STORY
This story is a brief look into how I grew my self-confidence by teaching others to do the same. Put into situations where there was no other choice than to believe in myself in order to pass as a “qualified” as a student and a private music teacher, my teaching experience transforms my self-doubt through a “fake it until you make it” attitude. By being a positive influence for my students, I witnessed their growth and improvement. Through encouragement and support and many many practices, I see their confidence grow and they become more open and confident in themselves.
SITUATION 1
As I embraced the role of a teacher and role model, I decided to fake it until I made it and pushed myself to believe that I could do it. With the time and heartfelt interactions I spent with my students each week, I watched them grow as musical students and human beings. As a music teacher, it was my role to guide them into the world of music, but also the rest of the world in general. It was awkward and quiet at first, especially with my students reserved and unsure as they ventured into the category of the unknowns. But using humor, I broke down their barriers each week.
QUESTION 1
How does a teacher’s confidence and belief in their abilities impact the confidence levels of their students?
SITUATION 2
I shared my own experiences of stage fright and performance anxiety, hoping it would ease their nerves. And it worked. It was heartwarming to watch them grow over the years, and I credit myself for providing them with a safe space for them to share their thoughts, intrusive or not. With every lesson, I trusted and believed in myself more, pouring my heart and soul into my interactions with my students, satisfied that as little as I could do, I was still partially empowering them to find their own voices and potential.
QUESTION 2
How do students’ attitudes towards learning and self-confidence change when they are provided with a safe and encouraging environment where they can freely express themselves and ask questions with no repercussions?
SITUATION 3
Growing up, it wasn’t part of my family’s culture to give positive encouragement, verbal support or otherwise, and I grew up constantly put down for not doing well and compared with others more obviously successful. I pushed myself past my limits, engulfed in the hustle culture, and overworked myself through the depression, anxiety, and burnouts, constantly looking for acceptance, or even just an acknowledgement for my struggles. Now that I’m older, I realize how that wasn’t the norm for everybody, so why should I continue the generational trauma?
QUESTION 3
What are effective teaching strategies and approaches that can be used by teachers to encourage and boost self-confidence of their students?
How does the regular practice of affirmations, comfort, and emotional support in education influence students’ self-confidence and willingness to explore outside of their comfort? (And in terms of long-term.)
One reply on “SSQ”
Here is a 4 sentence paragraph analyzing the three SSQs:
The first SSQ establishes the narrator’s new role as a teacher and having to project confidence. The second explores how she builds rapport with students by being vulnerable about her own experiences. The third details the lack of encouragement she received growing up, motivating her to break that cycle with her students. Of the three, I think the second SSQ is strongest, as it provides a compelling example of how the narrator built trust with students by opening up about her own struggles.