Kinds and Procedure of Self Talk Strategy (STS)

 Kinds and Procedure of Self Talk Strategy (STS)

a.    Kinds of Self Talk Strategy (STS)

Kahrović et al (2014: 53) Having  a  conversation  with  oneself  (self-talk)  can  be  divided  into  two  basic  groups: positive and negative.

1)      Positive self-talk refers to the positive statements that  enhance  and  improve  self-esteem  and  motivation  and  help  to  concentrate more effectively on the current task and not on the mistakes made in the past. The examples of positive self-talk phrases are the following ones: “I can surely do it”, “I am quite ready, I will do my best”.

2)      Negative self-talk includes statements  in  the  form  of  criticism  that  produces  increased  anxiety,  lower  self-efficacy and lower performances. Such examples include: “There is no possible way I can do this”, “I am so bad, I will certainly fail”. 

In  addition,  self-talk  can  have  two main  functions  in  the  conversations  with  oneself,  an  instructional  and  motivational  one

b.   The Procedure of Self talk Strategy

Haddoune (2006: 10) self talk strategies  that   aim  basically  at reducing  from  the  anxiety  one  might  face  during the learning  process. Self-talk is a developmentally appropriate strategy children can use to help themselves listen, follow directions, and stay on task. Over time, self-talk typically becomes internalized and is no longer spoken out loud. However, whether out loud or silent, self-talk can be a powerful tool to help students remember directions and focus and guide their efforts.

Recap (2004: 1) An important strategy for success is to develop an understanding of the way that our attitudes and thoughts influence for better or worse our feelings and behavior. When students learn to recognize the negative and irrational attitudes that lead to self-defeating behaviors, they can change them to more positive and rational attitudes through positive self-talk. By thinking about and challenging the messages that they are giving themselves and substituting positive messages for those that are negative, students can develop the self-confidence to overcome obstacles to success. The procedure of Self Talk Strategy (STS) as follows:

1)   Teacher briefly introduces the meaning of self-confidence to the class.

2)   In small groups, students brainstorm a range of skills and activities that require confidence and an acceptance of mistake before success (playing an instrument, bike riding, skate boarding) on butchers’ paper. Each group then posts its list on the wall for a whole-class discussion.

3)   Teacher facilitates a brief, whole-class discussion on each group’s list, and links the skills listed with academic achievements.

4)   Teacher facilitates a whole-class discussion on the notion of positive self-talk, explaining the difference between positive and negative self-talk and the effects of each.

5)   Students individually complete the ‘Making it happen’ worksheet.

6)   In small groups, students complete the ‘Nothing ventured, nothing gained’ worksheet. Students should discuss the importance of taking risks and being prepared to make mistakes.

7)   Using the ‘Being a “Yes” person’ sheets, the teacher facilitates a whole-class discussion of the meanings and key concepts of a person’s ‘inner’ and ‘outer’ worlds.

8)   In pairs, students work out from their response on the ‘Being a “Yes” person’ sheet whether they are ‘Yes’, ‘No’, or ‘I don’t know’ type people.


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