-esteem. American
Psychological Association, 15(2), 112-124.
Quatman, T. (2001). Gender differences in adolescent self-esteem: an exploration of
domains. The Journal of Genetic Psychology: Research and Theory on Human
Development, 162(1), 93-117.

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Secondary Education Developmental Standards
Standard 1: Student Development and Diversity
Teachers at the secondary level have a broad and comprehensive understanding of
student development and diversity and demonstrate the ability to provide
instruction that is responsive to student differences and that promotes development
and learning for all students, including:
1.1 major concepts, theories, and processes related to the cognitive, linguistic, social,
emotional, physical, and moral development of students in grades 512, and factors in the
home, school, community, and broader environment that influence the development of
students at this level
1.2 knowledge of developmental characteristics and developmental variation for
students in grades 512, and the ability to use this knowledge to inform instructional
decision making and promote student success
1.3 typical developmental challenges for students in grades 5-12 (e.g., in relation to peer
interactions, identity formation, self-esteem, risk taking, and educational decision
making), and the ability to help students address these challenges
1.4 knowledge of types of student diversity (e.g., cultural, economic, and linguistic
background; gender; religion; family structure), and the ability to use this knowledge to
promote learning and development for students with diverse backgrounds, characteristics,
and needs
Standard 2: Learning Processes

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Teachers at the secondary level have a broad and comprehensive understanding of
learning processes and demonstrate the ability to facilitate student achievement,
including:
2.1 knowledge of major theories and concepts related to the learning process, and the
ability to apply this knowledge to enhance student learning in varied educational
contexts, including project-based learning contexts
2.3 knowledge of how student learning is influenced by different types of instructional
practices and teacher behaviors, and the ability to use this knowledge to promote learning
for all students
2.4 procedures for making instruction rigorous and relevant to students and for linking
new learning to students' experiences and prior knowledge, and the ability to use these
procedures to facilitate student learning
2.5 strategies for promoting students independent thinking and learning, reflection, and
higher-order thinking, and the ability to use these strategies to promote students growth
as learners
2.6 strategies for engaging students in generating and evaluating new ideas and novel
approaches, seeking inventive solutions to problems, and developing original work
2.8 knowledge of how various individual factors (e.g., prior learning and experiences,
interests, talents) and factors in the home, school, and community influence learning
processes, and the ability to use this knowledge to improve teaching effectiveness and
learning outcomes
Standard 5: Learning Environment

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Teachers at the secondary level have a broad and comprehensive understanding of
student learning environments and demonstrate the ability to establish positive,
productive, well-managed, and safe learning environments for all students,
including:
5.1 the ability to apply skills and strategies for creating a safe, healthy, supportive, and
inclusive learning environment that encourages all students engagement, collaboration,
and sense of belonging
5.2 the ability to apply skills and strategies for establishing a culture of learning that
emphasizes high expectations for all students, promotes self-motivation, and encourages
students' sense of responsibility for their own learning
5.3 the ability to apply skills and strategies for planning and adapting learning
environments that reflect cultural competency; are responsive to the characteristics,
strengths, experiences, and needs of each student; and promote all students' development
and learning
5.5 knowledge of various classroom management approaches, including relationships
between specific management practices and student learning, attitudes, and behaviors,
and the ability to use this knowledge to create an organized and productive learning
environment that maximizes students time on task; facilitates learning; and encourages
student self-regulation, responsibility, and accountability