Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/14991
Title: 
Developing resilience: The role of teachers
Authors: 
Issue Date: 
Nov-1998
Citation: 
Mau, R. Y., Cheng, Y. S., Lim T. K., & Chan, T. F. (1999). Developing resilience: The role of teachers. In M. Waas (Ed.), Enhancing learning: Challenge of integrating thinking and information technology into the curriculum: Proceedings of the 12th Annual Conference of the Educational Research Association ( pp. 176-181). Singapore: Educational Research Association.
Abstract: 
The study of resilience is more hopeful than investigating the maladaptation of
children at risk. Resilience keeps students functioning when they confront adversities and
life's challenges. Teachers need to focus on developing a protective mechanism by which
students have a belief and power in themselves to deal with changes and difficulties.
Teachers can nurture and strengthen these protective processes, and thereby enhance
resilience. They can provide opportunities for students to experience success and can enable
them to develop essential social and problem-solving skills. The present paper reports a
study on resilience of secondary students in Singapore. Preliminary findings show a
significant correlation between students' perception of school and teachers. This paper
discusses the implications of this finding and the role teachers can play to build resilience.
Werner and Smith (1992) wrote, "Resilient students are planners, problem solvers and
picker-uppers". To develop resilience in students, teachers can create a learning
environment, communicate actively, develop problem-solving skills, teach students to be
adaptive, and provide opportunities for self-efficacy.
Description: 
This paper was published in the 1999 Proceedings of the ERA Annual Conference held at Plaza Parkroyal Hotel, Singapore from 23-25 November 1998
URI: 
Appears in Collections:Conference Papers

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