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Work in little groups that make everybody valued

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Work in little groups that make everybody valued

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Admit when your wrong and ask students for help (even if you don't need it)

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Admit when your wrong and ask students for help (even if you don't need it)

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When students say "I can't do this, Miss!", I respond "Yet!"

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When students say "I can't do this, Miss!", I respond "Yet!"

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Value comments and suggestions for improvement over the mark

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Value comments and suggestions for improvement over the mark

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Consult with students about their learning

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Consult with students about their learning

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Give students some control over what and how.

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Considering possibilities: there is no right answer

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Considering possibilities: there is no right answer

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Embed growth mindset approaches more in school philosophy- emphasise it across all teaching &l earning programs

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Embed growth mindset approaches more in school philosophy- emphasise it across all teaching &l earning programs

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Start the day with low impact exercises. Aim to get the oxygen into the brain to enhance students concentration etc.

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student voice opportunities

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give examples of things that change and equate effort and intelligence to these

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Provide constructive feedback and don't be afraid to let students fail.

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Provide constructive feedback and don't be afraid to let students fail.

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Don't be afraid to make mistakes in front of the class

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Don't be afraid to make mistakes in front of the class

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Utilising constructive feedback, both verbal and written, that identifies the skills students do have and the next steps forward.

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Utilising constructive feedback, both verbal and written, that identifies the skills students do have and the next steps forward.

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value strategies rather than right/wrong answers

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value strategies rather than right/wrong answers

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This is why we need to provide instruction at point of need from the start - so that students all have the opportunity to strive and don't overreact when they encounter challenges.

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This is why we need to provide instruction at point of need from the start - so that students all have the opportunity to strive and don't overreact when they encounter challenges.

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To get the students to set a goal and also more importantly to self reflect on their effort and be able to give reasons for their performance - why it went well or why it didn't go well.

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Encourage students to give things a go
Be positive with new experiences
Encourage resilience
Explain sometimes it is the experience rather than the outcome
Let students know that learning is a lifetime experience

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When we make mistakes, own them to model that its ok.

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When we make mistakes, own them to model that its ok.

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Tell students its ok to make mistakes and mistakes are part of developing their knowledge 

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Tell students its ok to make mistakes and mistakes are part of developing their knowledge 

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Give feedback throughout a task so students have an opportunity to reflect/refine/edit/improve, not just feedback at the end

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Give feedback throughout a task so students have an opportunity to reflect/refine/edit/improve, not just feedback at the end

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Value improvement

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A

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Often telling students, I learned this the other day......

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allow them to make mistakes and learn from them..

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allow them to make mistakes and learn from them..

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we should not expect perfection from our students - we are not perfect and our students should know this. A growth mindset must allow for mistakes.