CONFIDENCE BUILDING EXERCISE:
A NEW COLUMN?

A NEW COLUMN?

Kez Celiker suggests an adaptation to the Direct Learning Confidence-building Exercise.

I would like to explain what happened when I tried the confidence building exercise with a Year 7 boy, IW.

I sat down with IW, and explained that we were going to do a confidence building exercise.

I showed him the column headings and we began talking.

After a few minutes of asking some of the points in the book, there was still nothing written in the first column - "Things I am good at".

IW did not like football, swimming, skateboarding, didn't have any pets or any hobbies and disliked dancing and singing.

He was beginning to show signs of distress.

I felt nervous to ask him what he found difficult doing but he kept staring at the paper with the headings.

Eventually he told me he had difficulty with reading and writing, without being asked.

IW started a slight rocking motion on his chair and I decided to stop. It was very clear he was not ready for this exercise even though he had shown improving signs of confidence before the Christmas break.

IW stared at me as I explained to him slowly and calmly he did not have to continue unless he was comfortable in doing so and only if he wanted to.

We sat together for a few minutes and them IW asked if we could add an extra column to the list.

He wanted to add "Things I want to learn". IW listed - to ride a bike; have more friends; stop arguing with my sister; play the guitar; learn to play tennis and have more confidence.

At the end he took a deep breath and slumped in his chair.

Straight away I told him he had already done one of the things he wanted to learn.

He had gained confidence to ask for another column and list what he wanted.

I praised him for his braveness, as he did not know what kind of response I would have given, but he still went ahead.

I stopped slumping and sat up straight.

We talked through his list how we would deal with it and what he would have to do.

Whilst packing up at the end of the lesson, the Music teacher came to the study room.

It was the perfect time to ask about guitar lessons. IW did not feel confident enough to ask so I did.

He replied that there was a vacancy and a guitar ready for him, if he wanted it.

The smile and excitement on IW's face said it all.

It was luck that the Music teacher had mentioned previously, in a morning briefing, that there were vacancies.

This exercise had begun as my worst nightmare.

I had seriously thought I was doing harm instead of good, even though my line-manager had also agreed that he was making good progress.

If IW had not asked for the third column, I would have finished the lesson and maybe lost all the good work we had been doing up to now.

"Things I want to learn" is a very good confidence builder as it shows where their interests lie and more of their true character.

Once they have succeeded, it can be transferred to the "Things that I am good at" with a more positive meaning that they have achieved their goal.

It would be interesting to learn if anyone else has had any problems or if more headings have been added to their list.

I will be keeping "Things I want to learn" in future.

Positive Record Book And Points

We also provided IW with a Positive Record Book.

It records the teacher’s positive comments of the lesson and IW’s impression of the lesson.

He shows this book to his parents and me.

This has encouraged more enthusiasm from IW as he can see clearly what he has achieved.

The best confidence boost has been the guitar he carries around with pride.

The book also includes an achievement list showing what reward points will be given to the pupil and at what stage of progress.

This has proven to be a good confidence builder as it motivates the pupil to aim higher for achievement leading to more contribution in lessons, a lso helping to gain more confidence.

Kez Celiker (Kez is a student on the Dyslexia Certificate course.)
January 2005

• Confidence building exercise