3 Steps to become A Confident Person | How To build Your Self Esteem | Dr. Rizwana
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Confidence is defined as belief in one’s ability to perform assigned tasks well, and it is said to grow from self-esteem built through fair self-analysis.
Briefing
Confidence is framed as an inner belief that assigned tasks can be handled well—and it grows from self-esteem, described as the positive energy built on honest self-analysis. When self-esteem and confidence combine, people are better able to tackle real-life goals and perform in situations that others may find difficult. The practical takeaway is that confidence isn’t treated as a personality trait people either “have” or “don’t have,” but as something that can be developed through deliberate habits.
A major focus is why many students struggle to express their point of view, personality, and abilities—especially in classroom settings. In a class of around 40 students, only about 10 may actively respond, communicate with the teacher, and show an effect on the classroom atmosphere. The remaining students often hold back, and the transcript points to background and environment—how a person was “groomed,” shaped by their surroundings—as a key factor. The emphasis is not on blaming students, but on recognizing that some learners need support to participate fully and present themselves without hesitation.
From there, the guidance turns to three steps for building confidence and self-esteem. The first step is “quick fixes” for low moments: when marks or performance fall short, the response shouldn’t be to withdraw or reduce effort for the long term. Instead, students should encourage themselves, stay gentle and non-judgmental, and commit to improving next time. A related pressure point is comparison—especially under stress from high-scoring classmates. The transcript warns that constant comparison damages self-esteem, drains positivity, and can spiral into depression, which then undermines performance and lifestyle over time. Quick fixes are presented as the mechanism to pull oneself out of that cycle early.
The second step is building confidence through communication and body language. The transcript links confidence to physical expression: maintaining welcoming posture, using appropriate expressions when meeting someone for the first time, and leaving a lasting impression. Body language is described as something that becomes routine through practice—requiring time and repetition until it turns into natural communication.
The third step is adopting a growth mindset and focusing on learning. Students are encouraged to keep analyzing their abilities, learn from different platforms, and expand knowledge so they can recognize strengths and work on areas they want to develop. Confidence is tied to differentiation: the more someone learns and becomes distinct in capability, the higher self-esteem tends to become. The transcript also recommends attending free university events—seminars and workshops—to gain exposure, understand how people work in the wider world, and gather topic-related material for conversations. Finally, it urges students to face practical failures, learn from them, and keep moving forward; handling weaknesses through analysis and improvement is presented as a direct path to rising confidence and long-term success in society.
Cornell Notes
Confidence is defined as belief in one’s ability to perform assigned tasks well, and it is said to grow from self-esteem—positive energy built through self-analysis. Many students hold back in classrooms because background and environment shape how comfortably they express their point of view. The guidance offers three steps: use “quick fixes” to recover from low performance without long-term disengagement, practice communication confidence through body language until it becomes routine, and maintain a growth mindset by learning continuously. Confidence is further strengthened by attending free seminars and workshops for exposure and by treating failures as learning opportunities rather than proof of inability.
How does the transcript connect confidence to self-esteem, and why does that matter for students?
Why do only some students participate actively in class, and what factor is highlighted?
What are “quick fixes,” and how are they supposed to prevent a confidence spiral?
How does body language fit into building confidence and communication?
What does adopting a growth mindset look like in practice?
How do events and failure-handling contribute to confidence?
Review Questions
- What is the difference between a “quick fix” response to poor results and a long-term disengagement response, and why does the transcript treat that distinction as crucial?
- Which specific communication behaviors (as described) are meant to make confidence visible, and how does repetition change their effect?
- How does the transcript connect learning, exposure (events), and failure to the growth of self-esteem and confidence?
Key Points
- 1
Confidence is defined as belief in one’s ability to perform assigned tasks well, and it is said to grow from self-esteem built through fair self-analysis.
- 2
Students who struggle to express themselves may be shaped by background and environment, especially how they were “groomed” to participate and communicate.
- 3
After disappointing outcomes, students should use “quick fixes” to encourage themselves and improve next time rather than lowering effort for the long term.
- 4
Comparison with high-performing classmates is treated as a confidence-damaging pressure that can lead to depression and reduced performance.
- 5
Body language—posture, welcoming expressions, and appropriate responses in first meetings—is presented as a practice-based route to communication confidence.
- 6
A growth mindset is built through continuous learning from different platforms and ongoing self-analysis of strengths and development areas.
- 7
Free seminars and workshops are recommended for exposure and conversation readiness, while practical failures should be faced and learned from to strengthen confidence.