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I resonated so much with Trevor and the research.  I found it to be a wonderful talk and that it aligned so much with the emotional intelligence trainings I've been apart of.  I have brought the word learner into my vocabulary and actively remind myself to use learner instead of student.  I especially loved the tiger reference and the tiger in the cage or the jungle.  Loved it!

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Trevor Ragan's talk on creating a learning centered culture helped myself by encouraging myself to find different ways to unpack material for my students in creating a learning environment, where not only I am teaching them but their peers. After my recent observation I discovered that I hold my students hands in completing task, and it is now on me to let my tigers out of the cage so that they can fend for themselves. I have received some push back from students, but I know it is what's best for them. A wise man told me that if my voice is heard the most than they aren't learning.

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After meeting with Trevor, I was so inspired. It motivated me to learn more. I’ve been listening to podcasts and have used many of his sayings in my classroom already. I would love to create a class/elective/club where students can come to learn more about how to get better at learning. My kids loved Trevor’s video and we were able to connect better as a class when talking about his key points.

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I’ve really focused on trying to use the growth mindset language the last few weeks and also I’ve tried to continue encouraging students to persevere when work is challenging for them. Today I had a boy quit the game he was playing because he thought it was too hard and I had him go back and try again and he did it.

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Trevor's talk helped me to be more aware of when I label my students in my head. Because of this awareness, I've been supporting the students I have trouble with better than I did in the recent past.

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It made me feel better when he said that he too sometimes will have a fixed mindset about certain things. It's completely normal. We're not perfect and just have to try everyday to develop a growth mindset.

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I learned a lot from Trevor's talk - and I appreciated how his advice and insight was both motivational and honest. I think his point of growth mindsets or fixed mindsets fluctuating in moments was helpful for students in terms of self awareness. Some students have even said to me "I'm trying not to have a fixed mindset right now!" and that recognition is important for growth. I showed the students his jungle tiger video also, and students immediately began making connections to how they "jungle tiger" and "zoo tiger" in virtual learning. Overall, it has made classroom culture more positive and progress oriented vs perfection oriented.

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Trevor's talk on creating a learner center culture and growth mindset helped me focus on praising the process for myself and my students.  I want students to feel they can make mistakes in their work. Trevor also helped me learn more growth mindset language with my students. I now use certain language and praises that my students are starting to pick up on. This type of language also helps me when I am stressed!

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trevor's talk made me stop to evaluate where I am at, what labels i unintentionally may be putting on others, and evaluate the label i put on myself.

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trevor's talk made me stop to evaluate where I am at, what labels i unintentionally may be putting on others, and evaluate the label i put on myself.

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I've often used these terms in my own conceptualization of lessons.  Using Trevor's "Zoo Cat" and "Jungle Cat" metaphor has given me a story to make the concept more understandable to my grade 7s.

Teresa shared the skater video with our students. I'm constantly reminding students of it as we're grinding our way through some argumentative essays that, for some, are definitely outside of the comfort zone of some of my students. I hope they know that it's all a process, and I look forward to being able to show them their growth in the process after we've gotten a few of these types of assignments under our belts.

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The day after our New Teacher Workshop with Trevor, I showed my students the video on the Jungle Tiger. Immediately after the video, students were making connections between the two tigers and even applying it to stories we have read together in class- one being from "The Wild Robot." Given the fact they recognized it in character's from our novels, they were able to clearly apply their own mindset to that of the jungle or even zoo tiger.

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Trevor's talk was motivating and inspiring. I have incorporated neuroplasticity into some lessons. I make my students aware of the challenges in life, share personal stories, and let them know that I experience many of these challenges daily. I hope my students can relate to this and they can attempt to be even 1% better than yesterday.

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Trevor's talk was insightful and intriguing in a very realistic way, using very concrete descriptions of growth mindset, which I find is helpful language to use when you are speaking to students. They need these reminders consistently throughout the day. Some teachers do not use this strategy and it definitely impacts the students in a negative way, so sometimes I wish it was enforced and reinforced more consistently than it is.

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Trevor's talk impacted myself as an instructor because it will keep my mindset open on finding alternatives and different creative pathways to teach each student. I personally learn through kinesthetic and visual learning. My students may learn differently from myself and their peers.

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After Trevor's talk last week I have become more mindful of the language that I am using in the classroom in order to nurture the growth mindset in our young learners. I make sure to take a step back during my lessons in order to check in with myself and make sure that I am providing my learners with the most useful tools for developing a growth mindset.

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I like how he encourages us to break out of our comfort zone. And to use growth mindset language daily with students to inspire them to try hard things

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Trevor’s talk on growth mindset was helpful to me in the sense that it made me feel human about feeling certain feelings sometimes, and to think differently about how to motivate my students. His talk also help put into perspective for me the difference between learners, and how to motivate learners to go outside their comfort zone.

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Checklists can individualize the learning process

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Checklists can individualize the learning process

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A checklist is a pathway for learning that many young learners who need additional support may find helpful..this can cause learners to take ownership [by creating their own checklists or plans of action] and strategically approach challenges/struggles independently

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I have really been working in being mindful of the language I use with my students. I am also working to make sure each student feels like a learner and has the opportunity to grow.

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Trevor Ragan's talk was inspirational. I say this because we often give up when something is too hard. We forget that learning new things is a challenge. We can be so hard on ourselves and we easily give up. We can learn new things, because we have learned things before.

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Trevor Ragan's talk was inspirational. I say this because we often give up when something is too hard. We forget that learning new things is a challenge. We can be so hard on ourselves and we easily give up. We can learn new things, because we have learned things before.

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Since Trevor, using the growth mindset language in the virtual classroom ais one of the goals I keep trying to keep including

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Trevor's talk offered a lot of perspective on growth mindset that will benefit both me and my students. He focused on the question "What do I need to learn in order to achieve this?" rather than the statement "I can't do this, I give up." This mindset is crucial for students to adopt. If students give up the firs time they fail, they won't be successful. They need to absorb a mindset that allows them to determine what needs to be done in order to accomplish a specific goal.

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Trevors talk help me continue to motivate my student to become the best students they can be.

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I liked how Trevor explained that it is okay to have a fixed mindset at first but it is how you move forward to have a growth mindset and foster that positivity.

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I think it helped my students develop more self awareness. For example, all of my s students said they wish to be the wild tiger however when we reflected, many realized they tend to be a caged tiger at times. So it was interesting to see the “lightbulb” go off in their brains when they realized having a growth mindset ys more than just making mistakes.

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After listening to Trevor, the way I interact with students has changed. I’m focusing on wording. Positivity=confidence=growth

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Trevors talk was inspiring because it encouraged us to view our students differently. Not to label them and to always keep an open mind. Encourage them to be their best and remember that everyone (including our grandmas) could Learn new skills with the right support.

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It burns my butt when people are visibly doing something else (looking at another device) it brings me joy when people use the chat feature 

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It burns my butt when people are visibly doing something else (looking at another device) it brings me joy when people use the chat feature 

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Trevor's talk was very inspiring and really encouraged me to focus more on the growth mindset. I have a couple students that quickly give up when faced with a challenge. Trevor's talk encouraged me to praise the process to help these students understand that a challenge is what helps us to grow.

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When I can hear typing, or if someone is interrupting another person while they are talking.

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When he/she is clearly disregarding what you are saying and is distracted.

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My biggest pet peeve when on Webex with my students is knowing that many are not paying attention when their videos are not on. I don't want to require the video if they are not comfortable, but need to know they are paying attention and participating. Something I love about Webex is the breakout room feature. I used this feature to hold book clubs with one of my sections who went virtual. They were able to discuss their books with one another despite their physical distance. They really enjoyed this, and it was helpful that I was able to pop into each group's session as needed and to assess.

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I hear typing or chewing noises, the connection keeps cutting out

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When people forget to mute themselves and start having conversations.

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When people forget to mute themselves and start having conversations.

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Hearing someone typing.

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All the different sounds that come up when people do not know they are unmuted.

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The echoing of sounds when someone may not realize they are not muted.

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Trevor's talk helped remind me to not get frustrated with students when they are giving up, even after talking to them many times in the moment about not giving up.

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Trevor's talk helped remind me to not get frustrated with students when they are giving up, even after talking to them many times in the moment about not giving up.

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When someone doesnt mute their microphone and you hear their background when you are trying to speak.

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When you’re speaking and clearly the person is not listening...

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when people repeat things because they clearly were not listening the first time around.

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when people repeat things because they clearly were not listening the first time around.

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'nuff said :)

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When there’s an echo or when one one is muted and tries talking and more than one person has to call it out

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It burns my butt when people enter   a meeting with their mic's on and the feedback is horrible.

Norms, type in chat and raising hand when speaking. Joining breakout rooms, sharing screens.

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Janine - The noise and distractions of what is going on in the background. 

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Janine - The noise and distractions of what is going on in the background. 

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When others are intentionally working on something else for an extended period of time: Making the choice to not be "present".  

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When others are intentionally working on something else for an extended period of time: Making the choice to not be "present".  

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The sound of typing and the sound of feedback with non-muted microphones

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When you can't have a clear conversation because the sounds interrupt/connection isn't good, or more than one person is speaking at the same time

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When someone doesn't realize they aren't muted

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For meetings with adults, I think hearing the echo sounds when people forget to mute and seeing others not engaged (if I'm presenting) annoys me the most. Also not being given enough time to process info. For students, I also get annoyed when students are having side conversations during class or when I have to repeat directions over and over.

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When others are talking and get interrupted  by others

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When students are laying down or taking their iPad for a spin around the house!

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When the internet connection is poor

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When you are talking and/or asking questions and no one answers you. They have mic off and video off.

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Background noise.

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When I see students laughing, looking away, and reacting to a family member in their room.

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Poor connections and non-muters.

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I loved hearing Trevor's perspective and some of the research behind learning. It has made me reflect on my own learning as well as that of my students/learners.

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I liked that Trevor Ragan’s workshop explains that we all have both the fix and growth mindset.  This is what makes us human but we should we aware and challenges ourselves as learners.

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Not muting!

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When people are on WebEx what it bothers me is that people don’t mute.

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https://docs.google.com/presentation/d/1gL898xaE-xT-X9na2YO9O1T3MaYtXsZeHlUByLV8bUY/edit

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https://docs.google.com/presentation/d/1CKnRvEsyZIRUzAJ8G1KA2_7f5RqVUQDn7RkcuM1cRa8/edit?usp=sharing

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https://docs.google.com/presentation/d/1mpfMSptFr261a24Ddsqb-8rJ8FmO9Re2g6xfRshmCnk/edit?usp=sharing

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https://docs.google.com/presentation/d/1UAwbCIe8GJt7iupFYje3viwuMc6DGZtJQTIuEtIBNtY/edit?usp=sharing

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Treating my students more and more like learners and helping them build their beliefs. I’d like to continue to model the jungle tiger approach and continue to implement student choice and more thoughtful grouping while still maintaining social distance.

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Treating students like learners is my biggest goal. As a Pre-K teacher, these learners are learning how to be a student for the first time. Also, the belief that skills are built and take practice. This goes hand in hand with having a growth mindset and working through challenges. These are the biggest things I am working on with my young learners and their growing minds.

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Treating students like learners is my biggest goal. As a Pre-K teacher, these learners are learning how to be a student for the first time. Also, the belief that skills are built and take practice. This goes hand in hand with having a growth mindset and working through challenges. These are the biggest things I am working on with my young learners and their growing minds.

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My instructional goal relates directly to the recognition of effort and persistence.  During our SEL onboarding, we spoke about the value of process praise versus person praise.  I'd like to make more of a conscious effort in praising a student's progress in reaching a goal or tackling a challenge rather than acknowledging the end result only.

Update: Upon reading the anecdote on action research, I changed my instructional goal to a question format: “How do I provide students the opportunity to reflect on their own learning (academically and behaviorally)?”  I have embedded a google form survey that assesses the above question.

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My goal is to have "jungle tiger" opportunities despite the limitations we have due to COVID (not being able to have students sing, share instruments and props,typical movement activities, etc). I want to continue to have student centered activities where students feel as if they have a voice and an opportunity to be a learner. I want my students walking away feeling as if they didn't miss any opportunities to be "jungle tigers" due to the limitations we have.

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My goal is to have my students own their learning and to fuel the fire in their learning. I also want to be able to guide students in discovering the solution to problems they have. I want to teach them to talk out their problem in hopes of discovery

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My instructional goal is to make students aware of an "end goal" early on in each unit so that they know what they are working towards. For example, as I begin a new unit, my goal is to make students fully aware of what the "end goal" is - what their assessment will be at the end of the unit. This way, the assignments we do through the unit will build their skillsets and abilities to master the assessment at the end of the unit. By this time, students will have the scaffolds and supports needed to complete the assessment with confidence. I'd also like to instill a larger growth mindset in my students so they are aware that our classroom is a safe space for mistake-making and is encouraged to promote growth.
**UPDATE: 1/19/21 - I have generated a few new goals at this point in the school year. First, a big goal of mine is to gather a variety of strategies to make 7th grade Book Club engaging, interactive, and collaborative for my students in the midst of a pandemic that mandates a 6 ft. physical distance. Students recently took a survey on their engagement with Book Club thus far and I plan to use this data to drive my research of these strategies to achieve my goal. Another major goal of mine is to hold students accountable for their own independent goals. At the beginning of the year, I had students complete a Google Form to generate goals based on their own progress at that point. I encouraged them to consider their NWEA data when brainstorming their academic goals, and also had them come up with a personal goal. With this being said, goals are only effective if they are followed up with. Students need to be held accountable for their goals in order to ensure they are achieved. It's important that I follow up with students regarding their original goals in order to hold them accountable and measure progress in that aspect.

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My instructional goal is to continue to grow as a teacher/educator, continue to learn, and try different strategies in my classroom.

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My instructional goal is to give student choice as much as possible. Because of the restrictions they aren't able to go around the room, or physically interact with one another. Therefore, I want to try and give them as much choice as possible in their daily activities so that they still feel like they have a voice and are a apart of their learning

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My instructional goal going forward will be for students to achieve a directional and emotional connection with their learning. To give the students a point and value of learning and how it connects or is relevant to their own interests.

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My instructional goal is to put the cognitive load on my learners such that the amount of “teacher talk” has lessened. Further, learners have the opportunity to exercise their choice in order to independently perform and meet both academic and personal goals.

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I know that learning, at its most significant level, is difficult. My instructional goal is find the balance between modeling a jungle tiger approach (actions outside of what we might be comfortable with/ good at in spite of fear or apprehension) to achieve higher level thinking, while acknowledging that students are trying, sometimes failing, yet persisting.

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My goal is for my learners to have the jungle tiger mentality. I want my learners to try. There are limitations when teaching virtual, but I want them to get the most out of this school. I want them to love learning and appreciate themselves as learners.

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My instructional goal is for my students to take ownership in their learning and becoming true learners. I want to instill a foundational belief in my students that learning takes practice and hard work. I would like my learners to feel they control their own learning and have choices along the process of learning.

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My goal is to have students who take accountability of their work and that are able to self assess their work and determine if it meets the expectations set. This way, they are able to learn that sometimes learning takes a lot of work and it is a skill to be able to hold yourself to standards and want to achieve more.

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Developing a mindset in our learners to value the process of learning. I believe that teaching kindergarten provides me with a direct connection to the development of the growth mindset. Nurturing a mindset that the learning process is just as, if not more important than the end result is a goal of mine in all three of my classrooms. Developing this belief will help young learners grow into life-long learners.

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My goal is to be more explicit in my words to students about growth mindset. For example, if I'm teaching students about drawing portraits, stating outright that "this is practice and it doesn't have to be perfect" helps students to relax and try their best without the pressure.

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My instructional goal is to increase student participation and belief in the value of physical activity challenges, both inside and outside of the school. I wish to help them gain a better understanding that going outside of their comfort zone with fitness and practicing new skills can positively impact numerous areas of their lives. The sky's the limit. If we dedicate enough time and effort with any skill, we can all show improvement. This will lead students on a journey to pursue excellence. I will be joining them on this journey.

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https://sites.google.com/d/12YqckvgaG2unSQrQeJAInEAQ3_4okVjg/p/1PpanWo2JfNd8IITZ99nFs0ifFuuAqeJ3/edit

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https://sites.google.com/mineolak12workspace.com/janinemillertenureportfolio/home

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I'm finding it very difficult to pick just one goal because I set high expectations for myself and there's so much I want to work on and develop (especially while teaching 100% virtually). When thinking about my students during math class, I definitely want to see them "jungle tiger" more, take ownership of their learning, and embrace challenges as opposed to feeling intimidated by them.

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My goal is to help my students understand that skills are built and take practice and that it is okay to fail. This will help them to better understand that these failures and mistakes will help them grow and learn. With this, a goal for myself is to use more growth mindset language and remember to praise the process.

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My instructional goal is to continue to develop a growth mindset among my learners and allow for more student driven outcomes.

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My instructional goal is to continue to develop a growth mindset among my learners and allow for more student driven outcomes.

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Elisabeth Healy

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My goal this year is to treat my students as learners and truly expand on growth mindset. Reminding students that mistakes are part of the process and this is how we grow and learn. (A reminder for myself as well) I’d like to Allow my learners choice and build confidence in their choices. It is important to me that my students are comfortable in my classroom.

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My goal this year is to try to get the high school students to believe in themselves and to encourage them to be self-motivated, regardless of the subject or content area. I want them to recognize that they can learn, even if it's challenging, but that learning sometimes takes time. I also want them to understand that just because they have an IEP or 504 does not mean they are dumb and won't be able to be successful.  But, it's possible to be successful when you are self-motivated.

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My goal is to promote higher level thinking for my students by providing opportunities for growth through self awareness. Oftentimes this year I have noticed my students seeking reassurance in their abilities. I want them to grow that belief in themselves that they are “right” and they can continue to gain knowledge whether in the classroom or on their own.

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https://sites.google.com/u/3/d/16GZo9MNzP0glpxQBO4ZKgf90ukFG_mS1/p/1rG5WrUqbCWuxzDXKqWpbe2I4FSVeDXaY/preview?authuser=3

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My instructional goal is to show recognition of effort and persistence to my students. For example, I would like to reward a student answering a question incorrectly because they took the risk to answer that question.

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My goal is to create instructional goals for students so they know what they are working towards at the end of each unit. I think this is important because students want to know the “why” when it comes to their learning. I think that posing instructional goals for students will give them the motivation to reach that goal at the end of each unit.

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My instructional goal is to promote movement and physical activity rather then a stationary lifestyle.