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First off, the idea behind this characteristic is great. If students are also learning about growth mindset at home and are living in an environment that fosters their growth mindset, it reinforces what they are learning in class. Also, the strategies provided for parents can easily be adapted for the classroom. I especially like of the strategy of say this, not that which provides an easy way for parents to foster a growth mindset. The other points from the first article, talking about brain, accepting mistakes as learning opportunities, and understanding the role of emotions in learning are all things we have covered in this class.
Other strategies from the links that I can adapt for my classroom are famous failures, family meeting and family manifesto. These are good resources for both parents and teachers. This characteristic also gives parents an opportunity to have a direct impact on their child's education.

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The language suggestions in the mindsetworks article were great - Say This, Not That. They are simple ways for parents to help instill a growth mindset both in themselves and their children. Language is very powerful. I also liked the Family Manifesto and Family Meeting worksheets. I liked the phrase suggestions on the manifesto worksheet. The Family Meeting worksheet provides a structured strategy for parents to use with their children. I liked how it brought the growth mindset from the individual level to the family dynamic.

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One of my favorite things from this characteristic is "normalize struggle."  Thinking of my own kids I have always asked them to do their best.  Yet I also say I expect you will do well.  My daughter does pretty good with challenges, but I can definitely see where my son wants to be perfect.  He specifically struggles with homework.  He has to get them all right.  Which I want him to be successful, but I don't want him to feel like an error is the end of the world.  I think between my desire for him to do well in school and teacher expectations he now has a fear of failure.  I loved the strategies and family poster ideas to help bridge this gap in growth mindset he has.

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I have usedf growth mindset strategies and activities in the classroom. I have also shared, briefly, about them in our weekly newsletters. I have not shared tips, videos, ideas or links to things families can do at home. I also think there are many families that would be interested in learning more specifics about this research.
I have a few ideas
1. weekly newsletter growth mindset tip or idea
2. at conferences print out the say this not that chart - or have growth mindset articles on hand
3. PTA meeting topic - this could be included as one of the focuses for parents to come listen and learn.
Personally, I liked the handout and organization of the family meeting handout.

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"The main thing about meaningful choice is that it engenders willingness."  Great reminder that I will always do more if I have more choice as to how or what I am doing.  It gives me and my students ownership in what we are working on.  I loved that the teacher was so confident in giving her students challenges.  I find myself trying to "protect" my students from frustration that I don't allow them to struggle with support.  The number one thing I work on in my classroom is building a relationship with students and families.  It is so important to me that my students know I can and that I am here to help them.

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Tiger Up!
Love this idea of putting students in a control setting of struggle to help them learn how to "tiger up" to get through the struggle.  I feel like sometimes in this day and age they expect fast results and struggle to learn problem solving.  I also like all the positive messages.  I know I could use this daily and many of my students would benefit from having a  positive environment around them.
Wait time.....................such a simple and powerful tool to allow students to construct an answer. I know there have been many times I have said something and then thought, darn I should have said that a different way, or added something. I like to observe and take things in and listen to others while I construct my feedback on a topic. Makes sense my students would like that too!

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-Taking on challenges and instilling a resilient mindset.   Providing resources and opportunities to build resilience are important.  I liked the concept of islands of competence and how the resource of a charismatic adult/model can help students see their successes/strengths and how to transfer those to areas that may cause struggles for the student.

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Resilient Mindset- I like that this is included along growth mindset. Resilience is such an important skill to learn for students. I also like that it suggests letting students make their own decisions with regards to their education because it gives them a chance to directly impact their education, allows them to learn from their choices and gives them a sense of control.

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Struggle and confusion are an important step of learning.  If the process is too easy, the students probably already know the material and not much learning is occurring.

I really appreciated the focus on wait time and wait time 2. So often students are not given this time to reflect and really think about a problem/question. I also liked the strategy of asking open ended questions to the class and not a particular student to help reduce anxiety on the part of students. One thing that you need to be careful of with this is to make sure that all students get opportunities to participate.

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I am glad that there is an entire characteristic about wait time because wait time is so important for students. One thing that really stood out to me in this characteristic was that wait time teaches students the skill of patience which is a skill that they will need to learn to succeed. I believe that I am good at giving wait time but I never really thought about wait time # 2, taking a pause after a student answers a question so they can complete their answer or elaborate on their answer. I think we have a tendency to jump on a student's answer without allowing them some time to finish their thoughts.

I also loved the idea of doing positive daily intentions in the classroom. It gives students time to reflect and praise their effort and progress.

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support, modeling, relationships, praising the process/effort, and choice/control all help students build resiliency that is needed to help fight through difficult situations.
- building a positive self esteem can help students have a growth mindset and get through situations that are difficult.
- it is important for students to be challenged in their life - it motivates them as well as prepares them for life - it allows them to grow, learn and practice problem solving. It also helps students feel comfortable struggling.

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struggle time is necessary for learning
wait time is important
I can still do better on "wait time 2" giving wait time after a response is given

the positive intentions activity sampler was a great and easy way to include mindfulness, kindness and community building - it connected with #dogooddecember calendar that I saw the other day

WOOP goal setting was a neat idea to help students make process centered goals. I also like that it made students think of possible obstacles in the beginning and how to plan from them.

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I like the phrase Tiger Up! Giving it something fresh and new to help engage and be calm.
I also think this is something that needs to be modeled and explicit taught and discussed at the beginning of each school year.
The phrase, " you can struggle, struggle, struggle and you can figure things out is called learning" was a great teacher statement.

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The strategy of having the students plan and record lesson plans of what they learned was great.  It allows the students to do some meta-cognition as well as demonstrate the process of learning to the teacher, their peers and their parents.  Having the students watch the videos and provide analysis really gets them involved in the process and reaffirms the tenets of the growth mindset.

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I really liked the celebrations of learning and the focus on students showing what they learned through a product that will be useful to the widest possible audience as opposed to just their peers or teacher.  It reminded me of a project that the students at my school have been working on in which they are interviewing alumni and individuals at one of the local assisted living homes.  With the alumni, they are creating podcasts which they are then sharing out to the public via our website.  With the individuals at the local assisted living facility, they are creating recordings of the interviews and sharing them with the individual's family members.  It has been a positive project which has allowed our students to learn how to interview, use our recording studio and give back to our community.
I also liked the positive self talk handout.

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I like that students becoming the teachers was included in this characteristic. Students learn so much from teaching one another.

I also liked that students are given the opportunity to share their thinking. In the first video, about student to student assessment, disagreement between students was used as a learning moment. The teacher did not say that either answer was wrong, but helped the students to resolve the disagreement through discussion and did not put students down by saying that they were wrong, once again creating a positive learning environment.

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I love that positive self talk was a part of this characteristic. I have seen students put themselves down (and done it myself) and that is so harmful. I believe that helping students to see the value in positive  self-talk is crucial for developing a growth mindset. If they are continually putting themselves down, they will never see themselves as good enough. Giving students a chance to celebrate themselves and their achievements and as well as their peers create a classroom environment in which students can develop a growth mindset and thrive.

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I love the idea of "get back to me." I feel like students think they are dumb if they raise their hand and don't have their thoughts in order or get the question wrong.  I feel like wait time along with going back to that student allows them time to organize their thinking and support their answer.  It also makes them follow through with what they started and I would imagine it builds confidence in their learning.  Wait time is another huge piece that I need to do a better job at.  Between students shouting answers and the same 5 raising their hand I don't get as much information about my students as a group when I don't wait for them to come up with their answers.  I think if i waited longer I would be more solid answers from them also, instead of wait time.  I also like the idea of pausing after a students answers.  I think this gives them time to make sure they said everything they wanted and gives others the chance to process what they just heard and compare it to their thoughts and maybe change their thinking in some way.

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Embracing struggle as the way we learn and grow. Establishing a environment where this is expected and celebrate from all in the room, students and teacher alike. Being open to conversation and a different way of thinking. Focusing on "I can't YET." This will then help lead students to a more confident and positive outlook as they face additional educational and life changes.

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I love the idea of students explaining their thinking to each other. Just today after last weeks lesson I was more aware to ask students how they got their answers. It was such a great way for me to see if they really understood how to solve the problem and different ways they think about the math problem. I also love the idea of doing the videos to teach what they have learned. This would also be a great way for parents not only to see how their child in doing in class, but also how we do a specific math problem etc. There are so many times parents say that isn't the way we learned. What an incredible way to bridge the gap from home to school and give students a great way to make sure they have learned the material.

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Celebrate, Celebrate dance to the music!  Celebrate students efforts, their persistence of a difficult task.  I love the cheers and would find them easy to use in a 2nd grade classroom.  I can really see students getting into this idea!  Can't wait to start.  I also think it's a great way to help them see the positive even if a task was hard.  I love the idea of having self reflection of something positive they did on the rubric!

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Students believe more than educators that their intelligence can grow. I found this very interesting. It's amazing what students can do when you take the time to connect with them and as the article said authentically know them. Growth Mindset is a process, life learning is a process we all begin somewhere, but it's what we do with this that makes all the difference. Give yourself permission to not know everything right away. Try new things, learn and grow no matter what your age.

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I love the idea of allowing mistakes in learning. Really teaching students it's about the process and what they learn along the way. I think we have lost some of that because we have focused so much on standardized tests. Having a set routine or specific plan of attack to try to get students to be successful on the test has taken away from the process of learning. Teaching 2nd grade students to think about their thinking is a little difficult but definately do-able. We have become such a perfectionist society making mistakes is looked down upon. Our standardized test don't look at growth, they don't look at the process or how far a student has come. Neither do the districts we teach in or the parents who see the results. I love the benefits of teaching with a growth mindset and want my students to learn this way, but think I struggle with this a bit because of the final score expectation.

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I love the idea of hands on learning. I learn better this way, and I can see that my students are more engaged in the learning process this way. I usually see this in Science and I am excited to try it more in other areas specifically during our language arts block. We use turn and talk and think, pair, share in our classroom, but I think I could do a much better job at allowing and expecting students to talk and share their thinking. I can see where a few students often lead the discussion. Is there a way to get to see the full video? It only played a preview. I would love to see how this works in an elementary classroom.

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I loved the video about peer to peer conferencing. I think it is a great way to build community, trust, learning from mistakes, cooperative learning, and lowering the threat level when it comes to making errors. I also liked how the video talked about it being useful for problem solving.
I think this is a great way to start a math lesson.
I also thought the idea of students recording their own lessons plans, and providing feedback was interesting. I think this would be a great idea to share on seesaw as a live student portfolio kind of thing. I also think it is a great way for parents to see more feedback in a different non grade like way.

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celebrating learning and effort in the classroom is important.
I liked the idea of shining moment strategy that was listed in one of the articles. I think this would be something that would be great to use at the end of a math unit or our monthly novel studies. I liked the idea of adding it to a rubric, like the article stated. It will help students, and families, reflect on the learning that happened.
I also liked the strategies and information about the negative self talk. What really hit home was the phrase "I'm dumb". In fifth grade, I have heard this phrase. I liked how they explained it as a fear, and to focus on the emotion.

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Meta-cognition, thinking about your thinking, is a great way for students to take control of the learning process. Teaching students this skill helps them to develop/set their own goals, be able to deal with failure, understand that learning is an ongoing process, focus on the process, and understand that listening is important. It also has the benefit for those students with high anxiety to practice mindfulness and hopefully help reduce stress.

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I really appreciated the problem solving skills graphic/chart and how it broke teaching the process down by age group.  It really scaffolds the concepts up until you get to the higher level problem solving strategy of SODAS.
Having started as a science teacher, I also liked the emphasis on hands-on learning.  It gets the students involved in active thinking.  Also, with the visually impaired students at my school, hands-on/direct experiential learning is vital as it is often the only way for them to learn concepts that a sighted peer would just pick up through direct observation.

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I found the document on teaching growth mindset to teens very useful. Especially, making it an ongoing conservation, helping them set goals, teaching them that goals are good, and pressure is not, listen to them and watch your reactions.

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The best way to engage students is to include hands-on activities and different ways of learning because students learn in different.
I agree with this viewpoint. Students learn so much more when  they are active. I plan to continue incorporating active learning and cooperative learning in my classroom.
I found write, pair, share to be a very useful variation to think, pair, share. It helps students to think deeper about their answers and develops their writing skills.

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- I think the power of yet - praising the process- and making a safe place for mistakes all fit under what I watched and read in this characteristic.

- Goal setting is important and should be done frequently. Focusing on the process.

-Meta cognition - thinking about your thinking - is important to growth mindset. I think this is huge - and I am happy school are doing more mindfulness instruction to help with this. Meta cognition also helps create goals, find a plan, and work towards improving

- Teaching growth mindset info graphic:I also like how it talked about instead of allowing students to do extra credit to help them seek out what they did wrong. I have been implementing this for math tests. I have seen positive things come from it - it does take time-

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incorporating the different learning styles into teaching is important for learners.
- Fidgets and tactile learning is important and can be helpful for students to attain.
- I liked the handout on problem solution sentence starters. I think it is a great tool to help guide and model positive solutions.
- being intentional on using different strategies to get more students sharing * I personally loved the music ideas*
- try to incorporate different questioning techniques to help increase the depth of thinking and response is important

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There is a difference in student's mindset when they are praised for intelligence rather than effort. When students are praised for intelligence, they are more likely to view mistakes as poor performance. Students who are praised for effort and the process are more likely to view mistakes and poor performance as a learning  opportunity. We need to focus more on praising the process and the effort that the students put into their work.

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1. When a student makes a mistake, have them explain and ask follow up questions. I think this is so important because it gives students a chance to explain their answer and boasts their confidence instead of tearing it down.

2. Start with what is right in the student's answer. I hadn't thought about this before, but starting with what is right can help the student to  not be dismayed. Asking follow up questions to the student will help them to arrive at the desired answer.

3. Tell the students about your mistakes. It is important for students to see that their teacher also makes mistakes and learns from them. You are a model for your students and if they see that you make mistakes too, they will see how mistakes can help them.

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I really appreciate the focus on how and what should be praised.  Praising the effort with the focus on the task keeps the praise grounded in what the student has done not some random trait or characteristic that the student played very little in acquiring.
I also appreciated the focus on feedback being elaborated upon as well as provided in manageable bites. If the praise is not specific with meaning behind it and given in manageable bites, students can be overwhelmed and shrug off the opportunity for learning.

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1. Focus on the process.
2. Let failure happen.  Don't protect the students from failure, it short circuits a valuable learning opportunity.
3. Keep Moving Forward, Embrace your mistakes.
4. Acknowledge your own mistakes to students and share how you learned from them.
5.  I really liked the concept of "Failing Forward" and using the link between mindfulness and resiliency to empower students to process their own failures in a positive way that will result in growth.

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Praise effort put into work vs. intelligence it took to complete the  work.  Praise the process of growth.  Praise the process and effort of a child.

Feedback focus is on the task not the learner.

Praising people for their natural abilities can be destructive.

Model growth mindset and mistakes as a teacher.  Give students the learning target and let them explore ways to get to it.

Praise their hard work and effort.

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1. Praise the Process
2. Power of Yet
3. Transform the meaning of meaning of effort and difficulty.
4. Explain to students why they have an incorrect answer and give them the chance to redo their work and explain their thinking.
5.Celebrate Mistakes as learning opportunities.
6. Keep Moving Foward.

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- praise effort vs. ability
- feedback is one of the top 10 influences on student achievement.
- Peer feedback is important
-Success Criteria with learning target - I think this is a great idea!
peer to peer feedback strategies are helpful. I Liked the two stars and a wish. This connected to me as we are doing the narrative writing unit using Lucy Calkins curriculum. I had students share and give feedback similar to this. I think the two stars and a wish is non threatening.
- I li
- I also like the strategy of using models and having students go through a rubric. I do this with my novel studies - and I have seen success with it.

- I like that these strategies were based on peer to peer feedback. I think it is helpful to get more feedback, during the activity than just the teachers, during the activity and/or at the end of the activity. I also think it helps students feel connected in each others' learning.
- The study on praise intelligence vs. effort was very interesting. I can definitely see if a student has a fixed mindset and always being praised based on the end result why they would be scared to take risks and challenges.

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I loved the article "It's A Mistake Not To Use Mistakes As Part Of The Learning Process"

- I liked the categories of author used to describe how he organized his mistakes. I think this rang true for what I see in students, and myself
(1. hide them 2. learned nothing from 3. learned from 4. learned from and shared) I think a lot of people could connect to this throughout their lives - I know I can!

Making mistakes and talking about mistakes takes vulnerability and a lot of trust

- I also liked the view point about how gifted and talented students can be students who scored high on standardized testing. I will keep this in mind as we go through our GT testing in the next couple of weeks.  I felt this was a solid point

I like the strategy of giving students a chance to correct their work
looking at improvement when grading
the concept of starting with something that is right
talking about mistakes - this is something I do already in my classroom and it does help!

- I liked the student video example - I am going to use this! Thanks for sharing!

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I really like the "Get back to me".  It builds in a non-threatening/intimidating way to provide wait time for students.  It also shows the student that you do care about what they have to say by getting back to them.  It reinforces the process of thinking about the answer as opposed to emphasizing the answer/result.

I also like the focus on wait time in relation to using technology. However, I would liked to have seen some acknowledgment that wait time may vary greatly on the student. Most students would fall in the guidelines they provide, but there are students that may need longer wait times of greater than 20 seconds. This can be addressed in the classroom with the other students up front so that they feel comfortable with the extended wait time that some students may need.

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Transforming the meaning of effort and difficulty is vital to the process. Students need to be shown and experience the positive results of effort and going through difficulty in solving challenges in order to see the benefits of the process. It was nice to see the scientific research results which can also be used to show students why the growth mindset will benefit them. Once again, I appreciate the focus on the process versus the end result especially with the grades of "Not Yet." This grade in itself embodies the concepts of the growth mindset and reinforces the process to the students.

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"Get back to me" Allowing some wait time after calling on a student is important because some students are not good at thinking on their feet. If the student still does not have the answer, ask them if they would like you to come back to them. Make sure you DO come back to them. Giving a student time to answer fosters their confidence and makes it more likely that they will answer questions in the future. If you do not come back to them, they learn that "get back to me" is a way of getting out of answering a question.

Students need wait time. It allows them to process information, interact appropriately with technology (digital citizenship), and practice patience in decision making.

Avoid excessive use of wait time. Long periods of wait time (20 seconds or longer) can be intimidating for students.

Ask open ended questions to the entire class. Asking a single students a direct question can make them feel intimidated and disengage other students. Questions that are asked to the entire class encourages everyone to think about the question and form their own answers.

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"Work hard, get smart" I like this idea because it teaches students that working hard leads to success. I believe that it teaches students that struggle is important and good even and that they can take risks to learn.

Mistakes are a part of learning. Mistakes can provide students with motivation, a love of challenge and a sense of purpose. It is our responsibility to foster this environment in our classrooms.

Not yet. Students understand that they are on a learning curve.

Praise widely. Praise the process, not end results.

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My major take aways for this key characteristic:

- wait time is important
- students will give more higher level in depth answers if wait time is given
- 3-4 seconds is good
- 20 seconds can be too long (this was very interesting to me)
- if a student is stuck allow them the opportunity for the teacher to go back to them. This builds confidence and gives them more time to think
- wait time can develop patience
- wait time leads to higher engagement
- try to ask more open ended questions

I really liked the idea of wait time 2. I have not thought too much about giving more wait time in between each students response. I think this is going to be very helpful in guided reading groups when we are giving opinions about books/persuasive topics.

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Video 1:
kids are interested in the struggles and mistakes they make
- the school she references is getting 100% of students in to college
this is fantastic and it is making me reflect on the achievement gap and how growth mindset could be a strategy to help students.
Moving From I Can't to I Can't Yet:
- I like her points about students bring the effort and she brings the guidance.
- I also think the phrase I won't do for a child what they can't do for themselves. I think this reigned true for me, at school, and at home with my toddler. I need to get better at this at home with my toddler :)
- Self evaluation is important. In growth mindset. I think it can give us insights on where students fall in terms of growth mindset and perfectionism etc. I also think it would allow for great conversation.
- portfolios of learning and student led conferences are all interesting ideas to me that I have not explored yet in my classroom.

- Power of Yet Video:
- I think having some growth mindset phrased like "I Love A Challenge" and " I can't do it YET"

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The main thing I took away from this was academic courage. In the first video,  academic courage is defined as taking risks in public, going deeper with the content, asking questions, collaboration, disagree respectfully, and lead the class. Academic courage is something that I want my students to learn. Another thing that stuck out to me was letting students struggle so they learn and persevere.

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The links in this section were very useful. They were not just informative but also included resources for teachers to teach their students about growth mindset. I liked the quote from the mindset kit that students will not develop a growth mindset just because we tell them to. We have to show them, not tell them. This is important to remember because children learn through watching what others do. It is so important for us to model a growth mindset because we are role models for our students.

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Culture is important for the success of teaching a growth mindset as seen in the Expeditionary Learning school. They made a concerted effort to provide for both opportunities for students to be challenged as well as to reflect on how they handled the challenges. Students with a growth mindset are more willing to accept challenges and to persevere when failure occurs in order to be successful. It is that "YET" attitude.

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I really like that the process of instilling a growth mindset for students is a feedback loop. It is about showing and self reflection as opposed to just telling the student what a growth mindset is and expecting them to change. By showing them how it works and practicing it, it just reinforces that it works and the student can come to their own conclusion. Also, the studies that showed how learning occurred through being challenged and having failures just reaffirmed my thoughts about how we learn more through those opportunities that failure and challenges provide.

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1. Teaching students about how the brain works and how growth mindset works is teaching them how to preserve and problem solve when they don't know the answer.
2. Struggle time is okay!  They don't have to know the answer right away.
3. Allow students to be stuck in the pit, celebrate their process even if they don't get the right answer since their is learning in mistakes.
4. Establishing an environment where it is expected and accepted that students will struggle helps all student take a chance they may not otherwise take.

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1. Specifically teach students how their brains work and make new connections.
2. These challenges help your brain learn and grow smarter.
3. Celebrate mistakes and failures as students brain growing.
4. Practice and model growth mindset myself so students see it in action instead of just words coming at them.

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*Mistakes are part of growing.
*Teaching students to fix their own problems by asking open ended questions to prompt them vs. giving immediate help.
*Students learn from the process of struggle and practicing growth mindset.

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- The crew model seems awesome! The school seems to have spent purposeful time to plan and use school time to put relationships first and the whole student.

- students need to struggle

- academic courage is something I think is something that I could introduce and explain the first weeks of school. Another phrase to add to my classroom vocabulary

- tiger up is an interesting idea - the video mentioned "struggle time" which I also thought would be interesting to label that. Is that a time at the beginning of independent practice that students have to try before asking for help. I think this could be helpful in help building comfort in struggling.

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- I would like more information on what "Failure Fridays", and my "Favorite No"  looks like or what that means? Is it a discussion? It seems interesting

-I like the idea of important conversation/reflection when failure happens. What did I learn from this.

- Failing Forward is a great phrase I think I will add to my classroom vocabulary.
I would consider handing out the failure sheets at conference and talking about it with kids. Great points listed!
- I also like the idea about having students start to understand more of how the learning process happens/structure of the brain/practice/neural pathways. I do agree with the article that understanding some of that behind the scenes information will help students better understand the Why behind growth mindset
- this information connects well to the "Mind Up" curriculum. It is a curriculum about mindfulness - and it starts with learning about the brain.
Having a growth mindset about having a growing a growth mindset attitude in the classroom is a great reminder for me. I think it helped bring a perspective that change may be small and we need to acknowledge and celebrate the small steps in the process

- students need to understand why working hard and putting forth effort will help their brain grow

- students need to know that challenges help the brain grow and their intelligence

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I really liked the following:

Trying and failing is part of the process

Learning requires stumbling, correcting, and growing

You don’t have to know everything in advance

Practice and skill-building are more important than embedded talent

You’re always a beginner

Life is about life-long learning

In reading this material, I am very grateful that both my parents and most of the teachers in my life instilled these beliefs in me. I strongly believe that it is more important to teach our students these skill sets. Focusing on the process will lead to growth. The students that I work with can have years of being told "No" both in an outright fashion or in a more subtle fashion.

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In reading the articles and watching the TED talk by Carol Dweck, I found myself thinking about how everyone to whatever degree starts with a growth mindset in their life. This is reflected in how babies and young children explore and play and recover from mistakes. It is through our interactions with others as we age that we develop either a fixed or growth mindset. Also, the way our society focuses on results as opposed to the process really puts pressure on individuals to lean towards a fixed mindset. Personally, I see this with our students who thrive when given the opportunity to explore, fail, and work.

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Everyone can learn.

"Can't" is a fixed mindset

Combine strategies and beliefs
--- provide strategies to combat student's beliefs

Adults can learn new skills- learning is a life-long process

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The  main takeaways I got from reading the articles above was the difference between a student with a fixed mindset and a student with a growth mindset and how to help these students.
Student with growth mindset
-- accepts challenges
-- learn from criticism
-- find lessons and inspiration in success from others
-- " I have not mastered this yet" attitude

Student with fixed mindset
-- may not engage with process of learning
-- "I'm not good at this" attitude

I like that student's mindsets can changed and we, as teachers, have the power to change their mindset.

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What I learned about key characteristic #2

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What I learned about key characteristic #2

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Parenting aspect it was nice to read to focus on the gratitude part -
I get to bring my daughter to dance vs. I have to
I have found myself stuck in the have to part, and it's not that I don't enjoy it, because I do. It was a great reminder for myself as a parent as well.

- Watching the TED talk about growth mindset. I liked the idea of getting the grade of "Not Yet". My school currently does a grading scale of 1-4. 1= does not meet standard - 4= beyond standard
I feel like there are some things I could do with my grading rubrics to help include growth mindset.  On my rubrics - instead of seeing a 1 - they could see not yet. Seeing the language being used in grading and hearing me say the phrase of "not yet" will help model the practice as well. I feel then allowing students to conference with me to learn from their errors would be also beneficial to all students no matter if they get a grade of not yet, or a higher grade. Help establish that everyone can improve.

- I thought of myself when the TED talk was discussing how people who did fail would cheat etc. One of  the strategies was saying people who did not do well look for someone else who did worse than them so they feel better about themselves. I reflected on myself on how I can think of times when I have done that.

- I am interested in learning what math computer game she is referencing - where they motivated by process and strategy. I did not see or hear a title. I do see more fixed mindsets in math work than in literacy work.

- I enjoyed the last article about how we can apply the growth mindset principle in our own personal lives. I think it can be very helpful for relationships - and to model it for our children outside of the school setting.  I also recognized that the component #2 is an area for me to continue to focus on. Setbacks don't usually make me stop - but I do get highly frustrated at times and do not always stay calm. Relooking at those times as not a way to label myself as a failure etc. I should look at it as a challenge.

- I liked the tips of the 90 second emotion and the STOP technique. This is useful for my toddler, myself  and my students!
- One of the tips said to record the process of the goal etc. the positives as the struggles. I am thinking about how I could do this in the classroom. Not sure yet - but good thing for me to reflect on in terms of goal setting

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What I learned about Key Characteristic #1

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What I learned about Key Characteristic #1

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Some of my main take aways:

- It is about the process -vs. the outcome. This made me reflect on how we spend time creating hopes and dreams at the beginning of the year. Many students write things like "I want to get better at math", " I Want to read longer books".
This helped me realize that I need to teach growth mindset before we create goals so we can spend more time focusing on the process vs. the outcome

- This connects to my first take away - but reading about the identity based goals was powerful. It was interesting that reflecting on what we want the identity to be vs. the outcome or the result will help us stay more motivated and focused on the process. It will help us have greater amounts of success. The story about the runner was powerful (I clicked the link to the identity based goals)

- growth mindset is a continuum -  when reading and looking at the info-graphic by Carol Dweck I found myself thinking about where I land. And I could see being more fixed mindset in certain areas than in others - but based on situation. It was interesting to read that we can be a blend between fixed and growth and the importance comes from the continual idea that we can improve

- I found myself reflecting on the fact that having a growth mindset does take a certain degree of vulnerability. To be able  to identify, discuss, and accept struggle. I feel I would be better at this in my personal life since there is a strong trust between my husband and myself. Whereas at work, I might find it more difficult because there are more layers of people (boss, co-workers - families etc)

- the power of praise - this connected to responsive classroom practice of keeping praise specific. I liked the addition to keeping praise about the process vs. the outcome
I like the idea of spending time looking at student growth and giving specific praise for growth and procedure instead of "great job you got 95".