Category Archives: Student Progress

Students and low self-esteem

In the Teacher Training class we have been talking about why some children misbehave. One idea that came up in discussion was it was kids with low self esteem who would kick off in class. Our tutor reinforced this idea in the discussion washup and I think it was something he wanted to steer us towards.

And later that day I was watching a reality TV programme – “Girls can code” and one of the girls said something like this:

“…I found it hard to learn like the other people did, teachers were going to fast, and it made me have low self-esteem… I did some research and people with low self-esteem struggle generally with academic performance in class… like a continuous cycle…”

This comes in the programme between the 51 and 53 minute.

And there you have it. A girl admitting she had problems and finding the source of her problem was low self-esteem. She did not pinpoint why, did her poor performance in class generate her low self-esteem or were there external factors.  A bit chicken and egg. But interesting to know. But once started I can imagine how it would spiral.


Students, computers and learning – not such a good thing

The OECD report: Students, Computers and Learning Making the Connection (2015) caused some interesting headlines in the press Computers ‘do not improve’ pupil results, says OECD (BBC, 2015).

This OECD report is not as alarming as a journalist’s headline might wish to make out (BBC, 2015.)

The conclusion of the report is quite obvious: that learning is not enhanced by using ICT. This is not to say that using ICT in education is a bad thing. It’s just that it’s use in schools has to be tempered and analysed like any other educational tool. The report concludes that other skills should be “bolstered” – like literacy and numeracy and skills – so that the student can better navigate the digital world.

Of concern is the detrimental effect that over use of ICT is having on children. The evidence is compelling and I don’t disagree with this.

“Excessive use of the Internet has also been found to be related to various problems among  adolescents, including poor academic performance, family and interpersonal problems,  and even physical weakness (Park, Kang and Kim, 2014). While the causal direction is not  always established, excessive use of the Internet for leisure can harm academic achievement  and health, as it reduces the time available for sleep, study or physical activity. Conversely,  students who feel excluded from school-based socialisation may retreat to online activities.  In these cases, excessive use of the Internet is more a symptom than a cause of their problems.  Acknowledging emerging concerns over adolescents’ use of the Internet for online gaming, the  fifth edition of the Diagnostic and Statistical Manual for Mental Disorders (DSM-5) identifies  Internet Gaming Disorder as a condition warranting more clinical research…” (OECD, 2015: 43).

I would also not disagree with anybody who told me that doing any activity to an extreme and to the exclusion of other activities is not a healthy lifestyle. I would include watching too much TV, obsessing over Jason Beiber, spending lots of hours hanging out in the park with mates as being too much and detrimental. My point is that I don’t regard the act of gaming or social networking as inherently bad. It’s the obsessive over use that leads to a reduction of the time spent on a healthy mixture of other activities that is bad.

There are other issues I would like to look at in this report, but have not had the time to read all of it. In particular I need to read more about the report’s conclusions on “teaching” children better reading and navigating skills so that they navigate and read in digital texts better.


BBC (2015) Computers ‘do not improve’ pupil results, says OECD, BBC, 15 September 2015.

OECD (2015), Students, Computers and Learning: Making the Connection, PISA, OECD Publishing.