My first education course in college was called Social Foundations, and one day the professor wheeled in the AV cart with the 16mm projector.

The professor showed us a 30-minute movie called Johnny Lingo, and I have never forgotten the message it got across.

(You’re dating yourself if you admit to remembering these dinosaurs. When I started teaching I remember the challenge it was to thread the film through them and how happy I was when our school got a self-threading projector.)

Johnny Lingo was a young trader on a Pacific Island. He had a reputation for being the shrewdest trader on his and the surrounding islands. The only deal he ever made that no one could figure out was the deal he made for his wife. Local custom required that a prospective husband offer his bride-to-be’s father a dowry of cows. Two or three cows would get a fair wife, while four or five cows would get a very fine wife.

Johnny Lingo had his eye on a girl named Sarita. Villagers later said that to call her plain and homely would be a compliment. She walked with her head down and shoulders hunched over, afraid to look anyone in the eye. No one in her family or her village treated her with any respect. Her father was afraid he’d never marry her off, and he only hoped that some day he might get one cow for her.

Imagine the surprise of her father and all the other villagers when Johnny Lingo offered him a dowry of eight cows for Sarita. That was unprecedented. Johnny’s reputation as a sharp trader took a beating over that deal.

It wasn’t until later that everyone realized the wisdom of Johnny’s actions. A transformation began when the offer was made and continued into their marriage. Sarita blossomed into a beautiful young woman who had eyes that sparkled and a countenance that radiated self-confidence. How did that happen?

Think about it. At her father’s house Sarita was treated like a piece of dirt, and she responded in kind. As a married woman she had the knowledge that the most expensive dowry ever paid for a wife had been paid for her. Being given that value totally transformed her.

Here's the lesson - people project the value they perceive of themselves. We will see transformations as we communicate value to students.

1. Use students’ names when talking to them.

Dale Carnegie, the best-selling author of How to Win Friends and Influence People, said “A person’s name is to that person the sweetest and most important sound in any language.”

I’ll never forget the feeling I got when on the second day in seventh grade at a brand new school my language arts teacher called me “Tim.” It made me feel seen and respected.

2. Be an active listener.

When a student is talking with you, close the laptop. Maintain eye contact, even when they don't maintain eye contact with you. Give them your undivided attention. Nod and respond to what they are saying. They will get the message that their thoughts and words matter.

3. Build self-esteem the right way.

We’ve heard all kinds of things about the importance of high self-esteem in students, and there are innumerable programs designed to raise it. The bottom line is this: true self-esteem comes from accomplishing something worthwhile, not from being told that you’re amazing. It’s based on achievement, not some kind of cheap flattery.

William got to sixth grade after years of feeling dumb and generally being out of control at school. His mother was fearful about his entry into middle school and warned me that he had always had serious problems in school to the point of actually experiencing stomach issues. Two weeks into the school year his mother told me about a conversation she overheard at home between William and his older brother. His older brother said, “William, quit being so stupid!” William shot back, "Hey, I used to be stupid, but I’m not anymore.”

How did that happen in two weeks? It wasn’t from insincere compliments. I treated William with respect and gave him opportunities to shine in class (just like I did for everybody). He accepted challenges and excelled in finding solutions to real problems. There were three instances in science class in which he demonstrated outstanding logical thinking and problem-solving ability. I was able to hold him up as an example of someone who used his mind to find creative solutions. Who wouldn’t feel good about himself after achieving that kind of success?

4. Be willing to risk allowing a student to attempt a challenging task.

In science class we were making water bottle rockets, and Ted asked if he could record the launches with the video camera. I knew the chances of Ted capturing any of the rockets in flight on videotape were about the same as the chances of any of our rockets landing on the moon. But Ted was a student who struggled with dyslexia, and I felt that he would be encouraged if I put my trust in him to do the job.

I explained how tough it would be to videotape the rockets in flight because of their fast acceleration off the launching pad. The rockets would be basically out of the viewfinder before a camera operator realized they had begun moving. Ted said he understood the challenge of the task and that he’d like to take a shot at it. I gave him the job. The first several flights weren't even close to being recorded on tape. Ted then realized that if he widened the field of view of the lens and moved further away from the launch pad, he would have a better chance of capturing the flights on film. There was nothing but success after that.

Ted knew that his teacher had trusted him to attempt a very difficult job. He didn't get discouraged and give up after some initial failures. Instead he came up with an idea that solved the problem. When we watched the video of the launches the next day, Ted was rightfully proud of what he had produced. I commended him for coming up with a video that far exceeded what I had thought was possible.

Ted went on to excel in video production in middle school. The last I heard from him was a letter he sent me after his college graduation thanking me for the influence I had on him as a teacher years ago.

5. Incorporate Student Interests.

Their hobbies, sports, favorite books and movies, or dreams can be used in many areas of the curriculum. And when students know that you know what they are interested in, and that you are willing to use those interests in your lessons, they get the message that their passions matter.

6. Show Patience and Understanding.

When students struggle or make mistakes, respond with kindness. Never belittle them or knock them down. Understand that there are many reasons that can prevent a student from succeeding. Determine what is happening. Try a different approach. Never give up on anyone. All of this will show students that they are valued beyond their performance.

7. Celebrate achievements.

Acknowledge both the big and small successes either publicly or privately. Hand-written notes mailed home are especially powerful. You can bet those notes will wind up on the refrigerator or in another prominent place at home. I've even seen notes I sent home posted on Facebook by some very proud parents.

Isabel had always struggled with math. Something clicked the year she was in my class, and I was thrilled to mail her a congratulatory note after she got a 100% on our first major math test. I learned later that the note had ended up in a frame on her bedroom wall. That celebration lasted a long time, and it was a constant reminder to Isabel that she was capable of doing things she never thought were possible.

7 Ways to Communicate Value to Your Students

Again, students are transformed as we communicate value to them. Every positive word and deed we pour into them is a deposit that increases the value they see in themselves.