in two paragraphs Explain how as a Life Orientation teacher, you would use peer scaffolding to help Sharifa to regain and maintain her self-esteem in academic tasks.
Sharifa was born when her mother was only 15 and unmarried. These were difficult times for all concerned. For part o the time her mother left Sharifa with her own mother (Sharifa’s grandmother) as she had to go out to work to sustain herself and her new child. This was not easy for Sharifa’s grandmother, who worked part time, still had other school-going children of her own and was unhappy about having another baby to look after. The result was that sharifa frequently had to go to other temporary caregivers. In addition, her temperament was uneasy. She was fretful, cried a lot, and was difficult to feed and look after in the first two years of her life, therefore , sharifa experienced inconsistence . constantly changing patterns of caring. Later, whether it was by her own mother, her grandmother, or other caregivers, she was often scolded or treated with impatience as she grew into her early childhood, she became anxious and clingy, frightened to explore her world, and uncertain of her relationship.
When sharifa was nearly five years old, her mother married and moved to a home of her own. Her mother was happier and Sharifa began to settle into a more stable relationship with her mother and her new father. Nevertheless, when she started school a year or so later, she was still very anxious and unsure of herself. She was fortunate to have understanding, caring and creative teachers through primary school. Gradually she started coming out of her shell, she slowly gained confidence as she was encouraged and affirmed in activities like reading, writing and math. She was also a good runner and so she found herself doing well in a variety of sports. While she had been withdrawn and had not found it easy to form friendships to start with, other children began to want her on their ‘’team’’, which helped her to feel accepted. As she progressed through her primary years, she became more confident child, she also had setbacks. Mostly, she continued to do well in her schoolwork, especially in math and science, where her ability to think in abstract terms became evident. Her teachers in these areas were supportive and encouraged her. However, her peer relationship was not easy. She formed few lasting relationships in her early adolescence and appeared to unable to stick to one group or another among her peers. At 16 years she became involved for a period with antisocial group of drinkers and marijuana smokers. Her parents, especially her mother was very harsh and unforgiving about this. As a result, this time was associated with severe conflict with her parents. The quality of her schoolwork declined, and she became progressively more withdrawn, sullen and unhappy. fortunately, the school had a student counsellor who was good and who, over a long period of time helped her and she finally left this group and set some goals for herself for a career within her reach.
Now in her final year of school, she is actively working towards these goal, her work has improved, and she has formed two friendships with the girls of similar interests. While her relationship with her parents is still fragile, it is a little better. Although her developmental path from now on is unknown. It is nevertheless hopeful in many aspects.
As a Life Orientation teacher, I would use peer scaffolding to support Sharifa in regaining and maintaining her self-esteem in academic tasks. Peer scaffolding involves students helping and supporting each other in their learning process. I would encourage Sharifa to work in pairs or small groups with classmates who can provide her with support, encouragement, and guidance. By working with peers who have similar interests and goals, Sharifa can feel more confident and motivated to succeed in her academic tasks. This collaborative learning approach can help Sharifa to build positive relationships with her classmates, improve her self-esteem, and enhance her academic performance.
Furthermore, I would create opportunities for Sharifa to share her own experiences, challenges, and successes with her peers. This can help her to feel heard, understood, and valued by her classmates. By engaging in open and honest discussions with her peers, Sharifa can build a sense of belonging and acceptance within the classroom community. Additionally, I would encourage her peers to provide constructive feedback and support to help Sharifa identify her strengths and areas for growth. By working together with her classmates, Sharifa can develop a sense of accomplishment and self-worth in her academic tasks. Overall, peer scaffolding can be a powerful tool to help Sharifa regain and maintain her self-esteem in academic tasks and thrive in her educational journey.