Features of a Growth Mindset Oriented Class
To begin the year off fostering life long learners, it is important to establish a classroom routine, expectations, and an encouraging environment. As the year develops and we continue to foster students growth, we need to make meaningful classroom adjustments, encouraging students to work hard, take risks, communicate, and tackle challenges that arise. In order for this to become reality students need to feel comfortable and know they are in a safe space in which they won't be judged for mistakes. Taking on the role of teaching the learning process rather than strictly facts, demonstrating value in the importance of the question "does everyone understand?" over receiving a correct answer. Praising the students for their efforts in the activities, and encouraging them to continue to try again, not belittling them based on the mistakes they have made, as it is how their brain learns and grows. In turn, we need to change the way we offer students praise and feedback, making it intentful and with a purpose.
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However, simply telling students to have a growth mindset can backfire, as students may react negatively in being told how to think and react. Instead, taking a more practical and scientific approach first, teaching them about the brain and how intelligence works can be beneficial in developing a foundation for a growth mindset. This goes hand in hand with telling students to "just try harder", as many will react in a negative fashion. For this it is important that you first provide a reason as to why the learning they will be doing is important, so they understand the benefit to putting in effort, and where their effort should be directed.
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- Ways to Structure a Growth Oriented Classroom -
- Post work with mistakes and eraser marks
- Post positive classroom guidelines
- Situate students collaboratively (in groups/ partners)
- "Change your words, change your mindset" - posters
- Having your desk at the front of the room, or not having a desk invites students to ask questions
- Discipline students in private and with dignity
- Create flexible spaces (ex. bean bag chairs, couches, carpet)
- Creating a Growth Mindset Zone -
Creating a zone that is entirely judgement free, by celebrating student efforts in all aspects of education, In this zone it is also important to engage students in their learning making it relevant and applicable to them, is the key to learning growth. Share guidelines and expectations for students growth, making them a part of the daily routine, but remember that you must accept the learning place and pace of every learner in the classroom to support their life long learning. Students are able to pick up on your emotions, making it key to come in to class daily with a good attitude, with a willingness to be open and supportive of each student and their learning capabilities.
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Self Talk Strategies
Using growth mindset often requires a change in the way we use self talk. Changing how we use self talk also changes the way in which we assess problems we face. We can aid students with this through improving their focus, and directing their learning to hone in on what is important.
We can continue to help others to not fear challenges, failure, and effort, by reminding them that with time, patience, and effort it is possible to achieve success. |
How limiting is school for students who believe there is a cap on intelligence?
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They often will encounter a struggle, seeing it as a giant red flag and then give up.
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For this talk to your students about removing false limitations, and how to reframe their thoughts on their own abilities.
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- IRC Strategy of Self Talk -
For students who are struggling develop a specific self talk strategy called the "IRC":
I - Incident, what has happened. R - Reaction to the incident. C - Consequences we experience as a result of our reaction. |
I(incident) + R(reaction) = C(consequence) |
This may seem like common knowledge however many students have not developed the skills to understand how their response to an incident may have long lasting implications. Although they may not initially have an understanding of their reactions in relation to incidents, and many will react emotionally rather then rationally, it's important to recognize that this is something they can learn to control. Most reactions come as a result of a stressful incident, this triggers stress hormones in the brain that have a negative impact on brain cognition. In this instance, students require time to think about what happened before they are able to respond appropriately, provide them with time and reassurance that you will be able to provide them help.
In introducing the "ICR" equation to students do it in a way that majority of students will comprehend, such as receiving a low grade on a test. The low grade is the initial incident. To this many students will react emotionally, rather than choosing their response carefully. Provide students with appropriate self talk strategies, revolving around optimism, making sure they are calm before hand. Students thoughts will have an overall greater impact on their feelings and behaviours going forward, and by choosing their self talk strategies carefully they ultimately have control over the outcome of the situation.
In introducing the "ICR" equation to students do it in a way that majority of students will comprehend, such as receiving a low grade on a test. The low grade is the initial incident. To this many students will react emotionally, rather than choosing their response carefully. Provide students with appropriate self talk strategies, revolving around optimism, making sure they are calm before hand. Students thoughts will have an overall greater impact on their feelings and behaviours going forward, and by choosing their self talk strategies carefully they ultimately have control over the outcome of the situation.
Teaching Self Talk Strategies:
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The Importance of Attitude
In Reference to the Book: Turnaround Tools for the Teenage Brain - By: Eric Jensen & Carole Snider
- The Importance of Attitude -
Attitudes are not stuck in the way you see them, they can and should be changed and developed to optimize academic and life achievement. As a teacher if you do not like a students attitude, use brain changing strategies in order to facilitate a change. Remind students that they can began to influence the brain through their actions, in which they will start to see a change in their overall attitude. It is also important to remember attitudes are malleable, and can be continuously influenced by the environment surrounding the person.
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- The "Winners Mindset" -
1. Learned Optimism
2. A Growth Mindset 3. Personal Accountability Developing the "winners mindset" can be very positive with regards to development of a students academic optimism. Maintaining academic optimism throughout a course, can make significant contributions to a students achievement. It is important that we foster the mindset in students that they are able to achieve with persistence and effort.
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- What is Learned Optimism? -
Learned optimism, popularized by psychologist Martin Seligman, is the idea that one can learn to be optimistic through certain teachable processes (ex. purposefully cultivating positive self talk). Optimism can be defined as the mental state of experiencing hopefulness and confidence about the potential future outcome of something. "Moving students toward optimism is a very worth while goal to promote their success" (Pg41) and will have profound effects on their overall achievements. As we teach students how to change how they think, they become more optimistic and then are able to better handle any challenges that they may face. In order to achieve this we need to teach students to think about any situation in an analytical fashion, avoiding any negative generalities, doing this can prevent them from having the feeling of hopelessness and giving up. We can also encourage students to think about their own life experiences when we are encouraging growth, as this fosters positive self talk, which can be a great mental strategy in increasing success. With an increase in academic demands, and pressure from parents, and teachers, some students will be pessimistic about their success this is when it is important to use the "IRC" self talk strategy as seen above.
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Brain Boosting Activities
- Learning brain plasticity can help students to put aside any negative self talk, such as "being born stupid, average, or smart".
- Brain Boosting Activities -
The human brain is very dynamic, and likes unexpected and out of the ordinary stimuli. To foster this, and help students to grow their brain, create exciting stimulating lessons that are very unique. Brian boosts use whole body kinesthetic movements to get students re-energized and reinvigorated. As exercise increases more oxygen is able to travel to the brain, within the oxygen rich environment more neurons are able to fire at a rapid pace.
- Activities for a Brain Boost -
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Teach Students About Metacognition
- What is Metacognition? -
- Responsibilities as a Teacher -
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First as a teacher you need to insure the students are aware that the brain is an overarching organ, central to all of our abilities, and that these abilities are not controlled by genetics. Continue by teaching students that the brain is malleable (able to change), and that their hard work is the ultimate dictator of their overall achievements. It's also important to recognize that as a teacher it is our responsibility to provide students with opportunities to enhance their learning. The more challenging the work you provide is to complete, the more neural pathways that each student is able to create. It is important to remember that all students are at a different places in their learning, and due to this will require varying challenges.
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- Thinking STEMS For Metacognition-
Using thinking STEMS with your students promotes them to think deeper about a topic, to examine experiences they have related to the content, and to determine what they know and what connections that they need to make going forward. Thinking STEMS are very versatile and have the ability to be used in every class, and every subject. It is recommended to have a poster of prompts hung in the classroom for students to refer to when needed.
EXAMPLES
I am remembering...
I'm thinking... I'm noticing... I wonder... I'm learning... I'm feeling... I can relate... I have schema for... |
I'm seeing...
I'm figuring out... This reminds me of... I just learned... I'm picturing... I'm realizing... I have a connection to... |
Creating SMART Goals
It's important for students to learn how to create create attainable goals for themselves, while also recognizing the means to meeting the goals they set. Through the creation of SMART goals students are given a sense of direction, along with a format that helps them to become more organized in meeting their goals. Students are also given a sense of purpose in the classroom as they have a target they intend to reach, making learning more exciting, as they get one step closer to reaching their goals.
In the classroom, there is the potential to set a year goal, monthly goals, weekly goals, and daily goals (if necessary). Some students may have a larger buy in if they are able to make a goal daily, that is connected to their long term goal, as it allows them to feel one step closer. Having all students work towards their own end goal, is beyond beneficial as you are able to see the effort along the way they have put in to meeting that goal, and how much they have grown in accomplishing their goal. This is a time in which parents are also able to have input in their students education. Making sure the parents have seen the goal and understand or are willing to input on the students goal and the effort intended for their student to reach that goal.
In the classroom, there is the potential to set a year goal, monthly goals, weekly goals, and daily goals (if necessary). Some students may have a larger buy in if they are able to make a goal daily, that is connected to their long term goal, as it allows them to feel one step closer. Having all students work towards their own end goal, is beyond beneficial as you are able to see the effort along the way they have put in to meeting that goal, and how much they have grown in accomplishing their goal. This is a time in which parents are also able to have input in their students education. Making sure the parents have seen the goal and understand or are willing to input on the students goal and the effort intended for their student to reach that goal.
- Components of a SMART Goal -
S - Specific: Make sure your goal is specific and can not be interpreted in another way
M - Measurable: How are you going to measure that you have met your goal (small increments along the way)
A - Achievable: Is it actually possible to meet your goal, what will it take for you to meet it?
R - Relevant: To the student and their learning
T - Time-Bound: How long are you allotted to meet your goal.
M - Measurable: How are you going to measure that you have met your goal (small increments along the way)
A - Achievable: Is it actually possible to meet your goal, what will it take for you to meet it?
R - Relevant: To the student and their learning
T - Time-Bound: How long are you allotted to meet your goal.
Whole Brain Teaching
In Reference to the Website: http://teachwholebrain.blogspot.com/2013/09/the-whole-brain-teaching-big-7.html
- What is Whole Brain Teaching? -
Whole brain teaching was started by Chris Briffle in 1999 as part of an education reform movement. It is intended to maximize student engagement through a focus on mimicry. Through promoting higher - energy and hyper - focused methods where teachers use game based challenges, eliciting spoken responses from students ensuring their fully engaged. This is beneficial in that there is no down time allotted to provide the students with distractions, or to be disruptive. Whole brain teaching is intended to be flexible, adapt based on the teacher utilizing it, and provide an element of classroom management integrated with a positive teaching technique.
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The Big Seven
This is a strategy to maintain student involvement through out the lesson, while also provide an element of classroom management. Following "The Big Seven" also provides consistency in the lessons and fosters students confidence in communicating different material with their peers that they may have otherwise been unsure about.
Strategy of "The Big Seven" |
Example of How to Use "The Big Seven" in the Classroom |
1. Getting the classes attention, while including them in the action |
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2. Create and follow well identified expectations |
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3. Hands and Eyes |
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4. The Teach - OK |
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5. Switch |
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6. Mirror |
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7. The Scoreboard Game |
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References
Websites
Whole Brain Teaching: http://teachwholebrain.blogspot.com/2013/09/the-whole-brain-teaching-big-7.html
Literature
Turnaround Tools for the Teenage Brain, By: Eric Jensen & Carole Snider
Whole Brain Teaching: http://teachwholebrain.blogspot.com/2013/09/the-whole-brain-teaching-big-7.html
Literature
Turnaround Tools for the Teenage Brain, By: Eric Jensen & Carole Snider