Whenever I have an opportunity to see examples and visual models that help to teach growth mindset, I get excited with new approaches. Recently at the Science Leadership Academy I came across this hallway bulletin board on Failing Forward. At first, when I looked at their section called the Hall of Failure I assumed that the descriptions of failures would be of successful famous people who overcame failure, such as Thomas Edison or Michael Jordan, but what I found was a lot more powerful. The teachers at this school gave descriptions of how they overcame failure in their own lives. As the reader, you flip through descriptions, and then get to find out who the teacher was on the last page. This activity really spoke to the culture of the school, where failure and learning from failure was celebrated. It also spoke to the culture of their school, that the design of this board was led by students, not teachers.
This week's challenge and question: How can you model for your students ways that you have overcome failure in your own life? Think about how you are explicitly modeling a growth mindset for your students. Look around your school and your classroom. Is there a culture of growth mindset that is visible within the culture of your classroom and school? If not, then how can we make growth mindset more visible? How can our students lead in that endeavor?
Take a look at this image of "The Ridiculously Awesome Manager's Guide to Intrinsic Rewards that Build Happy, Engaged Employees. What if we were to flip this model and think about how we can apply these to create learning environments that build happy, engaged learners? Which areas are you already doing to create this environment? Which areas would you like to increase?
Challenge: Take one of the areas you haven't tried and purposefully integrate it into your lesson designs this week.
As we consider how we can continue to reimagine our schools this year, let's pause and reflect upon this holiday which honors Dr. Martin Luther King Jr. While we have been focusing our conversations on integrating some of the professional practice pathways into our instructional practices, it is important to not lose sight of our additional roles as educators. Today reminds us that we are also teaching our students how to be future citizens and part of that responsibility is to provide students with opportunities to practice citizenship, service, and character development.
Challenge: This week, integrate one of the following quotes into your work with students. Challenge them to dream big. Have them reflect on the quotes and how it relates to their own lives. Have them apply the quotes to current events today.
“The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands at times of challenge and controversy.” Strength to Love, 1963
“Injustice anywhere is a threat to justice everywhere.”
“Never forget that everything Hitler did in Germany was legal.”
“As my sufferings mounted I soon realized that there were two ways in which I could respond to my situation -- either to react with bitterness or seek to transform the suffering into a creative force. I decided to follow the latter course.”
Center for the Collaborative Classroom is hosting a professional-learning workshop in Worcester, MA that may interest you:
Teaching the Whole Child: Establishing a Growth Mindset and Social-Emotional Competencies (K–6)
February 7, 2018 • Worcester, MA Register or Learn More
Explore the important roles of a growth mindset and social-emotional learning in core literacy instruction. Participants will:
Anne Bartoszuk and Karen Zagorski
AB Curriculum Solutions
Anne@ab-curriculum.com or 401-330-0255 // Karen@ab-curriculum.com or 401-965-0724
Center for the Collaborative Classroom
"Not only are our students learning to read and write with skill and passion, they are learning how to care about and support one another as people and learners, while our teachers are supported in their efforts to continue learning as they work together to support our students."
— Lynda Fender Hayes, Director, P.K. Yonge Developmental Research School