# data[].attributes.body
Growth mindset: "our first step is believing in students' inner strengths; our second is identifying those strengths" (Zacarian, et. al., 2017, p.19)

Understanding and valuing culture; recognizing our own biases

Intentionally focus our attempts and energy on positive choices, decisions, and behaviors (Zacarian et. al., 2017)

When... Then... Theory of Change: "When we believe that every human being is valuable and possesses many strengths, then we intentionally look for these strengths and support individuals in using these for their personal growth" (Zacarian, et. al., 2017, p. 34)

# data[].attributes.body
Physical Environment

"Home away from home"

Seating positioned to foster "collaboration, open discussion, and teamwork" (Zacarian, et. al., 2017, p. 54)

Lessons and objectives are easily visible and accessible

Pay attention to lighting, noise, and air quality

Clear, consistent, predictable routines

Clear and predictable rhythm within their day (lessons)

"A classroom environment that has a set of predictable routines, schedules, sequences, and practices allows such students to downshift from a fearful state where unpredictability takes control, to a calmer and more positive one where events happen in a predictable manner" (Zacarian et. al., 2017, p. 69)

# data[].attributes.body
Identify strengths and assets and reflect these back to the students

Give students positive statements

"What I Wish My Teacher Knew About Me"

Greet students by name when they enter the classroom

# data[].attributes.body
Promote student engagement through student voice and choice

connect activities/content to students' lives

Gradual release of responsibility ("we do it, you do it together, you do it alone")

Step 1: Focus Lesson

Step 2: Guided Practice

Step 3: Collaborative Learning

Step 4: Independent Work

# data[].attributes.body
"Learning is enhanced when it is a highly active, interactive process and interdependent endeavor and that learning cooperatively enhances the promotion of social skills as well as student empowerment" (Cohen & Lotan, 2014; Johnson & Johnson, 2009; Johnson, Johnson, & Holubec, 2008; Sharan, 1990)

Physical space designed for cooperative learning

Teaching students social and emotional language skills (ex: listening skills, empathy, SE language, mediating emotions, conflict resolution) (Zacarian, et. al., 2017, p. 92)

# data[].attributes.body
Growth mindset - "The belief that human capacities are not fixed but can be developed over time"

vs.

Fixed mindset - "The belief that intelligence cannot be developed"

Mindset affects motivation (if students believe they can improve and their efforts will be rewarded, they will have motivation to try; if students belief the can't get any better, they won't have any motivation to try to improve)

Teachers need to be taught how to correctly implement a positive environment in their classroom and model having a growth mindset

Without training, teachers can essentially create a false growth mindset - they believe they are teaching growth mindset skills, but their strategies are actually counterproductive

# data[].attributes.headline
6 Core Strengths for Healthy Development

# data[].attributes.subject
6 Core Strengths for Healthy Development

# data[].attributes.body
1. Attachment: Making Relationships

Form and maintain healthy emotional bonds

May have difficulty making friends and trusting adults

2. Self-Regulation: Containing Impulses

Controlling behavior

May be reactive, impulsive and easily overwhelmed

3. Affiliation: Being Part of a Group

The ability to join others in a group

Excluded or socially isolated

4. Attunement: Being Aware of Others

Being aware of someone else's needs, interests, values

Showing prejudicial attitudes

5. Tolerance: Accept Differences

Accepting others' differences

May tease, bully, or intimidate others

6. Respect: Finding Value in Differences

Appreciating self-worth and others' worth

May lack self-respect

Perry, B. (n.d.) Six core strengths for healthy child development. The Child Trauma Academy. https://www.isrc.us/sites/default/files/workshops/Perry_Six_Core_Strengths.pdf

# data[].attributes.attachment_caption
Info NMN. (2020, April 2). Regulate, relate, reason (sequence of engagement): Neurosequential network stress and trauma series [Video]. YouTube. https://www.you

# data[].attributes.body
1. Regulate the child
2. Connect with the child
3. Reason with the child

# data[].attributes.body
Build relationships with students

Identify strengths and assets

Create a calm, welcoming environment (notice lighting & sounds, create a Peace Place...)

Clear, consistent routines and expectations

Give students positive statements (greet them by name)

Gradual release of responsibility (I do, we do, you do)

When a student is dysregulated: Regulate, Relate, Reason

Encourage and design for cooperative learning

Teach social/emotional skills such as identifying emotions in self and others

Praise effort rather than intelligence

# data[].attributes.body
Praise for Intelligence (Person Praise)

-You're so smart!"

vs.

Praise for Effort (Process Praise)

-"You worked so hard on that!"

Studies found that "after a success, praise for intelligence (person praise), compared with praise for effort (process praise) or praise for outcome, was more likely to induce a fixed mindset" (Dweck & Yeager, 2020)

Students who receive effort praise are more likely to seek challenges, whereas students who receive intelligence praise are more likely to avoid obstacles and challenges

Students need to learn to face and overcome obstacles and feel proud about the work and effort they have accomplished

Teachers' mindsets affect how they respond to students, in turn affecting student mindsets

# data[].attributes.body
"The ability to be aware of someone's emotions, thoughts, behaviors, values, goals, strengths, challenges, etc. and how they impact behavior" (Greater Good in Education, 2019).

Skills to help develop self-awareness:

Identifying Emotions

Demonstrating Honesty & Integrity

Growth Mindset

Developing Interests and a Sense of Purpose

(Greater Good in Education, 2019)