今日のボヤキ3/11
今日のボヤキは「自己肯定感」についてです。
皆さんは自分に自信が持てますか？はいでもいいえでも、その理由は何ですか？
自信にも2種類あると思います。過去の経験からなる根拠のある自信と気持ち次第の根拠のない自信。
自己肯定感をさせるのはどちらの自信なのでしょうか？
https://news.livedoor.com/article/detail/21754161/
道教委は、小学5年と中学2年を対象に実施された「全国体力・運動能力、運動習慣等調査」（全国体力テスト）で、道内14地域別の結果をまとめた。運動能力を総合評価する体力合計点で、宗谷管内が「中学2年男子」の1位となったほか、檜山管内では「小学5年男子」「同女子」「中学2年女子」が、未実施の昨年を除き6年連続トップとなるなど檜山の突出ぶりが目立った。
檜山の運動能力が高い要因について、道教委は、きめ細かに実態を把握し、授業改善のサイクルが確立されている。体育の授業で振り返りの場面を設け、自分の動きの成長を感じて「自己肯定感」が向上するように工夫されているなどとしている。実際、児童・生徒に行ったアンケートに自己肯定感が高い実態が表れている。「自分にはよいところがあると思うか」を尋ねたところ「当てはまる」「どちらかと言えば当てはまる」は、小5男子では全道平均75・3％に対し、檜山管内が3・6ポイント高い78・9％、小5女子も4・9ポイント高い76・6％だった。中2男子では2・7ポイント高い76・5％で、中2女子は12・7ポイントも上回る76・2％と突出していた。
自己肯定感は自分の成功体験と結びつけることでさらに大きな意味をもつようになると考える。記事にもあるように、根拠のない自信を持たせるのではなく、自信の裏付けを生徒自らに行わせることによって、客観視できる能力も育成することでより早く成長に気づくことができるようにしている点が良い結果をもたらしているのだろうと思う。
仮に、他者の評価だけで生きていると「あなたの強みは何ですか？」そう聞かれたときに言葉に詰まるのではないでしょうか？
一方、自己分析を日常生活に取り入れている生徒は、そもそも客観視できることを1つ目の強みとしたうえで、2つ目にそこから見える自分の姿、また他人から見た自分の姿との違いに言及することができるのではないでしょうか？
この取り組みは学校だけでなく、家庭でも重要になるのではないでしょうか？
仮に、児童虐待などが行われ、子供が精神的に参ってしまうことがあればそれ以前の問題ですが、例えば食事の時間に子供に1日何があったのかを話すようにさせ、それから何を考えるのかを引き出せるような環境作りが出来ればいいなと感じる。
あくまで子供主導で、それのエスコートを聞き手側が出来れば、自然と自己分析→自己肯定感の上昇につながるのではないでしょうか？
English edition
Today's Blabbermouth
Today's blurb is about "self-affirmation.
Do you have confidence in yourself? Yes or no, but why?
I believe there are two types of confidence. One is a grounded confidence based on past experiences and the other is an unfounded confidence that depends on one's feelings.
Which type of self-confidence makes you feel more positive about yourself?
https://news.livedoor.com/article/detail/21754161/
The Hokkaido Board of Education has compiled the results of the National Physical Fitness and Exercise Ability and Exercise Habits Survey (National Physical Fitness Test), conducted for fifth-grade and eighth-grade students, for each of the 14 regions in Hokkaido. In the total score of physical fitness, which is a comprehensive evaluation of athletic ability, the Soya Pref. ranked first in "2nd year junior high school boys," and Hiyama Pref. ranked first in "5th year elementary school boys," "girls," and "2nd year junior high school girls" for six consecutive years, except last year when the test was not conducted.
The Committee of the Hokkaido Prefectural Board of Education has been working to establish a cycle of class improvement based on a detailed understanding of the actual situation. The committee also noted that the physical education classes include review sessions so that students can feel the growth of their own movement and improve their sense of self-esteem.
In fact, a survey conducted on children and students shows that they have a high sense of self-affirmation. When asked, "Do you think you have good qualities?" 78.9% of the 5th grade boys in Hiyama selected "Yes" or "Somewhat true," 3.6 points higher than the provincial average of 75.3%, and 76.6% of the 5th grade girls in Hiyama selected "Yes," 4.9 points higher than the provincial average of 75.3%. The score for eighth-grade boys was 76.5%, 2.7 points higher than the provincial average, and the score for eighth-grade girls was a remarkable 76.2%, 12.7 points higher than the provincial average.
We believe that self-affirmation becomes even more significant when it is linked to one's own successful experiences. As the article states, the positive results may be attributed to the fact that the students are not given unfounded confidence, but are allowed to back up their confidence by themselves, thereby fostering their ability to look at things objectively and notice their own growth more quickly.
If we were to live our lives based solely on the evaluations of others, we would be asked, "What are your strengths?" When asked that question, you may be at a loss for words.
On the other hand, students who incorporate self-analysis into their daily lives may be able to refer to their ability to be objective in the first place as their first strength, and then secondly to the image they see of themselves from that perspective, and the difference between that image and the image others see of them.
Wouldn't this approach be important not only in schools, but also at home?
If child abuse, for example, were to take place and the child were to become mentally ill, it would be a problem before that, but I feel that it would be good to create an environment where, for example, at mealtime, the child is encouraged to talk about what has happened in the day, and then we can draw out what he or she thinks.
If it is only child-led, and the listener can be the escort of it, it will naturally lead to self-analysis and an increase in self-esteem, don't you think?
