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2021 ASCD Summer Reading List4 years ago
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Friday, April 1, 2011
Having a "Growth Mindset"
I'm enjoying some time this weekend at the Northeast Foundation for Children; catching up with the most amazing group of educators - Consulting Teachers for Responsive Classroom, and learning about having a "Growth Mindset". Does our belief about ourselves determine our ability to succeed?
Carol Dweck has completed some intriguing research which answers this question with a resounding, "Yes!" She has coined the phrase "Growth Mindset", which she explains can be developed in both children and adult learners. When people have this mindset, they believe that they can develop their brain, abilities, and talents. People that have a "Growth Mindset" care more about stretching themselves and challenging their learning. They are OK with not knowing everything. This mindset can influence both behavior and achievement.
Learning environments and learning tasks can be designed and presented to help learners develop a "Growth Mindset", which in turn, can lead to short-term achievement, ultimately resulting in long-term success.
Take a few minutes to watch this video that explains this research:
Carol Dweck has completed some intriguing research which answers this question with a resounding, "Yes!" She has coined the phrase "Growth Mindset", which she explains can be developed in both children and adult learners. When people have this mindset, they believe that they can develop their brain, abilities, and talents. People that have a "Growth Mindset" care more about stretching themselves and challenging their learning. They are OK with not knowing everything. This mindset can influence both behavior and achievement.
Learning environments and learning tasks can be designed and presented to help learners develop a "Growth Mindset", which in turn, can lead to short-term achievement, ultimately resulting in long-term success.
Take a few minutes to watch this video that explains this research:
This research has profound implications for teachers. Dweck offers some concrete suggestions to help teachers create learning environments and meaningful learning tasks that will encourage students towards developing a "growth mindset": creating a classroom culture that supports risk-taking, providing specific feedback when giving students praise or encouragement, emphasizing deep learning rather than fast learning, directly teaching students how the brain works, personal goal setting, and evaluating student work with "growth mindset" criteria. While I don't believe that having a "growth mindset" will cure all academic ills, I can envision benefits for both adult and student learners; such as increased motivation and effort as they are nurtured in an environment that values "becoming" rather than "being".
Some of the questions that I'm left with to ponder:
Am I creating a risk taking environment for my students?
What does this look like as I work with adult learners?
How am I cultivating a "Growth Mindset" for myself?
Interested in finding out more about Dweck's research? Check out her book: Mindset or her website for kids: Brainology.
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Tuesday, March 8, 2011
A Shift in Attitude
With today's current negative climate regarding the teaching profession, I'd be remiss if I didn't take the time to write about what is happening. However, I had to sit for a moment and contemplate - just what are the real issues? Unfortunately, just like any profession, there are those that have chosen this noble profession that just aren't teaching with integrity. However, for every teacher that fits in this category, there are three more that are doing their best to reach all of their students. This is probably true of most professions, so why the current attack against teachers?
Several years ago I had the opportunity to travel to China in order to participate in a cultural exchange which included teaching English in a University in Guilin. After traveling almost 30 hours, the last thing I wanted was to have my picture taken. However, that is just what happened. To make it worse, our pictures were blown up to poster size and displayed on the university square with our occupations listed underneath.
I was totally unprepared for what I experienced next. Students sought me out 24/7. They waited outside my hotel room, accompanied me to dinner, walked me to class, and helped me to navigate the bartering system as I struggled to purchase a simple bottle of water. Why? They wanted to practice "English". Who better than a teacher to teach them, they reasoned. The Chinese people hold teachers in high regard. They realize that the only way to better themselves is through education. They are hungry, even desperate for the chance to better themselves.
Sometimes I wonder what it will take for this kind of hunger for education to happen in the US. We have a great country, no doubt about it, but many Americans (both young and old) operate from a platform of entitlement, believing that they are deserving of things that they have not worked for. What will this attitude of entitlement do to the culture of our country? I think we are currently experiencing the effects of such an attitude.
I believe we need to work together as a nation to solve the conundrum that we are currently faced with. It will not be solved by pointing fingers and blaming others. It is time to recognize that teachers are indeed the very heart of the solution. Yes, there is a need for reform - even teachers agree with this statement. However, isolating the very people we need to accomplish this task works against our struggle for change. We need a shift in attitude - to one of gratitude for teachers. Change will not happen overnight, but here's an idea for a place to begin: I encourage you to take Chip Wood's recent suggestion to send an e-mail or note thanking a teacher, recognizing the impact they have had in the life of a student.
Several years ago I had the opportunity to travel to China in order to participate in a cultural exchange which included teaching English in a University in Guilin. After traveling almost 30 hours, the last thing I wanted was to have my picture taken. However, that is just what happened. To make it worse, our pictures were blown up to poster size and displayed on the university square with our occupations listed underneath.
I was totally unprepared for what I experienced next. Students sought me out 24/7. They waited outside my hotel room, accompanied me to dinner, walked me to class, and helped me to navigate the bartering system as I struggled to purchase a simple bottle of water. Why? They wanted to practice "English". Who better than a teacher to teach them, they reasoned. The Chinese people hold teachers in high regard. They realize that the only way to better themselves is through education. They are hungry, even desperate for the chance to better themselves.
Sometimes I wonder what it will take for this kind of hunger for education to happen in the US. We have a great country, no doubt about it, but many Americans (both young and old) operate from a platform of entitlement, believing that they are deserving of things that they have not worked for. What will this attitude of entitlement do to the culture of our country? I think we are currently experiencing the effects of such an attitude.
I believe we need to work together as a nation to solve the conundrum that we are currently faced with. It will not be solved by pointing fingers and blaming others. It is time to recognize that teachers are indeed the very heart of the solution. Yes, there is a need for reform - even teachers agree with this statement. However, isolating the very people we need to accomplish this task works against our struggle for change. We need a shift in attitude - to one of gratitude for teachers. Change will not happen overnight, but here's an idea for a place to begin: I encourage you to take Chip Wood's recent suggestion to send an e-mail or note thanking a teacher, recognizing the impact they have had in the life of a student.
Tuesday, March 1, 2011
What I Wish I Knew...
Today, I posted a response to a question on another blog: "What do you wish you knew when you first started teaching?" I quickly wrote a few lines, then as usual, I began to really contemplate this question. I thought it would be fun to answer alphabetically:
A - Always take the time to reflect on your day with improvement in mind.
B - Birthday cluster - graphing the students in your classroom is truly informative.
C - Caring for others must be intentionally taught in classrooms.
D - Don't be afraid to admit you don't know it all.
E - Everyone needs to feel a sense of belonging, significance, and fun!
F - Find the best teacher in the school - then watch them in action.
G - Greeting each student every morning is a simple way to build relationships.
H - Have high expectations and help your students meet them.
I - Ignore the "Negative Nancy's" - they are always on the look out for newbies.
J- Just breathe - realize that there will always be something left undone.
K - Know and apply the developmental characteristics of children to your teaching.
L - Learning happens best when you build a sense of community.
M - Model everything you can - the time will come back four fold!
N - Never use sarcasm with students.
O - Only have students sitting 2 x's the number of minutes equal to their age. Use energizers.
P - Praise such as "Good Job" is empty - be specific when telling kids what you notice.
Q - Quiet time after lunch - it just makes sense.
R - Relationships are important. Take time to invest in the lives of students & colleagues.
S - Sometimes you will make mistakes, admit it and move on.
T - Talk less and listen more - you can learn a lot from kids.
U - Understand the needs of your students - emotionally, physically, and academically.
V - Very engaging lessons result in fewer behavior problems.
W - Words are one of the most important tools that a teacher has!
X - Xeric - characteristic of too many learning environments, water your classroom with engaging activities that allow students to collaborate, opportunities for student choices and relevant, authentic learning!
Y - You can make a difference in the life of every child that you teach (emphasize a different word each time you say this sentence - amazing isn't it?)
Z - Zero in on the most important things - everyone is important and anything is possible!
What do you wish you knew when you first started teaching?
A - Always take the time to reflect on your day with improvement in mind.
B - Birthday cluster - graphing the students in your classroom is truly informative.
C - Caring for others must be intentionally taught in classrooms.
D - Don't be afraid to admit you don't know it all.
E - Everyone needs to feel a sense of belonging, significance, and fun!
F - Find the best teacher in the school - then watch them in action.
G - Greeting each student every morning is a simple way to build relationships.
H - Have high expectations and help your students meet them.
I - Ignore the "Negative Nancy's" - they are always on the look out for newbies.
J- Just breathe - realize that there will always be something left undone.
K - Know and apply the developmental characteristics of children to your teaching.
L - Learning happens best when you build a sense of community.
M - Model everything you can - the time will come back four fold!
N - Never use sarcasm with students.
O - Only have students sitting 2 x's the number of minutes equal to their age. Use energizers.
P - Praise such as "Good Job" is empty - be specific when telling kids what you notice.
Q - Quiet time after lunch - it just makes sense.
R - Relationships are important. Take time to invest in the lives of students & colleagues.
S - Sometimes you will make mistakes, admit it and move on.
T - Talk less and listen more - you can learn a lot from kids.
U - Understand the needs of your students - emotionally, physically, and academically.
V - Very engaging lessons result in fewer behavior problems.
W - Words are one of the most important tools that a teacher has!
X - Xeric - characteristic of too many learning environments, water your classroom with engaging activities that allow students to collaborate, opportunities for student choices and relevant, authentic learning!
Y - You can make a difference in the life of every child that you teach (emphasize a different word each time you say this sentence - amazing isn't it?)
Z - Zero in on the most important things - everyone is important and anything is possible!
What do you wish you knew when you first started teaching?
Friday, February 18, 2011
Take the time to ask "Why?"
There are some bastions of education that are considered "holy ground". These practices in the classroom have been around for so long that we don't even question why we do them, we just make sure they get done. The issues of homework and grading fall into this category. They are currently topics of controversy among educators willing to place their practices under the microscope for closer inspection. The main reason for the debate is that we have failed to stop and ask ourselves, “What is our purpose for assigning a grade or assigning homework to a student?” Many believe that grades are not reliable or valid because they are so subjective. (An "A" in Mr. Smith's class can easily translate into a "B" in Mr. Fields's class next door.) According to Alfie Kohn, the issue is not how we should grade, but rather why do we grade? Why are we so concerned with evaluating how well students are doing? Researchers have found three consistent effects of using letter or number grades: reduced interest in the learning itself, reduced student preference for challenging tasks, and reduced quality of student thinking. Yikes! So, why are we doing this?
I believe that these are both topics that should be approached cautiously with open dialogue. Teachers, parents and administrators need to be encouraged to rethink how we grade and ultimately why we grade. Some major points that need to be considered are: late work, opportunities for retaking a test or assignment, cheating, and homework. It is my belief that students should be encouraged to complete their work. Teachers should not have a policy that prohibits work from being turned in late. Students are not motivated by assigning a zero or even 50% to late work. Allowing students to turn in work late, with a smaller consequence will provide incentive to complete the work in many cases. Assigning a zero to a student that is caught cheating does not accurately portray what a student knows or is able to do. The teacher and student need to discuss the reasons why the student resorted to cheating and allow for restitution with logical consequences.
We need to focus on measuring and giving meaningful feedback that accurately reflects what a student understands and is able to do. While establishing a new policy for grading may seem daunting, I believe we should at least adhere to following stipulations: refrain from assigning a letter or number grade for each assignment – instead give specific, constructive feedback in oral or written form; never grade on a curve – this destroys the sense of community and collaboration as learners; don’t give a separate grade for effort – a low grade for effort can be translated to mean, “You’re a failure for even trying”.
In some schools homework is graded, in others students receive points just for completion. Research does not support the common belief that homework (assigned as practice) increases student achievement in the elementary grades. So, why do we continue to frustrate both students and parents with work that is not beneficial? I believe there are more negative effects than there are positive in regards to homework. Teachers and administrators should rethink why homework is assigned. Both quantity and quality must be addressed. Teachers should be given time to reflect and dialogue about the outcomes that they are trying to achieve by giving an assignment. They need to investigate what types of assignments may be better than others, based on research and best practices. I believe there are ways to create choices for students to continue to extend their learning at home that can result in joyful learning experiences for both students and their families. Taking the time to reflect and ask why we give homework and grades is the first step.
I believe that these are both topics that should be approached cautiously with open dialogue. Teachers, parents and administrators need to be encouraged to rethink how we grade and ultimately why we grade. Some major points that need to be considered are: late work, opportunities for retaking a test or assignment, cheating, and homework. It is my belief that students should be encouraged to complete their work. Teachers should not have a policy that prohibits work from being turned in late. Students are not motivated by assigning a zero or even 50% to late work. Allowing students to turn in work late, with a smaller consequence will provide incentive to complete the work in many cases. Assigning a zero to a student that is caught cheating does not accurately portray what a student knows or is able to do. The teacher and student need to discuss the reasons why the student resorted to cheating and allow for restitution with logical consequences.
We need to focus on measuring and giving meaningful feedback that accurately reflects what a student understands and is able to do. While establishing a new policy for grading may seem daunting, I believe we should at least adhere to following stipulations: refrain from assigning a letter or number grade for each assignment – instead give specific, constructive feedback in oral or written form; never grade on a curve – this destroys the sense of community and collaboration as learners; don’t give a separate grade for effort – a low grade for effort can be translated to mean, “You’re a failure for even trying”.
In some schools homework is graded, in others students receive points just for completion. Research does not support the common belief that homework (assigned as practice) increases student achievement in the elementary grades. So, why do we continue to frustrate both students and parents with work that is not beneficial? I believe there are more negative effects than there are positive in regards to homework. Teachers and administrators should rethink why homework is assigned. Both quantity and quality must be addressed. Teachers should be given time to reflect and dialogue about the outcomes that they are trying to achieve by giving an assignment. They need to investigate what types of assignments may be better than others, based on research and best practices. I believe there are ways to create choices for students to continue to extend their learning at home that can result in joyful learning experiences for both students and their families. Taking the time to reflect and ask why we give homework and grades is the first step.
Monday, January 31, 2011
Because I'm good at it!
Teaching gifted students, I often spend a few minutes interviewing students in a one on one setting. I usually ask some generic questions just to get to get acquainted. One of the questions I frequently ask is , "What is your favorite subject in school?" Regardless of their answer, I follow up this question with "Why?" It interesting to hear their answers to both questions, but especially the "why".
Yesterday, I was meeting with a new student who said that his favorite subject was math. When I asked him why, he said "Because I'm good at it." Wanting to engage him in more conversation, I asked him, "How do you know you're good at math?" He looked at me incredulously and answered, "Because I like it." Now, you may be thinking that this is a prime example of circular reasoning. However, as I gave this more thought and chatted some more with this student I realized he felt comfortable with math. He enjoyed math. Therefore, he felt "good at it". He didn't offer his test grades or his report card as evidence that he excelled in this area.
It is interesting to see how young minds work. I began thinking of this in the larger context of school/education. Do our students feel comfortable at school? Is school fun? I know some educators that would flat out state - school doesn't have to be fun. In their minds, the learning needs to occur and we just don't have time for "fun". I disagree. There are so many ways to make learning engaging and enjoyable (check out some ideas for activities on the tab "Responsive Classroom" in my blog)!
As educators (both teachers and administrators), we need to keep this in mind. Don't we all yearn to hear our students say, "I love school!" and when asked why, hear them answer, "Because I'm good at it!"
So, what do you feel that you're "Good at?"
Yesterday, I was meeting with a new student who said that his favorite subject was math. When I asked him why, he said "Because I'm good at it." Wanting to engage him in more conversation, I asked him, "How do you know you're good at math?" He looked at me incredulously and answered, "Because I like it." Now, you may be thinking that this is a prime example of circular reasoning. However, as I gave this more thought and chatted some more with this student I realized he felt comfortable with math. He enjoyed math. Therefore, he felt "good at it". He didn't offer his test grades or his report card as evidence that he excelled in this area.
It is interesting to see how young minds work. I began thinking of this in the larger context of school/education. Do our students feel comfortable at school? Is school fun? I know some educators that would flat out state - school doesn't have to be fun. In their minds, the learning needs to occur and we just don't have time for "fun". I disagree. There are so many ways to make learning engaging and enjoyable (check out some ideas for activities on the tab "Responsive Classroom" in my blog)!
As educators (both teachers and administrators), we need to keep this in mind. Don't we all yearn to hear our students say, "I love school!" and when asked why, hear them answer, "Because I'm good at it!"
So, what do you feel that you're "Good at?"
Thursday, January 6, 2011
To Blog or Not to Blog....
Why do I blog? That is the question....
My husband definitely doesn't get it. Some of my colleagues still wonder what blogging really is. A few of my friends and colleagues actually read my blog. My daughters love it! (BTW, they both have blogs too!)
I'm a pretty busy person - teaching, taking grad courses, completing an internship for my principal certification, and taking care of my hubby and my puppies (not necessarily in that order, but OK, I have to be honest ...sometimes it is).
So, here are some reasons why I choose to blog...
My husband definitely doesn't get it. Some of my colleagues still wonder what blogging really is. A few of my friends and colleagues actually read my blog. My daughters love it! (BTW, they both have blogs too!)
I'm a pretty busy person - teaching, taking grad courses, completing an internship for my principal certification, and taking care of my hubby and my puppies (not necessarily in that order, but OK, I have to be honest ...sometimes it is).
So, here are some reasons why I choose to blog...
- I began blogging because I planned to teach my students to blog, so I thought I'd check it out first and use mine as a sort of "mentor text"
- I want to share my experiences and knowledge with other educators
- It helps me to reflect
- It helps me to refine my ideas about education
- It keeps me abreast of current trends in education
- I love technology (although it doesn't always love me)
- It gives me opportunities to collaborate with other educators
- Perhaps to be a catalyst, creating dialogue or just planting seeds to rethink how we "do education"
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