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growth of self-esteem, a teacher's artfulness in knowing how to

calibrate this progression is vital. Necessarily, children arrive in

any class with significant differences in ability. Effective teachers

know that one can learn only by building on strengths, not by

focusing on weaknesses. Consequently, they build

competence (and self-esteem) by giving the student tasks

geared to his or her present level of ability. The successes

that this approach makes possible allow the student to progress

to the next step.

4. Test of Self-Esteem

For the purposes of empirical research, psychologists

typically assess self-esteem by a self-report inventory yielding

a quantitative result. They establish the validity and reliability

of the questionnaire prior to its use

(http://en.wikipedia.org/wiki/Self-esteem).

Whereas popular lore recognizes just "high" self-esteem

and "low" self- esteem, the Rosenberg Self-Esteem Scale

(1965) and the Coopersmith Self- Esteem Inventory (SCEI)

(1967/1981) both quantify it in more detail, and feature among

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