I was looking after my new Grandson, Henry, a couple of days ago. At 2.5 months he is a bonny little chap and clearly has a more pleasant nature than his historic name sake. We passed the time well with him doing all the things a little one of that age should do - sleep, survey the world, rock in his modern cradle with its battery motor (most magnificent invention since the steam engine), drink enthusiastically from his bottle, blink, wriggle and even smile. He seemed to do all these things naturally, with certainty and great confidence. As I held him, I began to despondently wonder at what stage would lack of confidence creep into his being. 

Next day I had morning tea with an old teaching friend and as we reflected on our lives as teachers, it was not hard to wonder what causes Confidence in children and what results from that. Next, we considered what causes a lack of Confidence and what results from that. Then, most importantly, we considered what we as teachers could do to enhance a positive outcome in both situations. We obviously concluded that Confidence is so important in a child’s development.  

But Confidence is essential for people of all ages - preschoolers, primary students, secondary students, those tackling training after school years, those starting new jobs etc. Importantly it includes students, teachers, school principals, parents, grandparents, and I would think everyone! A major challenge occurs, with everything becoming more complicated when overconfidence is there to hide a lack of Confidence and this certainly happens.  

Schools who make building Confidence a central part of their “raison d’être” will be doing their school communities a real favour. However to establish effective strategies requires developing a detailed knowledge of the school community itself. But one thing is certain - real success will help to build Confidence. Success in one area will help build Confidence in another. Of course Confidence inspires a person. Indeed it is not only an achievement but produces a really positive feeling within that person. Of course I’m talking about success that is genuinely earnt, not token success.  

I’m a believer in the idea that everyone is good at some things. The challenge is to find these and to celebrate them. A teacher is a motivator and a Principal must definitely be a motivator on many levels. Children are usually madly enthusiastic and will have a go at whatever comes their way. However, some seem different about tackling things. Lastly there are those that are unmotivated and for a range of reasons. With these students, in particular, it is difficult to encourage them to have a go at something and as a result experience success and grow in Confidence

I’ve always been a fan of the motto Kurt Hahn gave to Gordonstoun School - “Plus est en vous” which I have mentioned before. It translates as “There is more in you than you think”. When students tackle any challenge this motto, I believe, has meaning. As “chalkies” we have all been there: “I can’t do Math’s, I can’t sing, I’m no good at writing, my fingers hurt when I try to play the guitar, I’m scared of heights so no rock climbing, I’m no good at drawing etc., etc. , etc.” With good teaching, encouragement and persistence from both the student and the teacher, progress can mostly be made, success can be felt and Confidence will rise. And then there is that word “Encouragement”. What a golden word. It is the very best medicine a child needs when they metaphorically fall off the horse and need to climb back on.  

Another good motto is “I can make it happen”. One of the experiences I had, when I realised the importance of this, was on the cricket field. When a catch is hit to you there are 12 other players` on the ground, watching you to see if you will catch it, as well as all the people on the boundary watching critically. I quickly found that if I lost Confidence and said to myself “I’m going to drop this,” nine times out of ten I would. If my mental speak was “I’m going to catch this,” I would - mostly. Such a simple experience but such a valuable lesson. Indeed, if a teacher really believes “I can make it happen” I believe the positivity that flows from them will in fact inspire many students to “have a go.” Of course, there is little place for trying to inspire through negativity- it simply doesn’t work. Rather the formula is: 

Encouragement, I can make it happen, Have a go, Achievement even at a small level. Belief in a student. Hahn observed that “if you don’t believe in a student you don’t deserve to teach them”. Using these actions, Confidence will rise making it easier to tackle the next challenge. 

Related to this is the value of understanding time. Teachers may become anxious when they fall behind and if they don’t push along they won’t finish the curriculum. It is better if they don’t necessarily finish the curriculum but rather ensure students are learning with Confidence and not feeling they are being left behind. Teaching my grandson the guitar was a lesson for me. After some time, I realised that having a lesson that grinds away for half an hour plus will seem endless to him and definitely bore him when he was unconfident with playing. He would not look forward to the lesson. So, we started having 3-to-5-minute minute lessons but more of them. He leapt ahead and is now Confident and eager to have a half hour lesson. This doesn’t apply in every situation or every student but is worth putting in the “consideration barrel.” As teachers the time may zip by but seem endless to the students. Just something to think about. 

This next story about time was something I experienced and was cemented into my mind. We had a major school review, and a former Principal was reviewing some of my approaches. He had also been a teacher of mine when I was in year 9. He was highly experienced and had a great reputation. He came to a Heads of Department meeting with me and sat, quietly observant. Whilst the meeting was quite active, not a lot was achieved. As we walked away together, he said, “Do you know how much that meeting cost for little return”. It brought me up with a start because I had never thought of meetings in cost terms. Similarly, it is also easy to have, as Principal, a “by hook or by crook agenda.” These agendas mean that you get through things you feel are important but may not mean that staff have been engaged or are indeed enjoying it. 

“I can’t” sometimes occurs in relation to fear about time available. As Principals we are usually so busy that to take on board another task seems impossible, and often it is. Sometimes you have to say no. However, in my partial retirement I definitely have more time and control over what I do and when I do it. So, I have been able to study (a bit) the concept of “Perceived Time”. For example, a task lands in my lap and I believe it is going to take half an hour. I then decided to time it, set my watch and so often it would take less time - less than half an hour and not only considerably less but as quick as 10 minutes or less. However that 10 minutes seemed like half an hour to me - interesting! Sure there are also times when a task will take much longer than half an hour and generate the expected frustration. A short conversation inspiring Confidence may not be a time disaster (“I don’t want to get caught up”) but may in reality only take three minutes.

Confidence building in a school is so important for everyone. Students thrive on developing Confidence and as a teacher it is so gratifying to see this happen. It is enormously gratifying when you successfully provide a situation where an unconfident student gains Confidence. Similarly, as a Principal, being aware of an unconfident teacher and providing them with the wherewithal to be more Confident is such an experience of success and everyone wins. 

Written by Chris Tudor